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Circle Time Revisited: How Do Preschool Classrooms Use This Part of the Day?

15 references·0 citing·55 second hopsampled

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References

2013Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development608 cited
2012Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement564 cited
2009How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms452 cited
2010Children’s Classroom Engagement and School Readiness Gains in Prekindergarten336 cited
2016Book reading and vocabulary development: A systematic review322 cited
2009The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions314 cited
2008Preschool Education and Its Lasting Effects: Research and Policy Implications243 cited
2013Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics237 cited
2013Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities186 cited
2010Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade126 cited
2001“What do you do in child care?” children’s perceptions of high and low quality classrooms88 cited
2013Participation and gender in circle-time situations in preschool48 cited
2014Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations

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