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Early Childhood Research Quarterly

短名	Early Child. Res. Q.
Journal Impact	3.09
国际分区	PSYCHOLOGY, DEVELOPMENTAL(Q1)
期刊索引	SCI Q1中科院 1 区

ISSN	0885-2006, 1873-7706
h-index	118
国内分区	教育学(1区)教育学心理学发育(1区)教育学教育学和教育研究(2区)
Top期刊	是

For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.

期刊主页

涉及主题	心理学医学发展心理学政治学法学社会学经济数学哲学教育学环境卫生经济增长计算机科学医疗急救毒物控制急诊医学生物数学教育语言学人为因素与人体工程学精神科病理物理社会心理学护理部
出版信息	出版商: Elsevier Ltd，出版周期: ，期刊类型: journal
基本数据	创刊年份: 1986，原创研究文献占比: 96.08%，自引率:12.50%， Gold OA占比: 20.67%

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The Interrelations between home numeracy activities, children's attitudes toward mathematics, and their mathematics achievement

2025-1-1

“I now see my toddler as a helper, not just somebody in need of help”: Raising Helpful Toddlers training

2025-1-1

Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers: The role of activity settings

2024-9-14

Infant and early childhood mental health consultation: evaluating change in classroom climate and teaching practices by dosage of program exposure

2024-9-13

Equitable use of subsidized child care in Georgia

2024-9-13

Evidence-based educational interventions to reduce intergroup bias among young children in conflict zones

2024-9-11

Are food and nutrition assistance programs fostering an equitable early care and education (ECE) food environment? A systematic review utilizing the RE-AIM framework

2024-9-10

Parents’ adverse childhood experiences matter too: The impact of multigenerational trauma on participation in early childhood education for Latinx children

2024-1-1

Direct and interactive effects of attendance rates on growth in language, literacy and mathematics skills for children enrolled in voluntary preschool programs

2024-1-1

The impact of work-related wellbeing and workplace culture and climate on intention to leave in the early childhood sector

2024-1-1

Examining the malleability of young children's flexible attention to numerical and spatial magnitudes

2024-1-1

Effects of online parent coaching on Filipino children's skills

2024-1-1

Cluster randomized controlled trial of a phone-based caregiver support and parenting program for Syrian and Jordanian families with young children

2024-1-1

Access to high-quality early care and education: Analysis of Australia's national integrated data

2024-1-1

Editorial Board

2024-1-1

Policies addressing suspension and expulsion in state early care and education subsystems: A national census of policy alignment and integration

2024-1-1

COVID-19 and early childhood education: Implications for research, practice, and policy

2024-1-1

Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning

2024-1-1

Preschool structural quality and student–teacher closeness are related to children's adjustment: sibling-informed design

2024-1-1

A machine learning approach to identifying non-parental caregivers' risk for harsh caregiving towards infants in daycare centers

2024-1-1

Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention

2024-1-1

Do ECERS-3 scores mean the same thing across racial groups? Measurement invariance testing by teacher and classroom race

2024-1-1

Capturing the quantity and location of adult wh-words in the preschool classroom using a sensing tool system

2024-1-1

Using an evaluative lens to characterize the implementation outcomes of an NDBI within an early intervention system

2024-1-1

Editorial Board

2024-1-1

Mathematics in U.S. Preschool and Kindergarten Classrooms

2024-1-1

Patterns of cognitive and social-emotional parental stimulation practices among Ghanaian kindergarteners

2024-1-1

Inequality in access to early childhood care and education programs among 3- to 4-year-olds: Trends and variations across low- and middle-income countries

2024-1-1

The role of the traditional and digital home literacy environment in Chinese Kindergartners’ language and early literacy

2024-1-1

Expanding access to high-quality early care and education for families with low-income in Maryland through child care subsidy policies

2024-1-1

Urban-rural achievement gap in low- and middle-income countries: The role of early childhood education

2024-1-1

Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?

2024-1-1

Gesture like a kitten and you won't forget your tale: Drama-based, embodied story time supports preschoolers’ narrative skills

2024-1-1

Investigating the association between professional development and educators’ beliefs in U.S. center- and home-based early childhood education

2024-1-1

Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning

2024-1-1

Granny and mama: Grandmothers’ and mothers’ interactions with toddlers during block play in urban China

2024-1-1

Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?

2024-1-1

Profiles of home language experiences of Spanish-English dual language learners in migrant and seasonal head start programs

2024-1-1

Blame, shame, and rejection: Families’ experiences with preschool suspension and expulsion

2024-1-1

Unpacking the relations of transcription and oral language to written composition in kindergarten children

2024-1-1

Equitable access to agency-supportive early schooling contexts for young children of color

2024-1-1

Close to home: Family-centered spatial analysis of access to early care and education

2024-1-1

Effect of the timing of initial exposure to maternal depression on children's school readiness

2024-1-1

Initial validation of wearable sensors to measure social engagement of young children

2024-1-1

A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood

2024-1-1

The mixed-delivery pre-k opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems

2024-1-1

The math talk learning environment: Testing an early childhood math intervention

2024-1-1

Parental early math support: The role of parental knowledge about early math development

2024-1-1

Who calls for help? Assessing the reach of the Ohio preschool expulsion prevention partnership

2024-1-1

Explaining disparities in absenteeism between kindergarteners with and without disabilities: A decomposition approach

2024-1-1

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Early Childhood Research Quarterly

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最新文章

The Interrelations between home numeracy activities, children's attitudes toward mathematics, and their mathematics achievement

“I now see my toddler as a helper, not just somebody in need of help”: Raising Helpful Toddlers training

Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers: The role of activity settings

Infant and early childhood mental health consultation: evaluating change in classroom climate and teaching practices by dosage of program exposure

Equitable use of subsidized child care in Georgia

Evidence-based educational interventions to reduce intergroup bias among young children in conflict zones

Are food and nutrition assistance programs fostering an equitable early care and education (ECE) food environment? A systematic review utilizing the RE-AIM framework

Parents’ adverse childhood experiences matter too: The impact of multigenerational trauma on participation in early childhood education for Latinx children

Direct and interactive effects of attendance rates on growth in language, literacy and mathematics skills for children enrolled in voluntary preschool programs

The impact of work-related wellbeing and workplace culture and climate on intention to leave in the early childhood sector

Examining the malleability of young children's flexible attention to numerical and spatial magnitudes

Effects of online parent coaching on Filipino children's skills

Cluster randomized controlled trial of a phone-based caregiver support and parenting program for Syrian and Jordanian families with young children

Access to high-quality early care and education: Analysis of Australia's national integrated data

Editorial Board

Policies addressing suspension and expulsion in state early care and education subsystems: A national census of policy alignment and integration

COVID-19 and early childhood education: Implications for research, practice, and policy

Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning

Preschool structural quality and student–teacher closeness are related to children's adjustment: sibling-informed design

A machine learning approach to identifying non-parental caregivers' risk for harsh caregiving towards infants in daycare centers

Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention

Do ECERS-3 scores mean the same thing across racial groups? Measurement invariance testing by teacher and classroom race

Capturing the quantity and location of adult wh-words in the preschool classroom using a sensing tool system

Using an evaluative lens to characterize the implementation outcomes of an NDBI within an early intervention system

Editorial Board

Mathematics in U.S. Preschool and Kindergarten Classrooms

Patterns of cognitive and social-emotional parental stimulation practices among Ghanaian kindergarteners

Inequality in access to early childhood care and education programs among 3- to 4-year-olds: Trends and variations across low- and middle-income countries

The role of the traditional and digital home literacy environment in Chinese Kindergartners’ language and early literacy

Expanding access to high-quality early care and education for families with low-income in Maryland through child care subsidy policies

Urban-rural achievement gap in low- and middle-income countries: The role of early childhood education

Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?

Gesture like a kitten and you won't forget your tale: Drama-based, embodied story time supports preschoolers’ narrative skills

Investigating the association between professional development and educators’ beliefs in U.S. center- and home-based early childhood education

Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning

Granny and mama: Grandmothers’ and mothers’ interactions with toddlers during block play in urban China

Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?

Profiles of home language experiences of Spanish-English dual language learners in migrant and seasonal head start programs

Blame, shame, and rejection: Families’ experiences with preschool suspension and expulsion

Unpacking the relations of transcription and oral language to written composition in kindergarten children

Equitable access to agency-supportive early schooling contexts for young children of color

Close to home: Family-centered spatial analysis of access to early care and education

Effect of the timing of initial exposure to maternal depression on children's school readiness

Initial validation of wearable sensors to measure social engagement of young children

A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood

The mixed-delivery pre-k opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems

The math talk learning environment: Testing an early childhood math intervention

Parental early math support: The role of parental knowledge about early math development

Who calls for help? Assessing the reach of the Ohio preschool expulsion prevention partnership

Explaining disparities in absenteeism between kindergarteners with and without disabilities: A decomposition approach

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