Early Childhood Research Quarterly (ECRQ) publishes research on early childhood education and development from birth through 8 years of age. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice.The goal of this journal is to provide a platform for early childhood education researchers, teachers, policy makers, and other relevant individuals to exchange and share research findings. It not only focuses on theoretical research, but also on empirical research, encouraging the author to explore early childhood education issues from different perspectives and methods. As an authoritative and influential academic journal, it plays an important role in promoting research and development in early childhood education.
《早期儿童研究季刊》（ECRQ）发布关于幼儿教育和从出生到8岁的发育。杂志主要发表关于幼儿发展、理论和教育实践相关问题的实证研究（定量或定性方法）。该期刊的目标是为早期儿童教育研究者、教师、政策制定者和其他相关人士提供一个交流和分享研究成果的平台。它不仅关注理论研究，也关注实证研究，鼓励作者从不同的角度和方法来探讨早期儿童教育的问题。作为是一本权威的、有影响力的学术期刊，对于推动早期儿童教育的研究和发展起到了重要的作用。
Language domains differentially predict mathematics performance in young children
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.02.011
Measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning.
来源期刊：Early childhood research quarterlyDOI：10.1016/J.ECRESQ.2018.10.004
Teaching for breadth and depth of vocabulary knowledge: learning from explicit and implicit instruction and the storybook texts
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.07.012
Frequency of Instructional Practices in Rural Prekindergarten Classrooms and Associations with Child Language and Literacy Skills.
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.10.001
Thresholds of Resilience and Within- and Cross-Domain Academic Achievement among Children in Poverty.
来源期刊：Early childhood research quarterlyDOI：10.1016/j.ecresq.2018.04.003
The relation between executive functions and reading comprehension in primary-school students: A cross-lagged-panel analysis
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.04.010
Executive function in Chilean preschool children: Do short-term memory, working memory, and response inhibition contribute differentially to early academic skills?
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.02.009
Early childhood education and child development in four countries in East Asia and the Pacific
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.08.011
Children’s fine motor skills in kindergarten predict reading in grade 1
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.12.015
Cumulative years of classroom quality from kindergarten to third grade: Prediction to children’s third grade literacy skills
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.06.005
Relations between self-regulation and early writing: Domain specific or task dependent?
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.02.006
Mothers’ and Fathers’ Language Input from 6 to 36 Months in Rural Two-Parent-Families: Relations to children’s kindergarten achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.09.002
Examining the validity of a widely-used school readiness assessment: Implications for teachers and early childhood programs
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.02.003
Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.09.005
Four-year olds’ understanding of repeating and growing patterns and its association with early numerical ability
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.06.004
ECE quality indicators and child outcomes: Analyses of six large child care studies
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.06.009
Effects of socioeconomic status and executive function on school readiness across levels of household chaos.
来源期刊：Early childhood research quarterlyDOI：10.1016/J.ECRESQ.2019.01.007
The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.02.006
A historical look at theories of change in early childhood education research
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.004
Reading interest and family literacy practices from prekindergarten to kindergarten: Contributions from a cross-lagged analysis
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.12.014
A study of the developing relations between self-regulation and mathematical knowledge in the context of an early math intervention
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.06.008
Effects of home-based early intervention on child outcomes: A randomized controlled trial of Parents as Teachers in Switzerland
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.007
Promoting narrative competence in kindergarten: An intervention study
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.09.003
Children’s executive function development and school socio-economic and racial/ethnic composition
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.08.002
What is the role of executive function in the school readiness of Latino students
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.02.011
Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.005
Early elementary student-teacher relationship trajectories predict girls’ math and boys’ reading achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.05.001
Emotions expressed with friends and acquaintances and preschool children’s social competence with peers
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.01.005
Neighbourhood culture and immigrant children’s developmental outcomes at kindergarten
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.006
School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.01.008
Letter sound characters and imaginary narratives: Can they enhance motivation and letter sound learning?
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.04.002
Evaluating the viability of a structured observational approach to assessing early self-regulation
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.003
Parental warmth and harsh discipline as mediators of the relations between family SES and Chinese preschooler’s inhibitory control
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.12.018
Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.12.011
Relating preschool class size to classroom life and student achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.05.002
Associations between parenting behavior and executive function among preschool-aged children born very preterm.
来源期刊：Early childhood research quarterlyDOI：10.1016/J.ECRESQ.2019.01.012
Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.04.006
Early academic gaps and Title I programming in high poverty, high minority schools
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.08.012
Reminiscing and future talk conversations between young children, their early childhood educators and mothers
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.07.005
Early growth in expressive communication and behavior problems: Differential relations by ethnicity
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.10.002
Directors’ reports about program-wide pedagogical approaches: Using institutional theory in a mixed methods study of Chicago-area centers serving 3- and 4-year old children
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.05.003
Child temperamental anger, mother–child interactions, and socio-emotional functioning at school entry
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.10.005
Raising the bar: Teaching kindergartners with emotional and behavioral disabilities and teachers’ readiness expectations
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.02.004
Emergent growth patterns of early education self-control problems among children from underresourced American families
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.08.010
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/j.ecresq.2019.07.004
The negotiation of head start teachers’ beliefs in a transborder community
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.10.014
Do child gender and temperament moderate associations between Head Start classroom social-emotional climate and children’s social-emotional competencies?
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.07.001
Long-term effects of China’s One Village One Preschool program on elementary academic achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.06.010
Students with disabilities attending full-day versus part-day kindergarten: Short- and long-term effects on achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.06.002
Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.008
