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Low-Cost Teacher-Implemented Intervention Improves Toddlers' Language and Math Skills

Autor: Bleses, Dorthe, Jensen, Peter, Slot, Pauline, Justice, Laura, Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities

Publikováno v: Bleses, D, Jensen, P, Slot, P & Justice, L M 2020, ' Low-Cost Teacher-Implemented Intervention Improves Toddlers' Language and Math Skills ', Early Childhood Research Quarterly, vol. 53, pp. 64-76 . https://doi.org/10.1016/j.ecresq.2020.03.001
Early Childhood Research Quarterly, 53, 64. Elsevier Limited

The first years of life are foundational for children's cognitive and social–emotional development and to subsequent development in a variety of domains. In many countries, an increasing number of toddlers is enrolled in early childhood education (

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8feed55574c607c9b546d81ee4d0482b
https://pure.au.dk/portal/da/publications/lowcost-teacherimplemented-intervention-improves-toddlers-language-and-math-skills(827d90c6-8eab-40ed-8f5f-113d64e616da).html

Does Grandparenting Pay off for the Next Generations? Intergenerational Effects of Grandparental Care

Autor: Barschkett, Mara, Spieß, C. Katharina, Ziege, Elena

Publikováno v: BiB Working Paper

Grandparents act as the third largest caregiver after parental care and daycare in Germany, as in many Western societies. Adopting a double-generation perspective, we investigate the causal impact of this care mode on children’s health, socio-emoti

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::74ef6fb9922c7129d9ce2b93d33938d5
https://hdl.handle.net/10419/250456

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The socio-emotional development of language-minority children entering primary school in Ireland

Autor: Jean Quigley, Merike Darmody, Sinéad McNally

Publikováno v: McNally, Sinéad ORCID: 0000-0002-9501-2535 , Quigley, Jean ORCID: 0000-0003-0469-5199 and Darmody, Merike ORCID: 0000-0003-3264-8031 (2019) The socio-emotional development of language-minority children entering primary school in Ireland. Irish Educational Studies, 38 (4). pp. 519-534. ISSN 0332-3315

Socio-emotional development is increasingly recognised as playing a central role in children’s academic achievement. However, little is known about the socio-emotional development of language-minority children on entry to school and how these child

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1c297fc9073112f69ff8415baf22e167
http://doras.dcu.ie/26250/