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Measuring Early Care and Education Quality
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/9780470147658.chpsy0114openalex-snapshot
The Bioecological Model of Human Development
inferredcites →https://doi.org/10.1002/9781118963418openalex-snapshot
Handbook of Child Psychology and Developmental Science
inferredcites →https://doi.org/10.1007/s10212-012-0120-yopenalex-snapshot
Predicting child outcomes from preschool quality in Portugal
inferredcites →https://doi.org/10.1016/j.ecresq.2007.09.001openalex-snapshot
Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings
inferredcites →https://doi.org/10.1016/j.ecresq.2009.10.004openalex-snapshot
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
inferredcites →https://doi.org/10.1016/j.ecresq.2010.11.003openalex-snapshot
Instructional support predicts children's task avoidance in kindergarten
inferredcites →https://doi.org/10.1016/j.ecresq.2012.12.002openalex-snapshot
Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program
inferredcites →https://doi.org/10.1016/j.ecresq.2016.01.009openalex-snapshot
Early childhood education quality and child outcomes in China: Evidence from Zhejiang Province
inferredcites →https://doi.org/10.1037//0003-066x.44.4.709openalex-snapshot
Attachments beyond infancy.
inferredcites →https://doi.org/10.1037/a0017763openalex-snapshot
Effects of an early literacy professional development intervention on head start teachers and children.
inferredcites →https://doi.org/10.1037/a0023067openalex-snapshot
Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development.
inferredcites →https://doi.org/10.1037/a0038785openalex-snapshot
Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes.
inferredcites →https://doi.org/10.1080/10409289.2017.1319783openalex-snapshot
Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness
inferredcites →https://doi.org/10.1111/1467-8624.00617openalex-snapshot
Modeling the Impacts of Child Care Quality on Children's Preschool Cognitive Development
inferredcites →https://doi.org/10.1111/1467-9280.00438openalex-snapshot
Child-Care Structure → Process → Outcome: Direct and Indirect Effects of Child-Care Quality on Young Children's Development
inferredcites →https://doi.org/10.1111/cdep.12090openalex-snapshot
Teachers' Daily Interactions With Children: An Essential Ingredient in Effective Early Childhood Programs
inferredcites →https://doi.org/10.1111/cdev.12048openalex-snapshot
Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics
inferredcites →https://doi.org/10.1111/cdev.12099openalex-snapshot
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
inferredcites →https://doi.org/10.1111/cdev.12342openalex-snapshot
Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes
inferredcites →https://doi.org/10.1111/j.1467-8624.2007.01014.xopenalex-snapshot
Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs
inferredcites →https://doi.org/10.1111/j.1467-8624.2008.01154.xopenalex-snapshot
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
inferredcites →https://doi.org/10.1111/j.1467-8624.2009.01292.xopenalex-snapshot
Effective Early Literacy Skill Development for Young Spanish-Speaking English Language Learners: An Experimental Study of Two Methods
inferredcites →https://doi.org/10.1111/j.1750-8606.2011.00209.xopenalex-snapshot
The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure
inferredcites →https://doi.org/10.1111/mono.12237openalex-snapshot
II. QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN EARLY CARE AND EDUCATION: METHODS
inferredcites →https://doi.org/10.1126/science.1204534openalex-snapshot
Effectiveness of Early Educational Intervention
inferredcites →https://doi.org/10.18235/0011718openalex-snapshot
Teacher Quality and Learning Outcomes in Kindergarten
inferredcites →https://doi.org/10.3102/0002831207312908openalex-snapshot
Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum
inferredcites →https://doi.org/10.4135/9781483340333.n266openalex-snapshot
National Association for the Education of Young Children
inferredcites →https://doi.org/10.5860/choice.39-2923openalex-snapshot
Handbook of early literacy research
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Interactions Among Stakeholders in Anganwadi Centers Providing Early Childhood Care and Education in India and the Practices Used by Anganwadi Workers to Enhance These Interactions
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Daycare and Its Effects
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Early Childhood Education and Care Quality and Gains in Skills Among a Diverse Sample of Toddlers and Preschoolers in Norway
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Research, Policy, and Practice in Transition to School in Norway between 2000 and 2024
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Teacher, Center, and Neighborhood Characteristics Associated with Variations in Preschool Quality in Childcare Centers
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Toddlers’ Developmental Trajectories as a Function of QRIS Rated Child Care Quality
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Multiple Determinants of Interaction Quality among Childcare Providers
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Cumulative Effects of Poverty on Children’s Social-Emotional Development: Absolute Poverty and Relative Poverty
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Quality of Interactions by Early Childhood Educators Following a Language-Specific Professional Learning Program
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Supporting Children’s Healthy Development During Mealtime in Early Childhood Settings
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Conditions for Children’s Language and Literacy Learning in Swedish Preschools: Exploring Quality Variations with ECERS-3
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Assurance and Development of Interaction Quality: The Impact of Blended-Learning Professional Development Training Programme
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Home and Preschool Influences on Early Child Development of Chinese and South Asian Children in Hong Kong
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Turn-over and Retention Among Head Start Educators
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Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education
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Challenges and Opportunities in Teaching Through Interactions Framework: A Three-level Meta-Analysis of the CLASS Measure and Children's Vocabulary Skills
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Examining the Validity of an Observational Tool of Classroom Support for Children’s Engagement in Learning
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Virtual Quality Improvement in Early Childhood: Virtual Observations, Goal Setting, and Text Messaging to Promote Adoption of Evidence-based Practices
inferred← citeshttps://doi.org/10.1007/s10643-024-01770-1openalex-snapshot
Quality in Norwegian Early Childhood Education and Care: Progress, Persistent Challenges, and Recommendations for the Future
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Sustained Attention in Three-Year-Old Children: The Impact of Teaching Conditions and Choice
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Associations Between Classroom Processes and Students’ Academic Outcomes from Pre-Kindergarten Through First Grade
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Examining and Quantifying Variance in Quality Across Three Levels of Assessment in Early Childhood Education and Care Settings
inferred← citeshttps://doi.org/10.1007/s10643-026-02245-1openalex-snapshot
Environment Rating Scales in Early Childhood Education and Care: a Literature Review and Guide for Researchers and Practitioners Aiming to Evaluate Quality
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Process Quality Profiles in Chinese Childcare Classrooms: Evidence From the Hunan Province
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Measuring the Quality of Adult–Child Interactions in the Context of ECEC: a Systematic Review on the Relationship with Developmental and Educational Outcomes
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A unidimensional model of emotion-focused teaching in early childhood
inferred← citeshttps://doi.org/10.1007/s11092-021-09376-6openalex-snapshot
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness
inferred← citeshttps://doi.org/10.1007/s11145-026-10805-5openalex-snapshot
Classroom experiences of multilingual learners and English-only students in preschool through third grade
inferred← citeshttps://doi.org/10.1007/s11858-023-01544-wopenalex-snapshot
Preschool teachers’ mathematical questions during shared picture book reading
inferred← citeshttps://doi.org/10.1007/s11858-024-01600-zopenalex-snapshot
The quality of mathematics teaching from a mathematics educational perspective: what do we actually know and which questions are still open?
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A systematic review and meta-analysis of the associations between teacher–child interaction and children’s executive function
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Scoping review of kindergarten research involving the Classroom Assessment Scoring System (CLASS) in Mainland China
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The Abecedarian Approach in a Low-Resource Urban Neighborhood in Canada: An Impact Evaluation in a Child Care Setting
inferred← citeshttps://doi.org/10.1007/s13158-022-00317-yopenalex-snapshot
Spatial Skills Among Young Children in Morogoro, Tanzania: Examining the Effectiveness of a School-Based Intervention
inferred← citeshttps://doi.org/10.1007/s13158-022-00344-9openalex-snapshot
Profiles of Quality in Three Distinct Early Childhood Programs Using the Brief Early Childhood Quality Inventory (BEQI)
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Policy to practice: drop-off and pick-up times as ‘barometers of quality’ in assessment and rating of Australian early childhood education and care services
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Improving Australia’s quality rating and improvement systems for early childhood education and care
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Factorial structure of the inCLASS: validation study in Quebec early childcare centers
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Assessing dimensions of quality in early childhood development centers: case of community-based childcare centres in Neno district, rural Malawi
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Investing in early childhood development in preschool and at home
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An observation instrument to assess teacher-child interaction in early elementary education: Development and psychometric properties of the CCIS-E
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Preschool teachers' use of discourse practices with Spanish-speaking dual language learners
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Preschool boys of color: Portraits of the population served by Head Start
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Adverse childhood experiences and children's development in early care and education programs
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Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains
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The Role of Peers’ Executive Function and Classroom Quality in Preschoolers’ School Readiness
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Children's mental health: The role of multiple risks and child care quality
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Development and validation of the Chinese Kindergarten Quality Rating Scale (CKQRS): A study based in Guangdong and Jiangsu provinces
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Accessibility of the early care and education supply: Variation within the center-based provider sector
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Factor structure and validity of the Early Childhood Environment Rating Scale – Third Edition (ECERS-3)
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Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.06.007openalex-snapshot
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.07.005openalex-snapshot
Effects of child care subsidy on school readiness of young children with or at-risk for special needs
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Testing the ‘thresholds’ of preschool education quality on child outcomes in China
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.10.001openalex-snapshot
Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.12.010openalex-snapshot
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Preschoolers’ problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.04.003openalex-snapshot
Quality of infant child care and early infant development in Portuguese childcare centers
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ECE quality indicators and child outcomes: Analyses of six large child care studies
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.08.004openalex-snapshot
School-entry skills predicting school-age academic and social–emotional trajectories
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.09.005openalex-snapshot
Examining how rural ecological contexts influence children’s early learning opportunities
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Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (OLOS): A feasibility study
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Inside the classroom door: Understanding early care and education workforce and classroom characteristics experienced by children in subsidized center-based care
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Evidence regarding the domains of the CLASS PreK in Head Start classrooms
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Is educators’ years of experience in early childhood education and care settings associated with child outcomes? A systematic review and meta-analysis
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.06.001openalex-snapshot
Measuring quality of preprimary education in sub-Saharan Africa: Evaluation of the Measuring Early Learning Environments scale
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.07.001openalex-snapshot
Academic gains in kindergarten related to eight classroom practices
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.07.002openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.07.003openalex-snapshot
Exploring characteristics of quality in language teaching & learning: The Mother Tongue Adapted Coding Scheme (MACS)
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.07.009openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.08.001openalex-snapshot
Measuring preschool quality in low- and middle-income countries: Validity of the ECERS-R in Colombia
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.09.011openalex-snapshot
Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA)
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.10.005openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.11.005openalex-snapshot
An introduction to the many-facet Rasch model as a method to improve observational quality measures with an application to measuring the teaching of emotion skills
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.02.003openalex-snapshot
Preschool quality and child development in China
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.03.002openalex-snapshot
How much variability is there in children's experiences with different educators?
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.03.011openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.07.003openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.08.005openalex-snapshot
Different settings, different patterns of impacts: Effects of a Pre-K math intervention in a mixed-delivery system
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.09.011openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.12.001openalex-snapshot
First do no harm: How teachers support or undermine children's self-regulation
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.12.005openalex-snapshot
Widely used measures of classroom quality are largely unrelated to preschool skill development
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.12.010openalex-snapshot
Content-rich instruction and cognitive demand in prek: using systematic observations to predict child gains
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.01.001openalex-snapshot
Classroom age composition and preschoolers’ language and literacy gains: The role of classroom engagement
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.03.009openalex-snapshot
Introduction to ECRQ special issue measuring quality in early care and education: Past, present, and future
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.08.006openalex-snapshot
Impacts of the beginning education: early childcare at home (BEECH) program for family child care providers and young children
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.11.005openalex-snapshot
Supporting Spanish-English DLLs in Head Start: Peer Language Match, Instructional Language Match, and Emotional Support as Predictors of Approaches to Learning and Social Skills
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.11.006openalex-snapshot
Center-based early care and education programs and quality indicators: A latent class analysis
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.11.008openalex-snapshot
Learning experiences vary across young children in the same classroom: evidence from the individualizing student instruction measure in the Boston Public Schools
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.01.003openalex-snapshot
What a cool classroom! Voices of 5-year-olds on the design of physical learning environments
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.01.015openalex-snapshot
The playful learning curriculum: A randomized controlled trial
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.03.007openalex-snapshot
Linking professional development to classroom quality: Differences by ECE sector
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.05.003openalex-snapshot
Classroom chaos and program quality in early child care and education programs: A study from Turkey
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.08.008openalex-snapshot
Urban-rural achievement gap in low- and middle-income countries: The role of early childhood education
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.08.009openalex-snapshot
Preschool structural quality and student–teacher closeness are related to children's adjustment: sibling-informed design
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.08.012openalex-snapshot
Examining the child observation in preschool and teacher observation in preschool in community-based child care centers
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.01.001openalex-snapshot
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.01.008openalex-snapshot
Linking early educator wellbeing to classroom interactions and teacher turnover
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.02.001openalex-snapshot
Access to high-quality early care and education: Analysis of Australia's national integrated data
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.03.001openalex-snapshot
Quality and inequality in pre-primary and home environment inputs to early childhood development in Egypt
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.04.004openalex-snapshot
The link between hours of center-based childcare and child development in 3- to 6-year-olds: Evidence from Singapore
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.04.007openalex-snapshot
Mathematics in U.S. Preschool and Kindergarten Classrooms
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.07.006openalex-snapshot
Do ECERS-3 scores mean the same thing across racial groups? Measurement invariance testing by teacher and classroom race
inferred← citeshttps://doi.org/10.1016/j.ecresq.2025.02.001openalex-snapshot
Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality
inferred← citeshttps://doi.org/10.1016/j.ecresq.2025.03.001openalex-snapshot
Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence
inferred← citeshttps://doi.org/10.1016/j.ecresq.2025.05.001openalex-snapshot
Associations between daily parent–teacher communication, child’s problem behavior, and parent–child relationship mediated by parental self-efficacy
inferred← citeshttps://doi.org/10.1016/j.ecresq.2025.05.004openalex-snapshot
“It is almost impossible to get a spot when you need it”: Understanding parental knowledge and experiences of Canada’s new child care policy promoting access to quality early childhood education and care
inferred← citeshttps://doi.org/10.1016/j.ecresq.2025.06.005openalex-snapshot
Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors
inferred← citeshttps://doi.org/10.1016/j.ecresq.2025.09.006openalex-snapshot
Links among early childhood leadership, teacher-child interaction quality, and teacher retention
inferred← citeshttps://doi.org/10.1016/j.ecresq.2026.01.008openalex-snapshot
When time is relative: Pre-K classroom time use is measure sensitive
inferred← citeshttps://doi.org/10.1016/j.ecresq.2026.03.001openalex-snapshot
Beyond the null effect: Unmasking the true impact of teacher–child interaction quality on child outcomes in early head start
inferred← citeshttps://doi.org/10.1016/j.ecresq.2026.04.011openalex-snapshot
Links between teachers’ occupational burnout and students’ academic, social-behavioral, and executive function performance from preschool through first grade
inferred← citeshttps://doi.org/10.1016/j.ecresq.2026.05.004openalex-snapshot
Beyond single indicators: Equity profiles in head start and their association with child development gains
inferred← citeshttps://doi.org/10.1016/j.ecresq.2026.09.011openalex-snapshot
Children’s classroom experiences in pre-K and their social-emotional development
inferred← citeshttps://doi.org/10.1016/j.gpeds.2024.100158openalex-snapshot
Measuring program quality using sensors: Childcare professional's experience, perceptions, and needs
inferred← citeshttps://doi.org/10.1016/j.ijedro.2025.100488openalex-snapshot
Measuring early care and education quality in Peru: Validation of the CLASS toddler
inferred← citeshttps://doi.org/10.1016/j.ijedudev.2022.102594openalex-snapshot
Shaping the early care and education of young deaf children in Ghana
inferred← citeshttps://doi.org/10.1016/j.ijedudev.2025.103294openalex-snapshot
Long-term associations between early childhood education and academic achievement in two low- and middle-income countries
inferred← citeshttps://doi.org/10.1016/j.ijer.2020.101651openalex-snapshot
Low indicators of personal and social development in Chilean schools are associated with unimproved academic performance: A national study
inferred← citeshttps://doi.org/10.1016/j.ijer.2021.101782openalex-snapshot
Implementing implementation science in a randomized controlled trial in Norwegian early childhood education and care
inferred← citeshttps://doi.org/10.1016/j.jsp.2023.101225openalex-snapshot
Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102173openalex-snapshot
Teacher-child relationships, early childhood programme quality and early learning in two-year-old toddlers
inferred← citeshttps://doi.org/10.1016/j.lindif.2023.102347openalex-snapshot
Individual toddlers' interactions with teachers, peers, and the classroom environment in Danish and Dutch childcare: First validation of the inCLASS Toddler
inferred← citeshttps://doi.org/10.1016/j.ssaho.2021.100153openalex-snapshot
Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study
inferred← citeshttps://doi.org/10.1016/j.stueduc.2026.101564openalex-snapshot
An exploratory network analysis of early care and education quality
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103171openalex-snapshot
Measuring the quality of teaching practices in primary schools: Assessing the validity of the Teach observation tool in Punjab, Pakistan
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103699openalex-snapshot
From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103786openalex-snapshot
Challenges associated with group composition: A qualitative study about the perceptions of teachers in Portuguese public preschools
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104273openalex-snapshot
Professional learning of late-career teachers in early childhood education: A matter of (im)balance between personal resources, job resources, and job demands
inferred← citeshttps://doi.org/10.1016/j.tate.2026.105796openalex-snapshot
Navigating the “Ideals”: A comparative case study of early educators’ sensemaking of quality in the United States and China
inferred← citeshttps://doi.org/10.1017/s0954579420001571openalex-snapshot
The value added of attachment theory, research, and intervention for US child care and early childhood education: Reflecting and carrying forward the legacy of Edward Zigler
inferred← citeshttps://doi.org/10.1037/dev0000546openalex-snapshot
Changes in classroom quality predict Ghanaian preschoolers’ gains in academic and social-emotional skills.
inferred← citeshttps://doi.org/10.1055/s-0041-1723838openalex-snapshot
The Role of Preschool Peers in Children's Language Development
inferred← citeshttps://doi.org/10.1057/s41599-023-02491-3openalex-snapshot
Meta-thematic analysis of quality in early childhood education and care
inferred← citeshttps://doi.org/10.1080/00131911.2022.2077704openalex-snapshot
Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature
inferred← citeshttps://doi.org/10.1080/00220671.2018.1545214openalex-snapshot
Rural classroom environments as contexts for teacher-child relationships
inferred← citeshttps://doi.org/10.1080/00220671.2024.2329581openalex-snapshot
Preschool teachers’ beliefs about children, self-efficacy, classroom quality and children’s early language
inferred← citeshttps://doi.org/10.1080/00220671.2024.2393607openalex-snapshot
Analyzing teacher audio: The contribution of classroom mathematics instruction to early numeracy
inferred← citeshttps://doi.org/10.1080/00313831.2019.1577751openalex-snapshot
Can Pre-Academic Activities in Norway’s Early Childhood Education and Care Program Boost Later Academic Achievements in Preschoolers at Risk?
inferred← citeshttps://doi.org/10.1080/00313831.2019.1705894openalex-snapshot
Quality of the Language-Learning Environment and Vocabulary Development in Early Childhood
inferred← citeshttps://doi.org/10.1080/00313831.2021.1897875openalex-snapshot
Preschool Teachers’ Work with Curriculum Content Areas in Relation to Their Professional Competence and Group Size in Preschool: A Mixed-methods Analysis
inferred← citeshttps://doi.org/10.1080/00313831.2026.2662229openalex-snapshot
Quality in Early Childhood Education and Care (ECEC) and children's social competence in the early years (0–3 years)
inferred← citeshttps://doi.org/10.1080/01443410.2022.2059653openalex-snapshot
Teachers’ competence promote close relationships to children with externalising problems and conflictual relationships
inferred← citeshttps://doi.org/10.1080/01443410.2025.2481161openalex-snapshot
Predicting pre-school learning behaviours with classroom quality for children with developmental risk
inferred← citeshttps://doi.org/10.1080/02568543.2019.1577772openalex-snapshot
Emotion-Focused Curricula Models and Expressions of and Talk About Emotions Between Teachers and Young Children
inferred← citeshttps://doi.org/10.1080/03004430.2018.1489382openalex-snapshot
Early childcare and family experiences predict development of prosocial behaviour in first grade
inferred← citeshttps://doi.org/10.1080/03004430.2019.1570504openalex-snapshot
Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families
inferred← citeshttps://doi.org/10.1080/03004430.2020.1714606openalex-snapshot
Finding something good in the bad: the curvilinear emotional demand-conflict teacher–child relationship link
inferred← citeshttps://doi.org/10.1080/03004430.2020.1764947openalex-snapshot
Parent engagement in early care and education settings: relationship with engagement practices and child, parent, and centre characteristics
inferred← citeshttps://doi.org/10.1080/03004430.2023.2223779openalex-snapshot
Quality of interactions in child day-care centres: status quo analysis of interaction designs in daily kindergarten routine
inferred← citeshttps://doi.org/10.1080/03004430.2023.2273788openalex-snapshot
A meta-analysis of teacher–child interaction and early child outcomes from the perspective of CLASS
inferred← citeshttps://doi.org/10.1080/03004430.2023.2277132openalex-snapshot
Predictors of preschoolers’ classroom engagement: teacher–child interactions, teacher–child relationships, and child’s self-control
inferred← citeshttps://doi.org/10.1080/03004430.2025.2487847openalex-snapshot
Teacher-child interaction quality in Head Start and children’s kindergarten skills: a person-centered approach
inferred← citeshttps://doi.org/10.1080/03004430.2025.2591208openalex-snapshot
Child-level ECE quality and toddler language development: a bidirectional perspective
inferred← citeshttps://doi.org/10.1080/03004430.2026.2681601openalex-snapshot
The role of kindergartens’ play areas to children's emotional well-Being and divergent thinking
inferred← citeshttps://doi.org/10.1080/09523987.2023.2324591openalex-snapshot
Media literacy in early education: European policies and curricular differentiation
inferred← citeshttps://doi.org/10.1080/09575146.2019.1669142openalex-snapshot
The Measuring Early Learning Quality & Outcomes initiative: purpose, process and results
inferred← citeshttps://doi.org/10.1080/09575146.2020.1849034openalex-snapshot
Reflecting on ‘quality’ in early childhood education: practitioners’ perspectives and voices
inferred← citeshttps://doi.org/10.1080/09669760.2018.1548347openalex-snapshot
Characteristics of educational language practices observed in four toddler groups in Norwegian ECEC
inferred← citeshttps://doi.org/10.1080/09669760.2020.1848527openalex-snapshot
Investigating quality indicators of early childhood education programs in Kosovo, Ukraine and Finland
inferred← citeshttps://doi.org/10.1080/10409289.2019.1679006openalex-snapshot
Associations between Directors’ Characteristics, Supervision Practices and Quality of Early Childhood Education and Care Classrooms
inferred← citeshttps://doi.org/10.1080/10409289.2019.1689771openalex-snapshot
Artistic Activities in Crèche and the Quality of Interactions
inferred← citeshttps://doi.org/10.1080/10409289.2020.1785266openalex-snapshot
Everyday Heroes: The Personal and Economic Stressors of Early Care and Education Teachers Serving Low-Income Children
inferred← citeshttps://doi.org/10.1080/10409289.2020.1864838openalex-snapshot
Measuring Preschool Teachers’ Social-emotional Practices: A Comparison of Two Measures
inferred← citeshttps://doi.org/10.1080/10409289.2021.1888036openalex-snapshot
Teacher Education and the Quality of Teacher-Child Interactions: New Evidence from the Universe of Publicly-Funded Early Childhood Programs in Louisiana
inferred← citeshttps://doi.org/10.1080/10409289.2021.1976592openalex-snapshot
Assessing Quality in Classrooms that Blend State Pre-Kindergarten and Head Start Funding: The Case of Michigan
inferred← citeshttps://doi.org/10.1080/10409289.2021.1995687openalex-snapshot
Preschool Behavioural and Emotional Outcomes Associated with Participation in Early Childhood Education and Care
inferred← citeshttps://doi.org/10.1080/10409289.2022.2039872openalex-snapshot
How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary
inferred← citeshttps://doi.org/10.1080/10409289.2022.2090775openalex-snapshot
STEM Labs: A promising professional learning approach to promote teacher–child interaction quality and science and engineering practices
inferred← citeshttps://doi.org/10.1080/10409289.2022.2094159openalex-snapshot
A new look at teacher interactional quality: Profiles of individual teacher–child relationship and classroom teaching quality among Head Start students
inferred← citeshttps://doi.org/10.1080/10409289.2022.2098767openalex-snapshot
Questions that Fuel the Mind: Exploring the Associations between Teacher-Child Higher-Level Interaction and Preschoolers’ Development of Executive Functions
inferred← citeshttps://doi.org/10.1080/10409289.2022.2105624openalex-snapshot
Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System
inferred← citeshttps://doi.org/10.1080/10409289.2022.2133319openalex-snapshot
Promoting Preschoolers’ Social and Emotional Competencies Through Emotion-Focused Teaching
inferred← citeshttps://doi.org/10.1080/10409289.2022.2139548openalex-snapshot
Process Quality in Toddler Classrooms in Four European Countries
inferred← citeshttps://doi.org/10.1080/10409289.2022.2146392openalex-snapshot
A Validation Study of the Assessing Classroom Sociocultural Equity Scale (ACSES) in Pre-Kindergarten to Third Grade Classrooms
inferred← citeshttps://doi.org/10.1080/10409289.2022.2159259openalex-snapshot
Teacher-Child Interaction Domains Measured by the CLASS and Children’s Pre-Literacy Skills: A Systematic Review and Meta-Analysis
inferred← citeshttps://doi.org/10.1080/10409289.2023.2274302openalex-snapshot
Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Child Care Centers? A Cluster Randomized Controlled Trial
inferred← citeshttps://doi.org/10.1080/10409289.2024.2336659openalex-snapshot
From Pre-Service Preparation to Professional Development: Early Childhood Teachers’ Learning Experiences, ECE Quality, and Child Development in China
inferred← citeshttps://doi.org/10.1080/10409289.2024.2423277openalex-snapshot
Improving Measurement Efficiency of an Early Education Quality Monitoring Tool for Majority World Countries
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