# | Title | Journal | Year | Citations |
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|
1 | Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis | Early Education and Development | 2008 | 689 |
2 | Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? | Early Education and Development | 2006 | 536 |
3 | Professional Development in Early Childhood Programs: Process Issues and Research Needs | Early Education and Development | 2009 | 345 |
4 | “Plays Nice With Others”: Social–Emotional Learning and Academic Success | Early Education and Development | 2010 | 334 |
5 | Self-Regulation and School Readiness | Early Education and Development | 2010 | 287 |
6 | Regulatory Contributors to Children's Kindergarten Achievement | Early Education and Development | 2003 | 257 |
7 | Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes | Early Education and Development | 2010 | 247 |
8 | Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds | Early Education and Development | 2008 | 245 |
9 | Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool | Early Education and Development | 2011 | 238 |
10 | The Effects of Parent-Implemented Enhanced Milieu Teaching on the Social Communication of Children Who Have Autism | Early Education and Development | 2000 | 237 |
11 | Social Relationships and School Readiness | Early Education and Development | 2006 | 221 |
12 | Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness | Early Education and Development | 2009 | 213 |
13 | Measuring School Readiness: Conceptual and Practical Considerations | Early Education and Development | 2006 | 209 |
14 | The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn | Early Education and Development | 2007 | 204 |
15 | A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play | Early Education and Development | 2017 | 203 |
16 | Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills | Early Education and Development | 2008 | 199 |
17 | The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence | Early Education and Development | 2009 | 197 |
18 | Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDI | Early Education and Development | 2013 | 195 |
19 | Emotional Competence and Early School Adjustment: A Study of Preschoolers at Risk | Early Education and Development | 2001 | 188 |
20 | Working With Young Children as Co-Researchers: An Approach Informed by the United Nations Convention on the Rights of the Child | Early Education and Development | 2011 | 188 |
21 | A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens | Early Education and Development | 2010 | 187 |
22 | Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation | Early Education and Development | 2013 | 181 |
23 | Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social–Emotional Competencies | Early Education and Development | 2010 | 177 |
24 | Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children | Early Education and Development | 2014 | 168 |
25 | Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic Reading | Early Education and Development | 2010 | 167 |
26 | Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships | Early Education and Development | 2010 | 163 |
27 | Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms | Early Education and Development | 2009 | 162 |
28 | Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills | Early Education and Development | 2013 | 159 |
29 | Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong | Early Education and Development | 2021 | 152 |
30 | “Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language Learning | Early Education and Development | 2008 | 150 |
31 | The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate | Early Education and Development | 2014 | 146 |
32 | Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment | Early Education and Development | 2016 | 145 |
33 | Emotion Regulation, Parenting and Display of Social Reticence in Preschoolers | Early Education and Development | 2001 | 142 |
34 | Insights From Cognitive Neuroscience: The Importance of Executive Function for Early Reading Development and Education | Early Education and Development | 2012 | 140 |
35 | Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-Analysis | Early Education and Development | 2013 | 140 |
36 | Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion | Early Education and Development | 2018 | 138 |
37 | School Readiness: Are There Social Prerequisites? | Early Education and Development | 2006 | 137 |
38 | Language Development Subcontexts in Head Start Classrooms: Distinctive Patterns of Teacher Talk During Free Play, Mealtime, and Book Reading | Early Education and Development | 2006 | 135 |
39 | Adult–Child Relationship Processes and Early Schooling | Early Education and Development | 1997 | 134 |
40 | Low-Income Children's School Readiness: Parent Contributions Over the First Five Years | Early Education and Development | 2009 | 133 |
41 | Fostering Parental Support for Children's Mathematical Development: An Intervention with Head Start Families | Early Education and Development | 2000 | 132 |
42 | Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development | Early Education and Development | 2008 | 132 |
43 | The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten | Early Education and Development | 2011 | 131 |
44 | Further Psychometric Evaluation of the Eyberg and Behar Rating Scales for Parents and Teachers of Preschoolers | Early Education and Development | 2003 | 130 |
45 | Promoting Language and Literacy Development through Parent–Child Reading in Hong Kong Preschoolers | Early Education and Development | 2003 | 129 |
46 | Development, Assessment, and Promotion of Preliteracy Skills | Early Education and Development | 2006 | 129 |
47 | The Evidence Base for Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content | Early Education and Development | 2010 | 127 |
48 | Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent Beliefs | Early Education and Development | 2015 | 127 |
49 | Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool | Early Education and Development | 2006 | 125 |
50 | Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills | Early Education and Development | 2015 | 125 |