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Assessing preschool number sense: Skills demonstrated by children prior to school entry A study of the relationships between mathematics difficulties, receptive vocabulary, and mathematical skills, a second study of essential components of early number sense, and a third study of the relationship between receptive vocabulary and mathematics skills and both type of early childhood setting and gender for 176 children at preschools and child care centers in a socially inclusive urban area of Sydney, Australia |
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Demonstration of classroom survival skills in kindergarten: A five-year transition study of children with intellectual disabilities A comparison of classroom skills utilized by children with disabilities and those utilized by their peers, based on a sample of 37 children who completed a year-long model inclusive program at Macquarie University in Australia |
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Development of a measure of early mathematics achievement using the Rasch model: The Research-Based Early Maths Assessment A description of the development, refinement, and testing of the Research-Based Early Maths Assessment (REMA), an instrument for the measurement of math skills in preschoolers using problems of tiered difficulty |
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Home-based Parental Involvement in Young Children's Education: Examining the effects of maternal education across U.S. ethnic groups A longitudinal study of the contributions of maternal education and ethnicity to parental involvement in young children's education and development in a sample of families with 5 year old children, including a discussion of parental expectations about educational attainment, children's activities, and family routines |
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Kindergarten teachers adjust their teaching practices in accordance with children's academic pre-skills A study of differences within kindergarten classes in pre-reading and pre-math skills and a second study of the association between both pre-reading and pre-math skills of children in the fall of kindergarten and teachers' emotional support, classroom organization and instructional support in kindergarten in the spring, with both studies based on data from 1,268 children their 49 teachers in kindergartens in Finland |
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Predictors of school readiness in five- to six-year-old children from an Australian longitudinal community sample A longitudinal investigation into the relationship between both cognitive and social school readiness indicators and children's academic achievement in elementary school, based on data for 5- and 6-year-old children from six metropolitan local government areas (LGAs) in Melbourne, Australia who participated in the Early Language in Victoria Study (ELVS) |
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Research-Based Early Maths Assessment |
Instruments
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The role of number words in preschoolers’ addition concepts and problem-solving procedures An examination of the relationship between conceptual understanding of mathematics’ commutative and associative properties and procedural skills, an examination of the relationship between those skills and ages of children, and a study of the relationship between the role of the integration or absence of number words and concrete references to problem solving ability on a task, for 18 3- and 4-year-olds and 24 4- and 5-year-olds from two preschools and four child care centers in Australia |
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Targeting children's motivational resources in early childhood education An argument for reexamining the importance of affective goals in early childhood education, including implications for future research and policymakers |
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