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Consequences of three preschool curriculum models through age 15

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2000Children's Social and Cognitive Development and Child-Care Quality: Testing for Differential Associations Related to Poverty, Gender, or Ethnicity285 cited
1997Early Intervention and Mediating Processes in Cognitive Performance of Children of Low-Income African American Families260 cited
2004Early Child Care: The Known and the Unknown252 cited
1994Family and classroom correlates of head start children's developmental outcomes235 cited

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2005

Early Child Care and Children’s Development in the Primary Grades: Follow-Up Results From the NICHD Study of Early Child Care

233 cited

1990Are Head Start Effects Sustained? A Longitudinal Follow-up Comparison of Disadvantaged Children Attending Head Start, No Preschool, and Other Preschool Programs218 cited

2001Early childhood education: A meta-analytic affirmation of the short- and long-term benefits of educational opportunity.217 cited

1991Developmentally Appropriate Practice203 cited

2002Moving up the Grades: Relationship between Preschool Model and Later School Success.193 cited

2011‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education187 cited

2006No Child Left Behind Comes to Preschool181 cited

1999Differential impact of preschool models on development and early learning of inner-city children: A three-cohort study.176 cited