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Preschool Self-Regulation and Preacademic Skills as Mediators of the Long-Term Impacts of an Early Intervention
This study explores children’s early academic and self-regulatory skills as potential pathways through which a preschool enrichment program—the Chicago School Readiness Project (CSRP)—may contribute to low-income children’s long-term outcomes (N = 466; M(age) at baseline = 4.10 years). We find that...
Bewaard in:
| Gepubliceerd in: | Child Dev |
|---|---|
| Hoofdauteurs: | , , |
| Formaat: | Artigo |
| Taal: | Inglês |
| Gepubliceerd in: |
2019
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| Onderwerpen: | |
| Online toegang: | https://ncbi.nlm.nih.gov/pmc/articles/PMC8022861/ https://ncbi.nlm.nih.gov/pubmed/31452196 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1111/cdev.13289 |
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