Success outcomes of full-day kindergarten: More positive behavior and increased achievement in the years after-Reference-Cited by-同舟云学术

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Success outcomes of full-day kindergarten: More positive behavior and increased achievement in the years after

Published:1992-06 Issue:2 Volume:7 Page:187-203
ISSN:0885-2006
Container-title:Early Childhood Research Quarterly
language:en
Short-container-title:Early Childhood Research Quarterly

Author:

Cryan John R.,Sheehan Robert,Wiechel Jane,Bandy-Hedden Irene G.

Publisher

Elsevier BV

Subject

Sociology and Political Science,Developmental and Educational Psychology,Education

Reference36 articles.

1. Linking developmental assessment and early intervention: Curriculum-based prescriptions;Bagnato,1989

2. The economics of early intervention;Barnett;Review of Educational Research,1987

3. Kindergarten entry age as a factor in academic failure;Campbell,1985

4. Sex differences in field independence among preschool children;Coates,1974

5. Path to the future: Long term effects of Head Start in the Philadelphia school district;Copple,1987

Cited by 61 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Preschoolers’ Attitudes, School Motivation, and Executive Functions in the Context of Various Types of Kindergarten;Frontiers in Psychology;2022-03-03

2. Comparative analysis of outcomes under PPP and traditional modes of delivery: a study of schools in Melbourne;Construction Management and Economics;2021-11-02

3. Preschool Child Care and Child Well-Being in Germany: Does the Migrant Experience Differ?;Social Indicators Research;2019-02-04

4. A longitudinal comparison of learning outcomes in full-day and half-day kindergarten;The Journal of Educational Research;2019-01-03

5. From dawn till dusk: Implications of full-day care for children’s development;Labour Economics;2018-12

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