Veille informationnelle 02-2014

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Veille
informationnelle

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Février 2014

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Qualité des contextes éducatifs de la petite enfance

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Berry, D., Blair, C., Ursache, A., Willoughby, M., Garrett-Peters, P., Vernon-Feagans, L., . . . Granger, D. A. (2014). Child care and cortisol across early childhood : context matters. Developmental Psychology, 50(2), 514-525. doi : 10.1037/a0033379

 

Grammatikopoulos, V., Gregoriadis, A., Tsigilis, N. et Zachopoulou, E. (2012). Parental conceptions of quality in Greek early childhood education. European Early Childhood Education Research Journal, 22(1), 134-148. doi : 10.1080/1350293x.2012.738868                         

 

Hu, B. Y., Zhou, Y. et Li, K. (2014). Pinpointing Chinese early childhood teachers' professional development needs through self-evaluation and external observation of classroom quality. Journal of Early Childhood Teacher Education, 35(1), 54-78. doi : 10.1080/10901027.2013.874386

 

Landry, S. H., Zucker, T. A., Taylor, H. B., Swank, P. R., Williams, J. M., Assel, M., . . . Klein, A. (2014). Enhancing early child care quality and learning for toddlers at risk : the responsive early childhood program. Developmental Psychology, 50(2), 526-541. doi : 10.1037/a0033494

 

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Développement cognitif et fonctions exécutives

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Fleck, B. K. B., Leichtman, M. D., Pillemer, D. B. et Shanteler, L. (2013). The effects of documentation on young children's memory. Early Childhood Research Quarterly, 28(3), 568-577. doi : 10.1016/j.ecresq.2013.03.001

Lillard, A. S. et Kavanaugh, R. D. (2014). The contribution of symbolic skills to the development of an explicit Theory of Mind. Child Development, n/a-n/a. doi : 10.1111/cdev.12227

Jeon, H.-J., Peterson, C. A. et DeCoster, J. (2013). Parent–child interaction, task-oriented regulation, and cognitive development in toddlers facing developmental risks. Journal of Applied Developmental Psychology, 34(6), 257-267. doi : 10.1016/j.appdev.2013.08.002

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Développement langagier, pragmatique et éveil à l’écrit

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Han, J. et Neuharth-Pritchett, S. (2013). Parents' interactions with preschoolers during shared book reading : three strategies for promoting quality interactions. Childhood Education, 90(1), 54-60. doi : 10.1080/00094056.2014.872516

Kultti, A. (2013). Mealtimes in Swedish preschools : pedagogical opportunities for toddlers learning a new language. Early Years, 34(1), 18-31. doi : 10.1080/09575146.2013.831399

Norling, M. (2013). Preschool staff's view of emergent literacy approaches in Swedish preschools. Early Child Development and Care, 184(4), 571-588. doi : 10.1080/03004430.2013.800511

Smith Watts, A. K., Patel, D., Corley, R. P., Friedman, N. P., Hewitt, J. K., Robinson, J. L. et Rhee, S. H. (2014). Testing alternative hypotheses regarding the association between behavioral inhibition and language development in toddlerhood. Child Development, n/a-n/a. doi : 10.1111/cdev.12219

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Développement socioémotionnel

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Barton, E. E., Steed, E. A., Strain, P., Dunlap, G., Powell, D. et Payne, C. J. (2014). An analysis of classroom-based and parent-focused social-emotional programs for young children. Infants & Young Children, 27(1), 3-29. doi : 10.1097/IYC.0000000000000001

Betts, L. R., Rotenberg, K. J. et Trueman, M. (2013). Young children's interpersonal trust consistency as a predictor of future school adjustment. Journal of Applied Developmental Psychology, 34(6), 310-318. doi : 10.1016/j.appdev.2013.09.003

Cigala, A., Venturelli, E. et Fruggeri, L. (2013). Family functioning in microtransition and socio-emotional competence in preschoolers. Early Child Development and Care, 184(4), 553-570. doi : 10.1080/03004430.2013.800053

Harrist, A. W., Achacoso, J. A., John, A., Pettit, G. S., Bates, J. E. et Dodge, K. A. (2014). Reciprocal and complementary sibling interactions : relations with socialization outcomes in the kindergarten classroom. Early Education and Development, 25(2), 202-222. doi : 10.1080/10409289.2014.848500

Rentzou, K. (2013). Preschool children's social and nonsocial play behaviours. Measurement and correlations with children's playfulness, behaviour problems and demographic characteristics. Early Child Development and Care, 184(4), 633-647. doi : 10.1080/03004430.2013.806496

Runions, K. C. et Shaw, T. (2013). Teacher–child relationship, child withdrawal and aggression in the development of peer victimization. Journal of Applied Developmental Psychology, 34(6), 319-327. doi : 10.1016/j.appdev.2013.09.002

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Développement physique et moteur 

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Reunamo, J., Hakala, L., Saros, L., Lehto, S., Kyhälä, A.-L. et Valtonen, J. (2013). Children’s physical activity in day care and preschool. Early Years, 34(1), 32-48. doi : 10.1080/09575146.2013.843507 

Soini, A., Tammelin, T., Sääkslahti, A., Watt, A., Villberg, J., Kettunen, T., . . . Poskiparta, M. (2013). Seasonal and daily variation in physical activity among three-year-old Finnish preschool children. Early Child Development and Care, 184(4), 589-601. doi : 10.1080/03004430.2013.804070

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Relations éducatrices-parents

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Able, H., Ghulamani, H., Mallous, R. et Glazier, J. (2014). Service learning : a promising strategy for connecting future teachers to the lives of diverse children and their families. Journal of Early Childhood Teacher Education, 35(1), 6-21. doi : 10.1080/10901027.2013.874383             

Fenton, A. et McFarland-Piazza, L. (2014). Supporting early childhood preservice teachers in their work with children and families with complex needs : a strengths approach. Journal of Early Childhood Teacher Education, 35(1), 22-38. doi : 10.1080/10901027.2013.874384          

Kellar-Guenther, Y., Rosenberg, S. A., Block, S. R. et Robinson, C. C. (2013). Parent involvement in early intervention : what role does setting play? Early Years, 34(1), 81-93. doi : 10.1080/09575146.2013.823382    

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Économie de la petite enfance

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Forry, N. D., Davis, E. E. et Welti, K. (2013). Ready or not : associations between participation in subsidized child care arrangements, pre-kindergarten, and Head Start and children's school readiness. Early Childhood Research Quarterly, 28(3), 634-644. doi : 10.1016/j.ecresq.2013.03.009

Kim, Y.-J. (2011). Head Start, 4 years after completing the program. Education Economics, 21(5), 503-519. doi : 10.1080/09645292.2011.607556

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Transition vers la maternelle

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Dockett, S. et Perry, B. (2013). Siblings and buddies : providing expert advice about starting school. International Journal of Early Years Education, 21(4), 348-361. doi : 10.1080/09669760.2013.867837

McDermott, P. A., Rikoon, S. H. et Fantuzzo, J. W. (2014). Tracing children’s approaches to learning through Head Start, kindergarten, and first grade : different pathways to different outcomes. Journal of Educational Psychology, 106(1), 200-213. doi : 10.1037/a0033547

Williford, A. P., Maier, M. F., Downer, J. T., Pianta, R. C. et Howes, C. (2013). Understanding how children's engagement and teachers' interactions combine to predict school readiness. Journal of Applied Developmental Psychology, 34(6), 299-309. doi : 10.1016/j.appdev.2013.05.002

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JEU EN contextes éducatifs

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Becker, B. (2014). How often do you play with your child? The influence of parents’ cultural capital on the frequency of familial activities from age three to six. European Early Childhood Education Research Journal, 22(1), 4-13. doi : 10.1080/1350293x.2013.865355

Reunamo, J., Lee, H.-C., Wang, L.-C., Ruokonen, I., Nikkola, T. et Malmstrom, S. (2013). Children's creativity in day care. Early Child Development and Care, 184(4), 617-632. doi : 10.1080/03004430.2013.806495

Wu, S. C. (2013). Practical and conceptual aspects of children’s play in Hong Kong and German kindergartens. Early Years, 34(1), 49-66. doi : 10.1080/09575146.2013.818936

 

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

www.qualitepetiteenfance.uqam.ca



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