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Teacher–child interaction quality and Chinese children’s academic and cognitive development: New perspectives from piecewise growth modeling
16 references·0 citing·46 second hop
Teacher–child interaction quality and Chinese children’s academic and cognitive development: New perspectives from piecewise growth modeling (2019)Teacher–child interaction quality and Chi…Investing in Our Future: The Evidence Base on Preschool Education (2013)Investing in Our Future: The …Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development (2013)Evidence for General and Doma…Effectiveness of Early Educational Intervention (2011)Effectiveness of Early Educat…Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs (2009)Threshold analysis of associa…The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. (2009)The contribution of children’…Preschool in Three Cultures Revisited (2009)Preschool in Three Cultures R…Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills (2008)Measures of Classroom Quality…Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs (2007)Ready to learn? Children's pr…Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. (2007)Links between behavioral regu…Properties of School Chinese: Implications for Learning to Read (2003)Properties of School Chinese:…School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. (2002)School readiness: Integrating…The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade (2001)The Relation of Preschool Chi…The prevention of mental disorders in school-aged children: Current state of the field. (2001)The prevention of mental diso…The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment. 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References

  • 2000From Neurons to Neighborhoods4,559 cited
  • 2008Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills2,064 cited
  • 2002School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.2,057 cited
  • 2007Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.1,755 cited
  • 2001The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade1,222 cited
  • 2001Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education1,148 cited
  • 2007Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs1,035 cited
  • 2001The prevention of mental disorders in school-aged children: Current state of the field.869 cited
  • 2009Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs762 cited
  • 2009Preschool in Three Cultures Revisited741 cited
  • 2009The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.666 cited
  • 2001The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment.661 cited
  • 2011Effectiveness of Early Educational Intervention

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647 cited
  • 2003Properties of School Chinese: Implications for Learning to Read617 cited
  • 2013Investing in Our Future: The Evidence Base on Preschool Education616 cited
  • 2013Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development608 cited
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