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Cited by

• 2017Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills127 cited
• 2002Transition to school — Complexity and diversity119 cited
• 2014Long-run benefits from universal high-quality preschooling113 cited
• 2011Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills112 cited
• 1996In Search of the Rainbow: Pathways to Quality in Large-Scale Programmes for Young Disadvantaged Children96 cited
• 2002The World Bank's View of Early Childhood90 cited
• 1995Early Literacy: Emerging Perspectives78 cited
• 1998‘Quality’ in Early Childhood Programmes — a contextually appropriate approach65 cited
• 2007Rough and Tumble Play: An Investigation of the Perceptions of Educators and Young Children64 cited
• 2009Uncovering Common Stressful Factors and Coping Strategies Among Childcare Providers59 cited
• 2015Assessing Teachers’ Skills in Detecting and Identifying Effective Interactions in the Classroom58 cited
• 2012Child and Home Predictors of Children's Name Writing51 cited
• 2010Head Start Teachers’ Views of Phonological Awareness and Vocabulary Knowledge Instruction49 cited
• 2018