OOIR: Observatory of International Research

Papers

(The TQCC of Early Childhood Research Quarterly is 9. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Pathways from socioeconomic status to early academic achievement: The role of specific executive functions	55
Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study	52
School readiness skills at age four predict academic achievement through 5th grade	47
Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills	46
Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?	38
Engagement in social pretend play predicts preschoolers’ executive function gains across the school year	30
Depressive and anxiety symptoms in early childhood education teachers: Relations to professional well-being and absenteeism	29
Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-19	29
Free play predicts self-regulation years later: Longitudinal evidence from a large Australian sample of toddlers and preschoolers	29
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial	27
Implementation and Challenges of Online Education during the COVID-19 Outbreak: A National Survey of Children and Parents in China	26
The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects	25
Reexamining the Carolina Abecedarian Project using an antiracist perspective: Implications for early care and education research	25
An early numeracy intervention for first-graders at risk for mathematical learning difficulties	23
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics	23
Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners	23
How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities	22
Exclusionary discipline practices in early childhood settings: A survey of child care directors	22
Preschool practices in Sweden, Portugal, and the United States	21
Direct numeracy activities and early math skills: Math language as a mediator	21
Widely used measures of classroom quality are largely unrelated to preschool skill development	20
Preschool quality and child development in China	20
Parental involvement during the kindergarten transition and children’s early reading and mathematics skills	20
A meta-analysis of teacher language practices in early childhood classrooms	19
Unpacking the relations between home literacy environment and word reading in Chinese children: The influence of parental responsive behaviors and parents’ difficulties with literacy activities	19

Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home: a quasi-experimental study	19
Parents’ socialization of preschool-aged children's emotion skills: A meta-analysis using an emotion-focused parenting practices framework	18
Self-regulation moderates the relationship between fine motor skills and writing in early childhood	18
Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis	18
Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis	17
Silent expectations: An exploration of women pre-Kindergarten teachers’ mental health and wellness during Covid-19 and beyond	17
Differences between Pre-K and Kindergarten classroom experiences: do they predict children's social-emotional skills and self-regulation across the transition to kindergarten?	17
The Effects of Universal Preschool on Child and Adult Outcomes: A Review of Recent Evidence from Europe with Implications for the United States	17
To Whom Little Is Given, Much Is Expected: ECE Teacher Stressors and Supports as Determinants of Classroom Quality	17
Early childhood educators’ provision of remote learning during COVID-19	17
Prevalence and prediction of kindergarten-transition difficulties	17
The influence of early adversity on self-regulation and student-teacher relationships in preschool	17
Measuring preschool quality in low- and middle-income countries: Validity of the ECERS-R in Colombia	16
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides	16
Early childhood educators’ psychological distress and wellbeing during the COVID-19 pandemic	16
Heterogeneity in maternal and child mental health responses to the COVID-19 pandemic	15
Who participates in quality rating and improvement systems?	15
Using video to assess preschool teachers’ pedagogical knowledge: explicit and higher-order knowledge predicts quality	15
The impact of social pretend play on preschoolers’ social development: Results of an experimental study	15
Parents’ perceived goals for early mathematics learning and their relations with children's motivation to learn mathematics	15
A systematic review of word selection in early childhood vocabulary instruction	15
Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs' early learning outcomes	14
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 r	14
The importance of specific mathematical language for early proportional reasoning	14
Predicting selection into ECEC of higher quality in a universal context: The role of parental education and income	14
Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels	14
Socioeconomic status, parental beliefs, and parenting practices as predictors of preschoolers’ school readiness and executive functions in chile	14
‘What do YOU think?’: Children's questions, teacher's responses and children's follow-up across diverse preschool settings	14
Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners	14
Antecedents and consequences of young children's interest in mathematics	13
Teaching spanish‐speaking caregivers to implement EMT en Español: a small randomized trial	13
Both sides of the screen: Predictors of parents’ and teachers’ depression and food insecurity during COVID-19-related distance learning	13
Family routines and practices that support the school readiness of young children living in poverty	13
Multi-tiered system of supports in early childhood: identifying gaps, considerations for application, and solutions	13
Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling	13
Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading	13
Capturing talk and proximity in the classroom: Advances in measuring features of young children's friendships	13
Maternal question use and child language outcomes: The moderating role of children's vocabulary skills and socioeconomic status	13
Unique effects of book-reading at 9-months on vocabulary development at 36-months: Insights from a nationally representative sample of Irish families	13
Effects of New Jersey's Abbott preschool program on children's achievement, grade retention, and special education through tenth grade	13
Explaining income disparities in young children’s development: The role of community contexts and family processes✰	12
Preschool teacher-child relationships and children's expressive vocabulary skills: The potential mediating role of profiles of children's engagement in the classroom	12
Sing it or speak it?: the effects of sung and rhythmically spoken songs on preschool children's word learning	12
Run fast and sit still: Connections among aerobic fitness, physical activity, and sedentary time with executive function during pre-kindergarten	12
Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3	12
Relations between caregivers’ emotion regulation strategies, parenting styles, and preschoolers’ emotional competence in Chinese parenting and grandparenting	12
Head Start children’s science experiences in the home and community	12
Screen media are associated with fine motor skill development in preschool children	12
Impacts of the New Mexico PreK initiative by children’s race/ethnicity	12
Persistent inequalities in early years’ access and learning: evidence from large-scale expansion of pre-primary education in Ethiopia	11

Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families	11
Listening to Head Start teachers: Teacher beliefs, practices, and needs for educating dual language learners	11
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention	11
Trajectories of teacher–child relationships across kindergarten and first grade: The influence of gender and disruptive behavior	11
Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children's learning behavior and emotional distress	11
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
Parent-child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent literacy	11
Activity settings, content, and pedagogical strategies in preschool classrooms: Do these influence the interactions we observe?	11
Strategies, recommendations, and validation of remote executive function tasks for use with young children	10
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	10
Impacts of Roots of Resilience professional development for early childhood teachers on Young children’s protective factors	10
An ecological perspective on early educator well-being at the start of the COVID-19 pandemic	10
Through the lens of early educators: Understanding the use of expulsion and suspension in childcare programs	10
Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study	10
Parental sensitivity and intrusiveness in gay-, lesbian-, and heterosexual-parent families with infants conceived using artificial reproductive techniques: Do parents’ gender and caregiver role matter	10
Early childhood Special education teachers' self-efficacy in relation to individual children: Links to children's literacy learning	10
Parent child directed speech in dyadic and triadic interaction: Associations with co-parenting dynamics and child language outcomes	10
Designing culturally situated playful environments for early STEM learning with a Latine community	10
Exploring school bus ridership and absenteeism in rural communities	10
Family engagement in early learning opportunities at home and in early childhood education centers in Colombia	10
Adverse childhood experiences, stress, and resilience among early childhood teachers	9
Implementing toddler interventions at scale: The case of “We learn together”	9
Development and validation of the Systematic Assessment of Book Reading (SABR-2.2)	9
Contributions of parenting quality and coparenting relationship quality to the development of child executive functioning	9
Executive function measures in early childhood screening: concurrent and predictive validity	9
Home educational contexts of Asian American children: Disentangling the effects of structural and cultural factors	9
Impacts of the COVID-19 pandemic on the child care sector: Evidence from North Carolina	9
The relation of home literacy environments to language and preliteracy skills in single- and dual-language children in Danish childcare	9
The contribution of inhibitory control to early literacy skills in 4‐ to 5‐year‐old children	9
Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover	9
First do no harm: How teachers support or undermine children's self-regulation	9
Early childhood education attendance and school readiness in low- and middle-income countries: The moderating role of family socioeconomic status	9
Understanding Initial and Sustained Engagement of Spanish-Speaking Latina Mothers in the Legacy for Children Program™: A Qualitative Examination of a Group-Based Parenting Program	9
The relationship between child-centered teaching attitudes in childcare centers and the socio-emotional development of Japanese toddlers	9
Classrooms with high rates of absenteeism and individual success: Exploring students’ achievement, executive function, and socio-behavioral outcomes	9
The quality of mother-toddler communication predicts language and early literacy in Mexican American children from low-income households	9
Understanding the wellbeing of early educators in the wake of the coronavirus pandemic: Lessons from Louisiana	9
Text to talk: Effects of a home-school vocabulary texting intervention on prekindergarten vocabulary	9
The role of language in the association between theory of mind and executive functioning in early childhood: New longitudinal evidence	9
Parental migration, nurturing care, and early social-emotional development of children in rural China	9
The association of daily spiritual experiences with depression among Head Start staff	9
Challenging parenting behavior in ethnically diverse two-parent families in the United States: Association with infants’ social competence and behavior problems	9
Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher–child interactions as a moderator	9
The sound of self-regulation: Music program relates to an advantage for children at risk	9
Observed peer competence moderates links between children’s self-regulation skills and academic performance	9
Latine Caregivers’ Approaches to Engaging Young Children in Mathematics	9