Veille Informationnelle 12-2014

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Veille
informationnelle

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Décembre 2014

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messages importants

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Bonjour à toutes et à tous!

 

Le 16 décembre 2014, notre collègue Bénédicte Blain-Brière (dir. C. Bouchard et N. Bigras) soutiendra sa thèse doctorale en psychologie, portant sur le lien entre les habiletés pragmatiques et les fonctions exécutives de l'enfant. C'est donc un rendez-vous à ne pas manquer.

 

Vous seriez intéressé(e)s à nous faire part de votre expertise, expérience ou même de vos réflexions en lien avec les intérêts de l'équipe? Nous sommes à la recherche d'étudiant(e)s voulant animer un séminaire-midi, pour les mois de mai et juin 2015. Si vous êtes intéressé(e), vous pouvez envoyer vos propositions à l'adresse suivante: www.qualitepetiteenfance@uqam.ca. Nous souhaitons vous donner la parole durant ces moments d'échange, il s'agit d'une belle opportunité pour faire une communication. Nous répondrons à tous types de proposition (sémiaire de groupe, table ronde, etc.).

 

Comme nous en sommes déjà au dernier envoi de la veille informationnelle pour l'année 2014, nous profitons de ce moment pour vous souhaiter un merveilleux temps des fêtes: santé, paix, amour et pourquoi pas, un peu de repos!

 

Bonnes lectures,

Bonnes vacances!

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Qualité des contextes éducatifs de la petite enfance

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Boller, K., Paulsell, D., Grosso, P. D., Blair, R., Lundquist, E., Kassow, D. Z., … Raikes, A. (2015). Impacts of a child care quality rating and improvement system on child care quality. Early Childhood Research Quarterly, 30, Part B, 306315. doi:10.1016/j.ecresq.2014.10.001

 

Hatfield, B. E., Lower, J. K., Cassidy, D. J. et Faldowski, R. A. (2015). Inequities in access to quality early care and education: Associations with funding and community context. Early Childhood Research Quarterly, 30, Part B, 316326. doi:10.1016/j.ecresq.2014.01.001

 

Hestenes, L. L., Kintner-Duffy, V., Wang, Y. C., La Paro, K., Mims, S. U., Crosby, D., … Cassidy, D. J. (2015). Comparisons among quality measures in child care settings: Understanding the use of multiple measures in North Carolina’s QRIS and their links to social-emotional development in preschool children. Early Childhood Research Quarterly, 30, Part B, 199214. doi:10.1016/j.ecresq.2014.06.003

 

Lahti, M., Elicker, J., Zellman, G., & Fiene, R. (2015). Approaches to validating child care quality rating and improvement systems (QRIS): Results from two states with similar QRIS type designs. Early Childhood Research Quarterly. doi:10.1016/j.ecresq.2014.04.005

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Développement cognitif et fonctions exécutives

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Lee, J. (2014). Is Children’s Informal Knowledge of Mathematics Important? Rethinking Assessment of Children’s Knowledge of Mathematics. Contemporary Issues in Early Childhood, 15(3), 293. doi:10.2304/ciec.2014.15.3.293

 

Sasser, T. R., Bierman, K. L. et Heinrichs, B. (2015). Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors. Early Childhood Research Quarterly. doi:10.1016/j.ecresq.2014.09.001

 

ImageDéveloppement langagier, pragmatique et éveil à l’écrit

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Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J. et Forston, L. D. (2015). Teacher–child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30, Part A, 8092. doi:10.1016/j.ecresq.2014.09.004

 

McCarthy, K. M., Mahon, M., Rosen, S. et Evans, B. G. (2014). Speech Perception and Production by Sequential Bilingual Children: A Longitudinal Study of Voice Onset Time Acquisition. Child Development, 85(5), 19651980. doi:10.1111/cdev.12275

 

Pelatti, C. Y., Piasta, S. B., Justice, L. M. et O’Connell, A. (2014). Language- and literacy-learning opportunities in early childhood classrooms: Children’s typical experiences and within-classroom variability. Early Childhood Research Quarterly, 29(4), 445456. doi:10.1016/j.ecresq.2014.05.004

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Développement socioémotionnel

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Anghel, A. et Lupu, R. A. (2014). Intercultural Education at Preschool Children – Implications in the Adaptive/Integrative Socialization. Analysis of the Functional Models. Procedia - Social and Behavioral Sciences, 149, 5053. doi:10.1016/j.sbspro.2014.08.188

 

Buhs, E. S., Rudasill, K. M., Kalutskaya, I. N. et Griese, E. R. (2015). Shyness and engagement: Contributions of peer rejection and teacher sensitivity. Early Childhood Research Quarterly, 30, Part A, 1219. doi:10.1016/j.ecresq.2014.07.010

 

Davies, P. et Martin, M. (2014). Children’s Coping and Adjustment in High-Conflict Homes: The Reformulation of Emotional Security Theory. Child Development Perspectives, 242-249. doi:10.1111/cdep.12094

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interventions en petite enfance

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Adler, K., Salanterä, S., Leino-Kilpi, H. et Grädel, B. (2015). An Integrated Literature Review of the Knowledge Needs of Parents With Children With Special Health Care Needs and of Instruments to Assess These Needs: Infants & Young Children, 28(1), 4671. doi:10.1097/IYC.0000000000000028

 

Dunlap, G., Lee, J. K., Joseph, J. D. et Strain, P. (2015). A Model for Increasing the Fidelity and Effectiveness of Interventions for Challenging Behaviors: Prevent–Teach–Reinforce for Young Children. Infants & Young Children, 28(1), 317. doi:10.1097/IYC.0000000000000027

 

Frey, A. J., Small, J. W., Lee, J., Walker, H. M., Seeley, J. R., Feil, E. G. et Golly, A. (2015). Expanding the range of the First Step to Success intervention: Tertiary-level support for children, teachers, and families. Early Childhood Research Quarterly. doi:10.1016/j.ecresq.2014.05.002

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les services de garde en tant que cadres de vie

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De Moll, F. et Betz, T. (2014). Inequality in pre-school education and care in Germany: an analysis by social class and immigrant status. International Studies in Sociology of Education, 24(3), 237271. doi:10.1080/09620214.2014.932086

 

Hellman, A. et Heikkilä, M. (2014). Negotiations of Gender in Early Childhood Settings. International Journal of Early Childhood, 46(3), 313316. doi:10.1007/s13158-014-0125-6

 

Long, S., Volk, D., LóPez-Robertson, J. et Haney, M. J. (2014). ‘Diversity as a Verb’ in Preservice Teacher Education: creating spaces to challenge the profiling of young children. Contemporary Issues in Early Childhood, 15(2), 152. doi:10.2304/ciec.2014.15.2.152

 

Shoji, M. N., Haskins, A. R., Rangel, D. E. et Sorensen, K. N. (2014). The emergence of social capital in low-income Latino elementary schools. Early Childhood Research Quarterly, 29(4), 600613. doi:10.1016/j.ecresq.2014.07.003

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Économie de la petite enfance

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 Artz, B. et Welsch, D. M. (2014). Childcare quality and pricing: evidence from Wisconsin. Applied Economics, 46(35), 42764289. doi:10.1080/00036846.2014.955256

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Transition vers la maternelle

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Johnson, A. D., Han, W.-J., Ruhm, C. J. et Waldfogel, J. (2014). Child Care Subsidies and the School Readiness of Children of Immigrants. Child Development, 85(6), 21402150. doi:10.1111/cdev.12285


Pilkauskas, N. V. (2014). Living With a Grandparent and Parent in Early Childhood: Associations With School Readiness and Differences by Demographic Characteristics. Developmental Psychology, No Pagination Specified. doi:10.1037/a0038179

 

Soliday Hong, S. L., Howes, C., Marcella, J., Zucker, E. et Huang, Y. (2015). Quality Rating and Improvement Systems: Validation of a local implementation in LA County and children’s school-readiness. Early Childhood Research Quarterly, 30, Part B, 227240. doi:10.1016/j.ecresq.2014.05.001

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pédagogie en contextes éducatifs

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 Einarsdottir, J. (2014). Children’s perspectives on the role of preschool teachers. European Early Childhood Education Research Journal, 22(5), 679697. doi:10.1080/1350293X.2014.969087

Hawkins, K. (2014). Teaching for social justice, social responsibility and social inclusion: a respectful pedagogy for twenty-first century early childhood education. European Early Childhood Education Research Journal, 22(5), 723738. doi:10.1080/1350293X.2014.969085

 

Mawson, W. B. (2014). Experiencing the ‘wild woods’: The impact of pedagogy on children’s experience of a natural environment. European Early Childhood Education Research Journal, 22(4), 513524. doi:10.1080/1350293X.2014.947833

 

White, E. J., Peter, M. et Redder, B. (2015). Infant and teacher dialogue in education and care: A pedagogical imperative. Early Childhood Research Quarterly, 30, Part A, 160173. doi:10.1016/j.ecresq.2014.10.008

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Équipe de recherche Qualité éducative
des services de garde et petite enfance

www.qualitepetiteenfance.uqam.ca



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