中文文獻
中華人民共和國國務院 (2018)。關於學前教育深化改革規範發展的若干意見。Retrieved from http://www.gov.cn/xinwen/2018-11/15/content_5340776.htm
中華人民共和國教育部 (2019)。2018年全國教育事業發展統計公報。Retrieved from http://www.moe.gov.cn/jyb_sjzl/sjzl_fztjgb/201907/t20190724_392041.html
王化敏 (2004a)。爲了所有孩子和家庭的幸福(上)—英國“Sure Start”早期兒童發展項目介紹。早期教育：教科研版，3，28-29。https://lib.zjxu.edu.cn/asset/detail/203557733632
王化敏 (2004b)。爲了所有孩子和家庭的幸福(下)—英國“Sure Start”早期兒童發展項目介紹。早期教育：教科研版，4，20-21。 https://lib.zjxu.edu.cn/asset/detail/203126566681
文英和錢志亮 (2020)。特殊兒童入學成熟水準及其影響因素。中國特殊教育，12，14-20。
王崢和朱家雄 (2005)。建立以社區為基礎的學前兒童整合性服務—英國「確保開端」項目的啓示。幼兒教育：教育科學 (3A). https://lib.zjxu.edu.cn/asset/detail/203212166108https://lib.zjxu.edu.cn/asset/detail/2031016663925
幼兒教育及照顧法 (2018)。https://edu.law.moe.gov.tw/LawContent.aspx?id=GL000542
史瑾和葉平枝 (2016)。幼兒園教育環境質量與幼兒入學準備的關係。學前教育研究，260，41-50。
朱梅花和傅淳 (2008)。英國「確保開端」項目對我國學期教育的啓示。幼兒教育：教育科學，391(1)，42-44. https://lib.zjxu.edu.cn/asset/detail/203156121821
吳正彬 (2021, 11-25)。院士之鄉寧波正在彙聚院士智力加快創新步伐。東南商報，第A6版面。 http://61.175.198.136:8083/rwt/189/https/P75YPLUBPBRXE4JPMNYXN/zjlib/?pid=newspaper.article&metaid=nw.D330200dongnansb_20211125_1-A6&wd=&cult=CN
汪向東、王希林和馬弘 (1999)。心理衛生評定量表手冊（增訂版）。中國心理衛生雜志。
何欣頤 (2017)。幼兒家庭社會資本與學前教育經驗：教育成就觀點 國立政治大學]。 http://thesis.lib.nccu.edu.tw/record/#G1041570131%22.
李珍和錢志亮 (2021)。家庭社會經濟地位與幼兒入學準備的關係調查。教育觀察，10(20)，88-91 https://lib.zjxu.edu.cn/asset/detail/2031042878129
沈登苗 (2020)。清代全國縣級進士的分佈。社會科學論壇， 1，51-67。https://lib.zjxu.edu.cn/asset/detail/203884254347
沈哲韜 (2021, 08-05)。嘉興五縣市全部入圍2021中國“百強縣”榜單. 嘉興日報。 https://www.jiaxing.gov.cn/art/2021/8/5/art_1578778_59385625.html
宋銘和錢志亮 (2020)。家庭因素對兒童入學成熟水準影響模式的探索——基於大樣本資料庫的循證支援。教育科學研究，7，45-59。https://lib.zjxu.edu.cn/asset/detail/203956583606
快樂源泉仔 (2021, 10-23)。鄭強談中國教育，為什麼要學齡前教育呢？難道不應該讓孩子玩嗎？ [視頻]. 西瓜視頻. https://www.ixigua.com/7022104857431507459?wid_try=1
林生傳 (2005)。教育社會學。巨流。
林秀錦和王天苗 (2004)。幼兒入學準備能力之研究。特殊教育研究學刊，26，89-108。
城鄉兒童入學準備狀況比較研究課題組 (2008)。起點上的差距：城鄉幼兒入學準備水準的對比研究。學前教育研究，163(7)，22-25，33.
香港特別行政區政府教育局 (2017)。表現指標：幼稚園。Retrieved from https://www.edb.gov.hk/attachment/tc/edu-system/preprimary-kindergarten/quality-assurance-framework/performance-indicators-pre-primary-institutions/PI_KG_TC.pdf
浙江省人民政府婦女兒童工作委員會 (2022)。浙江省推進兒童友好城市建設實施方案。Retrieved from http://zfgjj.wenzhou.gov.cn/module/download/downfile.jsp?classid=0&filename=c19add5340154a188f2866c0a9150761.pdf
浙江省教育廳. (2017). 浙江省中小學校和幼兒園發展性評價指標參考提綱. (浙教督〔2017〕94號). Retrieved from http://zjjcmspublic.oss-cn-hangzhou-zwynet-d01-a.internet.cloud.zj.gov.cn/jcms_files/jcms1/web3099/site/attach/0/old/zfsmp/UserFiles/File/20170921/20170921141244_448.doc
浙江省教育廳. (2014). 浙江省教育廳關于印發《浙江省幼兒園等級評定實施辦法》和《浙江省等級幼兒園評定標準》的通知. (浙教學前〔2014〕62號). Retrieved from https://www.zj.gov.cn/art/2014/5/27/art_1229107077_618698.html
浙江省教育廳. (2015). 關於做好「幼小銜接」教育的指導意見. (浙教辦基〔2015〕80號). Retrieved from http://jyt.zj.gov.cn/art/2015/9/18/art_1532973_27485181.html
徐晶晶和顧薪 (2006)。國際視野下的學前教育。上海教育，12，55-59 https://lib.zjxu.edu.cn/asset/detail/20337260557
夏衛東 (2001)。清代浙江進士的地域分佈及其規律。紹興文理學院學報(人文社會科學)，21(4)，24-28+46。https://lib.zjxu.edu.cn/asset/detail/203105839965
陳文文和許雅文 (2019)。城鄉收入差距最小的省，為何會是浙江. 浙江教育在線。Retrieved 09-09 from http://biz.zjol.com.cn/zjjjbd/cjxw_11149/201909/t20190909_10975863.shtml
符靜 (2019)。2018年嘉興城鄉居民收入水準繼續保持全省前列。人民網. Retrieved 2019-01-30 from http://zj.people.com.cn/n2/2019/0130/c186327-32595624.html
符靜 (2020, 12-14)。嘉興基本公共服務均等化實現度達到97.4%. 嘉興日報. http://zj.people.com.cn/n2/2020/1214/c186995-34471960.html
國家發展改革委等22部門 (2021)。關於推進兒童友好城市建設的指導意見。Retrieved from http://www.gov.cn/zhengce/zhengceku/2021-10/21/content_5643976.htm
張麗、王燕、鄭孝玲,和裘指揮 (2014)。大班幼兒入學準備研究。心理學探新，34(6)，565-570。 https://lib.zjxu.edu.cn/asset/detail/2031041768166
張麗錦、趙明旭、者永濤、邱桂平和蓋笑松 (2010)。寧夏南部山區農村兒童的入學準備狀況及其影響因素。學前教育研究，4，10-16。
張涵瑜 (2014)。父母教養價值觀、正向行為支援與管教方式對學前幼兒入學準備能力的影響：Kohn 理論 的延伸與檢證（未出版碩士論文）。國立東華大學。
張靖敏 (2014)。嘉義市五歲幼兒就學準備度之研究 (未出版碩士論文）。國立嘉義大學。
黃怡靜 (2015)。家庭貧困、幼兒弱勢補助與學習表現：「積極差別待遇」政策成效的檢視 (未出版碩士論文)。國立東華大學。 https://hdl.handle.net/11296/m8vpnd
黃暐鈞 (2011)。英國幼兒基礎階段評量與就學準備度之研究 (未出版碩士論文)。國立政治大學。 http://thesis.lib.nccu.edu.tw/record/#G0098157002%22.
裘建鋒 (2022)。嘉興去年新增人口地級市第一的背後。嘉興日報。http://jxrb.cnjxol.com/jxrbPaper/pc/content/202208/04/content_120465.html
楊偉 (2003)。不把貧困帶到第二代—英國的「確保起點」工程。全球教育展望，32(2)，74-76+53。 https://lib.zjxu.edu.cn/asset/detail/2031039786977
楊皓 (2013)。個人特質與重要他人嚴厲管教方式對學前幼兒入學準備能力之影響機制 (未出版碩士論文)。國立東華大學。
蔣姿儀和林娟依 (2019)。中部地區幼兒園家長教育期望與大班幼兒幼小銜接入學準備度相關之研究。朝陽人文社會學刊，17 ( 1 )， 87-114 。
嘉興市政府 (2019)。嘉興市推進學前教育“以縣為主”管理體制改革指導意見。Retrieved from http://www.jiaxing.gov.cn/art/2019/7/10/art_1228946718_35460870.html
蓋笑松 (2007)。兒童入學準備研究與實踐。吉林教育出版社。
蓋笑松、楊世君和孫蕾 (2008)。中國兒童的入學準備：問題分析與促進途徑。東北師大學報：哲學社會科學版，6，15-19。 https://lib.zjxu.edu.cn/asset/detail/2031109809552
蓋笑松和張向奎 (2005)。兒童入學準備狀態的理論模型與介入途徑。 心理科學進展，13(5)，614~622。
廖鳳瑞和林秀錦 (2010)。小一兒童入學準備能力之工作分析研究Ⅱ（行政院國家科學委員會專題研究計畫成果報告） [個別型](NSC 98-2410-H-003-030-).
潘月娟 (2003)。「確保開端」保證兒童健康成長. 上海教育，20，58。 https://lib.zjxu.edu.cn/asset/detail/203108004839
劉焱 (2006)。入學準備在美國：不僅僅是入學準備。比較教育研究，198(11)，28-32。
鄭雅方 (2009)。幼兒就學準備度評量之研究 (未出版碩士論文)。國立政治大學。https://hdl.handle.net/11296/ecnr47
錢志亮 (2016)。兒童入學成熟水準診斷量表。北京師範大學。
錢志亮和丁攀攀 (2010)。《兒童入學成熟水準診斷量表》的研製。學前教育研究，2，41-45+51。https://doi.org/10.13861/j.cnki.sece.2010.02.001
盧美靜 (2018)。英國「幼兒基礎階段」政策之研究 (未出版碩士論文)。國立臺中教育大學。 https://hdl.handle.net/11296/j92jp3
韓和元 (2023, 01-07 )。中國就是日本。聯合早報。
顏倩霞和黃瑋苓 (2006)。國小提早入學資優生學校生活適應之個案研究。東臺灣特殊教育研討會，國立臺東大學特殊教育中心，臺東。
顧小立 (2019)。浙江：學前三年到高中段15年教育普及率達99.02%。新華社。https://baijiahao.baidu.com/s?id=1632769208953467031&wfr=spider&for=pc
Clark, G. (2014). 父酬者—姓氏、階級與社會不流動（吳國卿, Trans.)。 時報文化。(2014)。
Harms, T., Clifford, R. M., & Cryer, D. (2015). 幼兒學習環境評量表（修訂版） (趙振國、周晶和周欣譯)。華東師範大學。(2005)。
Ritzer, G., & Goodman, D. J. (2007). 社會學理論（下） (柯朝欽、鄭祖邦和陳巨擘譯)。巨流圖書公司。(2004)。
Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2015). 幼兒學習環境評量表（課程增訂本）(李娟和肖湘寧譯)。華東師範大學。(2011)。
Tashakkori, A., Teddlie, C., & Teddlie, C. B. (2010). 混和方法論：定性和定量方法的結合 (唐海華譯)。重慶大學出版社。(1998)。

英文文獻
Action for Children North Carolina. (2008). Putting the pieces in place：A North Carolina school readiness report
Anders, Y., Rossbach, H.-G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & Von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244.
Arnold, C., Bartlett, K., Gowani, S., & Merali, R. (2007). Is everybody ready? Readiness, transition and continuity: Reflections and moving forward (9231040413).
Bailey, A. E. (2017). Building Quality Early Childhood Assessment: What Really Matters? University of Minnesota].
Barbarin, O. A., Downer, J., Odom, E., & Head, D. (2010). Home–school differences in beliefs, support, and control during public pre-kindergarten and their link to children's kindergarten readiness. Early Childhood Research Quarterly, 25(3), 358-372. https://doi.org/10.1016/j.ecresq.2010.02.003
Barghaus, K. M., & Fantuzzo, J. W. (2014). Validation of the preschool child observation record: Does it pass the test for use in Head Start? Early Education and Development, 25(8), 1118-1141. https://doi.org/10.1080/10409289.2014.904646
Bierman, K. L., Heinrichs, B. S., Welsh, J. A., Nix, R. L., & Gest, S. D. (2017). Enriching preschool classrooms and home visits with evidence‐based programming: sustained benefits for low‐income children. Journal of Child Psychology and Psychiatry, 58(2), 129-137.
Bierman, K. L., Welsh, J. A., Heinrichs, B. S., Nix, R. L., & Mathis, E. T. (2015). Helping head start parents promote their children's kindergarten adjustment: The research‐based developmentally informed parent program. Child development, 86(6), 1877-1891.
Bradley, R. H. (1993). Children's home environments, health, behavior, and intervention efforts: a review using the HOME inventory as a marker measure. Genetic, social, and general psychology monographs, 119(4), 437–490.
Bradley, R. H. (1994). The Home Inventory: review and reflections. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 241–288). https://doi.org/10.1016/S0065-2407(08)60054-3
Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., Nakajima, N., & Pradhan, M. (2017). The role of preschool quality in promoting child development: evidence from rural Indonesia. European Early Childhood Education Research Journal, 25(4), 483-505.
Bronfenbrenner, U. (1974). Is early intervention effective? Day Care and Early Education, 2(2), 14-18.
Bronfenbrenner, U. (1979). The ecology of human development：Experiments by nature and design. Harvard university press.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. Handbook of Child Psychology, 1(5), 993-1028.
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 793–828). Wiley.
Brooks-Gunn, J., & Markman, L. B. (2005). The contribution of parenting to ethnic and racial gaps in school readiness. The future of children, 139-168.
Brown, G., Scott-Little, C., Amwake, L., & Wynn, L. (2007). A Review of Methods and Instruments Used in State and Local School Readiness Evaluations. Issues & Answers. https://files.eric.ed.gov/fulltext/ED497789.pdf
Bruder, M., & Chandler, L. (1996). Transition. In S. L. Odom & M. E. McLean (Eds.), Early intervention/early childhood special education: Recommended practices (pp. 287-307). Pro-Ed.
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early childhood research quarterly, 25(2), 166-176. https://doi.org/10.1016/j.ecresq.2009.10.004
Butaine, R., & Costenbader, V. (1997). The effectiveness of a transitional prekindergarten program on later academic achievement. Psychology in the Schools, 34(1), 41-50.
Caldwell, B. M., & Bradley, R. H. (1984). Home observation for measurement of the environment. University of Arkansas.
Campbell, F. A., & Ramey, C. T. (1995). Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention. American educational research journal, 32(4), 743-772.
Carta, J. J., Atwater, J. B., Schwartz, I. S., & Miller, P. A. (1990). Applications of ecobehavioral analysis to the study of transitions across early education settings. Education and Treatment of Children, 298-315.
Chazan-Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Pan, B. A., Kisker, E. E., Roggman, L., & Fuligni, A. S. (2009). Low-income children's school readiness: Parent contributions over the first five years. Early Education and Development, 20(6), 958-977.
Children, D. s. P. f. (2008). Getting ready: Indicators of school readiness in Durham county, A School Readiness Report Card
Conger, R. D., Conger, K. J., Elder Jr, G. H., Lorenz, F. O., Simons, R. L., & Whitbeck, L. B. (1992). A family process model of economic hardship and adjustment of early adolescent boys. Child development, 63(3), 526-541.
Côté, S. M., Mongeau, C., Japel, C., Xu, Q., Séguin, J. R., & Tremblay, R. E. (2013). Child care quality and cognitive development: Trajectories leading to better preacademic skills. Child Development, 84(2), 752-766. https://doi.org/10. 1111/cdev.12007
Crain, W. (2014). Theories of development: Concepts and applications. Pearson. https://doi.org/10.4324/9781315662473
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
Currie, J., & Thomas, D. (1995). Does Head Start make a difference? American Economic Review, 85(3), 341-364.
Daucourt, M. C., Napoli, A. R., Quinn, J. M., Wood, S. G., & Hart, S. A. (2021). The home math environment and math achievement: A meta-analysis. Psychological Bulletin, 147(6), 565.
Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294. https://doi.org/10.1037/0893-3200.19.2.294
DiBello, L. C., & Neuharth-Pritchett, S. (2008). Perspectives on school readiness and pre-kindergarten programs: An introduction. Childhood Education, 84(5), 256-259.
Dockett, S., & Perry, B. (2007). Transitions to school: Perceptions, expectations, experiences. UNSW press.
Dockett, S., Petriwskyj, A., & Perry, B. (2014). Theorising transition: Shifts and tensions. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-International research, policy and practice (pp. 1-18). Springer.
Downs, A., & Strand, P. S. (2006). Using assessment to improve the effectiveness of early childhood education. Journal of Child and Family Studies, 15(6), 671-680.
Dunlop, A.-W., & Fabian, H. (Eds.). (2002). Transitions in the early years: Debating continuity and progression for children in early education. Routledge.
Eisenstadt, N. (2011). Providing a Sure Start: How government discovered early childhood. Policy Press.
Elardo, R., Bradley, R., & Caldwell, B. M. (1975). The relation of infants' home environments to mental test performance from six to thirty-six months: A longitudinal analysis. Child development, 46(1), 71-76.
Elliott, S. N., & Gresham, F. M. (2007). Social skills improvement system: Performance screening guides. Pearson Assessments.
Emig, C. (2000). School Readiness: Helping Communities Get Children Ready for School and Schools Ready for Children. Child Trends Research Brief.
Farver, J. A. M., Xu, Y., Eppe, S., & Lonigan, C. J. (2006). Home environments and young Latino children's school readiness. Early Childhood Research Quarterly, 21(2), 196-212.
Gesell, A. (2013). Infant and Child in the Culture of Today-The Guidance of Development in Home and Nursery School. Giniger Press.
Graue, E., & Reineke, J. (2014). The relation of research on readiness to research/practice of transitions. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-international research, policy and practice (pp. 159-173). Springer.
Graue, M. E. (1992). Social interpretations of readiness for kindergarten. Early Childhood Research Quarterly, 7(2), 225-243.
Graue, M. E., & Shepard, L. A. (1989). Predictive validity of the Gesell School Readiness Tests. Early Childhood Research Quarterly, 4(3), 303-315.
Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system: Rating scales manual. Pearson.
Grodsky, E., Yiyue, H., Miesner, H. R., & Packard, C. (2017). Kindergarten Readiness in Wisconsin (WCER Working Paper No. 2017-3). Wisconsin Center for Education Research. https://wcer.wisc.edu/publications/working-papers
Guyer, B. (2012). Providing a sure start: How government discovered early childhood. Archives of Pediatrics & Adolescent Medicine, 166(7), 680-680.
Hains, A. H., Fowler, S. A., Schwartz, I. S., Kottwitz, E., & Rosenkoetter, S. (1989). A comparison of preschool and kindergarten teacher expectations for school readiness. Early Childhood Research Quarterly, 4(1), 75-88.
Hall, J., Sylva, K., Melhuish, E., Sammons, P., Siraj‐Blatchford, I., & Taggart, B. (2009). The role of pre‐school quality in promoting resilience in the cognitive development of young children. Oxford Review of Education, 35(3), 331-352.
Hart, B., Risley, T. R., & Kirby, J. R. (1997). Meaningful differences in the everyday experience of young American children. Canadian Journal of Education, 22(3), 323.
HighScope Educational Research Foundation. (2014). COR Advantage scoring guide. HighScope Press.
Howe, K. R. (1988). Against the quantitative-qualitative incompatibility thesis or dogmas die hard. Educational researcher, 17(8), 10-16.
Ilg, F. L., Ames, L. B., Haines, J., & Gillespie, C. (1978). School readiness: Behavior tests used at the Gesell Institute. Harper & Row.
Jacob, S., Snider, K. P., & Wilson, J. F. (1988). Validity of the DIAL-R for identifying children with special education needs and predicting early reading achievement. Journal of Psychoeducational Assessment, 6(3), 289-297.
Janus, M., & Offord, D. R. (2007). Development and psychometric properties of the Early Development Instrument (EDI): A measure of children's school readiness. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 39(1), 1-22. https://doi.org/10.1037/cjbs2007001
Jenkins, D. (2003). Wisconsin School Readiness Indicator Initiative: The Status of School Readiness Indicators in Wisconsin [Reports - Descriptive](ED480807).
Johnson, L. J., Gallagher, R., Cook, M., & Wong, P. (1995). Critical skills for kindergarten: Perceptions from kindergarten teachers. Journal of Early Intervention, 19(4), 315-327.
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of mixed methods research, 1(2), 112-133. https://doi.org/10.1177/1558689806298224
Kagan, S. L. (1990). Readiness 2000: Rethinking rhetoric and responsibility. The Phi Delta Kappan, 72(4), 272-279.
Kagan, S. L., & Kauerz, K. (2007). Reaching for the whole: Integration and alignment in early education policy. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 11-30). Paul H Brookes Publishing.
Kagan, S. L., Moore, E., & Bredekamp, S. (Eds.). (1995). Reconsidering children's early development and learning: Toward common views and vocabulary (Vol. 95). National Education Goals Panel.
Kahneman, D. (2011). Thinking, fast and slow. Macmillan.
Kingston, S., Huang, K. Y., Calzada, E., Dawson‐McClure, S., & Brotman, L. (2013). Parent involvement in education as a moderator of family and neighborhood socioeconomic context on school readiness among young children. Journal of Community Psychology, 41(3), 265-276. https://doi.org/10.1002/jcop.21528
Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 73-85.
Le Ager, C., & Shapiro, E. S. (1995). Template matching as a strategy for assessment of and intervention for preschool students with disabilities. Topics in Early Childhood Special Education, 15(2), 187-218.
Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school (1932066020).
Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E., & Rolla, A. (2015). Teacher–child interactions in Chile and their associations with prekindergarten outcomes. Child development, 86(3), 781-799. https://doi.org/10.1111/cdev. 12342
Love, J., Aber, J. L., & Brooks-Gunn, J. (1994). Strategies for assessing community progress toward achieving the first national education goal. Mathematica Policy Research.
Mardell-Czudnowski, C., & Goldenberg, D. (1998). DIAL-3: developmental indicators for the assessment of learning. American Guidance Service
McAllister, C. L., Thomas, T. L., Wilson, P. C., & Green, B. L. (2009). Root shock revisited: perspectives of early head start mothers on community and policy environments and their effects on child health, development, and school readiness. American journal of public health, 99(2), 205-210. https://doi.org/10.2105/AJPH. 2005.068569
McCoy, D. C., & Wolf, S. (2018). Changes in classroom quality predict Ghanaian preschoolers’ gains in academic and social-emotional skills. Developmental Psychology, 54(8), 1582. https://doi.org/10.1037/dev0000546
McWayne, C. M., Cheung, K., Wright, L. E. G., & Hahs-Vaughn, D. L. (2012). Patterns of school readiness among head start children: Meaningful within-group variability during the transition to kindergarten. Journal of educational psychology, 104(3), 862. https://doi.org/10.1037/a0028884
Meisels, S. J. (1992). Early intervention: A matter of context. Zero to three, 12(3), 1-6.
Meisels, S. J. (1996). Using work sampling in authentic assessments. Educational Leadership, 54(4), 60-65.
Meisels, S. J. (1999). assessing readiness. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 39-66). Paul H. Brookes.
Meisels, S. J. (2007). Accountability in early childhood: No easy answers. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability. Paul H. Brookes Publishing.
Meisels, S. J., Henderson, L. W., Liaw, F. R., Browning, K., & Ten Have, T. (1993). New evidence for the effectiveness of the Early Screening Inventory. Early Childhood Research Quarterly, 8(3), 327-346.
Meisels, S. J., & Wiske, M. S. (1983). The early screening inventory. Teachers College Press.
National Education Goals Panel. (1991). The Goal 1 Technical Planning Subgroup report on school readiness. In. Washington, DC: National Education Goals Panel
National School Readiness Indicators Initiative. (2005). Getting ready: Findings from the National School Readiness Indicators Initiative: A 17 state partnership. Rhode Island Kids Count.
Neuman, W. (2013). Social research methods: qualitative and quantitative approaches. Allyn and Bacon.
NICHD, & Early Child Care Research Network. (2002). Early child care and children’s development prior to school entry: Results from the NICHD Study of Early Child Care. American educational research journal, 39(1), 133-164. https://doi.org/10.3102/00028312039001133
Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary educational psychology, 38(1), 40-50.
Nix, R. L., Bierman, K. L., Motamedi, M., Heinrichs, B. S., & Gill, S. (2018). Parent engagement in a Head Start home visiting program predicts sustained growth in children’s school readiness. Early childhood research quarterly, 45, 106-114.
OECD. (2016). PISA 2015 results (Volume I)：Excellence and equity in education. OECD Publishing. https://doi.org/10.1787/9789264266490-en
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Okado, Y., Bierman, K. L., & Welsh, J. A. (2014). Promoting school readiness in the context of socio-economic adversity: Associations with parental demoralization and support for learning. Child & Youth Care Forum, 43(3), 353-371. https://doi.org/10.1007/s10566-013-9242-x
Peisner‐Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child‐care quality to children's cognitive and social developmental trajectories through second grade. Child development, 72(5), 1534-1553. https://doi.org/10.1016/j.ecresq.2021.02.003
Peterson, R. W. (1994). School readiness considered from a neuro-cognitive perspective. Early Education and Development, 5(2), 120-140.
Phillips, M., Crouse, J., & Ralph, J. (1998). Does the Black–White test score gap widen after children enter school. In C. Jencks & M. Phillips (Eds.), The Black–White test score gap (pp. 229–272). Brookings Institution Press.
Pinto, A. I., Pessanha, M., & Aguiar, C. (2013). Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes. Early Childhood Research Quarterly, 28(1), 94-101. https://doi.org/10.1016/j.ecresq.2012.07.001
Prodromidis, M., Lamb, M. E., Sternberg, K. J., Hwang, C. P., & Broberg, A. G. (1995). Aggression and noncompliance among Swedish children in centre-based care, family day care, and home care. International Journal of Behavioral Development, 18(1), 43-62.
Puccioni, J. (2015). Parents’ conceptions of school readiness, transition practices, and children's academic achievement trajectories. The Journal of Educational Research, 108(2), 130-147. https://doi.org/10.1080/00220671.2013.850399
Rao, N., Sun, J., Zhou, J., & Zhang, L. (2012). Early achievement in rural China: The role of preschool experience. Early Childhood Research Quarterly, 27(1), 66-76.
Reichardt, C. S., & Rallis, S. F. (1994). Qualitative and quantitative inquries are not incompatible: A call for new partnership. In C. S. Reichardt & S. F. Rallis (Eds.), The Qualitative-Quantitative Debate: New Perspectives (pp. 85-92). Jossey-Bass.
Reynolds, A. J. (1995). One year of preschool intervention or two: Does it matter? Early Childhood Research Quarterly, 10(1), 1-31.
Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied developmental psychology, 21(5), 491-511.
Sabol, T. J., & Pianta, R. C. (2014). Do standard measures of preschool quality used in statewide policy predict school readiness? Education Finance and Policy, 9(2), 116-164. https://doi.org/10.1162/EDFP_a_00127
Sadowski, M. (2006). The school readiness gap. Harvard Education Letter, 22(4), 1-4.
Saluja, G., Scott-Little, C., & Clifford, R. M. (2000). Readiness for school: A survey of state policies and definitions. Early Childhood Research and Practice, 2(2). http://ecrp.uiuc.edu/v2n2/saluja.html
Sameroff, A. J. (1995). General systems theories and developmental psychopathology. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology (pp. 659–695). Wiley.
Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj‐Blatchford, I., & Taggart, B. (2004). The impact of pre‐school on young children's cognitive attainments at entry to reception. In (Vol. 30, pp. 691-712): Wiley Online Library.
Saudino, K. J., & Plomin, R. (1997). Cognitive and temperamental mediators of genetic contributions to the home environment during infancy. Merrill-Palmer Quarterly (1982-), 43(1), 1-23.
Schull, C. P., & Anderson, E. A. (2008). The effect of home visiting and home safety on children’s school readiness. European Early Childhood Education Research Journal, 16(3), 313-324. https://doi.org/10.1080/13502930802291983
Schweinhart, L. J. (1993). Significant Benefits: The High/Scope Perry Preschool Study through Age 27. High/Scope Educational Research Foundation.
Schweinhart, L. J., Barnes, H. V., & Weikhart, D. P. (2005). Significant Benefits: The High/Scope Perry Preschool Study through Age 27. In N. Frost (Ed.), Child welfare: major themes in health and social welfare (pp. 231-246). High/Scope Press.
Shepard, L. A., Kagan, S. L., & Wurtz, E. (1998). Principles and recommendations for early childhood assessments.
Smith, J. K., & Heshusius, L. (1986). Closing down the conversation: The end of the quantitative-qualitative debate among educational inquirers. Educational researcher, 15(1), 4-12.
Snow, K. L. (2006). Measuring school readiness: Conceptual and practical considerations. Early education and development, 17(1), 7-41.
Son, S. C., & Peterson, M. F. (2017). Marital status, home environments, and family strain: complex effects on preschool children's school readiness skills. Infant and Child Development, 26(2), 1-26. https://doi.org/10.1002/icd.1967
Starkey, P., & Klein, A. (2000). Fostering parental support for children's mathematical development: An intervention with Head Start families. Early Education and Development, 11(5), 659-680. https://doi.org/10.1207/s15566935eed1105_7
Su, Y., Rao, N., Sun, J., & Zhang, L. (2021). Preschool quality and child development in China. Early childhood research quarterly, 56, 15-26.
Sylva, K., Melhuish, E., Sammons, P., Siraj, I., Taggart, B., Smees, R., Welcomme, W., & Hollingworth, K. (2014). Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (EPPSE). DfE.
Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2006). Assessing quality in the early years: Early childhood environmental rating scale (ECERS-E) extension(revised edition). In. UK Stoke-on-Trent: Trentham Books.
Tourangeau, K., Nord, C., Lê, T., Sorongon, A. G., Hagedorn, M. C., Daly, P., & Najarian, M. (2015). Early childhood longitudinal study, kindergarten class of 2010-11 (ECLS-K: 2011), user's manual for the ECLS-K: 2011 kindergarten data file and electronic codebook, public version. National Center for Education Statistics.
U.S. Government Accountability Office. (2005). Head Start: Further development could allow results of new test to be used for decision making
Unicef. (2012). School readiness: A conceptual framework. United Nations Children’s Fund.
Goals 2000: Educate America Act, (1994). https://www.govinfo.gov/content/pkg/COMPS-10707/pdf/COMPS-10707.pdf
Valentino, R. (2018). Will public pre-K really close achievement gaps? Gaps in prekindergarten quality between students and across states. American Educational Research Journal, 55(1), 79-116.
Vogler, P., Gina, C., & Woodhead, M. (2008). Early childhood transitions research: A review of concepts, theory, and practice. Bernard van Leer Foundation.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard university press.
West Virginia Board of Education. (2014). Supporting School Readiness in West Virginia