Citations (34)
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Alessandra N Bazzano, Yaoyao Sun, Yuanhao Zu, Julia M Fleckman, Emma A Blackson, Tejal Patel, Angie Shorty-Belisle, Keith H Liederman & Cody Roi. (2023) Yoga and Mindfulness for Social-Emotional Development and Resilience in 3–5 Year-Old Children: Non-Randomized, Controlled Intervention. Psychology Research and Behavior Management 16, pages 109-118.
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Jessica A. Willard, Birgit Leyendecker, Katharina Kohl, Lilly-Marlen Bihler & Alexandru Agache. (2022) Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development?. Applied Developmental Science 26:4, pages 704-725.
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Hande Erdem-Möbius, Özen Odağ & Yvonne Anders. (2021) Socio-spatial segregation in school-society relational spaces from the perspectives of Turkish immigrant mothers: “Where are the Germans?”. Contemporary Social Science 16:4, pages 464-479.
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Katharina Kluczniok & Thilo Schmidt. (2020) Socio-cultural disparities in the quality of children's interactions in preschools. European Early Childhood Education Research Journal 28:4, pages 519-533.
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Katharina Kohl, Lilly-Marlen Bihler, Jessica A. Willard, Alexandru Agache & Birgit Leyendecker. (2020) Linking Quantity and Quality of Early Childhood Education and Care to Children’s Socio-Emotional Adjustment: A German Cross-Sectional Study. Early Education and Development 31:2, pages 177-199.
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Sandra Hubert, Lena Nusser & Susanne Kuger. The relation between structural family characteristics and parental attitudes with respect to the use of ECEC for one- and two-year-old children in Germany. European Early Childhood Education Research Journal 0:0, pages 1-27.
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Articles from other publishers (28)
Verena Seibel. (2023) The impact of migrants' knowledge about their social rights on their subjective wellbeing. Frontiers in Political Science 5.
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Ville Ruutiainen, Eija Räikkönen & Maarit Alasuutari. (2023) Socioeconomic and attitudinal differences between service users of private and public early childhood education and care in the Finnish context. International Journal of Child Care and Education Policy 17:1.
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Stefanie Sprong & Jan Skopek. (2023) Childcare utilisation by migration background: Evidence from a nationally representative Irish cohort study. Research in Social Stratification and Mobility 84, pages 100773.
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Ramazan Sak, İkbal Tuba Şahin-Sak, Çağla Öneren-Şendil & Joanne McHale. (2023) Learning Centers in Turkish Preschools: A Phenomenological Study. International Journal of Early Childhood.
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Elly Ramadhani Sipayung & Ching Ching Cheng. (2023) Investigating parents' degrees of trust and communication towards teachers in Indonesian kindergartens. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7:1, pages 927-936.
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Csaba Kurucz, Axinja Hachfeld, Simone Lehrl & Yvonne Anders. (2023) Die Bedeutung migrationsbezogener Überzeugungen von frühpädagogischen Fachkräften für die Qualität pädagogischer PraxisThe importance of migration-related beliefs of preschool teachers for the quality of educational practice. Zeitschrift für Erziehungswissenschaft 26:1, pages 211-242.
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Nadine Wieduwilt, Simone Lehrl & Yvonne Anders. (2023) Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality. Early Childhood Research Quarterly 62, pages 175-185.
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Dejana Bouillet & Sandra Antulić Majcen. (2022) Potential for preventing the risk of social exclusion of children in Early Childhood Education and Care in Croatia. Journal of Pedagogy 13:2, pages 5-27.
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Samantha Burns, Adrienne Davidson, Linda White, Delaine Hampton & Michal Perlman. (2022) Information effects on parental choices for early childhood education and care. Behavioural Public Policy, pages 1-23.
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Hannah Sinja Steinberg & Corinna Kleinert. (2022) Timing of early childcare take‐up in Germany: An application of rational choice theory. Journal of Marriage and Family 84:3, pages 840-859.
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Jascha Dräger & Klaus Pforr. (2022) The multiple mediators of early differences in academic abilities by parental financial resources in Germany. Advances in Life Course Research 52, pages 100476.
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Mariana Grgic, Franz Neuberger, Bernhard Kalicki, Florian Spensberger, Hanna Maly-Motta, Bärbel Barbarino, Susanne Kuger & Thomas Rauschenbach. (2022) Interaktionen in Kindertageseinrichtungen während der Corona-Pandemie – Elternkooperation, Fachkraft-Kind-Interaktionen und das Zusammenspiel der Kinder im Rahmen eingeschränkter Möglichkeiten. Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research 17:1, pages 27-56.
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Antonia Scholz. (2021) Moderating Uncertainty: The Reception of Refugee Children in the German Early Childhood Education and Care Sector. Journal of Refugee Studies 34:4, pages 3665-3687.
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Daniel Schmerse. (2021) Peer Effects on Early Language Development in Dual Language Learners. Child Development 92:5, pages 2153-2169.
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Silvia Salchegger, Iris Höller, Barbara Herzog-Punzenberger & Simone Breit. (2021) Nachhaltiger Chancenausgleich durch mehrjährigen Kindergartenbesuch? Ergebnisse einer österreichischen VollerhebungDo early childhood education and care have lasting effects on equity in education? Results from an Austrian census. Zeitschrift für Grundschulforschung 14:2, pages 341-358.
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Gesine Nebe. (2021) Kitaplatzvergabe – Problemaufriss unter Berücksichtigung der Segregationsforschung. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research 16:1-2021, pages 75-94.
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Nina Hogrebe, Anna Pomykaj & Stefan Schulder. (2021) Segregation in Early Childhood Education and Care in Germany: Insights on Regional Distribution Patterns Using National Educational Studies. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research 16:1-2021, pages 36-56.
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Kirsten Elisa Petersen. (2021) Leisure and youth clubs’ work with young people of ethnic minority background living in socially deprived housing areas: creating processes of hope and empowerment through social pedagogical work. International Journal of Social Pedagogy 10:1.
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Nina Alexandersen, Henrik Daae Zachrisson, Tiril Wilhelmsen, Mari Vaage Wang & Ragnhild Eek Brandlistuen. (2021) Predicting selection into ECEC of higher quality in a universal context: The role of parental education and income. Early Childhood Research Quarterly 55, pages 336-348.
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Jennifer Lambrecht, Katja Bogda, Helvi Koch, Guido Nottbusch & Nadine Spörer. (2019) Die Rolle der Kindergartenqualität: Eine Mehrebenenanalyse zur Prädiktion des Wortschatzes von KindergartenkindernThe role of pre-school quality: a multi-level analysis to predict pre-schoolers’ vocabulary. Zeitschrift für Erziehungswissenschaft 22:3, pages 665-694.
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KATHERINE TWAMLEY & PIA SCHOBER. (2018) Shared Parental Leave: Exploring Variations in Attitudes, Eligibility, Knowledge and Take-up Intentions of Expectant Mothers in London. Journal of Social Policy 48:2, pages 387-407.
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Katharina Kohl, Jessica A. Willard, Alexandru Agache, Lilly-Marlen Bihler & Birgit Leyendecker. (2019) Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary. AERA Open 5:1, pages 233285841983251.
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