Veille informationnelle 09-2015

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Veille
informationnelle

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Septembre 2015

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Un petit rappel

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Bonjour à toutes et tous,

 

C'est avec beaucoup d'enthousiasme que l'Équipe vous envoie sa première veille informationnelle de l'année 2015-2016. Plusieurs articles en lien avec l'éducation à la petite enfance ont été recensés parmi les plus récentes publications.

Aussi, dans le cadre de la « journée du jeu » 2015, Routledge Education Journals a partagé un dossier contenant une vingtaine d'articles concernant le jeu en petite enfance. Consultez le ici.

Bonne lecture!

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Qualité des contextes éducatifs de la petite enfance

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Aslanian, T. K. (2015). Getting behind discourses of love, care and maternalism in early childhood education. Contemporary Issues in Early Childhood, 16(2), 153‑165. 

Eurofound. (2015). Working conditions, training of early childhood care workers and quality of services – A systematic review, Publications Office of the European Union, Luxembourg.

Hu, B. Y., Vong, K., Chen, Y. et Li, K. (2015). Expert practitioner’s views about the Chinese early childhood environment rating scale. European Early Childhood Education Research Journal, 23(2), 229‑249.

Lehrer, J. S., Lemay, L. et Bigras, N. (2015). Parental Perceptions of Child Care Quality in Centre-Based and Home-Based Settings: Associations with External Quality Ratings. International Journal of Early Childhood, 1‑17. 

 

Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E. et Rolla, A. (2015). Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes. Child Development, 86(3), 781‑799.

 

Yazejian, N., Bryant, D., Freel, K. et Burchinal, M. (2015). High-quality early education: Age of entry and time in care differences in student outcomes for English-only and dual language learners. Early Childhood Research Quarterly, 32, 23‑39.

 

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Développement cognitif et fonctions exécutives

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Allan, D. M., Allan, N. P., Lerner, M. D., Farrington, A. L. et Lonigan, C. J. (2015). Identifying unique components of preschool children’s self-regulatory skills using executive function tasks and continuous performance tests. Early Childhood Research Quarterly, 32, 40‑50.

Anderson, B. A. (2014). Value-driven attentional priority is context specific. Psychonomic Bulletin & Review, 22(3), 750‑756.

Mahy, C. E. V. et Munakata, Y. (2015). Transitions in Executive Function: Insights From Developmental Parallels Between Prospective Memory and Cognitive Flexibility. Child Development Perspectives, 9(2), 128‑132.

Riggins, T. et Rollins, L. (2015). Developmental Differences in Memory During Early Childhood: Insights From Event-Related Potentials. Child Development, 86(3), 889‑902.

ImageJeu en contextes éducatifs

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Berg, S. (2014). Children’s Activity Levels in Different Playground Environments: An Observational Study in Four Canadian Preschools. Early Childhood Education Journal, 43(4), 281‑287.

Brodova, E. et Leong, D. J. (2015). Vygotskian and Post-Vygotskian Views on Children’s Play. American journal of play, 7(3), 371-388.

Lobman, C. L. et Clark, K. (2015) From the Dress-Up Corner to the Stage. YC: Young Children 70(2) 91-99.

ImageDéveloppement langagier, pragmatique et éveil à l’écrit

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Cohen, L. E. (2015). Layers of Discourse in Preschool Block Play: An Examination of Children’s Social Interactions. International Journal of Early Childhood, 47(2), 267‑281.

Damber, U. (2015). Read-alouds in preschool – A matter of discipline? Journal of Early Childhood Literacy, 15(2), 256‑280.

Shaul, S. et Nevo, E. (2015). Different speed of processing levels in childhood and their contribution to early literacy and reading abilities. Early Childhood Research Quarterly, 32, 193‑203.

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Développement socioémotionnel

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Hentges, R. F., Davies, P. T. et Cicchetti, D. (2015). Temperament and Interparental Conflict: The Role of Negative Emotionality in Predicting Child Behavioral Problems. Child Development, 86(5), 1333-1350. 

Van Ryzin, M. J., Leve, L. D., Neiderhiser, J. M., Shaw, D. S., Natsuaki, M. N. et Reiss, D. (2015). Genetic Influences Can Protect Against Unresponsive Parenting in the Prediction of Child Social Competence. Child Development, 86(3), 667‑680.

 

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Économie de la petite enfance

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Sibley, E., Dearing, E., Toppelberg, C. O., Mykletun, A. et  Zachrisson, H. D. (2015). Do increased availability and reduced cost of early childhood care and education narrow social inequality gaps in utilization? Evidence from Norway. International Journal of Child Care and Education Policy, 9(1), 1.

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pédagogie et pratiques éducatives

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Dubois, E. (2015). La pédagogie à Reggio Emilia, Cité d’or de Loris Malaguzzi. Paris: Éditions L’Harmattan.

 

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Formation du personnel éducateur

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Aalsvoort, G. van der, Prakke, B., Howard, J., König, A. et Parkkinen, T. (2015). Trainee teachers’ perspectives on play characteristics and their role in children’s play: an international comparative study amongst trainees in the Netherlands, Wales, Germany and Finland. European Early Childhood Education Research Journal, 23(2), 277‑292.

Jung, E., et Jin, B. (2014). College Coursework on Children’s Play and Future Early Childhood Educators’ Intended Practices: The Mediating Influence of Perceptions of Play. Early Childhood Education Journal, 43(4), 299‑306.

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Transition vers la maternelle

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 Kinkead-Clark, Z. (2015). ‘Ready for big school’: making the transition to primary school – a Jamaican perspective. International Journal of Early Years Education, 23(1), 67‑82.

 

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

www.qualitepetiteenfance.uqam.ca



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