Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?-Reference-Cited by-同舟云学术

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Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?

Published:2024 Issue: Volume:66 Page:112-123
ISSN:0885-2006
Container-title:Early Childhood Research Quarterly
language:en
Short-container-title:Early Childhood Research Quarterly

Author:

Whittaker Jessica E.,Hofkens Tara,Vitiello Virginia E.,Pianta Robert C.,DeCoster Jamie,Ansari Arya

Publisher

Elsevier BV

Subject

Sociology and Political Science,Developmental and Educational Psychology,Education

Reference85 articles.

1. Executive function, learning-related behaviors, and science growth from kindergarten to fourth grade;Anthony;Journal of Educational Psychology,2020

2. Technical Report. Version 4;Asparouhov,2010

3. Technical Report. Version 3;Asparouhov,2010

4. Equity and excellence: African-American children's access to quality preschool;Barnett,2013

5. School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry;Blair;American Psychologist,2002

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