Citations (25)
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K. O. W. Helmerhorst, M. Dutta, F. Khanom, S. S. Zaman & M. J. J. M. Gevers Deynoot-Schaub. (2023) Quality of Caregiver–child Interactions in Early Child Care Centers in Bangladesh: Measurement and Training. Early Education and Development 34:1, pages 208-227.
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Anne Grethe Baustad & Elisabeth Bjørnestad. (2022) Everyday interactions between staff and children aged 1-5 in Norwegian ECEC. Early Years 42:4-5, pages 557-571.
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Natalie Macdonald, Ann-Marie Gealy & Glenda Tinney. (2021) Exploring the effect of an attachment intervention in areas of multiple deprivation on adult–child interaction and the implications for children's social, emotional and behavioural development. Early Child Development and Care 191:5, pages 670-684.
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Mehrnaz Tajik & Elly Singer. (2021) Collaborative research between academics and practitioners to enhance play engagement in the free play of two- and three-year olds. Early Years 41:1, pages 64-78.
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Elisabeth Bjørnestad, Martine L. Broekhuizen, Ellen Os & Anne Grethe Baustad. (2020) Interaction Quality in Norwegian ECEC for Toddlers Measured with the Caregiver Interaction Profile (CIP) Scales. Scandinavian Journal of Educational Research 64:6, pages 901-920.
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Anne Grethe Baustad, Wenche Rønning & Elisabeth Bjørnestad. (2020) Norwegian ECEC staff’s thinking on quality of interaction. Early Child Development and Care 190:12, pages 1969-1982.
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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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Katrien O. W. Helmerhorst, Cristina Colonnesi & Ruben G. Fukkink. (2019) Caregiver’s Mind-Mindedness in Early Center-based Childcare. Early Education and Development 30:7, pages 854-871.
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Ruben G. Fukkink, Rosanne M. V. Sluiter, Mirjam J. J. M. Gevers Deynoot-Schaub & Katrien O. W. Helmerhorst. (2019) A Comparative Exploration of the Pedagogical Quality of Parent-Led Child Care Centers and Regular Child Care in The Netherlands. Early Education and Development 30:1, pages 98-113.
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Lisanne Jilink, Ruben Fukkink & Sanne Huijbregts. (2018) Effects of early childhood education training and video interaction guidance on teachers’ interactive skills. Journal of Early Childhood Teacher Education 39:4, pages 278-292.
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Elisabeth Bjørnestad & Ellen Os. (2018) Quality in Norwegian childcare for toddlers using ITERS-R. European Early Childhood Education Research Journal 26:1, pages 111-127.
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Marilyn Fleer, Helen Hedges, Freya Fleer-Stout & Le Thi Bich Hanh. (2018) Researcher intersubjectivity: a methodology for jointly building an interactive electronic early childhood quality involvement/rating scale. International Journal of Research & Method in Education 41:1, pages 69-88.
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Katrien O. W. Helmerhorst, Ruben G. Fukkink, J. Marianne A. Riksen-Walraven, Mirjam J. J. M. Gevers Deynoot-Schaub & Louis W. C. Tavecchio. (2017) Improving quality of the child care environment through a consultancy programme for centre directors. International Journal of Early Years Education 25:4, pages 361-378.
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Articles from other publishers (12)
Linda J Harrison, Sandie Wong, Judith E Brown, Megan Gibson, Tamara Cumming, Michael Bittman & Frances Press. (2023) Taking a detailed look at early childhood educators’ worktime. Australasian Journal of Early Childhood.
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Ji Young Lee & Jihyun Sung. (2023) Effects of in-service programs on childcare teachers’ interaction quality: A meta-analysis. Teaching and Teacher Education 124, pages 104017.
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Ruben G. Fukkink. (2022) Infants in Dutch daycare: Exploring fine‐grained dimensions of temperament. Infant and Child Development 31:6.
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Margit Averdijk, Denis Ribeaud & Manuel Eisner. (2022) External childcare and socio-behavioral development in Switzerland: Long-term relations from childhood into young adulthood. PLOS ONE 17:3, pages e0263571.
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Ruben Fukkink, Katrien Helmerhorst, Mirjam Gevers Deynoot-Schaub & Rosanne Sluiter. (2019) Training Interaction Skills of Pre-service ECEC Teachers: Moving from in-Service to Pre-service Professional Development. Early Childhood Education Journal 47:4, pages 497-507.
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Bi Ying Hu, Zanmei Song, Shuang Wang & Jennifer LoCasale-Crouch. (2019) Global quality profiles in Chinese early care classrooms: Evidence from the Shandong Province. Children and Youth Services Review 101, pages 157-164.
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Ruben Fukkink, Lisanne Jilink, Rosanne Op den Kelder, Kirti Zeijlmans, Iris Bollen & Letty Koopman. (2019) The development of interaction skills in preservice teacher education: A mixed-methods study of Dutch pre-service teachers. Early Childhood Education Journal 47:3, pages 321-329.
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Ellen Os & Leif Hernes. 2019. Nordic Families, Children and Early Childhood Education. Nordic Families, Children and Early Childhood Education
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Claudia D. Werner, Harriet J. Vermeer, Mariëlle Linting & Marinus H. Van IJzendoorn. (2018) Video-feedback intervention in center-based child care: A randomized controlled trial. Early Childhood Research Quarterly 42, pages 93-104.
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Geert Driessen. (2017) Early Childhood Education Intervention Programs in the Netherlands: Still Searching for Empirical Evidence. Education Sciences 8:1, pages 3.
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Katrien O. W. Helmerhorst, J. Marianne A. Riksen-Walraven, Ruben G. Fukkink, Louis W. C. Tavecchio & Mirjam J. J. M. Gevers Deynoot-Schaub. (2016) Effects of the Caregiver Interaction Profile Training on Caregiver–Child Interactions in Dutch Child Care Centers: A Randomized Controlled Trial. Child & Youth Care Forum 46:3, pages 413-436.
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Linda Biersteker, Andrew Dawes, Lynn Hendricks & Colin Tredoux. (2016) Center-based early childhood care and education program quality: A South African study. Early Childhood Research Quarterly 36, pages 334-344.
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