Pre‐K attendance and social development: The moderating role of kindergarten classroom experiences
Author:
Affiliation:
1. Department of Human Sciences The Ohio State University Columbus Ohio USA
Publisher
Wiley
Subject
Developmental and Educational Psychology
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/icd.2360
Reference68 articles.
1. The persistence of preschool effects from early childhood through adolescence.
2. Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics
3. Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers.
4. Activity settings in full-day kindergarten classrooms and children’s early learning
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