OOIR: Observatory of International Research

Papers

(The TQCC of Early Childhood Research Quarterly is 7. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)

Article	Citations
Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study	46
Pathways from socioeconomic status to early academic achievement: The role of specific executive functions	45
Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills	42
Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?	33
School readiness skills at age four predict academic achievement through 5th grade	33
Engagement in social pretend play predicts preschoolers’ executive function gains across the school year	27
Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-19	25
The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects	25
Free play predicts self-regulation years later: Longitudinal evidence from a large Australian sample of toddlers and preschoolers	23
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics	22
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial	22
Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners	20
Reexamining the Carolina Abecedarian Project using an antiracist perspective: Implications for early care and education research	20
An early numeracy intervention for first-graders at risk for mathematical learning difficulties	19
Depressive and anxiety symptoms in early childhood education teachers: Relations to professional well-being and absenteeism	19
How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities	18
Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home: a quasi-experimental study	18
Preschool practices in Sweden, Portugal, and the United States	17
Implementation and Challenges of Online Education during the COVID-19 Outbreak: A National Survey of Children and Parents in China	17
Direct numeracy activities and early math skills: Math language as a mediator	17
The influence of early adversity on self-regulation and student-teacher relationships in preschool	17
Parental involvement during the kindergarten transition and children’s early reading and mathematics skills	17
Exclusionary discipline practices in early childhood settings: A survey of child care directors	17
A meta-analysis of teacher language practices in early childhood classrooms	16
Preschool quality and child development in China	16

Widely used measures of classroom quality are largely unrelated to preschool skill development	16
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides	16
Prevalence and prediction of kindergarten-transition difficulties	14
Predicting selection into ECEC of higher quality in a universal context: The role of parental education and income	14
Unpacking the relations between home literacy environment and word reading in Chinese children: The influence of parental responsive behaviors and parents’ difficulties with literacy activities	14
Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs' early learning outcomes	13
Parents’ perceived goals for early mathematics learning and their relations with children's motivation to learn mathematics	13
A systematic review of word selection in early childhood vocabulary instruction	13
To Whom Little Is Given, Much Is Expected: ECE Teacher Stressors and Supports as Determinants of Classroom Quality	13
Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis	13
Early childhood educators’ provision of remote learning during COVID-19	13
Measuring preschool quality in low- and middle-income countries: Validity of the ECERS-R in Colombia	13
Silent expectations: An exploration of women pre-Kindergarten teachers’ mental health and wellness during Covid-19 and beyond	13
Self-regulation moderates the relationship between fine motor skills and writing in early childhood	13
Heterogeneity in maternal and child mental health responses to the COVID-19 pandemic	13
Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners	13
Who participates in quality rating and improvement systems?	13
Screen media are associated with fine motor skill development in preschool children	12
Both sides of the screen: Predictors of parents’ and teachers’ depression and food insecurity during COVID-19-related distance learning	12
The importance of specific mathematical language for early proportional reasoning	12
Differences between Pre-K and Kindergarten classroom experiences: do they predict children's social-emotional skills and self-regulation across the transition to kindergarten?	12
Early childhood educators’ psychological distress and wellbeing during the COVID-19 pandemic	12
Using video to assess preschool teachers’ pedagogical knowledge: explicit and higher-order knowledge predicts quality	12
The Effects of Universal Preschool on Child and Adult Outcomes: A Review of Recent Evidence from Europe with Implications for the United States	12
Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA)	11
Effects of New Jersey's Abbott preschool program on children's achievement, grade retention, and special education through tenth grade	11
Antecedents and consequences of young children's interest in mathematics	11
Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis	11
Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families	11
Parents’ socialization of preschool-aged children's emotion skills: A meta-analysis using an emotion-focused parenting practices framework	11
Persistent inequalities in early years’ access and learning: evidence from large-scale expansion of pre-primary education in Ethiopia	11
Capturing talk and proximity in the classroom: Advances in measuring features of young children's friendships	11
Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels	11
Early childhood Special education teachers' self-efficacy in relation to individual children: Links to children's literacy learning	10
Family engagement in early learning opportunities at home and in early childhood education centers in Colombia	10
The impact of social pretend play on preschoolers’ social development: Results of an experimental study	10
Socioeconomic status, parental beliefs, and parenting practices as predictors of preschoolers’ school readiness and executive functions in chile	10
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention	10
Impacts of the New Mexico PreK initiative by children’s race/ethnicity	10
Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling	10
Head Start children’s science experiences in the home and community	10
Preschool teacher-child relationships and children's expressive vocabulary skills: The potential mediating role of profiles of children's engagement in the classroom	10
Multi-tiered system of supports in early childhood: identifying gaps, considerations for application, and solutions	10
Unique effects of book-reading at 9-months on vocabulary development at 36-months: Insights from a nationally representative sample of Irish families	9
Run fast and sit still: Connections among aerobic fitness, physical activity, and sedentary time with executive function during pre-kindergarten	9
Home educational contexts of Asian American children: Disentangling the effects of structural and cultural factors	9
The relation of home literacy environments to language and preliteracy skills in single- and dual-language children in Danish childcare	9
An introduction to the many-facet Rasch model as a method to improve observational quality measures with an application to measuring the teaching of emotion skills	9
Explaining income disparities in young children’s development: The role of community contexts and family processes✰	9
Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3	9

Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading	9
Listening to Head Start teachers: Teacher beliefs, practices, and needs for educating dual language learners	9
Impacts of Roots of Resilience professional development for early childhood teachers on Young children’s protective factors	9
Exploring school bus ridership and absenteeism in rural communities	9
Family routines and practices that support the school readiness of young children living in poverty	9
Family socio-economic status and Chinese Preschoolers’ anxious symptoms during the COVID-19 pandemic: the roles of parental investment, parenting style, home quarantine length, and regional pandemic r	9
Sing it or speak it?: the effects of sung and rhythmically spoken songs on preschool children's word learning	9
The association of daily spiritual experiences with depression among Head Start staff	8
Trajectories of teacher–child relationships across kindergarten and first grade: The influence of gender and disruptive behavior	8
An ecological perspective on early educator well-being at the start of the COVID-19 pandemic	8
The relationship between child-centered teaching attitudes in childcare centers and the socio-emotional development of Japanese toddlers	8
Teaching spanish‐speaking caregivers to implement EMT en Español: a small randomized trial	8
Parental sensitivity and intrusiveness in gay-, lesbian-, and heterosexual-parent families with infants conceived using artificial reproductive techniques: Do parents’ gender and caregiver role matter	8
Development and validation of the Systematic Assessment of Book Reading (SABR-2.2)	8
Literacy learning in early Chinese-English bilinguals: the role of pure copying skill	8
Executive function measures in early childhood screening: concurrent and predictive validity	8
‘What do YOU think?’: Children's questions, teacher's responses and children's follow-up across diverse preschool settings	8
The quality of mother-toddler communication predicts language and early literacy in Mexican American children from low-income households	8
Implementing toddler interventions at scale: The case of “We learn together”	8
Contributions of parenting quality and coparenting relationship quality to the development of child executive functioning	8
Understanding Initial and Sustained Engagement of Spanish-Speaking Latina Mothers in the Legacy for Children Program™: A Qualitative Examination of a Group-Based Parenting Program	8
Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher–child interactions as a moderator	8
Parent-child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent literacy	8
Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover	8
The development of toddlers’ emotion regulation within the family system: associations with observed parent-child synchrony and interparental relationship satisfaction	8
Strategies, recommendations, and validation of remote executive function tasks for use with young children	7
Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study	7
Towards racial equity in publishing at Early Childhood Research Quarterly (ECRQ)	7
Text to talk: Effects of a home-school vocabulary texting intervention on prekindergarten vocabulary	7
Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children's learning behavior and emotional distress	7
Classrooms with high rates of absenteeism and individual success: Exploring students’ achievement, executive function, and socio-behavioral outcomes	7
Exploring treatment impact heterogeneity across sites: Challenges and opportunities for early childhood researchers	7
The contribution of inhibitory control to early literacy skills in 4‐ to 5‐year‐old children	7
Kindergarteners’ spatial skills and their reading and math achievement in second grade	7
Parental migration, nurturing care, and early social-emotional development of children in rural China	7
Parent child directed speech in dyadic and triadic interaction: Associations with co-parenting dynamics and child language outcomes	7
Understanding the wellbeing of early educators in the wake of the coronavirus pandemic: Lessons from Louisiana	7
Maternal question use and child language outcomes: The moderating role of children's vocabulary skills and socioeconomic status	7
Adverse childhood experiences, stress, and resilience among early childhood teachers	7
First do no harm: How teachers support or undermine children's self-regulation	7