2.6(top 20%)
impact factor
1.5K(top 20%)
papers
33.7K(top 10%)
citations
82(top 10%)
h-index
2.8(top 20%)
extended IF
1.7K
all documents
37.9K
doc citations
119(top 10%)
g-index

Top Articles

#TitleJournalYearCitations
1Added Value of Dialogic Parent–Child Book Readings: A Meta-AnalysisEarly Education and Development2008647
2Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?Early Education and Development2006516
3Professional Development in Early Childhood Programs: Process Issues and Research NeedsEarly Education and Development2009330
4“Plays Nice With Others”: Social–Emotional Learning and Academic SuccessEarly Education and Development2010309
5Self-Regulation and School ReadinessEarly Education and Development2010277
6Regulatory Contributors to Children's Kindergarten AchievementEarly Education and Development2003252
7Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental OutcomesEarly Education and Development2010237
8Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in PreschoolEarly Education and Development2011233
9The Effects of Parent-Implemented Enhanced Milieu Teaching on the Social Communication of Children Who Have AutismEarly Education and Development2000232
10Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income BackgroundsEarly Education and Development2008227
11Social Relationships and School ReadinessEarly Education and Development2006215
12Measuring School Readiness: Conceptual and Practical ConsiderationsEarly Education and Development2006203
13Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science ReadinessEarly Education and Development2009201
14The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to LearnEarly Education and Development2007197
15The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social CompetenceEarly Education and Development2009191
16Emotional Competence and Early School Adjustment: A Study of Preschoolers at RiskEarly Education and Development2001186
17Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative SkillsEarly Education and Development2008185
18A Validation of the Classroom Assessment Scoring System in Finnish KindergartensEarly Education and Development2010183
19Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDIEarly Education and Development2013182
20Working With Young Children as Co-Researchers: An Approach Informed by the United Nations Convention on the Rights of the ChildEarly Education and Development2011175
21A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking PlayEarly Education and Development2017175
22Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social–Emotional CompetenciesEarly Education and Development2010172
23Children's Engagement Within the Preschool Classroom and Their Development of Self-RegulationEarly Education and Development2013168
24Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic ReadingEarly Education and Development2010164
25Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool ChildrenEarly Education and Development2014161
26Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child RelationshipsEarly Education and Development2010158
27Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education ClassroomsEarly Education and Development2009157
28Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social SkillsEarly Education and Development2013153
29Emotion Regulation, Parenting and Display of Social Reticence in PreschoolersEarly Education and Development2001141
30“Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language LearningEarly Education and Development2008141
31The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional ClimateEarly Education and Development2014138
32Insights From Cognitive Neuroscience: The Importance of Executive Function for Early Reading Development and EducationEarly Education and Development2012136
33School Readiness: Are There Social Prerequisites?Early Education and Development2006135
34Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong KongEarly Education and Development2021133
35Language Development Subcontexts in Head Start Classrooms: Distinctive Patterns of Teacher Talk During Free Play, Mealtime, and Book ReadingEarly Education and Development2006132
36Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's DevelopmentEarly Education and Development2008132
37Adult–Child Relationship Processes and Early SchoolingEarly Education and Development1997131
38Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional CommitmentEarly Education and Development2016131
39Fostering Parental Support for Children's Mathematical Development: An Intervention with Head Start FamiliesEarly Education and Development2000130
40Low-Income Children's School Readiness: Parent Contributions Over the First Five YearsEarly Education and Development2009130
41Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-AnalysisEarly Education and Development2013128
42Development, Assessment, and Promotion of Preliteracy SkillsEarly Education and Development2006127
43The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and KindergartenEarly Education and Development2011127
44Further Psychometric Evaluation of the Eyberg and Behar Rating Scales for Parents and Teachers of PreschoolersEarly Education and Development2003125
45The Evidence Base for Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just ContentEarly Education and Development2010123
46Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in PreschoolEarly Education and Development2006122
47Promoting Language and Literacy Development through Parent–Child Reading in Hong Kong PreschoolersEarly Education and Development2003121
48Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical SkillsEarly Education and Development2015120
49Transition to School: Developmental Trajectories and School ExperiencesEarly Education and Development1994119
50Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent BeliefsEarly Education and Development2015119