2.7(top 20%)
impact factor
1.4K(top 20%)
papers
35.7K(top 10%)
citations
83(top 10%)
h-index
3.5(top 20%)
extended IF
1.8K
all documents
39.9K
doc citations
123(top 10%)
g-index

Top Articles

#TitleJournalYearCitations
1Added Value of Dialogic Parent–Child Book Readings: A Meta-AnalysisEarly Education and Development2008689
2Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?Early Education and Development2006536
3Professional Development in Early Childhood Programs: Process Issues and Research NeedsEarly Education and Development2009345
4“Plays Nice With Others”: Social–Emotional Learning and Academic SuccessEarly Education and Development2010334
5Self-Regulation and School ReadinessEarly Education and Development2010287
6Regulatory Contributors to Children's Kindergarten AchievementEarly Education and Development2003257
7Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental OutcomesEarly Education and Development2010247
8Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income BackgroundsEarly Education and Development2008245
9Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in PreschoolEarly Education and Development2011238
10The Effects of Parent-Implemented Enhanced Milieu Teaching on the Social Communication of Children Who Have AutismEarly Education and Development2000237
11Social Relationships and School ReadinessEarly Education and Development2006221
12Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science ReadinessEarly Education and Development2009213
13Measuring School Readiness: Conceptual and Practical ConsiderationsEarly Education and Development2006209
14The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to LearnEarly Education and Development2007204
15A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking PlayEarly Education and Development2017203
16Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative SkillsEarly Education and Development2008199
17The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social CompetenceEarly Education and Development2009197
18Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDIEarly Education and Development2013195
19Emotional Competence and Early School Adjustment: A Study of Preschoolers at RiskEarly Education and Development2001188
20Working With Young Children as Co-Researchers: An Approach Informed by the United Nations Convention on the Rights of the ChildEarly Education and Development2011188
21A Validation of the Classroom Assessment Scoring System in Finnish KindergartensEarly Education and Development2010187
22Children's Engagement Within the Preschool Classroom and Their Development of Self-RegulationEarly Education and Development2013181
23Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social–Emotional CompetenciesEarly Education and Development2010177
24Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool ChildrenEarly Education and Development2014168
25Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic ReadingEarly Education and Development2010167
26Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child RelationshipsEarly Education and Development2010163
27Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education ClassroomsEarly Education and Development2009162
28Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social SkillsEarly Education and Development2013159
29Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong KongEarly Education and Development2021152
30“Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language LearningEarly Education and Development2008150
31The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional ClimateEarly Education and Development2014146
32Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional CommitmentEarly Education and Development2016145
33Emotion Regulation, Parenting and Display of Social Reticence in PreschoolersEarly Education and Development2001142
34Insights From Cognitive Neuroscience: The Importance of Executive Function for Early Reading Development and EducationEarly Education and Development2012140
35Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-AnalysisEarly Education and Development2013140
36Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional ExhaustionEarly Education and Development2018138
37School Readiness: Are There Social Prerequisites?Early Education and Development2006137
38Language Development Subcontexts in Head Start Classrooms: Distinctive Patterns of Teacher Talk During Free Play, Mealtime, and Book ReadingEarly Education and Development2006135
39Adult–Child Relationship Processes and Early SchoolingEarly Education and Development1997134
40Low-Income Children's School Readiness: Parent Contributions Over the First Five YearsEarly Education and Development2009133
41Fostering Parental Support for Children's Mathematical Development: An Intervention with Head Start FamiliesEarly Education and Development2000132
42Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's DevelopmentEarly Education and Development2008132
43The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and KindergartenEarly Education and Development2011131
44Further Psychometric Evaluation of the Eyberg and Behar Rating Scales for Parents and Teachers of PreschoolersEarly Education and Development2003130
45Promoting Language and Literacy Development through Parent–Child Reading in Hong Kong PreschoolersEarly Education and Development2003129
46Development, Assessment, and Promotion of Preliteracy SkillsEarly Education and Development2006129
47The Evidence Base for Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just ContentEarly Education and Development2010127
48Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent BeliefsEarly Education and Development2015127
49Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in PreschoolEarly Education and Development2006125
50Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical SkillsEarly Education and Development2015125