Veille informationnelle 02-2015

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Veille
informationnelle

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Février 2015

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message important

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Bonjour à toutes et à tous,

 

L'équipe vous convie au prochain séminaire-midi, qui portera sur les pratiques réflexives. À titre de conférencière, nous aurons le privilège d'accueillir Lise Tétreau, enseignante et responsable de la Halte-garderie du coeur du cégep de Ste-Hyacinthe. Cet événement aura lieu jeudi le 26 mars 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/.

 

Comme à chaque mois, nous vous envoyons par cette veille informationnelle une recension de récents articles parus en lien avec la petite enfance et les services de garde.

 

Bonne lecture!

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Qualité des contextes éducatifs de la petite enfance

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Le, V.-N., Schaack, D. D. et Setodji, C. M. (2015). Identifying baseline and ceiling thresholds within the Qualistar Early Learning Quality Rating and Improvement System. Early Childhood Research Quarterly, 30, Part B, 215226. doi:10.1016/j.ecresq.2014.03.003

 

Oliveira, P. S., Fearon, R. M. P., Belsky, J., Fachada, I. et Soares, I. (2015). Quality of institutional care and early childhood development. International Journal of Behavioral Development, 39(2), 161170. doi:10.1177/0165025414552302

 

Tarrant, K. et Huerta, L. A. (2015). Substantive or symbolic stars: Quality rating and improvement systems through a new institutional lens. Early Childhood Research Quarterly, 30, Part B, 327338. doi:10.1016/j.ecresq.2014.04.002

ImageDéveloppement langagier, pragmatique et éveil à l’écrit

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Hindman, A. H. et Wasik, B. A. (2015). Building vocabulary in two languages: An examination of Spanish-speaking Dual Language Learners in Head Start. Early Childhood Research Quarterly, 31, 1933. doi:10.1016/j.ecresq.2014.12.006

 

Kelley, E. S., Goldstein, H., Spencer, T. D. et Sherman, A. (2015). Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills. Early Childhood Research Quarterly, 31, 4761. doi:10.1016/j.ecresq.2014.12.004

 

Piasta, S. B., Justice, L. M., McGinty, A., Mashburn, A. et Slocum, L. (2015). A Comprehensive Examination of Preschool Teachers’ Implementation Fidelity When Using a Supplemental Language and Literacy Curriculum. Child & Youth Care Forum. doi:10.1007/s10566-015-9305-2

 

Singh, S., Sylvia, M. R. et Ridzi, F. (2015). Exploring the Literacy Practices of Refugee Families Enrolled in a Book Distribution Program and an Intergenerational Family Literacy Program. Early Childhood Education Journal, 43(1), 3745. doi:10.1007/s10643-013-0627-0

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Développement socioémotif et comportemental

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Abenavoli, R. M., Greenberg, M. T. et Bierman, K. L. (2015). Parent support for learning at school entry: Benefits for aggressive children in high-risk urban contexts. Early Childhood Research Quarterly, 31, 918. doi:10.1016/j.ecresq.2014.12.003

 

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

 

Low, J. et Keith, T. (2015). The influence of auditory short-term memory on behavior problem development. International Journal of Behavioral Development, 39(2), 105112. doi:10.1177/0165025414556519

 

Degol, J. L. et Bachman, H. J. (2015). Preschool teachers’ classroom behavioral socialization practices and low-income children’s self-regulation skills. Early Childhood Research Quarterly, 31, 89100. doi:10.1016/j.ecresq.2015.01.002

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les services de garde: cadre de vie

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Gaunt, R. et Scott, J. (2014). Parents’ Involvement in Childcare: Do Parental and Work Identities Matter? Psychology of Women Quarterly, 38(4), 475489. doi:10.1177/0361684314533484

 

Grace, R., Bowes, J. et Elcombe, E. (2014). Child Participation and Family Engagement with Early Childhood Education and Care Services in Disadvantaged Australian Communities. International Journal of Early Childhood, 46(2), 271298. doi:10.1007/s13158-014-0112-y

 

Von Suchodoletz, A., Fäsche, A., Gunzenhauser, C. et Hamre, B. K. (2014). A typical morning in preschool: Observations of teacher–child interactions in German preschools. Early Childhood Research Quarterly, 29(4), 509519. doi:10.1016/j.ecresq.2014.05.010

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intervention, pédAGOGIE ET PRATIQUES ÉDUCATIVES

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Cross, A. F. etConn-Powers, M. (2014). Making the Intentional Decision to Use an Effective Curriculum to Promote Children’s Learning. Early Childhood Education Journal, 42(6), 361366. doi:10.1007/s10643-013-0623-4

 

Hall, A. H., Toland, M. D., Grisham-Brown, J. et Graham, S. (2014). Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students’ Alphabet Knowledge Skills. Early Childhood Education Journal, 42(6), 423430. doi:10.1007/s10643-013-0594-5

Keys, A. (2015). Family Engagement in Rural and Urban Head Start Families: An Exploratory Study. Early Childhood Education Journal, 43(1), 6976. doi:10.1007/s10643-014-0643-8

 

Miller, E. B., Farkas, G., Vandell, D. L. et Duncan, G. J. (2014). Do the Effects of Head Start Vary by Parental Preacademic Stimulation? Child Development, 85(4), 13851400. doi:10.1111/cdev.12233

 

O’Connor, M., Howell-Meurs, S., Kvalsvig, A. et Goldfeld, S. (2015). Understanding the impact of special health care needs on early school functioning: a conceptual model. Child: Care, Health and Development, 41(1), 1522. doi:10.1111/cch.12164

 

Peng, H.-H. et Md-Yunus, S. (2014). Do Children in Montessori Schools Perform Better in the Achievement Test? A Taiwanese Perspective. International Journal of Early Childhood, 46(2), 299311. doi:10.1007/s13158-014-0108-7

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Transition vers la maternelle

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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

Razza, R. A., Martin, A. et Brooks-Gunn, J. (2015). Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly? Child & Youth Care Forum. doi:10.1007/s10566-015-9307-0

 

 

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

www.qualitepetiteenfance.uqam.ca



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