References
- Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon, 6(11), e05–482. https://doi.org/10.1016/j.heliyon.2020.e05482
- Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., & Ruzek, E. A. (2020). Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers. Developmental Psychology, 56(11), 2027–2039. https://doi.org/10.1037/dev0001115
- Ansari, A., Pivnick, L., Gershoff, E., Crosnoe, R., & Orozco-Lapray, D. (2020). What do parents want from preschool? Perspectives of low-income Latino/a immigrant families. Early Childhood Research Quarterly, 52, 38–48. https://doi.org/10.1016/j.ecresq.2018.08.007
- Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling reading ability gain in kindergarten children during COVID-19 school closures. International Journal of Environmental Research and Public Health, 17(17), 6371. https://doi.org/10.3390/ijerph17176371
- Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3), 25–50. https://doi.org/10.2307/1602366
- Barnett, W. S., & Camilli, G. (2002). Compensatory preschool education, cognitive development, and “race”. In J. M. Fish (Ed.), Race and intelligence: Separating science from myth (pp. 369–406). Lawrence Erlbaum Associates Publishers.
- Barnett, W. S., & Frede, E. (2010). The promise of preschool: Why we need early education for all. American Educator, 34(1), 21–29. https://doi.org/10.2307/1602366
- Barnett, W. S., & Jung, K. (2021). Seven impacts of the pandemic on young children and their parents: Initial findings from NIEER’s December 2020 Preschool Learning Activities Survey. National Institute for Early Education Research.
- Barnett, W. S., Jung, K., Friedman-Krauss, A., Frede, E. C., Nores, M., Hustedt, J. T., & Daniel-Echols, M. (2018). State prekindergarten effects on early learning at kindergarten entry: An analysis of eight state programs. AERA Open, 4(2), 1–16. https://doi.org/10.1177/2332858418766291
- Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade? AERA Open, 1(4), 1–31. https://doi.org/10.1177/2332858415616358
- Blevins-Knabe, B. (2016). Early mathematical development: How the home environment matters. In B. Blevins-Knabe & A. M. Berghout (Eds.), Early childhood mathematics skill development in the home environment (pp. 7–28). Springer International. https://doi.org/10.1007/978-3-319-43974-7_2
- Bodovski, K., & Farkas, G. (2007). Mathematics growth in early elementary school: The roles of beginning knowledge, student engagement, and instruction. The Elementary School Journal, 108(2), 115–130. https://doi.org/10.1086/525550
- Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
- Chapman, R. S. (2000). Children’s language learning: An interactionist perspective. Journal of Child Psychology and Psychiatry, 41(1), 33–54. https://doi.org/10.1111/1469-7610.0054
- Child Trends Databank. (2019). Preschool and prekindergarten. https://www.childtrends.org/?indicators=preschool-and-prekindergarten
- Claessens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1–29. http://www.tcrecord.org/Content.asp?ContentId=16980
- Clements, D. H., Baroody, A. J., & Sarama, J. (2014). Background research on early mathematics: Background research for the National Governor’s Association (NGA) Center Project on Early Mathematics. National Governor’s Association. http://www.nga.org/files/live/sites/NGA/files/pdf/2013/1311SEME-Background.pdf
- Collis, V., & Vegas, E. (2020, June 23). Unequally disconnected: Access to online learning in the US. Brookings. https://www.brookings.edu/blog/education-plus-development/2020/06/22/unequally-disconnected-access-to-online-learning-in-the-us/
- Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, Article 105440. https://doi.org/10.1016/j.childyouth.2020.105440
- Duncan, G. J., Claessens, A., Huston, A. C., Pagani, L. S., Engel, M., Sexton, H., Dowsett, C. J., Magnuson, K., Klebanov, P., Feinstein, L., Brooks-Gunn, J., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/[0012-1649.43.6.1428].supp
- Dworkin, J., Hessel, H., Gilske, K., & Rudi, J. H. (2016). A comparison of three online recruitment strategies for engaging parents. Family Relations, 65(4), 550–561. https://doi.org/10.1111/fare.12206
- Early, D. M., Iruka, I. U., Ritchie, S., Barbarin, O. A., Winn, D. C., Crawford, G. M., & Pianta, R. C. (2010). How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly, 25(2), 177–193. https://doi.org/10.1016/j.ecresq.2009.10.003
- Epstein, J. L. (2001). School and family partnerships: Preparing educators and improving schools. Westview Press.
- Galea, S., & Tracy, M. (2007). Participation rates in epidemiologic studies. Annals of Epidemiology, 17(9), 643–653. https://doi.org/10.1016/j.annepidem.2007.03.013
- Hatcher, B., Nuner, J., & Paulsel, J. (2012). Kindergarten readiness and preschools: Teachers’ and parents’ beliefs within and across programs. Early Childhood Research & Practice, 14(2), 1–17. http://ecrp.uiuc.edu/v14n2/hatcher.html
- Hill, C. E., Thompson, B. J., Hess, S. A., Knox, S., Williams, E. N., & Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counseling Psychology, 52(2), 196–205. https://doi.org/10.1037/0022-0167.52.2.196
- Hirsch-Pasek, K., Yogman, M., & Golinkoff, R. M. (2020, July 21). Should schools reopen? Balancing COVID-19 and learning loss for your children. Brookings. https://www.brookings.edu/blog/education-plus-development/2020/07/21/should-schools-reopen-balancing-covid-19-and-learning-loss-for-young-children/
- Hoffman, J. A., & Miller, E. A. (2020). Addressing the consequences of school closure due to covid-19 on children’s physical and mental well-being. World Medical & Health Policy, 12(3), 300–310. https://doi.org/10.1002/wmh3.365
- Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkinson, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105–130. https://doi.org/10.1086/499194
- The Hunt Institute. (2020). COVID-19: State child care actions. Duke University Stanford School of Public Policy. https://hunt-institute.org/covid-19-resources/state-child-care-actions-covid–19
- Lau, E. Y. H., & Lee, K. (2020). Parents’ views on young children’s distance learning and screen time during COVID-19 class suspension in Hong Kong. Early Education and Development, 1–18. https://doi.org/10.1080/10409289.2020.1843925
- MacPhee, D., & Prendergast, S. (2019). Room for improvement: Girls’ and boys’ home environments are still gendered. Sex Roles: A Journal of Research, 80(5–6), 332–346. https://doi.org/10.1007/s11199-018-0936-2
- McCormick, M. P., Weissman, A. K., Weiland, C., Hsueh, J., Sachs, J., & Snow, C. (2020). Time well spent: Home learning activities and gains in children’s academic skills in the prekindergarten year. Developmental Psychology, 56(4), 710–726. https://doi.org/10.1037/dev0000891
- Metaferia, B. K., Futo, J., Drew, R., & Takacs, Z. K. (2020). Parents’ beliefs about play and the purpose of preschool education, preschoolers’ home activity and executive functions. Frontiers in Psychology, 11, Article 1104. https://doi.org/10.3389/fpsyg.2020.01104
- New York City Department of Education. (2020). Pre-K. https://www.schools.nyc.gov/enrollment/enroll-grade-by-grade/pre-k
- Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36, 550–560. https://doi.org/10.1016/j.ecresq.2016.02.003
- Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112–125. https://doi.org/10.1016/j.ecresq.2018.04.001
- Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10(2), 49–88. https://doi.org/10.1177/1529100610381908
- Pre-K Now. (2008). National Snapshot: Pre-K across the country. Reading Rockets. https://www.readingrockets.org/article/pre-k-across-country#:~:text=Twelve%20states%20%E2%80%94%20Colorado%2C%20Iowa%2C,formulas%20(as%20of%20FY2008)
- Prime, H., Wade, M., & Browne, D. T. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist, 75(5), 631–643. https://doi.org/10.1037/amp000060
- Puccioni, J. (2015). Parents’ conceptions of school readiness, transition practices, and children’s academic achievement trajectories. The Journal of Educational Research, 108(2), 130–147. https://doi.org/10.1080/00220671.2013.850399
- Purpura, D. J., & Logan, J. A. R. (2015). The nonlinear relations of the approximate number system and mathematical language to early mathematics development. Developmental Psychology, 51(12), 1717. https://doi.org/10.1037/dev0000055
- Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259–268. https://doi.org/10.1016/j.ecresq.2015.12.020
- Ramsook, K. A., Welsh, J. A., & Bierman, K. L. (2020). What you say and how you say it: Preschoolers’ growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self-regulation. Social Development, 29(3), 783–800. https://doi.org/10.1111/sode.12425
- Rimm-Kaufman, S. E., La Paro, K. M., Downer, J. T., & Pianta, R. C. (2005). The contribution of classroom setting and quality instruction to children’s behavior in kindergarten classrooms. The Elementary School Journal, 105(4), 377–394. https://doi.org/10.1086/429948
- Russell, B. S., Hutchison, M., Tambling, R., Tomkunas, A. J., & Horton, A. L. (2020). Initial challenges of caregiving during covid-19: Caregiver burden, mental health, and the parent–child relationship. Child Psychiatry & Human Development, 51(5), 671–682. https://doi.org/10.1007/s10578-020-01037-x
- Schmidt, A., Kramer, A. C., Brose, A., Schmiedek, F., & Neubauer, A. B. (2020). Homeschooling and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study. https://psyarxiv.com/sntxz/
- Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–461. https://doi.org/10.1111/1467-8624.00417
- Serpell, R., Baker, L., & Sonnenschein, S. (2005). Becoming literate in the city: The Baltimore Early Childhood Project. Cambridge University Press.
- Sonnenschein, S., Metzger, S., & Gay, B. (2018). Concerted cultivation among low-Income Black and Latino families. In S. Sonnenschein & B. E. Sawyer (Eds.), Academic socialization of young Black and Latino Child(ren): Building on family strengths (pp. 39–60). Springer.
- Sonnenschein, S., Metzger, S. R., & Thompson, J. A. (2016). Low-income parents’ socialization of their preschoolers’ early reading and math skills. Research in Human Development, 13(3), 207–224. https://doi.org/10.1080/15427609.2016.1194707
- Sonnenschein, S., & Sawyer, B. E. (Eds.). (2018). Academic socialization of young Black and Latino Child(ren): Building on family strengths. Springer.
- Sonnenschein, S., Stapleton, L. M., & Metzger, S. R. (2014). What parents know about how well their children are doing in school. The Journal of Educational Research, 107(2), 152–162. https://doi.org/10.1080/00220671.2013.788987
- Sonnenschein, S., & Stites, M. L. & Galcyyk, S.H. (in press). Preschool teachers’ views on distance learning during COVID-19. In O. Saracho (Ed.), Contemporary perspectives in early childhood education. Information Age Publishing.
- Spector, P. E. (2006). Method variance in organizational research: Truth or urban legend? Organizational Research Methods, 9(2), 221–232. https://doi.org/10.1177/1094428105284955
- Stavely, Z. (2018, December 13). What California can learn from universal preschool in other states. EdSource. https://edsource.org/2018/california-can-learn-from-other-states-expanding-preschool/605969#:~:text=They%20include%20Oklahoma%2C%20West%20Virginia,all%204%2Dyear%2Dolds
- Stites, M. L., & Brown, E. T. (2019). Observing mathematical learning experiences in preschool. Early Child Development and Care, 191(1), 68–82. https://doi.org/10.1080/03004430.2019.1601089
- Stites, M. L., Sonnenschein, S., Dowling, R., & Gay, B. (2021). Mathematics learning opportunities in preschool: Where does the classroom library fit in? Early Education and Development, 32(1), 66–81. https://doi.org/10.1080/10409289.2020.1721403
- Susperreguy, M. I., Burr, S. D. L., Xu, C., Douglas, H., & LeFevre, J.-A. (2020). Children’s Home numeracy environment predicts growth of their early mathematical skills in kindergarten. Child Development, 91(5), 1663–1680. https://doi.org/10.1111/cdev.13353
- Tamis-lemonda, C. S., Luo, R., Karen, E., McFadden, K. E., Bandel, E. T., & Vallotton, C. (2019). Early home learning environment predicts children’s 5th grade academic skills. Applied Developmental Science, 23(2), 153–169. https://doi.org/10.1080/10888691.2017.1345634
- Tout, K. (2021). Childcare and COVID-19: Support children by investing in early educators and program sustainability (SRCD Child Evidence Brief, 10).
- West, J., Denton, K., & Reaney, L. M. (2001). The Kindergarten Year (NCES 2001–023), U.S. Department of Education, NCES. U.S. Government Printing Office.
- Whitaker, C., Stavelink, S., & Fear, N. (2017). The use of Facebook in recruiting participants for health research purposes: A systematic review. Journal of Medical Internet Research, 19(8), 1–11. https://doi.org/10.2196%2Fjmir.7071