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From the Editor
Sequential transition patterns of preschoolers' social interactions during child-initiated play: Is parallel-aware play a bidirectional bridge to other play states?
Robinson, C.C.; Anderson, G.T.; Porter, C.L.; Hart, C.H.; Wouden-Miller, M.
Solitary play and convergent and divergent thinking skills in preschool children
Lloyd, B.; Howe, N.
Relations between the everyday activities of preschoolers and their teachers' perceptions of their competence in the first years of school
Tudge, J.R.H.; Odero, D.A.; Hogan, D.M.; Etz, K.E.
Child care program and teacher practices: associations with quality and children's experiences
Wishard, A.G.; Shivers, E.M.; Howes, C.; Ritchie, S.
Pathways to effective teaching
Howes, C.; James, J.; Ritchie, S.
Exploring patterns in time children spend in a variety of child care activities: associations with environmental quality, ethnicity, and gender
Tonyan, H.A.; Howes, C.
Spending time with teacher: characteristics of preschoolers who frequently elicit versus initiate interactions with teachers
Coplan, R.J.; Prakash, K.
Erratum to ''Impacts of Child care subsidies on family and child well-being'' - [Early Childhood Research Quarterly 17 (2002) 498-511]
Brooks, F.; Risler, E.; Hamilton, C.; Nackerud, L.