The role of executive function and social-emotional skills in the development of literacy and numeracy during preschool: a cross-lagged longitudinal study
Author:
Affiliation:
1. Graduate School of Education; University of Pennsylvania; Philadelphia Pennsylvania
2. Graduate School of Education; Harvard University; Cambridge Massachusetts
Funder
UBS Optimus Foundation
World Bank Strategic Impact Evaluation Fund
World Bank Early Learning Partnership
Publisher
Wiley
Subject
Cognitive Neuroscience,Developmental and Educational Psychology
Link
http://onlinelibrary.wiley.com/wol1/doi/10.1111/desc.12800/fullpdf
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2. Teacher educators’ practice and vision of good teaching in teacher education reform context in Ghana;Akyeampong;Educational Researcher,2017
3. The association between preschool children's social functioning and their emergent academic skills;Arnold;Early Childhood Research Quarterly,2012
4. Preschool programs in developing countries;Behrman;Education Policy in Developing countries,2013
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