Citations (106)
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Kristen L. Granger, Laura D. Hanish, Tashia Abry, Dawn DeLay & Robert H. Bradley. (2023) Teachers’ Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms. Early Education and Development 34:8, pages 1850-1871.
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Joana Cadima, Cecília Aguiar, Carolina Guedes, Olga Wysłowska, Jenni Salminen, Pauline Slot, M. Clara Barata & Marja-Kristiina Lerkkanen. (2023) Process Quality in Toddler Classrooms in Four European Countries. Early Education and Development 34:7, pages 1565-1589.
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Burcu Ceylan Esenturk & Derya Asi. (2023) Teachers predicting self-regulation skills of children: the relationships among teacher beliefs, teaching intentions and preschoolers’ self-regulation skills. Education 3-13 51:7, pages 1195-1207.
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Heike Wadepohl & Cathleen Bethke. (2023) Activity settings and attributed social disadvantage as influencing factors on teacher–child interaction quality in central Germany. Early Child Development and Care 193:11-12, pages 1273-1286.
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Wilfried Smidt & Eva-Maria Embacher. (2023) The importance of structural characteristics for interaction quality in Austrian preschools. European Early Childhood Education Research Journal 31:5, pages 752-771.
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María F. Montoya, María Inés Susperreguy & Frederick J. Morrison. (2023) Self-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms. Early Education and Development 34:6, pages 1305-1324.
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Geraldine Scanlon, Snezhana Radeva, Grainne McKenna & Conor Maguire. (2023) Together from kindergarten: exploring quality to inform inclusion in early childhood settings in Bulgaria. European Early Childhood Education Research Journal 31:4, pages 544-561.
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R. Suzanne Legg. (2023) When enactive learning went missing, vicarious learning became a must. Theory Into Practice 62:3, pages 245-254.
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Eva Frick & Elisa Lehnerer. (2023) Quality of interactions in child day-care centres: status quo analysis of interaction designs in daily kindergarten routine. Early Child Development and Care 0:0, pages 1-16.
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Nicole Larsen, Angela Pyle, Erica Danniels, Marsha Marzouca & Raadiyah Nazeem. (2023) Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts. Education Inquiry 0:0, pages 1-22.
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Wilfried Smidt & Eva-Maria Embacher. (2023) Does personality matter? The relationship between child personality and interaction quality in preschools. Research Papers in Education 38:1, pages 45-68.
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Ruben G. Fukkink. (2022) Exploring children’s well-being in daycare: how do children feel all day?. European Early Childhood Education Research Journal 30:5, pages 730-744.
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Bi Ying Hu, Shuang Wang, Yingquan Song & Sherron Killingsworth Roberts. (2022) Profiles of Provision for Learning in Preschool Classrooms in Rural China: Associated Quality of Teacher-child Interactions and Teacher Characteristics. Early Education and Development 33:1, pages 121-138.
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K. Büşra Kaynak-Ekici, H. Merve İmir & Z. Fulya Temel. (2021) Learning invitations in Reggio Emilia approach: A case study. Education 3-13 49:6, pages 703-715.
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Wilfried Smidt & Eva-Maria Embacher. (2020) How do activity settings, preschool teachers’ activities, and children’s activities relate to the quality of children’s interactions in preschool? Findings from Austria. European Early Childhood Education Research Journal 28:6, pages 864-883.
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Panagiota Nasiopoulou. (2020) Decision-making factors for group organising in Swedish preschools. International Journal of Early Years Education 0:0, pages 1-16.
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Tatiana Diebold & Sonja Perren. (2020) The impact of childcare-group situational age composition on caregiver-child interactions. European Journal of Developmental Psychology 17:4, pages 598-615.
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Mafalda Alvim Gonçalves, Teresa Aguiar, Carolina Guedes & Joana Cadima. (2020) Artistic Activities in Crèche and the Quality of Interactions. Early Education and Development 31:4, pages 582-598.
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Helena J. M. Pennings & Tom Hollenstein. (2020) Teacher-Student Interactions and Teacher Interpersonal Styles: A State Space Grid Analysis. The Journal of Experimental Education 88:3, pages 382-406.
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Kira J. Carbonneau, Dustin S. J. Van Orman, Matthew E. Lemberger-Truelove & David J. Atencio. (2020) Leveraging the Power of Observations: Locating the Sources of Error in the Individualized Classroom Assessment Scoring System. Early Education and Development 31:1, pages 84-99.
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Tessa Goldschmidt & Athena Pedro. (2019) Early childhood socio-emotional development indicators: Pre-school teachers’ perceptions. Journal of Psychology in Africa 29:5, pages 474-479.
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Vera Coelho, Joana Cadima & Ana Isabel Pinto. (2019) Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting. Early Education and Development 30:6, pages 800-816.
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Emel Ergin & Hatice Bakkaloğlu. (2019) Examination of in-classroom transitions in inclusive preschool classrooms. Early Child Development and Care 189:5, pages 820-834.
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Katherine Strasser, Michelle Darricades, Susana Mendive & Gabriela Barra. (2018) Instructional Activities and the Quality of Language in Chilean Preschool Classrooms. Early Education and Development 29:3, pages 357-378.
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Beth M. Phillips, Yuting Zhao & M. Jane Weekley. (2018) Teacher Language in the Preschool Classroom: Initial Validation of a Classroom Environment Observation Tool. Early Education and Development 29:3, pages 379-397.
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Jessica E. V. Whittaker, Amanda P. Williford, Lauren M. Carter, Virginia E. Vitiello & Bridget E. Hatfield. (2018) Using a Standardized Task to Assess the Quality of Teacher–Child Dyadic Interactions in Preschool. Early Education and Development 29:2, pages 266-287.
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Harry Heft. (2018) Places: Widening the Scope of an Ecological Approach to Perception–Action With an Emphasis on Child Development. Ecological Psychology 30:1, pages 99-123.
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Priscilla Goble & Robert C. Pianta. (2017) Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness. Early Education and Development 28:8, pages 1035-1051.
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Ibrahim H. Acar, Soo-Young Hong & ChaoRong Wu. (2017) Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions. European Early Childhood Education Research Journal 25:6, pages 866-884.
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Asiye Ivrendi. (2016) Choice-driven peer play, self-regulation and number sense. European Early Childhood Education Research Journal 24:6, pages 895-906.
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Kathleen Moritz Rudasill, Leslie Hawley, Victoria J. Molfese, Xiaoqing Tu, Amanda Prokasky & Kate Sirota. (2016) Temperament and Teacher–Child Conflict in Preschool: The Moderating Roles of Classroom Instructional and Emotional Support. Early Education and Development 27:7, pages 859-874.
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Linda S. Lee. (2016) Peer Relations and Social Adjustment of Latino and Chinese Children in Head Start Classrooms. Early Education and Development 27:1, pages 1-17.
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Wilfried Smidt. (2016) Occupational activities of nonacademic and academic pedagogues working in the field of childhood education – an investigation of differences and predictor variables. Early Child Development and Care 186:1, pages 2-22.
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Caroline Bouchard, Sylvain Coutu, Nathalie Bigras, Lise Lemay, Gilles Cantin, Marie-Claire Bouchard & Stéphanie Duval. (2015) Perceived, expressed and observed prosociality among four-year-old girls and boys in childcare centres. Early Child Development and Care 185:1, pages 44-65.
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Eva-Maria Embacher & Wilfried Smidt. (2023) Associations between teachers’ professional competencies and the quality of interactions and relationships in preschool: findings from Austria. Frontiers in Psychology 14.
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