Help on query formulation
first | previous | 1 21 | next | last

Result 1 to 20 of 32 total

The role of household chaos in understanding relations between early poverty and children’s academic achievement. (English)
Early Child. Res. Q. 37, 16-25 (2016).
Classification: C61 C31
1
Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities. (English)
Early Child. Res. Q. 37, 1-15 (2016).
Classification: C61 C31 F21 C41
2
Geometric toys in the attic? A corpus analysis of early exposure to geometric shapes. (English)
Early Child. Res. Q. 36, 358-365 (2016).
Classification: G21 U61 C31
3
Mathematics and language: individual and group differences in mathematical language skills in young children. (English)
Early Child. Res. Q. 36, 259-268 (2016).
Classification: F21 C51
4
Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children. (English)
Early Child. Res. Q. 36, 178-189 (2016).
Classification: F21 C51 C41
5
Child-centered versus teacher-directed teaching practices: associations with the development of academic skills in the first grade at school. (English)
Early Child. Res. Q. 36, 145-156 (2016).
Classification: D42 C32
6
Longer-term associations of preschool education: the predictive role of preschool quality for the development of mathematical skills through elementary school. (English)
Early Child. Res. Q. 36, 475-488 (2016).
Classification: D31 D41 C41 C31
7
Which preschool mathematics competencies are most predictive of fifth grade achievement? (English)
Early Child. Res. Q. 36, 550-560 (2016).
Classification: C41 C33 F20 F30
8
Longitudinal associations between residential mobility and early academic skills among low-income children. (English)
Early Child. Res. Q. 36, 190-200 (2016).
Classification: C31 C61 C41
9
Comparing public, private, and informal preschool programs in a national sample of low-income children. (English)
Early Child. Res. Q. 36, 91-105 (2016).
Classification: C31 D31 B21 C61
10
Learning executive function and early mathematics: directions of causal relations. (English)
Early Child. Res. Q. 36, 79-90 (2016).
Classification: C31
11
Mother-child attachment styles and math and reading skills in middle childhood: the mediating role of children’s exploration and engagement. (English)
Early Child. Res. Q. 36, 295-306 (2016).
Classification: C30 C60 C40
12
Predicting growth trajectories in early academic learning: evidence from growth curve modeling with Head Start children. (English)
Early Child. Res. Q. 36, 244-258 (2016).
Classification: C30 C40
13
Math self-concept in preschool children: structure, achievement relations, and generalizability across gender. (English)
Early Child. Res. Q. 36, 391-403 (2016).
Classification: C21 C31 C61
14
Associations between child home language, gender, bilingualism and school readiness: a population-based study. (English)
Early Child. Res. Q. 35, 95-110 (2016).
Classification: C52 C51 F22 F21 F32 F31 C32 C31
15
Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood. (English)
Early Child. Res. Q. 35, 76-84 (2016).
Classification: C32 C42 C22 C62 C41 C31 C61 C21 C71
16
Trajectories of behavioral regulation for Taiwanese children from 3.5 to 6 years and relations to math and vocabulary outcomes. (English)
Early Child. Res. Q. 34, 104-114 (2016).
Classification: C41
17
Cross-lagged relationships between home learning environment and academic achievement in Chinese. (English)
Early Child. Res. Q. 33, 12-20 (2015).
Classification: C61 C71 C31
18
Beyond numeracy in preschool: adding patterns to the equation. (English)
Early Child. Res. Q. 31, 101-112 (2015).
Classification: G21 F21
19
Preschoolers’ strategies for solving visual pattern tasks. (English)
Early Child. Res. Q. 32, 204-214 (2015).
Classification: D51 G21 F21
20
first | previous | 1 21 | next | last

Result 1 to 20 of 32 total

Valid XHTML 1.0 Transitional Valid CSS!