Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Schneider, B. H., Manetti, M., Rania, N., Tomas, J. M., Oliver, A., Coplan, R. J. et Taylor, Q.
(2024). A longitudinal study of school adjustment among children attending Reggio-inspired preschools.
International Journal of Behavioral Development, 48(1), 1-11.
Vergunst, F., Vitaro, F., Brendgen, M., Larose, M.-P., Girard, A., Tremblay, R. E. et Côté, S. M.
(2024). Mechanisms and pathways linking kindergarten behavior problems with mid-life employment earnings for males from low-income neighborhoods.
Child Development, 95(1), 208-222.
Whittaker, J. E., Hofkens, T., Vitiello, V. E., Pianta, R. C., DeCoster, J. et Ansari, A.
(2024). Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?
Early Childhood Research Quarterly, Volume 66(1er quartier), 112-123.
Ewell, A., Lopera-Perez, D., Kao, K., Tuladhar, C., Meyer, J. et Tarullo, A.
(2024). Child biological stress and maternal caregiving style are associated with school readiness.
Early Childhood Research Quarterly, 67(2^e quartier), 13-23.
Logan, J. A. R., Piasta, S. B., Purtell, K. M., Nichols, R. et Schachter, R. E.
(2024). Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement.
Child Development, 95(2), 609-624.
Bailey, J., Ullery, M. A., Futterer, J., Mullins, C., Delgado, C., Custode, S., Gruen, R., Pena, A., Gonzalez, A. etBulotsky-Shearer, R. J.
(2024). Direct and interactive effects of attendance rates on growth in language, literacy and mathematics skills for children enrolled in voluntary preschool programs.
Early Childhood Research Quarterly, 68(3^e quartier), 112-122.
Bi, Y., Ding, X. P. et Yeung, W.-J. J.
(2024). The link between hours of center-based childcare and child development in 3- to 6-year-olds: Evidence from Singapore.
Early Childhood Research Quarterly, 68(3^e quartier), 76-89.
Burchinal, M., Whitaker, A., Jenkins, J., Bailey, D., Watts, T., Duncan, G. et Hart, E.
(2024). Unsettled science on longer-run effects of early education.
Science, 384(6695), 506-508.
Collet, O. A., Orri, M., Galéra, C., Pryor, L., Boivin, M., Tremblay, R. et Côté, S.
(2024). Does early child negative emotionality moderate the association between maternal stimulation and academic readiness and achievement?
Child Development, 95(3), 948-961.
Décaillet, M., Frick, A., Lince, X., Gruber, T. et Denervaud, S.
(2024). Variation in pedagogy affects overimitation in children and adolescents.
Journal of Experimental Child Psychology, 241, article 105862.
Hentschel, E., Tomlinson, H., Hasan, A., Yousafzai, A., Ansari, A., Tahir-Chowdhry, M. et Zamand, M.
(2024). Risks to Child Development and School Readiness Among Children Under Six in Pakistan: Findings from a Nationally Representative Phone Survey.
International Journal of Early Childhood, 56(1), 129-167.
Little, M., Bastian, K. C., Cohen-Vogel, L., Bratsch-Hines, M., Burchinal, P. et Peisner-Feinberg, E.
(2024). Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network.
Early Childhood Research Quarterly, 68(3^equartier), 35-44.
Taniguchi, K.
(2024). The impact of pre-primary education on primary student achievement: evidence from SACMEQ III.
International Journal of Early Years Education, 32(2), 484-502.
Xia, X.
(2024). Parental involvement and Chinese children’s cognitive and social-emotional school readiness: Differential effects across family socioeconomic status.
Children and Youth Services Review, 161, article 107647.
Gagnon, E., Boivin, M., Mimeau, C., Feng, B., Morneau-Vaillancourt, G., Brendgen, M., Vitaro, F. et Dionne, G.
(2024). The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness: A Twin Study.
Child Psychiatry & Human Development, 55(4), 882-892.
Jiménez, M. V., Yumus, M., Schiele, T., Mues, A. et Niklas, F.
(2024). Preschool emergent literacy skills as predictors of reading and spelling in Grade 2 and the role of migration background in Germany.
Journal of Experimental Child Psychology, 244, 105927.
Gutierrez, A. S., Zambrana, K., Poznanski, B., Valdes, J. et Hart, K. C.
(2024). Early Life Exposure to Adverse Childhood Experiences and School Readiness Among Preschoolers with Disruptive Behaviors.
Journal of Child and Family Studies, 33(9), 3020-3034.
Kälin, S. et Oeri, N.
(2024). Linking persistence and executive functions with later academic achievement.
International Journal of Behavioral Development, 48(5), 442-449.
Kim, J.
(2024). The relationships between teachers’ evaluation of children’s academic readiness and children’s later outcomes.
International of Child Care and Education Policy, 18, article 6.
Sutter, C., Ontai, L. L., Nishina, A., Conger, K. J., Shilts, M. K. et Townsend, M. S.
(2024). Utilizing the desired results developmental profile as a measure of school readiness: evaluating factor structure and predictors of school readiness.
Early Child Development and Care, 187(9), 1433-1445.
Tan, T. X., Wang, J. H. et Zhou, Y.
(2024). COVID-19 school closures and Chinese children's school readiness: Results from the natural experimental data.
British Journal of Educational Psychology, 94(3), 976-994.
Turnbull, K. L. P. DeCoster, J., Downer, J. T. et Williford, A. P.
(2024). Elucidating linkages of executive functioning to school readiness skill gains: The mediating role of behavioral engagement in the PreK classroom.
Early Childhood Research Quarterly, 69(4^e quartier), 38-48.
Volodina, A., Lehrl, S. et Weinert, S.
(2024). The Impact of Early Home Learning Environment and Preschool Quality on School-Relevant Language Proficiency in Primary School.
Journal of Research in Childhood Education, 38(3), 502-525.
Allee, K. A., Clark, M. H., Roberts, S. K. et Hu, B.
(2023). Exploring Play, Executive Function, and Academic Achievement in Two Title I Kindergartens.
Journal of Research in Childhood Education, 37(2), 197-215.
Amukune, S., Barrett, K.C., Szabó, N. et Józsa, K.
(2023). Development and Application of FOCUS App for Assessment of Approaches to Learning in 3–8-Year-Old Children in Kenya: A Design-Based Research Approach.
International Journal of Early Childhood, 55, 69-87.
Burchinal, M., Pianta, R., Ansari, A., Whittaker, J. et Vitiello, V.
(2023). Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience.
Early Childhood Research Quarterly, 62(1^st quarter), 41-52.
Courtney, J.R., Garcia, J.T., Rowberry, J., Eckberg, N., Dinces, S. M., Logbaugh, C. S. et Tolman, R. T.
(2023). Measuring impact of New Mexico prekindergarten on standardized test scores and high school graduation using propensity score matching.
International Journal of Child Care and Education Policy, 17, Article 9.
Garber, K. L., Foster, T. J., Little, M. H., Cohen-Vogel, L., Bratsch-Hines, M. et Burchinal, M. R.
(2023). Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills.
Early Education and Development, 34(2),426-448.
Guedes, C., Ferreira, T., Leal, T. et Cadima, J.
(2023). Unique and joint contributions of behavioral and emotional self-regulation to school readiness.
Applied Developmental Science, 27(2), 136-155.
Huang, R., Geng, Z. et Siraj, I.
(2023). Exploring the Associations among Chinese Kindergartners between Academic Achievement and Behavioral, Cognitive and Emotional Self-Regulation.
Early Education and Development, 34(3), 591-606.
Kitchens, K. E. et Gormley, W.
(2023). From preschool to politics: Early socialization in Tulsa.
Early Childhood Research Quarterly, 62(1^st quarter), 259-274.
Jirout, J. J., Ruzek, E., Vitiello, V. E., Whittaker, J. et Pianta, R. C.
(2023). The association between and development of school enjoyment and general knowledge.
Child Development, 94(2), e119-e127.
Magro, S. W., Nivison, M. D., Englund, M. M. et Roisman, G. I.
(2023). The quality of early caregiving and teacher-student relationships in grade school independently predict adolescent academic achievement.
International Journal of Behavioral Development, 47(2), 158-168.
Oppermann, E., Lehrl, S. et Burghardt, L.
(2023). Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school.
Early Childhood Research Quarterly, 63(2^nd quarter), 133-144.
Orr, E., Shapira, A. A. et Caspi, R.
(2023). The role of environmental and individual factors in pre-academic achievement for kindergarten children.
Early Child Development and Care,193(2), 289-303.
Pan, X. S., Li, C. et Watts, T. W.
(2023). Associations between preschool cognitive and behavioral skills and college enrollment: Evidence from the Chicago School Readiness Project.
Developmental Psychology, 59(3), 474-486.
Rojas, N. M., Yoshikawa, H. et Morris, P.
(2023). Preschool Children’s Engagement and School Readiness Skills: Exploring Differences between Spanish-speaking Dual Language Learners and Monolingual English-speaking Preschoolers.
Early Education and Development, 34(1), 86-110.
Rouse, E., Nicholas, M. et Garner, R.
(2023). School readiness – what does this mean? Educators’ perceptions using a cross sector comparison.
International Journal of Early Years Education, 31(1), 185-199.
Sewasew, D., Mengsite, M. et Kassa, E.
(2023). When do gender differences in academic achievement originate? Examining preschoolers and early school children longitudinally.
Journal of Educational and Developmental Psychology, 13(1), 67-77.
Sinclair, J., Janus, M. et Davies, S.
(2023). Student Achievement Trajectories in Ontario: Creating and validating a province-wide, multi-cohort and longitudinal database.
International Journal of Population Data Science, 8(1), article 4.
Sinclair, J., Janus, M. et Davies, S.
(2023). Newly linked data can reveal academic development from kindergarten to high school in 150,000 students.
The Conversation.
Schmitt, S. A., Elicker, J. A., Purpura, D. J., Duncan, R. J., Schmerold, K. L., Budrevich, A., Bryant, L. M. et Finders, J. K.
(2023). The effects of a high quality state-run preschool program as rated by a Quality Rating and Improvement System on children's school readiness.
Early Childhood Research Quarterly, 62(1^st quarter), 89-101.
Sosu, E. M. et Pimenta, S. M.
(2023). Early childhood education attendance and school readiness in low- and middle-income countries: The moderating role of family socioeconomic status.
Early Childhood Research Quarterly, 63(2^nd quarter), 410-423.
Spit, S., Mulder, H., van Houdt, C. et Verhagen, J.
(2023). Can we predict non-response in developmental tasks? Assessing the longitudinal relation between toddlers' non-response and early academic skills.
Infant and Child Development, 32(1), e2376.
Sulik, M. J., Townley-Flores, C., Steyer, L. et Obradović, J.
(2023). Impacts of two public preschool programs on school readiness in San Francisco.
Early Childhood Research Quarterly, 62(1^st quarter), 194-205.
Thompson, P. N., Tomayko, E. J., Gunter, K. B., Schuna, J. et McClelland, M.
(2023). Impacts of the four-day school week on early elementary achievement.
Early Childhood Research Quarterly, 63(2^nd quarter), 264-277.
Zhang, L., Li, H. et Cai, Y.
(2023). Profiles of Approaches to Learning and the Relationship with Academic School Readiness in Chinese Preschoolers.
Early Education and Development, 34(3), 666-684.
Bayly, B. L., Cooper, B. R. et Rhoades, K. A.
(2023). Head Start’s impact on long-term School Success: assessing variation across latent classes of Family Risk.
Child Youth Care Forum, 52(3), 619-639.
Cameron, T. A., Schaughency, E., Taumoepeau, M., McPherson, C. et Carroll, J. L. D.
(2023). School-entry skills and early skill trajectories predict reading after 1 year.
School Psychology, 38(4), 199-214.
Harden, B. J., Brett, B. E., Gross, J. T., Weiland, C., Berne, J., Klein, E. L. et Tirrell-Corbin, C.
(2023). Benefits of pre-kindergarten for children in Baltimore, MD.
Early Childhood Research Quarterly, 64(3rd quarter), 1-12.
Hong, S. L. S., Legette, K. B., Kuhn, L., Zgourou, E., Kainz, K., Yazejian, N. et Iruka, I. U.
(2023). Lead teacher, assistant teacher, and peer racial/ethnic match and child outcomes for Black children enrolled in enhanced high-quality early care and education programs.
Early Childhood Research Quarterly, 64(3rd quarter), 186-198.
Ndijuye, L. J.
(2023). School readiness and pre-primary learning experiences of children of refugee backgrounds in Tanzania: the mediating role of family socio-economic status.
European Early Childhood Education Research Journal, 31(3), 454-469.
Peele, M., Wolf, S., Behrman, J. R. et Aber, J. L.
(2023). Teacher depressive symptoms and children's school readiness in Ghana.
Child Development, 94(3), 706-720.
Qi, M., Luo, Y., Chen, F., Xuan, X., Li, Y. et Wang, Y.
(2023). Longitudinal trajectories of approaches to learning among Chinese preschoolers: Family predictors and academic outcomes.
Early Childhood Research Quarterly, 64(3rd quarter), 345-354.
Ribner, A. D., Ahmed, S. F., Miller-Cotto, D. et Ellis, A.
(2023). The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades.
Early Childhood Research Quarterly, 64(3rd quarter), 84-93.
Szabó-Morvai, Á., Horn, D., Lovász, A. et De Witte, K.
(2023). Universal preschool and cognitive skills - the role of school starting age as a moderating factor.
Early Childhood Research Quarterly, 64(3rd quarter), 278-289.
Swiss Academy for Development.
(2023). Move & Improve: Preparing Children to Succeed in School Through Sport and Play.
Childhood Education, 99(3), 6-13.
Wilders, C. et Wood, E.
(2023). ‘If I play I won’t learn’: Children’s perceptions and experiences of transition and school readiness from Maternelle to Year 1.
Journal of Early Childhood Research, 21(2), 162-180.
Yang, Q., Ansari, A., Purtell, K. M., Pianta, R. C., Whittaker, J. V. et Vitiello, V. E.
(2023). Classroom skill compositions and preschoolers’ early academic and executive function outcomes.
Early Childhood Research Quarterly, 64(3rd quarter), 290-301.
Akhavein, K., Clark, C. A. C., Nelson, J. M., Espy, K. A. et Finch, J. E.
(2023). The longitudinal contributions of preschool executive functions and early math abilities to arithmetic skills in elementary school.
Cognitive Development, 68, article 101388.
Amukune, S., Józsa, G. et Józsa, K.
(2023). Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers.
International Journal of Early Childhood, 55, 205-222.
Bustamante, A. S., Bermudez, V. N., Ochoa, K. D., Belgrave, A. B. et Vandell, D. L.
(2023). Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds.
Developmental Psychology, 59(8), 1440-1451.
Castellanos-Ryan, N., Parent, S., Chaput-Langlois, S., Rioux, C., Jacques, S., Simard, C., Tremblay, R. E., Séguin, J. R. et Zelazo, P. D.
(2023). Modelling executive function across early childhood: Longitudinal invariance, development from 3.5 to 7 years and later academic performance.
Cognitive Development, 68, article 101365.
Dore, R. A., Purtell, K. M., Chen, J. et Justice, L. M.
(2023). The Interplay among Parents’ Stress, Nonparental Childcare, and Child Language Development among Low-Income Toddlers.
Early Education and Development, 34(6), 1447-1457.
Fung, W. K. et Chung, K. K. H.
(2023). Longitudinal association between children’s mastery motivation and cognitive school readiness: Executive functioning and social–emotional competence as potential mediators.
Journal of Experimental Child Psychology, 234, article 105712.
Fung, W. K. et Chung, K. K. H.
(2023). Playfulness as the antecedent of kindergarten children’s prosocial skills and school readiness.
European Early Childhood Education Research Journal, 31(5), 797-810.
Horton, P., Forsberg, C. et Thornberg, R.
(2023). Places and spaces: exploring interconnections between school environment, resources and social relations.
Educational Research, 65(4), 462-477.
Johnson, A. D., Partika, A., Martin, A., Horm, D., Phillips, D. A. et the Tulsa SEED Study Team.
(2023). A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes.
Child Development, 94(5), 1298-1318.
Li-Grining, C. P., Stockdale, L., Cunningham, A., Bradley, K., Papadakis, J. L., Flores-Lamb, V., Marcus, M. et Radulescu, M.
(2023). Self-Regulation and Academic Achievement from Early to Middle Childhood Among Children in Low-Income Neighborhoods.
Early Education and Development, 34(6), 1289-1304.
Sattler, K. M. P.
(2023). Can Early Childhood Education Be Compensatory? Examining the Benefits of Child Care Among Children Who Experience Neglect.
Early Education and Development, 34(6), 1398-1413.
Watts, T. W., Li, C., Pan, X. S., Gandhi, J., McCoy, D. C. et Raver, C. C.
(2023). Impacts of the Chicago School Readiness Project on measures of achievement, cognitive functioning, and behavioral regulation in late adolescence.
Developmental Psychology, 59(12), 2204-2222.
Whitaker, A. A., Yoo, P. Y., Vandell, D. L., Duncan, G. J. et Burchinal, M.
(2023). Predicting adolescent and young adult outcomes from emotional support and cognitive stimulation offered by preschool-age home and early care and education settings.
Developmental Psychology, 59(12), 2189-2203.
Xiao, N., Chen, J., Justice, L. M. et Zhang, X.
(2023). Children’s Learning Experiences in Rural Boarding Preschools: Classroom Quality and Associations with Developmental Outcomes.
Early Education and Development, 34(7), 1612-1630.
Yildirim, E. D., Blake, C. et Roopnarine, J. L.
(2023). Does Preschool Education Moderate the Associations Between Paternal, Maternal, and Allocaregivers’ Engagement and Children’s Literacy and Social Skills in African Countries?
Early Education and Development, 34(6),1429-1446.
Zhao, Y. V. et Gibson, J. L.
(2023). Evidence for Protective Effects of Peer Play in the Early Years: Better Peer Play Ability at Age 3 Years Predicts Lower Risks of Externalising and Internalising Problems at Age 7 Years in a Longitudinal Cohort Analysis.
Child Psychiatry & Human Devevelopment, 54(6), 1807-1822.
Nicholson, P. et Hendry, H.
(2022). A pedagogical meeting place or a problem space? Extending play-based pedagogy in Year One.
Education 3-13, 50(2), 184‑196.
Amadon, S., Gormley, W. T., Claessens, A., Magnuson, K., Hummel-Price, D. et Romm, K.
(2022). Does early childhood education help to improve high school outcomes ? Results from Tulsa.
Child Development, 93(4), 379‑395.
Aubé, S., Mimeau, C., Gagnon, E., Remon, A., Brendgen, M., Vitaro, F., Ouellet-Morin, I., Tremblay, R. E., Boivin, M. et Dionne, G.
(2022). From preschool language skills to writing in adolescence : Evidence of genetic continuity.
Developmental Psychology, 58(7), 1318-1330.
Aurora, M. et Farkas, G.
(2022). Does attending center-based care prior to kindergarten improve Latino children’s academic readiness?
Early Child Development and Care, 192(15), 2417-2441.
Baardstu, S., Wang, M. V. et Brandlistuen, R. E.
(2022). The role of ECEC teachers for the long-term social and academic adjustment of children with early externalizing difficulties : A prospective cohort study.
European Early Childhood Education Research Journal, 30(4), 606‑623.
Cortes, R. A., Green, A. E., Barr, R. F. et Ryan, R. M.
(2022). Fine motor skills during early childhood predict visuospatial deductive reasoning in adolescence.
Developmental Psychology, 58(7), 1264‑1276.
Finders, J. K., Geldhof, G. J., Dahlgren, J. A., Olsen, S. G. et McClelland, M. M.
(2022). Revisiting age- and schooling-related growth in school readiness skills: A multimethod validation study.
Developmental Psychology, 58(10), 1947-1961.
Gobeil-Bourdeau, J., Lemelin, J.-P., Letarte, M.-J. et Laurent, A.
(2022). Can Temperament Predict School Readiness in At-Risk Kindergarteners? A Combination of Variable-Oriented and Person-Oriented Approaches.
Early Education and Development, 33(7), 1117-1136.
Goddard Blythe, S., Duncombe, R., Preedy, P. et Gorely, T.
(2022). Neuromotor readiness for school: the primitive reflex status of young children at the start and end of their first year at school in the United Kingdom.
Education 3-13, 50(5), 654-667.
Gullo, D. F. et Ammar, A. A.
(2022). Predicting third-grade academic achievement in low-socioeconomic children: developmental and socio-behavioural influences in kindergarten.
Early Child Development and Care,192(11), 1800-1815.
Hall, G. J., Putzeys, S. et Miller-Cotto, D.
(2022). Early experiences and school readiness: A within and between exploration of the Opportunity Propensy Model.
Cognitive Development, 64, article 101226.
Ho, L.-P. et Lee, Y.-C.
(2022). Prevalence of developmental delay among children: A national study based on administrative database of the single-payer National Health Insurance System in Taiwan.
Child: Care, Health and Development, 48(2), 324-335.
Hunter, L. J., Bayly, B. L., Bierman, K. L., Welsh, J. A. et Gest, J. M.
(2022). Predicting school readiness program implementation in community-based childcare centers.
Frontiers in Psychology, 13, article 1023505.
Kay, L.
(2022). ‘What works’ and for whom? Bold Beginnings and the construction of the school ready child.
Journal of Early Childhood Research, 20(2), 172-184.
Lam, C. B., Chung, K. K. H., Lam, C. S. et Li, X.
(2022). Linking Social-Emotional Competence to Behavioral and Academic Adjustment among Chinese Kindergarten Children: A Multilevel Approach.
Early Education and Development, 33(5), 832-845.
Lee, Y., Kim, K., Yudron, M. et Douglass, A.
(2022). Intersectional Typologies of Children with Cultural Minority Backgrounds : Relation to School Readiness in Head Start.
Early Education and Development, 33(6), 979‑996.
Lim, C., Kwon, K. A. et Bingham, G. E.
(2022). Teachers’ and Children’s Differing Views on Relationships and Their Associations with Academic Outcomes.
Early Childhood Education Journal, 50(7), 1157-1167.
Macy, M., Pool, J., Chen, C.-I., Rusiana, T.-A. et Sawyer, M.
(2022). A Preliminary Examination of a Kindergarten School Readiness Assessment.
Early Childhood Education Journal, 50(6), 1035‑1046.
McCormick, M. P., Pralica, M., Weiland, C., Hsueh, J., Moffett, L., Guerrero-Rosada, P., Weissman, A., Zhang, K., Maier, M. F., Snow, C. E., Davies, E., Taylor, A. et Sachs, J.
(2022). Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost ? Evidence from individual- and classroom-level survey and observational data.
Developmental Psychology, 58(7), 1298‑1317.
Nakamichi, N., Nakamichi, K. et Nakazawa, J.
(2022). Examining the indirect effects of kindergarteners’ executive functions on their academic achievement in the middle grades of elementary school.
Early Child Development and Care, 192(10), 1547‑1560.
Polat, Ö. et Bayındır, D.
(2022). The relation between parental involvement and school readiness: the mediating role of preschoolers’ self-regulation skills.
Early Child Development and Care, 192(6), 845-860.
Reynolds, S. A.
(2022). Center-Based Child Care and Differential Improvements in the Child Development Outcomes of Disadvantaged Children.
Child & Youth Care Forum, 51(2), 395-420.
Whyte, K. L. et Coburn, C. E.
(2022). Understanding Kindergarten Readiness.
The Elementary School Journal, 123(2), 344-361.
López, O. S.
(2021). In the interest of the public good: Texas pre-kindergarten compulsory law.
Contemporary Issues in Early Childhood, 21(4), 356-360.
Roberts-Holmes, G.
(2021). School readiness, governance and early years ability grouping.
Contemporary Issues in Early Childhood, 22(3), 244-253.
Ansari, A., Pianta, R. C., Whittaker, J. E., Vitiello, V. et Ruzek, E.
(2021). Enrollment in public-prekindergarten and school readiness skills at kindergarten entry : Differential associations by home language, income, and program characteristics.
Early Childhood Research Quarterly, 54, 60‑71.
Brown, C. P., Barry, D. P. et Ku, D. H.
(2021). How Education Stakeholders Made Sense of School Readiness in and Beyond Kindergarten.
Journal of Research in Childhood Education, 35(1), 122-142.
Burchinal, M., Garber, K., Foster, T., Bratsch-Hines, M., Franco, X. et Peisner-Feinberg, E.
(2021). Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?
Early Childhood Research Quarterly, 55, 35-51.
Kybartas, T. J., Oody, J. F., Fairbrother, J. T., Durham, R. S. et Coe, D. P.
(2021). Physical activity intensity, self-regulation, and school readiness indicators in young children.
Early Child Development and Care, 191(4), 501-510.
Orri, M., Boivin, M., Chen, C., Ahun, M. N., Geoffroy, M.-C., Ouellet-Morin, I., Tremblay, R. E. et Côté, S. M.
(2021). Cohort Profile: Quebec Longitudinal Study of Child Development (QLSCD).
Social Psychiatry and Psychiatric Epidemiology, 56, 883-894.
Prime, H., Andrews, K., McTavish, J., Harris, M., Janus, M., Bennett, T. et Gonzalez, A.
(2021). The application of positive parenting interventions to academic school readiness : A scoping review.
Child: Care, Health and Development, 47(1), 1‑14.
Ackerman, D. J.
(2021). Reviewing the Research Base from 1985-2020: Infant and Toddler Child Care and At-Risk Children’s School Readiness.
National Institute for Early education research (NIEER).
Ackerman, D. J.
(2021). Reviewing the Research Base from 1985-2020: Infant and Toddler Child Care and At-Risk Children’s School Readiness.
National Institute for Early education research (NIEER).
Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., Ruzek, E. A. et Zhang, J.
(2021). Does the timing of kindergarten absences matter for children’s early school success?
School Psychology, 36(3), 131-141.
Baker-Henningham, H., Scott, Y., Francis, T. et Walker, S. P.
(2021). Effects of a Teacher-Training Violence Prevention Program in Jamaican Preschools on Child Behavior, Academic Achievement, and School Attendance in Grade One of Primary School: Follow up of a Cluster Randomized Trial.
Frontiers in Psychology, 12, article 652050.
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(2021). Temperament and School Readiness – A Literature Review.
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(2020). Choosing immediate over delayed gratification correlates with better school-related outcomes in a sample of children of color from low-income families.
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(2020). Family socio-economic status and children’s academic achievement : The different roles of parental academic involvement and subjective social mobility.
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(2020). Cognitive Stimulation at Home and in Child Care and Children’s Preacademic Skills in Two-Parent Families.
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(2019). Preschool and Children’s Outcomes in Elementary School : Have Patterns Changed Nationwide Between 1998 and 2010?
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(2019). The Relation Between Executive Functions, Fine Motor Skills, and Basic Numerical Skills and Their Relevance for Later Mathematics Achievement.
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(2019). Entrer à l’école maternelle : le contrat narcissique à l’épreuve du scolaire.
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(2013). Soutenir la préparation à l’école et à la vie des enfants issus de milieux défavorisés ou en difficulté.
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(2013). Ready or not: associations between participation in subsidized child care arrangements, pre-kindergarten, and Head Start and children's school readiness.
Early Childhood Research Quarterly, 28(3), 634-644.
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(2013). Does a preschool social and emotional learning intervention pay off for classroom instruction and children's behavior and academic skills? Evidence from the Foundations of Learning Project.
Early Education & Development, 24(7), 1020-1042.
Nesbitt, K. T., Baker-Ward, L. et Willoughby, M. T.
(2013). Executive function mediates socio-economic and racial differences in early academic achievement.
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(2013). Understanding how children's engagement and teachers' interactions combine to predict school readiness.
Journal of Applied Developmental Psychology, 34(6), 299-309.

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