Association Between Teacher Depressive Symptoms and Rural Children’s Cognitive Outcomes: Indirect Relations with Early Care and Education Quality
Author:
Funder
NIH Office of the Director
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10643-023-01561-0.pdf
Reference63 articles.
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3. Auger, A., Farkas, G., Burchinal, M. R., Duncan, G. J., & Vandell, D. L. (2014). Preschool center care quality effects on academic achievement: An instrumental variables analysis. Developmental Psychology, 50(12), 2559–2571. https://doi.org/10.1037/a0037995.
4. Bigras, N., Bouchard, C., Cantin, G., Brunson, L., Coutu, S., Lemay, L., Tremblay, M., Japel, C., & Charron, A. (2010). A comparative study of structural and process quality in center-based and family-based child care services. Child & Youth Care Forum, 39, 129–150. https://doi.org/10.1007/s10566-009-9088-4.
5. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111–127. https://doi.org/10.1037//0003-066x.57.2.111.
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