Veille informationnelle 01-2015

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Veille
informationnelle

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Janvier 2015

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messages important

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Bonjour à toutes et à tous,

 

Par cette première veille informationnelle de l'année 2015, l'équipe tient à vous souhaite une belle et heureuse année: qu'elle soit remplie de projets, d'amitiés et de bonheur!

 

L'équipe vous convie au prochain séminaire-midi organisé, intitulé «Introduction à l'évaluation de programme en petite enfance» et animé par Diane Dubeau. Cet événement aura lieu le jeudi 22 janvier 2015, de 12h00 à 13h00, au local J-2625 de l'UQÀM. Vous pourrez également le suivre à distance via Adobe Connect au https://paloma.sav.uqam.ca/qualitepetiteenfance/.

 

Par cette veille informationnelle, nous vous proposons la lecture de différents articles récemment publiés en lien avec la petite enfance.

 

Bonne lecture!

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Qualité des contextes éducatifs de la petite enfance

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Cottle, M. et Alexander, E. (2014). Parent partnership and ‘quality’ early years services: practitioners’ perspectives. European Early Childhood Education Research Journal, 22(5), 637659. doi:10.1080/1350293X.2013.788314

 

Winterbottom, C. et Piasta, S. B. (2015). Does Accreditation Matter? School Readiness Rates for Accredited Versus Nonaccredited Child Care Facilities in Florida’s Voluntary Pre-Kindergarten Program. Journal of Research in Childhood Education, 29(1), 6072. doi:10.1080/02568543.2014.978918

 

Yazejian, N. et Iruka, I. U. (2015). Associations among tiered quality rating and improvement system supports and quality improvement. Early Childhood Research Quarterly, 30, Part B, 255265. doi:10.1016/j.ecresq.2014.05.005

 

Zellman, G. L. et Karoly, L. A. (2015). Improving QRISs through the use of existing data: A virtual pilot of the California QRIS. Early Childhood Research Quarterly, 30, Part B, 241254. doi:10.1016/j.ecresq.2014.04.006

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Développement cognitif et fonctions exécutives

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Claessens, A. et Garrett, R. (2014). The role of early childhood settings for 4–5 year old children in early academic skills and later achievement in Australia. Early Childhood Research Quarterly, 29(4), 550561. doi:10.1016/j.ecresq.2014.06.006

 

Iao, L.-S., Tsang, Y. T., Wong, M. Y. et Ho, H. Y. (2015). Talking while thinking about another’s mind in preschoolers: Evidence of getting Vygotskian about social cognition. Early Childhood Research Quarterly, 31, 18. doi:10.1016/j.ecresq.2014.12.001

ImageDéveloppement langagier, pragmatique et éveil à l’écrit

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Kelley, M. F., Roe, M., Blanchard, J. et Atwill, K. (2015). The Influence of Spanish Vocabulary and Phonemic Awareness on Beginning English Reading Development: A Three-Year (K–2nd) Longitudinal Study. Journal of Research in Childhood Education, 29(1), 4259. doi:10.1080/02568543.2014.973127

 

Lederer, S. H. et Battaglia, D. (2015). Using Signs to Facilitate Vocabulary in Children With Language Delays. Infants & Young Children, 28(1), 1831. doi:10.1097/IYC.0000000000000025

 

Myre-Bisaillon, J., Boudreau, A., Boutin, N. et Dion, J.-S. (2014). Stimuler l'éveil à la lecture et à l'écriture des enfants d'âge préscolaire: rôle des bibliothèques publiques dans les communautés défavorisées. McGill Journal of Education / Revue des sciences de l’éducation de McGill, 49(2).

 

Winsler, A., Burchinal, M. R., Tien, H.-C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., … De Feyter, J. (2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables. Early Childhood Research Quarterly, 29(4), 750764. doi:10.1016/j.ecresq.2014.02.008

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Développement socioémotif

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Bratsch-Hines, M. E., Mokrova, I. et Vernon-Feagans, L. (2015). Child care instability from 6 to 36 months and the social adjustment of children in prekindergarten. Early Childhood Research Quarterly, 30, Part A, 106116. doi:10.1016/j.ecresq.2014.09.002

 

Coplan, R. J., Bullock, A., Archbell, K. A. et Bosacki, S. (2015). Preschool teachers’ attitudes, beliefs, and emotional reactions to young children’s peer group behaviors. Early Childhood Research Quarterly, 30, Part A, 117127. doi:10.1016/j.ecresq.2014.09.005

 

Paulus, M., Licata, M., Kristen, S., Thoermer, C., Woodward, A. et Sodian, B. (2015). Social understanding and self-regulation predict pre-schoolers’ sharing with friends and disliked peers A longitudinal study. International Journal of Behavioral Development, 39(1), 5364. doi:10.1177/0165025414537923

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Développement physique, comportemental et moteur 

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Gehris, J. S., Gooze, R. A. et Whitaker, R. C. (2015). Teachers’ perceptions about children’s movement and learning in early childhood education programmes. Child: Care, Health and Development, 41(1), 122131. doi:10.1111/cch.12136

 

Van der Linde, B. W., van Netten, J. J., Otten, E., Postema, K., Geuze, R. H. et Schoemaker, M. M. (2015). A systematic review of instruments for assessment of capacity in activities of daily living in children with developmental co-ordination disorder. Child: Care, Health and Development, 41(1), 2334. doi:10.1111/cch.12124

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Jeu en contextes éducatifs

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Dennis, L. R. et Stockall, N. (2015). Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers. Early Childhood Education Journal, 43(1), 17. doi:10.1007/s10643-014-0638-5

 

Giddings, S. (2014). What is the state of play? International Journal of Play, 3(3), 194197. doi:10.1080/21594937.2014.976034

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Économie de la petite enfance

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Campbell-Barr, V. et NygåRd, M. (2014). Losing Sight of the Child? Human Capital Theory and its Role for Early Childhood Education and Care Policies in Finland and England since the Mid-1990s. Contemporary Issues in Early Childhood, 15(4), 346. doi:10.2304/ciec.2014.15.4.346

 

Stalker, K., MacDonald, C., King, C., McFaul, F., Young, C. et Hawthorn, M. (2015). « We Could Kid on that This is Going to Benefit the Kids but No, This is about Funding »: Cutbacks in Services to Disabled Children and Young People in Scotland. Child Care in Practice, 21(1), 621. doi:10.1080/13575279.2014.972341

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Transition vers la maternelle

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Gascon, H., Julien-Gauthier, F., Tétreault, S. et Garant, M. (2014). L’entrée à la maternelle de l’enfant ayant un trouble du spectre de l’autisme : une transition à planifier. Canadian Journal of Education/Revue canadienne de l’éducation, 37(4), 129.

Maher, M. et Bellen, L. (2015). Smoothing Children’s Transition into Formal Schooling: Addressing Complexities in an Early Literacy Initiative in Remote Aboriginal Communities, Northern Territory, Australia. Early Childhood Education Journal, 43(1), 917. doi:10.1007/s10643-013-0630-5

 

Petriwskyj, A., Thorpe, K. et Tayler, C. (2014). Towards inclusion: provision for diversity in the transition to school. International Journal of Early Years Education, 22(4), 359379. doi:10.1080/09669760.2014.911078

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interventions en petite enfance

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Earhart, J. et Zamora, I. (2015). Achievement Together: The Development of an Intervention Using Relationship-Based Strategies to Promote Positive Learning Habits. Infants & Young Children, 28(1), 3245. doi:10.1097/IYC.0000000000000023

Mattern, J. A. (2015). A Mixed-Methods Study of Early Intervention Implementation in the Commonwealth of Pennsylvania: Supports, Services, and Policies for Young Children with Developmental Delays and Disabilities. Early Childhood Education Journal, 43(1), 5767. doi:10.1007/s10643-014-0633-x

 

Nabuco, M. E., Aguiar, M. S., Costa, C. et Morais, D. (2014). Evaluation of the effectiveness of the implementation of the A PAR parental intervention programme in Portugal. Child development and parenting support. European Early Childhood Education Research Journal, 22(4), 554572. doi:10.1080/1350293X.2014.947836

 

Thomson, S., Michelson, D. et Day, C. (2015). From parent to ‘peer facilitator’: a qualitative study of a peer-led parenting programme. Child: Care, Health and Development, 41(1), 7683. doi:10.1111/cch.12132

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Pédagogie et pratiques éducatives

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Grindheim, L. T. (2014). « I Am Not Angry in the Kindergarten! » Interruptive Anger as Democratic Participation in Norwegian Kindergartens. Contemporary Issues in Early Childhood, 15(4), 308. doi:10.2304/ciec.2014.15.4.308

 

Tesar, M. (2014). Reconceptualising the Child: power and resistance within early childhood settings. Contemporary Issues in Early Childhood, 15(4), 360. doi:10.2304/ciec.2014.15.4.360

 

 

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

www.qualitepetiteenfance.uqam.ca



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