Declining Classroom Quality in Early Childhood Education Over the Course of a Morning is Associated with Children’s Emotional Problems
Bibliographic Data
| ID | 21634160 |
|---|---|
| Authors | Zhangjing Luo (0000-0001-5023-8592, University of Toronto), Samantha Burns (0000-0001-5251-0369, University of Guelph), Calpanaa Jegatheeswaran (0000-0002-9754-0913, University of Toronto), Michal Perlman (0000-0002-6728-8067, University of Toronto, corresponding author) |
| Year | 2025 |
| Publication date | 2025-11-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child & Youth Care Forum (JOURNAL) |
| Journal identifiers | ISSN: 1053-1890 • E-ISSN: 1573-3319 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10566-025-09907-y |
| OpenAlex | W4416097662 |
| Language | EN |
| Citations received | 1 |
| References cited | 42 |
Child care · Early childhood · Early childhood education · Morning · Child and Adolescent Psychosocial and Emotional Development · Child Development and Digital Technology · Early Childhood Education and Development
Group-Based Modeling of Development
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens
The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes
Psychometric Properties of the Parent and Teacher Versions of the Strengths and Difficulties Questionnaire for 4- to 12-Year-Olds
The Classroom Assessment Scoring System
Group-based multi-trajectory modeling
A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes
The Strengths and Difficulties Questionnaire
Instrument Development and Validation of the Home Child Care Version of the Assessment for Quality Improvement
Multiple Approaches for Assessing Within-Day Stability in Teacher-Child Interactions
Teacher Education and the Quality of Teacher-Child Interactions
Variations of Quality of Teacher–infant Interactions Across Play and Care Routine Activities
Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System
Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
Early childhood specialization among Ecec educators and preschool children’s outcomes
Proximal and distal features of day care quality and children's development
Stability and change in early childhood classroom interactions during the first two hours of a day
Relating preschool class size to classroom quality and student achievement
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
ECE quality indicators and child outcomes
The when and what of measuring ECE quality
A typical morning in preschool
Measuring child–staff ratios in child care centers
Social inequalities in childcare quality and their effects on children's development at school entry
A Note on a Stata Plugin for Estimating Group-based Trajectory Models
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |