Veille informationnelle 01-2014

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Veille
informationnelle

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Janvier 2014

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Un petit rappel

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Le séminaire-midi du mois de janvier portera sur les stages, les études et le travail à l'étranger. Il sera présenté par le professeur-chercheur Sylvain Coutu ainsi que par Julie Dion et Elisabeth Jacob le mercredi 29 janvier dès 12h au local R-1910 de l’UQÀM. Vous pouvez aussi vous joindre à nous via Adobe Connect au https://paloma.sav.uqam.ca/qualitepetiteenfance/. Vous n'avez qu'à entrer à titre d'invité.

 

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Qualité des contextes éducatifs de la petite enfance

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Hamre, B., Hatfield, B., Pianta, R., et Jamil, F. (2013). Evidence for general and domain-specific elements of teacher–child interactions : associations with preschool children's development. Child Development, n/a-n/a. doi : 10.1111/cdev.12184

Jamison, K. R., Cabell, S. Q., LoCasale-Crouch, J., Hamre, B. K., et Pianta, R. C. (2013). CLASS–Infant : an observational measure for assessing teacher–infant interactions in center-based child care. Early Education & Development, 1-20. doi : 10.1080/10409289.2013.822239

Pianta, R. C., Burchinal, M., Jamil, F. M., Sabol, T., Grimm, K., Hamre, B. K., . . . Howes, C. (2014). A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior. Early Childhood Research Quarterly, 29(2), 144-154. doi : 10.1016/j.ecresq.2013.11.006

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Développement cognitif et fonctions exécutives

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Alarcón-Rubio, D., Sánchez-Medina, J. A., et Prieto-García, J. R. (2014). Executive function and verbal self-regulation in childhood : developmental linkages between partially internalized private speech and cognitive flexibility. Early Childhood Research Quarterly, 29(2), 95-105. doi : 10.1016/j.ecresq.2013.11.002

Carlson, S. M., White, R. E., et Davis-Unger, A. C. (2014). Evidence for a relation between executive function and pretense representation in preschool children. Cognitive Development, 29(0), 1-16. doi : 10.1016/j.cogdev.2013.09.001

ImageDéveloppement langagier, pragmatique et éveil à l’écrit

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Edwards, C. P., Cline, K., Gandini, L., Giacomelli, A., Giovannini, D., et Galardini, A. (2013). Books, stories, and the imagination at “The Nursery Rhyme”: a qualitative case study of a preschool learning environment in Pistoia, Italy. Journal of Research in Childhood Education, 28(1), 18-42. doi : 10.1080/02568543.2013.850131

Léger, P. D., et Cameron, C. A. (2013). Meaning construction in early oral reading. Journal of Research in Childhood Education, 27(4), 454-471. doi : 10.1080/02568543.2013.823898

Schulze, C., Grassmann, S., et Tomasello, M. (2013). 3-year-old children make relevance inferences in indirect verbal communication. Child Development, 84(6), 2079-2093. doi : 10.1111/cdev.12093

Hoffman, J. L., Teale, W. H., et Paciga, K. A. (2013). Assessing vocabulary learning in early childhood. Journal of Early Childhood Literacy, n/a-n/a. doi : 10.1177/14687

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Développement socioémotionnel

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Eggum-Wilkens, N. D., Valiente, C., Swanson, J., et Lemery-Chalfant, K. (2014). Children's shyness, popularity, school liking, cooperative participation, and internalizing problems in the early school years. Early Childhood Research Quarterly, 29(1), 85-94. doi : 10.1016/j.ecresq.2013.10.002

Morris, P., Millenky, M., Raver, C. C., et Jones, S. M. (2013). Does a preschool social and emotional learning intervention pay off for classroom instruction and children's behavior and academic skills? Evidence From the Foundations of Learning Project. Early Education & Development, 24(7), 1020-1042. doi : 10.1080/10409289.2013.825187

Öneren Şendil, Ç., et Erden, F. T. (2013). Peer preference : a way of evaluating social competence and behavioural well-being in early childhood. Early Child Development and Care, 184(2), 230-246. doi : 10.1080/03004430.2013.778254

Vu, J. A., et Locke, J. J. (2013). Social network profiles of children in early elementary school classrooms. Journal of Research in Childhood Education, 28(1), 69-84. doi : 10.1080/02568543.2013.850128

Wichstrøm, L., Belsky, J., et Berg-Nielsen, T. S. (2013). Preschool predictors of childhood anxiety disorders : a prospective community study. Journal of Child Psychology and Psychiatry, 54(12), 1327-1336. doi : 10.1111/jcpp.12116

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Développement physique et moteur 

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

Wang, M. V., Lekhal, R., Aarø, L. E., et Schjølberg, S. (2014). Co-occurring development of early childhood communication and motor skills : results from a population-based longitudinal study. Child : Care, Health and Development, 40(1), 77-84. doi : 10.1111/cch.12003

Williams, N. A., Fournier, J., Coday, M., Richey, P. A., Tylavsky, F. A., et Hare, M. E. (2013). Body esteem, peer difficulties and perceptions of physical health in overweight and obese urban children aged 5 to 7 years. Child : Care, Health and Development, 39(6), 825-834. doi : 10.1111/j.1365-2214.2012.01401.x

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Relations éducatrices-parents

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Banerjee, R., et Luckner, J. (2014). Training needs of early childhood professionals who work with children and families who are culturally and linguistically diverse. Infants & Young Children, 27(1), 43-59. doi : 10.1097/IYC.0000000000000000

Rodriguez, R. J., et Elbaum, B. (2013). The role of student–teacher ratio in parents’ perceptions of schools’ engagement efforts. The Journal of Educational Research, 107(1), 69-80. doi : 10.1080/00220671.2012.753856

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Économie de la petite enfance

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Chiao, C., Chyu, L., et Ksobiech, K. (2013). Associations between birth health, maternal employment, and child care arrangement among a community sample of mothers with young children. Social Work in Public Health, 29(1), 42-53. doi : 10.1080/19371918.2011.619465

Ladd, H. F., Muschkin, C. G., et Dodge, K. A. (2014). From birth to school : early childhood initiatives and third-grade outcomes in North Carolina. Journal of Policy Analysis and Management, 33(1), 162-187. doi : 10.1002/pam.21734

Thompson, S. F., Lengua, L. J., Zalewski, M., et Moran, L. (2013). Income and the development of effortful control as predictors of teacher reports of preschool adjustment. Early Childhood Research Quarterly, 28(4), 784-793. doi : 10.1016/j.ecresq.2013.07.006

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JEU EN CONTEXTES ÉDUCATIFS

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Coyl-Shepherd, D. D., et Hanlon, C. (2013). Family play and leisure activities : correlates of parents' and children's socio-emotional well-being. International Journal of Play, 2(3), 254-272. doi : 10.1080/21594937.2013.855376          

 

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

www.qualitepetiteenfance.uqam.ca



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