Early Childhood Research Quarterly

Papers
(The TQCC of Early Childhood Research Quarterly is 6. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-02-01 to 2024-02-01.)
ArticleCitations
Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study42
Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills40
Pathways from socioeconomic status to early academic achievement: The role of specific executive functions39
Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?31
School readiness skills at age four predict academic achievement through 5th grade30
Engagement in social pretend play predicts preschoolers’ executive function gains across the school year26
The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects25
Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-1923
Free play predicts self-regulation years later: Longitudinal evidence from a large Australian sample of toddlers and preschoolers22
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial22
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics21
Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners19
An early numeracy intervention for first-graders at risk for mathematical learning difficulties18
Parental involvement during the kindergarten transition and children’s early reading and mathematics skills17
Reexamining the Carolina Abecedarian Project using an antiracist perspective: Implications for early care and education research17
Depressive and anxiety symptoms in early childhood education teachers: Relations to professional well-being and absenteeism17
Preschool practices in Sweden, Portugal, and the United States17
Direct numeracy activities and early math skills: Math language as a mediator16
How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities16
Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home: a quasi-experimental study16
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides16
Exclusionary discipline practices in early childhood settings: A survey of child care directors16
The influence of early adversity on self-regulation and student-teacher relationships in preschool15
A meta-analysis of teacher language practices in early childhood classrooms15
Widely used measures of classroom quality are largely unrelated to preschool skill development15
Implementation and Challenges of Online Education during the COVID-19 Outbreak: A National Survey of Children and Parents in China14
Preschool quality and child development in China14
Prevalence and prediction of kindergarten-transition difficulties13
Predicting selection into ECEC of higher quality in a universal context: The role of parental education and income13
Unpacking the relations between home literacy environment and word reading in Chinese children: The influence of parental responsive behaviors and parents’ difficulties with literacy activities13
Who participates in quality rating and improvement systems?13
Measuring preschool quality in low- and middle-income countries: Validity of the ECERS-R in Colombia13
Silent expectations: An exploration of women pre-Kindergarten teachers’ mental health and wellness during Covid-19 and beyond13
Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs' early learning outcomes13
A systematic review of word selection in early childhood vocabulary instruction13
To Whom Little Is Given, Much Is Expected: ECE Teacher Stressors and Supports as Determinants of Classroom Quality12
The importance of specific mathematical language for early proportional reasoning12
Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners12
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)11
Early childhood educators’ provision of remote learning during COVID-1911
Both sides of the screen: Predictors of parents’ and teachers’ depression and food insecurity during COVID-19-related distance learning11
The Effects of Universal Preschool on Child and Adult Outcomes: A Review of Recent Evidence from Europe with Implications for the United States11
Persistent inequalities in early years’ access and learning: evidence from large-scale expansion of pre-primary education in Ethiopia11
Self-regulation moderates the relationship between fine motor skills and writing in early childhood11
Heterogeneity in maternal and child mental health responses to the COVID-19 pandemic11
Parents’ perceived goals for early mathematics learning and their relations with children's motivation to learn mathematics11
Differences between Pre-K and Kindergarten classroom experiences: do they predict children's social-emotional skills and self-regulation across the transition to kindergarten?11
Screen media are associated with fine motor skill development in preschool children11
Early childhood educators’ psychological distress and wellbeing during the COVID-19 pandemic11
Capturing talk and proximity in the classroom: Advances in measuring features of young children's friendships10
Antecedents and consequences of young children's interest in mathematics10
Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis10
Effects of New Jersey's Abbott preschool program on children's achievement, grade retention, and special education through tenth grade10
Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling10
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention10
Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels10
Parents’ socialization of preschool-aged children's emotion skills: A meta-analysis using an emotion-focused parenting practices framework10
Multi-tiered system of supports in early childhood: identifying gaps, considerations for application, and solutions9
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 skills9
Socioeconomic status, parental beliefs, and parenting practices as predictors of preschoolers’ school readiness and executive functions in chile9
Explaining income disparities in young children’s development: The role of community contexts and family processes✰9
Preschool teacher-child relationships and children's expressive vocabulary skills: The potential mediating role of profiles of children's engagement in the classroom9
Home educational contexts of Asian American children: Disentangling the effects of structural and cultural factors9
The relation of home literacy environments to language and preliteracy skills in single- and dual-language children in Danish childcare9
Unique effects of book-reading at 9-months on vocabulary development at 36-months: Insights from a nationally representative sample of Irish families9
Run fast and sit still: Connections among aerobic fitness, physical activity, and sedentary time with executive function during pre-kindergarten9
Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families9
Impacts of the New Mexico PreK initiative by children’s race/ethnicity9
Sing it or speak it?: the effects of sung and rhythmically spoken songs on preschool children's word learning9
Head Start children’s science experiences in the home and community9
Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading9
Family engagement in early learning opportunities at home and in early childhood education centers in Colombia9
The association of daily spiritual experiences with depression among Head Start staff8
Trajectories of teacher–child relationships across kindergarten and first grade: The influence of gender and disruptive behavior8
Family socio-economic status and Chinese Preschoolers’ anxious symptoms during the COVID-19 pandemic: the roles of parental investment, parenting style, home quarantine length, and regional pandemic r8
Development and validation of the Systematic Assessment of Book Reading (SABR-2.2)8
Understanding Initial and Sustained Engagement of Spanish-Speaking Latina Mothers in the Legacy for Children Program™: A Qualitative Examination of a Group-Based Parenting Program8
Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 38
Teaching spanish‐speaking caregivers to implement EMT en Español: a small randomized trial8
Impacts of Roots of Resilience professional development for early childhood teachers on Young children’s protective factors8
Exploring school bus ridership and absenteeism in rural communities8
‘What do YOU think?’: Children's questions, teacher's responses and children's follow-up across diverse preschool settings8
Implementing toddler interventions at scale: The case of “We learn together”8
Contributions of parenting quality and coparenting relationship quality to the development of child executive functioning7
Executive function measures in early childhood screening: concurrent and predictive validity7
Parent-child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent literacy7
Maternal question use and child language outcomes: The moderating role of children's vocabulary skills and socioeconomic status7
The quality of mother-toddler communication predicts language and early literacy in Mexican American children from low-income households7
The development of toddlers’ emotion regulation within the family system: associations with observed parent-child synchrony and interparental relationship satisfaction7
Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover7
Literacy learning in early Chinese-English bilinguals: the role of pure copying skill7
Family routines and practices that support the school readiness of young children living in poverty7
The relationship between child-centered teaching attitudes in childcare centers and the socio-emotional development of Japanese toddlers7
Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children's learning behavior and emotional distress7
The impact of social pretend play on preschoolers’ social development: Results of an experimental study7
Towards racial equity in publishing at Early Childhood Research Quarterly (ECRQ)7
Early childhood Special education teachers' self-efficacy in relation to individual children: Links to children's literacy learning7
Parent child directed speech in dyadic and triadic interaction: Associations with co-parenting dynamics and child language outcomes7
An ecological perspective on early educator well-being at the start of the COVID-19 pandemic7
Listening to Head Start teachers: Teacher beliefs, practices, and needs for educating dual language learners7
Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher–child interactions as a moderator7
Parental migration, nurturing care, and early social-emotional development of children in rural China7
Understanding the wellbeing of early educators in the wake of the coronavirus pandemic: Lessons from Louisiana7
Kindergarteners’ spatial skills and their reading and math achievement in second grade7
Peer effects on dual language learners’ English and Spanish receptive vocabulary development6
Through the lens of early educators: Understanding the use of expulsion and suspension in childcare programs6
Activity settings, content, and pedagogical strategies in preschool classrooms: Do these influence the interactions we observe?6
Private speech and the development of self-regulation: The importance of temperamental anger6
Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study6
Maternal and paternal insensitivity, adaptive engagement, and school readiness skills among economically disadvantaged children: A dynamic approach6
Relations between caregivers’ emotion regulation strategies, parenting styles, and preschoolers’ emotional competence in Chinese parenting and grandparenting6
The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children6
Content-rich instruction and cognitive demand in prek: using systematic observations to predict child gains6
Alignment of teacher ratings and child direct assessments in preschool: A closer look at teaching strategies GOLD6
Observed peer competence moderates links between children’s self-regulation skills and academic performance6
Political prioritization of early childhood education during the COVID-19 pandemic: A comparative policy analysis of low- and middle-income countries6
Maternal book-sharing styles and goals and children’s verbal contributions in three communities6
Fathers, faith, and family gender messages: Are religiosity and gender talk related to children's gender attitudes and preferences?6
First do no harm: How teachers support or undermine children's self-regulation6
Questions and explanations in the classroom: Examining variation in early childhood teachers’ responses to children's scientific questions6
Linking Chinese mothers’ and fathers’ scaffolding with children's initiative and mathematics performance: a moderated mediation model6
Supporting Spanish-English DLLs in Head Start: Peer Language Match, Instructional Language Match, and Emotional Support as Predictors of Approaches to Learning and Social Skills6
Strategies, recommendations, and validation of remote executive function tasks for use with young children6
The contribution of inhibitory control to early literacy skills in 4‐ to 5‐year‐old children6
Text to talk: Effects of a home-school vocabulary texting intervention on prekindergarten vocabulary6
Parental sensitivity and intrusiveness in gay-, lesbian-, and heterosexual-parent families with infants conceived using artificial reproductive techniques: Do parents’ gender and caregiver role matter6
Profiles of teacher & child talk during early childhood classroom shared book reading6
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