Veille informationnelle 10-2017

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Veille
informationnelle

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Octobre 2017

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Messages

ImageBonjour à vous tous et toutes,

 

Nous sommes heureux d’annoncer qu’après évaluation des candidatures reçues, l'Équipe de recherche Qualité des contextes éducatifs de la petite enfance attribue à Julie Pinel la bourse de recrutement à la maîtrise d'une valeur de 2500$ et à Amélie Desmeules la bourse de recrutement au doctorat d'une valeur de 5000$.

 

C’est avec plaisir que nous faisons parvenir cette veille de l’Équipe du mois d'octobre. Vous y retrouverez cette semaine plusieurs articles en lien avec des thèmes actuels. Nos membres publient un article portant sur la qualité des interactions en classe de maternelle 4 ans et un autre qui aborde le soutien au personnel en contexte éducatif afin de soutenir le développement cognitif et du langage des enfants de 4 ans.

 

La revue Psychology, Health & Medicine publie un numéro thématique intitulé: Know Violence in Childhood Global Learning Initiative: Dedicated to the memory of Peter Bell.

 

Bonne lecture!

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Évaluation de la Qualité des contextes éducatifs de la petite enfance

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Bouchard, C., Cantin, G., Charron, A., Crépeau, H. et Lemire, J. (2017). La qualité des interactions en classe de maternelle 4 ans à mi-temps au Québec. Canadian Journal of Education/Revue canadienne de l'éducation, 40(3), 272-301.


Garvis, S., Sheridan, S., Williams, P. et Mellgren, E. (2017). Cultural considerations of ECERS-3 in Sweden: a reflection on adaption. Early Child Development and Care, Early View, 1-10.

 

Leung, C. (2017). The concurrent validity of the Hong Kong Versions of the Penn Interactive Peer Play and the Preschool Play Behavior Scale. Journal of Research in Childhood Education, 31(4), 478-486.

 

Linberg, A., Kluczniok, K., Burghardt, L. et Freund, J.-D. (2017). Quality of toddler childcare – Can it be assessed with questionnaires? Early Child Development and Care, Early View, 1-15.

 

Setodji, C. M., Schaack, D. et Le, V.-N. (2017). Using the Early Childhood Environment Rating Scale-Revised in high stakes contexts: Does evidence warrant the practice? Early Childhood Research Quarterly, 42, 158-169.

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Considérations professionnelles du personnel éducateur

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Carson, R. L., Baumgartner, J. J., Ota, C. L., Kuhn, A. P. et Durr, A. (2017). An ecological momentary assessment of burnout, rejuvenation strategies, job satisfaction, and quitting intentions in childcare teachers. Early Childhood Education Journal, 45(6), 801-808. 

 

Royer, N., Moreau, C. et Chiasson-Desjardins, S. (2017). La qualité de vie au travail des éducatrices de la petite enfance. Canadian Journal of Education/Revue canadienne de l'éducation, 40(3), 60-91.

 

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Formation initiale et développement professionnel en petite enfance

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Blömeke, S., Dunekacke, S. et Jenßen, L. (2017). Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs. European Early Childhood Education Research Journal, Early View, 1-19.

 

Fairchild, N. (2017). Segments and stutters: Early years teachers and becoming-professional. Contemporary Issues in Early Childhood, 18(3), 294-307.

 

Leggett, N. (2017). Early childhood creativity: Challenging educators in their role to intentionally develop creative thinking in children. Early Childhood Education Journal, 45(6), 845-853.

 

Loizou, E. (2017). Towards play pedagogy: supporting teacher play practices with a teacher guide about socio-dramatic and imaginative play. European Early Childhood Education Research Journal, Early View, 1-12.

 

Storie, S., Coogle, C. G., Rahn, N. et Ottley, J. R. (2017). Distance coaching for pre-service teachers: Impacts on children’s functional communication in inclusive preschool classrooms. Early Childhood Education Journal, 45(6), 735-743.

 

Sumrall, T. C., Scott-Little, C., Paro, K. M. L., Pianta, R. C., Burchinal, M., Hamre, B., … Howes, C. (2017). Student teaching within early childhood teacher preparation programs: An examination of key features across 2- and 4-year institutions. Early Childhood Education Journal, 45(6), 821-830.

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jeu en contextes éducatifs

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Nikiforidou, Z. (2017). Risk literacy: Concepts and pedagogical implications for early childhood education. Contemporary Issues in Early Childhood, 18(3), 322-332.

 

Nilsson, M., Ferholt, B. et Lecusay, R. (2017). “The playing-exploring child”: Reconceptualizing the relationship between play and learning in early childhood education. Contemporary Issues in Early Childhood, Early View, 1-15.

 

Morrissey, A.-M., Scott, C. et Rahimi, M. (2017). A comparison of sociodramatic play processes of preschoolers in a naturalized and a traditional outdoor space. International Journal of Play, 6(2), 177-197.

 

Ólafsdóttir, S. M., Danby, S., Einarsdóttir, J. et Theobald, M. (2017). “You need to own cats to be a part of the play”: Icelandic preschool children challenge adult-initiated rules in play. European Early Childhood Education Research Journal, Early View, 1-14.

 

Sezgin, E. et Demiriz, S. (2017). Effect of play-based educational programme on behavioral self-regulation skills of 48-60 month-old children. Early Child Development and Care, Early View, 1-14.

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Développement cognitif et fonctions exécutives

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Bigras, N., Lemay, L., Bouchard, C. et Eryasa, J. (2017). 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, 187(12), 1987-2001.

 

Basilio, M. et Rodríguez, C. (2016). How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects. Early Child Development and Care, 187(12), 1971-1986.

ImageDéveloppement langagier, pragmatique et éveil à l’écrit

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Byers-Heinlein, K., Morin-Lessard, E. et Lew-Williams, C. (2017). Bilingual infants control their languages as they listen. Proceedings of the National Academy of Sciences, 114(34), 9032-9037.

 

Cavanaugh, D. M., Clemence, K. J., Teale, M. M., Rule, A. C. et Montgomery, S. E. (2017). Kindergarten scores, storytelling, executive function, and motivation improved through Literacy-Rich Guided Play. Early Childhood Education Journal, 45(6), 831-843.

 

Wasik, B. A. et Jacobi-Vessels, J. L. (2017). Word play: Scaffolding language development through child-directed play. Early Childhood Education Journal, 45(6), 769-776.

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Développement socioémotionnel

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DiCarlo, C. F., Baumgartner, J. I., Caballero, J. O. et Powers, C. (2017). Using Least-to-Most Assistive Prompt Hierarchy to increase child compliance with teacher directives in preschool classrooms. Early Childhood Education Journal, 45(6), 745-754.

 

Hancock, R. E. (2017). Global citizenship education: Emancipatory practice in a New York preschool. Journal of Research in Childhood Education, 31(4), 571-580.

 

Ribeiro, L. A. et Zachrisson, H. D. (2017). Peer effects on aggressive behavior in norwegian child care centers. Child Development, Early View, 1-18.

 

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pédagogie et pratiques éducatives

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Kroll, L. R. et Meier, D. R. (2017). Documentation and Inquiry in the Early Childhood Classroom: Research Stories from Urban Centers and Schools. New York, NY: Routledge.

 

McNally, S. A. et Slutsky, R. (2017). Key elements of the Reggio Emilia approach and how they are interconnected to create the highly regarded system of early childhood education. Early Child Development and Care, 187(12), 1925-1937.

 

Véjux-Grillot, M. (2017).  La problématisation : une entrée pour examiner et repenser l’apprentissage des élèves en éducation physique et sportive à l’école maternelle. Recherches en Éducation, 30.


Yumuş, M. et Bayhan, P. (2017). Early childhood behavioural problems in Turkey: teachers’ views, challenges and coping strategies. Early Child Development and Care, 187(12), 1833-1843.

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Transition vers la maternelle

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Ogay, T. (2017). L’entrée à l’école, berceau de l’alliance éducative entre l’école et les familles? Le rôle perturbateur des implicites de l’école. Revue Suisse des Sciences de l’Éducation, 39(2).

 

Kang, J., Horn, E. M. et Palmer, S. (2017). Influences of family involvement in kindergarten transition activities on children’s early school adjustment. Early Childhood Education Journal, 45(6), 789-800.

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Économie et politique en petite enfance

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General Manager, Children's Services and General Manager, Economic Development and Culture. (2017). The Economic and Social Impacts of an Accessible, High Quality Child Care System in Toronto. Rapport de recherche.

 

White, A. L. (2017). Constructing Policy Change: Early Childhood Education and Care in Liberal Welfare States. Rapport de recherche. Scholarly Publishing World Rights, 352 p.

 

Équipe de recherche Qualité des contextes éducatifs de la petite enfance

www.qualitepetiteenfance.uqam.ca



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