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Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts
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Outgoing claims: the papers this work cites, builds on, or argues with.
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Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum
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Contextual effects on predicting risk for reading difficulties in first and second grade
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The early childhood classroom observation measure
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The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school
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Outcomes of an emergent literacy intervention from Head Start through second grade.
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The effects of a language and literacy intervention on Head Start children and teachers.
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Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDI
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Inhibitory Control in Young Children and Its Role in Emerging Internalization
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Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program
inferredcites →https://doi.org/10.1111/j.1467-8624.2009.01291.xopenalex-snapshot
Peer Effects on Children’s Language Achievement During Pre-Kindergarten
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CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills: Self-Regulation as a Mediating Mechanism
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Paths of Effects From Preschool to Adult Well-Being: A Confirmatory Analysis of the Child-Parent Center Program
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The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions
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Social-Emotional Effects of Early Childhood Education Programs in Tulsa
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Effectiveness of Early Educational Intervention
inferredcites →https://doi.org/10.1162/qjec.122.1.159openalex-snapshot
Does Head Start Improve Children's Life Chances? Evidence from a Regression Discontinuity Design
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Cognitive and Noncognitive Peer Effects in Early Education
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Hierarchical Linear Models: Applications and Data Analysis Methods
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inferredcites →https://doi.org/10.1207/s15566935eed1701_5openalex-snapshot
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inferredcites →https://doi.org/10.1598/rrq.23.3.1openalex-snapshot
Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children
inferredcites →https://doi.org/10.2307/1163021openalex-snapshot
Best Practices for Beginners: Developmental Appropriateness in Kindergarten
inferredcites →https://doi.org/10.2307/1164270openalex-snapshot
Where Do Head Start Attendees End Up? One Reason Why Preschool Effects Fade Out
inferredcites →https://doi.org/10.2307/146372openalex-snapshot
School Quality and the Longer-Term Effects of Head Start
inferredcites →https://doi.org/10.2307/2075823openalex-snapshot
Hierarchical Linear Models: Applications and Data Analysis Methods.
inferredcites →https://doi.org/10.2307/747807openalex-snapshot
Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension
inferredcites →https://doi.org/10.3102/0002831207308230openalex-snapshot
Classroom Effects on Children’s Achievement Trajectories in Elementary School
inferredcites →https://doi.org/10.3102/0002831208328089openalex-snapshot
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support:The Head Start REDI Program
inferredcites →https://doi.org/10.3102/0002831209351564openalex-snapshot
Economically Disadvantaged Children’s Transitions Into Elementary School
inferredcites →https://doi.org/10.3386/w6362openalex-snapshot
School Quality and the Longer-Term Effects of Head Start
inferredcites →https://doi.org/10.4135/9781483340333.n266openalex-snapshot
National Association for the Education of Young Children
inferredcites →https://doi.org/10.4135/9781483340333.n68openalex-snapshot
Classroom Assessment Scoring System
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What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers
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Classroom‐based Early Childhood Interventions
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Schooling and Academic Attainment
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Opportunities to Improve the Implementation of Relational Health Interventions for Children and Families: A Secondary Analysis of a Scoping Review
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Evidence-Based Program Implementation Variability in New Contexts: The Head Start REDI Program
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Young Children’s Social and Emotional Adjustment and Caregiver Stress During the COVID-19 Pandemic
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Associations Between Classroom Processes and Students’ Academic Outcomes from Pre-Kindergarten Through First Grade
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Examining the Landscape of Social and Emotional Teaching Guidelines in Childcare Policies
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Longitudinal Associations Linking Elementary and Middle School Contexts with Student Aggression in Early Adolescence
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Quality Matters: Implementation Moderates Student Outcomes in the PATHS Curriculum
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Socioeconomic differences in code-focused emergent literacy skills
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Child Benefit Portfolios Across OECD Countries
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The amplifier of intergenerational inequalities: parental education, quality of preschool education and early childhood development in China
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A Systematic Review of School Transition Interventions to Improve Mental Health and Wellbeing Outcomes in Children and Young People
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Social–Emotional Skills in Five-to-Six-Year-Olds in Social Hotspots in Germany: Individual Trajectories in a Prospective Cohort
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“Giant Leap 1”: A Social and Emotional Learning program's effects on the transition to first grade
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The efficacy of the Peace Ambassador Project: Promoting children’s emotional intelligence to address aggression in the early childhood classroom
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Examining staff practices for supporting students with persistent externalizing behavior challenges in head start
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Executive function mediates socio-economic and racial differences in early academic achievement
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Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems
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The impact of a supplementary preschool mathematics curriculum on children's early mathematics learning
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From preschool to politics: Early socialization in Tulsa
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A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum
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Early Screening for School Readiness
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The Cambridge Handbook of Applied School Psychology
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Broadening the Focus of School Psychology Practice
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Enhancing Reading Motivation in Schools
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Addressing “Won’t Do” Issues in Mathematics
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Learning Disabilities in Mathematics
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Executive Function and School Performance
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Helping Teachers Use Progress Monitoring Data for Intervention Decisions
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Supporting Teachers in Tier 1 Instruction: Use of Coaching and Formative Assessment
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The Academic Support Index: A Tool for Contextualizing Student Data
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Belonging in Schools: A Social Psychological Perspective
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Cross-Race/Ethnic Friendships in School
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Self-Regulated Learning in School Contexts
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School Environments that Facilitate Delaying Gratification
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Understanding and Cultivating Hope in School
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School Settings that Facilitate High Teacher Expectations
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Parental Autonomy and Relatedness Support
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Preventing and Minimizing Stereotype Threat in School Settings
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The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement
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Internalizing Problems and Disorders of Childhood
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Adolescent Suicidal Behavior in Schools: What to Know and What to Do
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Emotional Disturbance versus Social Maladjustment
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Autism Spectrum Disorder and Illegal Acts
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Effective Bullying Prevention and Intervention Strategies for School Professionals
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Principles of Prevention and Intervention to Close Discipline Gaps in Schools
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Social and Emotional Learning in Schools
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Impairments Related to Medical Conditions
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Psychological Considerations for Asthma
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Substance Use and Misuse Prevention: Guidance for Practitioners
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Coordinating Services with Nonschool Providers
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Parent–Teacher Relationships
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The School Psychologist’s Role in Facilitating the Transition to College
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Transition from School to Work within a Theory-based Problem-Solving Framework
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School Psychologists in Early Childhood Settings
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Identifying and Serving Gifted and Talented Students
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How Best to Serve Court-Involved Youth in Schools
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School-Based Interventions for Refugee Children and Adolescents
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Rising to the Challenge: A School Psychology for All Students
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Boosting School Readiness with Preschool Curricula
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Promoting the development of executive functions through early education and prevention programs.
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The randomized controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social–emotional functioning.
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The effects of Tulsa’s CAP Head Start program on middle-school academic outcomes and progress.
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Classifying trajectories of social–emotional difficulties through elementary school: Impacts of the Chicago School Readiness Project.
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Disrupting links between poverty, chronic stress, and educational inequality
inferred← citeshttps://doi.org/10.1038/s41562-018-0461-xopenalex-snapshot
A systematic review and meta-analysis of effects of early life non-cognitive skills on academic, psychosocial, cognitive and health outcomes
inferred← citeshttps://doi.org/10.1080/00220973.2018.1551184openalex-snapshot
A Meta-Analysis of the Factor Structure of the Classroom Assessment Scoring System (CLASS)
inferred← citeshttps://doi.org/10.1080/02134748.2016.1190128openalex-snapshot
Analysis of the changing relationship between peer acceptance and academic achievement in adolescents / Análisis de la relación variable entre la aceptación entre iguales y el rendimiento académico de los adolescentes
inferred← citeshttps://doi.org/10.1080/03004430.2016.1236256openalex-snapshot
Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years ofExCELL
inferred← citeshttps://doi.org/10.1080/03004430.2018.1491562openalex-snapshot
‘You hit me! That's not nice and it makes me sad!!’: relations of young children's social information processing and early school success
inferred← citeshttps://doi.org/10.1080/10409289.2013.825565openalex-snapshot
Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDI
inferred← citeshttps://doi.org/10.1080/10409289.2014.932236openalex-snapshot
Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School
inferred← citeshttps://doi.org/10.1080/10409289.2016.1206458openalex-snapshot
Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play
inferred← citeshttps://doi.org/10.1080/10409289.2018.1535153openalex-snapshot
Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions
inferred← citeshttps://doi.org/10.1080/10409289.2021.1919041openalex-snapshot
Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts
inferred← citeshttps://doi.org/10.1080/10409289.2026.2688468openalex-snapshot
Which Components Boost Social-Emotional Learning Intervention Effects in Preschool Children? A Multilevel Meta-Analysis
inferred← citeshttps://doi.org/10.1080/10824669.2019.1689506openalex-snapshot
Examining Early Childhood Language and Literacy Learning Opportunities in Relation to Maternal Education and Children’s Initial Skills
inferred← citeshttps://doi.org/10.1080/10888438.2024.2335925openalex-snapshot
Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?
inferred← citeshttps://doi.org/10.1080/10888691.2016.1263154openalex-snapshot
The dog that didn’t bark: Preschool education and middle-school attitudes in Tulsa
inferred← citeshttps://doi.org/10.1080/13664530.2024.2408373openalex-snapshot
Learning to support self-regulation: empowering preschool teachers through understanding by design and blended learning
inferred← citeshttps://doi.org/10.1080/19345747.2019.1689592openalex-snapshot
Game Over? No Main or Subgroup Effects of the Good Behavior Game in a Randomized Trial in English Primary Schools
inferred← citeshttps://doi.org/10.1080/19371918.2019.1576566openalex-snapshot
Impact of Head Start Quality on Children’s Developmental Outcomes
inferred← citeshttps://doi.org/10.1086/687813openalex-snapshot
Profiles of Kindergarten Classroom and Elementary School Contexts: Associations with the First-Grade Outcomes of Children Transitioning from Head Start
inferred← citeshttps://doi.org/10.1086/712492openalex-snapshot
Effectiveness of Scaling Up a Vocabulary Intervention for Low-Income Children, Pre-K through First Grade
inferred← citeshttps://doi.org/10.1101/115691openalex-snapshot
Do early life “non-cognitive skills” matter? A systematic review and meta-analysis of early life effects on academic achievement, psychosocial, language and cognitive, and health outcomes
inferred← citeshttps://doi.org/10.1111/1471-3802.12495openalex-snapshot
The importance of self‐regulation: a mediator of early socio‐emotional difficulties on later socio‐emotional and relational outcomes
inferred← citeshttps://doi.org/10.1111/cdev.12448openalex-snapshot
Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research-Based Developmentally Informed Parent Program
inferred← citeshttps://doi.org/10.1111/cdev.13308openalex-snapshot
The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade
inferred← citeshttps://doi.org/10.1111/cdev.14235openalex-snapshot
How a Preschool Intervention Affected High School Outcomes: Longitudinal Pathways in a Randomized-Controlled Trial
inferred← citeshttps://doi.org/10.1111/jcpp.12618openalex-snapshot
Enriching preschool classrooms and home visits with evidence‐based programming: sustained benefits for low‐income children
inferred← citeshttps://doi.org/10.1111/sode.70102openalex-snapshot
Social‐Emotional Outcomes of Preschool Participation: Are There Associations in Kindergarten and Fourth Grade?
inferred← citeshttps://doi.org/10.1136/bmjopen-2019-036392openalex-snapshot
Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol
inferred← citeshttps://doi.org/10.1146/annurev-psych-010814-015221openalex-snapshot
School Readiness and Self-Regulation: A Developmental Psychobiological Approach
inferred← citeshttps://doi.org/10.1177/01650254251317132openalex-snapshot
Longitudinal trajectories of children’s peer play interactions and their predictors: Effects on children’s externalizing behaviors
inferred← citeshttps://doi.org/10.1177/0271121419827654openalex-snapshot
Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children’s Success
inferred← citeshttps://doi.org/10.1177/02711214241302807openalex-snapshot
Teachers’ Implementation of Social and Emotional Practices During Remote Instruction
inferred← citeshttps://doi.org/10.1177/1745691614567904openalex-snapshot
Many Replications Do Not Causal Inferences Make
inferred← citeshttps://doi.org/10.1177/2332858415603959openalex-snapshot
Social-Emotional Learning and Academic Achievement
inferred← citeshttps://doi.org/10.1186/s12887-020-02128-3openalex-snapshot
Social developmental delays among 3 to 6 year old children in preschools in German social hotspots: results of a dynamic prospective cohort study
inferred← citeshttps://doi.org/10.1186/s13643-019-1043-3openalex-snapshot
A scoping review of mental health prevention and intervention initiatives for infants and preschoolers at risk for socio-emotional difficulties
inferred← citeshttps://doi.org/10.1186/s40723-021-00084-8openalex-snapshot
Fostering socio-emotional learning through early childhood intervention
inferred← citeshttps://doi.org/10.13110/merrpalmquar1982.61.3.0383openalex-snapshot
Classroom and Teacher Support in Kindergarten: Associations With the Behavioral and Academic Adjustment of Low-Income Students
inferred← citeshttps://doi.org/10.1353/foc.2016.0015openalex-snapshot
Quality in Early Education Classrooms: Definitions, Gaps, and Systems
inferred← citeshttps://doi.org/10.1353/foc.2017.0002openalex-snapshot
SEL Interventions in Early Childhood
inferred← citeshttps://doi.org/10.1371/journal.pone.0204189openalex-snapshot
The controlled direct effect of temperament at 2-3 years on cognitive and academic outcomes at 6-7 years
inferred← citeshttps://doi.org/10.1371/journal.pone.0258287openalex-snapshot
Sustained effects of an early childhood language and literacy intervention through second grade: Longitudinal findings of the SPELL trial in Denmark
inferred← citeshttps://doi.org/10.15285/maruaebd.1777061openalex-snapshot
Eğitimde Sosyal Problem Çözme Yayınlarının R Studio ile Bibliyometrik Analizi
inferred← citeshttps://doi.org/10.26300/hkv0-wj29openalex-snapshot
Higher-Quality Elementary Schools Sustain the Prekindergarten Boost: Evidence from an Exploration of Variation in the Boston Prekindergarten Program’s Impacts
inferred← citeshttps://doi.org/10.3102/00346543221130687openalex-snapshot
Are Observed Classroom Practices Related to Student Language/Literacy Achievement?
inferred← citeshttps://doi.org/10.3102/00346543251399668openalex-snapshot
Teaching Interpersonal Problem-Solving Skills to Young Children in Early Childhood Education and Care (ECEC) Settings: An Integration of Evidence
inferred← citeshttps://doi.org/10.3102/01623737251405258openalex-snapshot
Predicting Persistence and Fadeout Across Multi-Site RCTs of an Early Childhood Mathematics Curriculum Intervention
inferred← citeshttps://doi.org/10.3310/phr06100openalex-snapshot
The PATHS curriculum for promoting social and emotional well-being among children aged 7–9 years: a cluster RCT
inferred← citeshttps://doi.org/10.3389/978-2-88963-146-9openalex-snapshot
How Can Education Better Support the Mental Health & Wellbeing of Young People? Contributions From Developmental Psychopathology & Educational Effectiveness Research
inferred← citeshttps://doi.org/10.3389/fdpys.2024.1477476openalex-snapshot
Effects of the Getting Ready for School intervention on children's school readiness skills
inferred← citeshttps://doi.org/10.3389/feduc.2019.00035openalex-snapshot
Structural Factors and Policy Change as Related to the Quality of Early Childhood Education and Care for 3–4 Year Olds in the UK
inferred← citeshttps://doi.org/10.3389/fpsyg.2019.00466openalex-snapshot
Enriched Environments as a Potential Treatment for Developmental Disorders: A Critical Assessment
inferred← citeshttps://doi.org/10.3389/fpsyg.2019.02365openalex-snapshot
Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children From Low-Income Backgrounds
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.624320openalex-snapshot
Examining Heterogeneity in the Impacts of Socio-Emotional Curricula in Preschool: A Quantile Treatment Effect Approach
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.652050openalex-snapshot
Effects of a Teacher-Training Violence Prevention Program in Jamaican Preschools on Child Behavior, Academic Achievement, and School Attendance in Grade One of Primary School: Follow up of a Cluster Randomized Trial
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1632263openalex-snapshot
Barriers to belonging: an ecological and appraisal framework for peer relationships, self-awareness, and confidence in deaf and hard of hearing
inferred← citeshttps://doi.org/10.3390/ijerph17010101openalex-snapshot
Childcare Center Characteristics Moderate the Effects of a Physical Activity Intervention
inferred← citeshttps://doi.org/10.3390/jcm11216468openalex-snapshot
Recommendations for Diversifying Racial and Ethnic Representation in Autism Intervention Research: A Crossover Review of Recruitment and Retention Practices in Pediatric Mental Health
inferred← citeshttps://doi.org/10.38124/ijisrt/ijisrt24apr2504openalex-snapshot
Early Childhood Care and Education: A Systematic Literature Review in Indian Context
inferred← citeshttps://doi.org/10.5204/thesis.eprints.240791openalex-snapshot
Evaluation of the Rhythm and Movement for Self-Regulation program (RAMSR)
inferred← citeshttps://doi.org/10.5206/eei.v29i3.9387openalex-snapshot
The Role of Quality ECE in Facilitating Mental Health and Well-Being in Children
inferred← citeshttps://doi.org/10.54370/ordubtd.1965654openalex-snapshot
Okul Öncesi Dönemde Yapay Zekâ Destekli Etkileşimli Dijital Hikâyelerin Çocukların Sosyal Problem Çözme Becerilerine Etkisi
inferred← citeshttps://doi.org/10.58464/2155-5834.1282openalex-snapshot
Head Start since the War on Poverty: Taking on New Challenges to Address Persistent School Readiness Gaps
inferred← citeshttps://doi.org/10.58464/2155-5834.1302openalex-snapshot
A Development Evaluation Study of a Professional Development Initiative to Strengthen Organizational Conditions in Early Education Settings
inferred← citeshttps://doi.org/10.58948/2834-8257.1039openalex-snapshot
Impact of Kindergarten Transition Practices in Promoting Positive Behavioral School Readiness Skills
inferred← citeshttps://doi.org/10.5926/jjep.68.216openalex-snapshot
Effects of the “Social and Emotional Learning of 8 Abilities at the Nursery School” (SEL-8N) Program on Preschool Children’s Social Behavior
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