Veille informationnelle 07-2016

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top logo avril2016

Veille
informationnelle

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Juillet 2016

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Messages

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Bonjour à vous tous et toutes,

En cette période estivale, il nous fait plaisir de vous partager cet ensemble d’articles scientifique abordant les axes de recherche de l’Équipe.

 

Le dernier numéro de la revue Enfants d’Europe aborde la participation des enfants à la vie quotidienne en Équipement d’accueil du jeune enfant (EAJE).

 

Un dossier spécial intitulé enVIE de MOUVEMENT est paru dans la revue Le furet .

Nous vous partageons également un numéro thématique de la revue Spirale: -9 +9 Coopérer en anté et postnatal.

 

Bonne lecture!

 

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Qualité des contextes éducatifs de la petite enfance

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Bigras, N., Lemay, L., Bouchard, C. et Eryasa, J. (2016). Sustaining the support in four-year-olds in childcare services with the goal of promoting their cognitive and language development. Early Child Development and Care, early view, 1–15.

 

Hanafin, S. (2016). Regulators’ views of quality in early childhood care and education settings in Ireland. Child Care in Practice, 22(2), 183–196.


Ikegami, K. et Rivalland, C. (2016). Exploring the quality of teacher–child interactions: the Soka discourse in practice. European Early Childhood Education Research Journal, 24(4), 521–535.

 

OECD. (2016). What are the benefits from early childhood education? Education indicators in focus, 42, 1-4.

 

Wechsler, M., Kirp, D., Tinubu Ali T., Gardner, M., Maier, A., Melnick, H. et Shields, P. M. (2016).The road to high-quality early. Learning lessons from the states. Palo Alto, CA: Learning Policy Institute.


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Développement cognitif et fonctions exécutives

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Bernier, A., Calkins, S. D. et Bell, M. A. (2016). Longitudinal associations between the quality of mother–infant interactions and brain development across infancy. Child Development, 87(4), 1159–1174.


Hoicka, E., Mowat, R., Kirkwood, J., Kerr, T., Carberry, M. et Bijvoet-van den Berg, S. (2016). One-year-olds think creatively, just like their parents. Child Development, 87(4), 1099–1105.



Pauen, S. et Bechtel-Kuehne, S. (2016). How toddlers acquire and transfer tool knowledge: developmental changes and the role of executive functions. Child Development, 87(4), 1233–1249.

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Développement socioémotionnel

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Gernhardt, A., Keller, H. et Rübeling, H. (2016). Children’s family drawings as expressions of attachment representations across cultures: possibilities and limitations. Child Development, 87(4), 1069–1078.

Solomon, J. (2016). Gender identity and expression in the early childhood classroom. Influences on development within sociocultural contexts. Young Children, 71(3), 61-79.

 

Ulber, J., Hamann, K. et Tomasello, M. (2016). Extrinsic rewards diminish costly sharing in 3-year-olds. Child Development, 87(4), 1192–1203.

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Développement physique et moteur 

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Ghassabian, A., Sundaram, R., Bell, E., Bello, S. C., Kus, C. et Yeung, E. (2016). Gross motor milestones and subsequent development. Pediatrics, 138(1), 1-10.

 

Pape, N., Sterdt, E., Azouagh, K., Kramer, S., Walter, U., Urban, M. et Werning, R. (2016). Potentials of physical activity promotion in preschools – an overview of results of an ethnographic observation. European Early Childhood Education Research Journal, 24(4), 581–591.


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Formation du personnel

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Hordern, J. (2016). Knowledge, practice, and the shaping of early childhood professionalism. European Early Childhood Education Research Journal, 24(4), 508–520.

 

Kennedy, A. S. et Lees, A. T. (2016). Preparing undergraduate pre-service teachers through direct and video-based performance feedback and tiered supports in early head start. Early Childhood Education Journal, 44(4), 369–379.


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pédagogie et pratiques éducatives

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Brougère, G. (2016). De l’apprentissage diffus ou informel à l’éducation diffuse ou informelle. Le Télémaque, (49), 51–63.

 

Byrne, J., Rietdijk, W. et Cheek, S. (2016). Enquiry-based science in the infant classroom: “letting go.” International Journal of Early Years Education, 24(2), 206–223.

 

Rönkkö, M.-L., Aerila, J.-A. et Grönman, S. (2016). Creative inspiration for preschoolers from museums. International Journal of Early Childhood, 48(1), 17–32.

 

Sundberg, B., Areljung, S., Due, K., Ekström, K., Ottander, C. et Tellgren, B. (2016). Understanding preschool emergent science in a cultural historical context through Activity Theory. European Early Childhood Education Research Journal, 24(4), 567–580.

 

Tsangaridou, N. et Genethliou, N. (2016). Early childhood educators’ experience of an alternative physical education model. European Early Childhood Education Research Journal, 24(3), 382–397.

 

 

Équipe de recherche Qualité des contextes éducatifs de la petite enfance

www.qualitepetiteenfance.uqam.ca



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