Veille informationnelle 12-2013


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Veille
informationnelle

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Décembre 2013

 

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Qualité des contextes éducatifs de la petite enfance

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Forry, N., Iruka, I., Tout, K., Torquati, J., Susman-Stillman, A., Bryant, D., & Daneri, M. P. (2013). Predictors of quality and child outcomes in family child care settings. Early Childhood Research Quarterly, 28(4), 893-904. doi: 10.1016/j.ecresq.2013.05.006


Karoly, L. A., Zellman, G. L., & Perlman, M. (2013). Understanding variation in classroom quality within early childhood centers: Evidence from Colorado's quality rating and improvement system. Early Childhood Research Quarterly, 28(4), 645-657. doi: 10.1016/j.ecresq.2013.05.001


Sommer, D., Pramling Samuelsson, I., & Hundeide, K. (2013). Early childhood care and education: a child perspective paradigm. European Early Childhood Education Research Journal, 21(4), 459-475. doi: 10.1080/1350293x.2013.845436

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Développement cognitif et fonctions exécutives

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Berry, D., Blair, C., Ursache, A., Willoughby, M. T., & Granger, D. A. (2013). Early childcare, executive functioning, and the moderating role of early stress physiology. Developmental Psychology, n/a-n/a. doi: 10.1037/a0034700


Nesbitt, K. T., Baker-Ward, L., & Willoughby, M. T. (2013). Executive function mediates socio-economic and racial differences in early academic achievement. Early Childhood Research Quarterly, 28(4), 774-783. doi: 10.1016/j.ecresq.2013.07.005


Weiland, C., & Yoshikawa, H. (2013). Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. Child Development, 84(6), 2112-2130. doi: 10.1111/cdev.12099

ImageDéveloppement langagier, pragmatique et éveil à l’écrit

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Bornstein, M. H., Hahn, C.-S., Putnick, D. L., & Suwalsky, J. T. D. (2013). Stability of core language skill from early childhood to adolescence: A latent variable approach. Child Development, n/a-n/a. doi: 10.1111/cdev.12192


Ganea, P. A., & Saylor, M. M. (2013). Representational constraints on language development: Thinking and learning about absent things. Child Development Perspectives, 7(4), 227-231. doi: 10.1111/cdep.12045


Kucirkova, N., Messer, D., & Whitelock, D. (2013). Parents reading with their toddlers: The role of personalization in book engagement. Journal of Early Childhood Literacy, 13(4), 445-470. doi: 10.1177/1468798412438068

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Développement socioémotionnel

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Butler, L. P., & Walton, G. M. (2013). The opportunity to collaborate increases preschoolers’ motivation for challenging tasks. Journal of Experimental Child Psychology, 116(4), 953-961. doi: 10.1016/j.jecp.2013.06.007


Degotardi, S., Sweller, N., & Pearson, E. (2013). Why relationships matter: Parent and early childhood teacher perspectives about the provisions afforded by young children's relationships. International Journal of Early Years Education, 21(1), 4-21. doi: 10.1080/09669760.2013.771325


Määttä, E., & Järvelä, S. (2013). Involving children in reflective discussions about their perceived self-efficacy and learning experiences. International Journal of Early Years Education, 21(4), 309-324. doi: 10.1080/09669760.2013.867836


Spilt, J. L., van Lier, P. A. C., Leflot, G., Onghena, P., & Colpin, H. (2013). Children's social self-concept and internalizing problems: The influence of peers and teachers. Child Development, n/a-n/a. doi: 10.1111/cdev.12181

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Développement physique et moteur 

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Barron, C. (2013). Physical activity play in local housing estates and child wellness in Ireland. International Journal of Play, 2(3), 220-236. doi: 10.1080/21594937.2013.861262    


Coleman, B., & Dyment, J. E. (2013). Factors that limit and enable preschool-aged children’s physical activity on child care centre playgrounds. Journal of Early Childhood Research, 11(3), 203-221. doi: 10.1177/1476718x12456250


Weinberger, N., Butler, A. G., & Schumacher, P. (2013). Looking inside and out: Perceptions of physical activity in childcare spaces. Early Child Development and Care, 184(2), 194-210. doi: 10.1080/03004430.2013.779579  

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Économie de la petite enfance

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Kohen, D., & Guèvremont, A. (2013). Income disparities in preschool outcomes and the role of family, child, and parenting factors. Early Child Development and Care, 184(2), 266-292. doi: 10.1080/03004430.2013.785539


Ringsmose, C., Winther-Lindqvist, D. A., & Allerup, P. (2013). Do welfare states raise welfare(d) kids? Day-care institutions and inequality in the Danish welfare state. Early Child Development and Care, 184(2), 177-193. doi: 10.1080/03004430.2013.775126

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Transition vers la maternelle

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Domitrovich, C. E., Morgan, N. R., Moore, J. E., Cooper, B. R., Shah, H. K., Jacobson, L., & Greenberg, M. T. (2013). One versus two years: Does length of exposure to an enhanced preschool program impact the academic functioning of disadvantaged children in kindergarten? Early Childhood Research Quarterly, 28(4), 704-713. doi: 10.1016/j.ecresq.2013.04.004


Park, Y., Gurel, S., Oh, J., Bettini, E. A., & Leite, W. (2013). Literacy-related school readiness skills of English language learners in Head Start: An analysis of the school readiness survey. Journal of Early Childhood Research, n/a-n/a. doi: 10.1177/1476718x13507445

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RESSOURCES COMMUNAUTAIRESImage

 


Stöbe-Blossey, S. (2013). Implementation of integrated services – the example of family centres in North Rhine-Westphalia. Early Years, 33(4), 354-366. doi: 10.1080/09575146.2013.849229

 

 

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

www.qualitepetiteenfance.uqam.ca



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