Veille informationnelle 11-2017

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Veille
informationnelle

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Novembre 2017

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Messages

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Bonjour à vous tous et toutes,

Nous vous invitons à prendre connaissance du Mémoire sur le projet de loi no 143 déposé par le Directeur régional de santé publique de Montréal à la Commission des relations avec les citoyens auquel a notamment contribué Isabelle Laurin, membre chercheuse de l’Équipe.

 

Découvrez la thématique Partage et appropriation des connaissances, récemment ajoutée sur agirtot.org

 

Du 19 au 25 novembre 2017 prochains aura lieu la seconde édition de la Grande semaine des tout-petits. De nombreuses activités seront mises en place à travers le Québec. Suivez la page Facebook de l’Équipe sur laquelle nous publierons quotidiennement, dans le cadre de cette semaine, une rubrique Le saviez-vous afin de célébrer les droits des enfants et partager nos connaissances.

 

Bonne lecture !

 

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Qualité des contextes éducatifs de la petite enfance

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Jackson, J. (2017). Beyond the piece of paper: a Bourdieuian perspective on raising qualifications in the Australian early childhood workforce. European Early Childhood Education Research Journal, 25(5), 796-805. 

 

Fukkink, R., Jilink, L. et Oostdam, R. (2017). A meta-analysis of the impact of early childhood interventions on the development of children in the Netherlands: an inconvenient truth? European Early Childhood Education Research Journal, 25(5), 656-666.

 

Helmerhorst, K. O. W., Fukkink, R. G., Riksen-Walraven, J. M. A., Deynoot-Schaub, M. J. J. M. G. et Tavecchio, L. W. C. (2017). Improving quality of the child care environment through a consultancy programme for centre directors. International Journal of Early Years Education, 25(4), 361-378. 

 

Lin, Y.-C. et Magnuson, K. A. (2017). Classroom quality and children’s academic skills in child care centers: Understanding the role of teacher qualifications. Early Childhood Research Quarterly, 42, 215-227.

 

Pastori, G. et Pagani, V. (2017). Is validation always valid? Cross-cultural complexities of standard-based instruments migrating out of their context. European Early Childhood Education Research Journal25(5), 682-697.

 

Rentzou, K. (2017). Using rating scales to evaluate quality early childhood education and care: reliability issues. European Early Childhood Education Research Journal25(5), 667-681.

 

Torii, K. et Fox, S. (2017). Quality is Key in Early Childhood Education in Australia. Australie : Mitchell Institute.

 

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Mesures standardisées et évaluation en petite enfance

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Frans, N., Post, W. J., Huisman, M., Oenema-Mostert, I. C. E., Keegstra, A. L. et Minnaert, A. E. M. G. (2017). Early identification of children at risk for academic difficulties using standardized assessment: stability and predictive validity of preschool math and language scores. European Early Childhood Education Research Journal, 25(5), 698-716.


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jeu en contextes éducatifs

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Breathnach, H., Danby, S. et O’Gorman, L. (2017). “Are you working or playing?” Investigating young children’s perspectives of classroom activities. International Journal of Early Years Education, 25(4), 439-454.

 

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, 25(5), 784-795.

 

Stirrup, J., Evans, J. et Davies, B. (2017). Learning one’s place and position through play: social class and educational opportunity in Early Years Education. International Journal of Early Years Education, 25(4), 343-360.

 

Storli, R. et Sandseter, E. B. H. (2017). Gender matters: male and female ECEC practitioners’ perceptions and practices regarding children’s rough-and-tumble play (R&T). European Early Childhood Education Research Journal, Early View, 1-16.

 

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Développement cognitif et fonctions exécutives

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Baillargeon, R. et DeJong, G. F. (2017). Explanation-based learning in infancy. Psychonomic Bulletin & Review24(5), 1511-1526.

 

Slot, P. L. et von Suchodoletz, A. (2017). Bidirectionality in preschool children’s executive functions and language skills: Is one developing skill the better predictor of the other? Early Childhood Research Quarterly, 42, 205-214.

 

Walker, C. M., Bonawitz, E. et Lombrozo, T. (2017). Effects of explaining on children’s preference for simpler hypotheses. Psychonomic Bulletin & Review24(5), 1538-1547.


ImageDéveloppement langagier, pragmatique et éveil à l’écrit

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Bernstein, K. A. (2017). Writing their way into talk: Emergent bilinguals’ emergent literacy practices as pathways to peer interaction and oral language growth. Journal of Early Childhood Literacy, 17(4), 485-521.

 

Kervin, L., Turbill, J. et Harden-Thew, K. (2017). Invisible to visible: Mapping the continuum of literacy learning experiences in an early years setting. Journal of Early Childhood Literacy, 17(4), 465-484.

 

Prioletta, J. et Pyle, A. (2017). Play and gender in Ontario kindergarten classrooms: implications for literacy learning. International Journal of Early Years Education, 25(4), 393-408.


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Développement socioémotionnel

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Ereky-Stevens, K., Funder, A., Katschnig, T., Malmberg, L. E. et Datler, W. (2017). Relationship building between toddlers and new caregivers in out-of-home childcare: Attachment security and caregiver sensitivity. Early Childhood Research Quarterly, 42, 270-279.

 

Wu, Y., Muentener, P. et Schulz, L. E. (2017). One- to four-year-olds connect diverse positive emotional vocalizations to their probable causes. Proceedings of the National Academy of Sciences of the United States of America, 114(45), 11896-11901.


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Partenariat avec les familles en petite enfance et en recherche

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Garrity, S. et Canavan, J. (2017). Trust, responsiveness and communities of care: an ethnographic study of the significance and development of parent-caregiver relationships in Irish early years settings. European Early Childhood Education Research Journal, 25(5), 747-767.

 

Kelesidou, S., Chatzikou, M., Tsiamagka, E., Koutra, E., Abakoumkin, G. et Tseliou, E. (2017). The role of parents’ educational level and centre type in parent satisfaction with early childhood care centres: a study in Greece. European Early Childhood Education Research Journal, 25(5), 768-783. 

 

Krieg, S. et Curtis, D. (2017). Involving parents in early childhood research as reliable assessors. European Early Childhood Education Research Journal, 25(5), 717–731. 

 

Vlasov, J. et Hujala, E. (2017). Parent-teacher cooperation in early childhood education – directors’ views to changes in the USA, Russia, and Finland. European Early Childhood Education Research Journal, 25(5), 732-746.


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Formation du personnel

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Li, M., Nyland, B., Margetts, K. et Guan, Y. (2017). Early childhood educator’ perspectives on how infants and toddlers learn: Australia and China. International Journal of Child Care and Education Policy, 11(11), 1-17. 

 

Sandilos, L. E., Goble, P., Rimm-Kaufman, S. E. et Pianta, R. C. (2017). Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms ? Early Childhood Research Quarterly, 42, 280-290.


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pédagogie et pratiques éducatives

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Goldstein, T. R., Lerner, M. D. et Winner, E. (2017). The arts as a venue for developmental science: Realizing a latent opportunity. Child Development, 88(5), 1505-1512. 

 

 

La revue Young Children 72(5) publie un numéro thématique abordant la créativité des enfants au quotidien.


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Économie de la petite enfance

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Tucker, J. (2017). The Austerity Generation: the impact of a decade of cuts on family incomes and child poverty. Londres, Royaume-Uni : Child Poverty Action Group.

 

 

Équipe de recherche Qualité des contextes éducatifs de la petite enfance

www.qualitepetiteenfance.uqam.ca