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CLASS–Infant: An Observational Measure for Assessing Teacher–Infant Interactions in Center-Based Child Care
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CLASS–Infant: An Observational Measure for Assessing Teacher–Infant Interactions in Center-Based Child Care (2013)CLASS–Infant: An Observational Measure fo…National Association for the Education of Young Children (2016)National Association for the …From External Regulation to Self-Regulation: Early Parenting Precursors of Young Children’s Executive Functioning (2010)From External Regulation to S…Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development (2010)Do Effects of Early Child Car…Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills (2008)Measures of Classroom Quality…School Readiness and the Transition to Kindergarten in the Era of Accountability. (2007)School Readiness and the Tran…Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs (2007)Ready to learn? Children's pr…Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? (2005)Can Instructional and Emotion…Teacher-Child Relationships and Children's Success in the First Years of School (2004)Teacher-Child Relationships a…Maternal Care, Gene Expression, and the Transmission of Individual Differences in Stress Reactivity Across Generations (2001)Maternal Care, Gene Expressio…From Neurons to Neighborhoods: The Science of Early Childhood Development (2001)From Neurons to Neighborhoods…Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade (2001)Early Teacher–Child Relations…Handbook of infant mental health (2000)Handbook of infant mental hea…From Neurons to Neighborhoods (2000)From Neurons to NeighborhoodsEmotional Development (1996)Emotional DevelopmentCaregivers in day-care centers: Does training matter? 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References

  • 2000From Neurons to Neighborhoods4,403 cited
  • 2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade3,304 cited
  • 2001Maternal Care, Gene Expression, and the Transmission of Individual Differences in Stress Reactivity Across Generations2,706 cited
  • 2001From Neurons to Neighborhoods: The Science of Early Childhood Development2,656 cited
  • 1987Developmentally appropriate practice in early childhood programs serving children from birth through age 82,597 cited
  • 2016National Association for the Education of Young Children2,253 cited
  • 2008Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills1,870 cited
  • 2005Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?1,714 cited
  • 2010From External Regulation to Self-Regulation: Early Parenting Precursors of Young Children’s Executive Functioning1,388 cited
  • 2004Teacher-Child Relationships and Children's Success in the First Years of School1,045 cited
  • 2007Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs1,027 cited
  • 2000Handbook of infant mental health989 cited
  • 1996Emotional Development809 cited
  • 2010Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development

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798 cited
  • 1989Caregivers in day-care centers: Does training matter?707 cited
  • 2007School Readiness and the Transition to Kindergarten in the Era of Accountability.701 cited
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