Veille informationnelle 03-2014

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Veille
informationnelle

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Mars 2014

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Qualité des contextes éducatifs de la petite enfance

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Crawford, A. D., Zucker, T. A., Williams, J. M., Bhavsar, V. et Landry, S. H. (2013). Initial validation of the prekindergarten Classroom Observation Tool and goal setting system for data-based coaching. School Psychology Quarterly, 28(4), 277-300. doi : 10.1037/spq0000033

 

De Haan, A. K. E., Elbers, E. et Leseman, P. P. M. (2013). Teacher- and child-managed academic activities in preschool and kindergarten and their Influence on children's gains in emergent academic skills. Journal of Research in Childhood Education, 28(1), 43-58. doi : 10.1080/02568543.2013.851750

 

Lee, R., Zhai, F., Brooks-Gunn, J., Han, W.-J. et Waldfogel, J. (2014). Head start participation and school readiness : evidence from the Early Childhood Longitudinal Study–Birth Cohort. Developmental Psychology, 50(1), 202-215. doi : 10.1037/a0032280

 

Miller, E. B., Farkas, G., Vandell, D. L. et Duncan, G. J. (2014). Do the effects of Head Start vary by parental preacademic stimulation? Child Development, n/a-n/a. doi : 10.1111/cdev.12233

 

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Développement cognitif et fonctions exécutives

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Blair, C., Raver, C. C. et Berry, D. J. (2014). Two approaches to estimating the effect of parenting on the development of executive function in early childhood. Developmental Psychology, 50(2), 554-565. doi : 10.1037/a0033647

Cuevas, K. et Bell, M. A. (2014). Infant attention and early childhood executive function. Child Development, 85(2), 397-404. doi : 10.1111/cdev.12126

Fuhs, M. W., Farran, D. C. et Nesbitt, K. T. (2013). Preschool classroom processes as predictors of children’s cognitive self-regulation skills development. School Psychology Quarterly, 28(4), 347-359. doi : 10.1037/spq0000031

Hsiao, C. et Richter, L. M. (2014). Early mental development as a predictor of preschool cognitive and behavioral development in South Africa : the moderating role of maternal education in the Birth to Twenty Cohort. Infants et Young Children, 27(1), 74-87 doi : 10.1097/IYC.0000000000000002

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Développement langagier, pragmatique et éveil à l’écrit

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Chong, W. H., Moore, D. W., Nonis, K. P., Tang, H. N., Koh, P. et Wee, S. (2014). Mission I'm Possible : effects of a community-based project on the basic literacy skills of at-risk kindergarteners. Infants et Young Children, 27(1), 60-73. doi : 10.1097/IYC.1090b1013e3182a60281

Edwards, C. M. (2014). Maternal literacy practices and toddlers’ emergent literacy skills. Journal of Early Childhood Literacy, 14(1), 53-79. doi : 10.1177/1468798412451590

Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., Fogarty, M. et Simmons, L. (2014). Enhancing preschool children's vocabulary : effects of teacher talk before, during and after shared reading. Early Childhood Research Quarterly, 29(2), 214-226. doi : 10.1016/j.ecresq.2013.11.001

Huang, F. L., Tortorelli, L. S. et Invernizzi, M. A. (2014). An investigation of factors associated with letter-sound knowledge at kindergarten entry. Early Childhood Research Quarterly, 29(2), 182-192. doi : 10.1016/j.ecresq.2014.02.001

Sandvik, J. M., van Daal, V. H. et Adèr, H. J. (2014). Emergent literacy : preschool teachers’ beliefs and practices. Journal of Early Childhood Literacy, 14(1), 28-52. doi : 10.1177/1468798413478026

Skeat, J., Wake, M., Ukoumunne, O. C., Eadie, P., Bretherton, L. et Reilly, S. (2014). Who gets help for pre-school communication problems? Data from a prospective community study. Child: Care, Health and Development, 40(2), 215-222. doi : 10.1111/cch.12032

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Développement SOCIOÉMOTIONNEL

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Bierman, K. L., Kalvin, C. B. et Heinrichs, B. S. (2014). Early childhood precursors and adolescent sequelae of grade school peer rejection and victimization. Journal of Clinical Child et Adolescent Psychology, 1-13. doi : 10.1080/15374416.2013.873983

Garner, P. W., Mahatmya, D., Moses, L. K. et Bolt, E. N. (2014). Associations of preschool type and teacher–child relational quality with young children's social-emotional competence. Early Education and Development, 25(3), 399-420. doi : 10.1080/10409289.2013.801706

Gokiert, R. J., Georgis, R., Tremblay, M., Krishnan, V., Vandenberghe, C. et Lee, C. (2014). Evaluating the adequacy of social-emotional measures in early childhood. Journal of Psychoeducational Assessment. doi : 10.1177/0734282913516718

Hastings, P. D., Kahle, S. et Nuselovici, J. M. (2014). How well socially wary preschoolers fare over time depends on their parasympathetic regulation and socialization. Child Development, n/a-n/a. doi : 10.1111/cdev.12228

Kramer, L. (2014). Learning emotional understanding and emotion regulation through sibling interaction. Early Education and Development, 25(2), 160-184. doi : 10.1080/10409289.2014.838824

Ştefan, C. A. et Miclea, M. (2014). Effectiveness of the social-emotional prevention program as a function of children's baseline risk status. European Early Childhood Education Research Journal, 22(1), 14-44. doi : 10.1080/1350293x.2013.865359

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Développement physique et moteur 

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Lanigan, J. (2014). Physical activity for young children : a quantitative study of child care providers’ knowledge, attitudes, and health promotion practices. Early Childhood Education Journal, 42(1), 11-18. doi : 10.1007/s10643-013-0583-8

Stegelin, D., Anderson, D., Kemper, K., Wagner, J. et Evans, K. (2014). Exploring daily physical activity and nutrition patterns in early learning settings : snapshots of young children in Head Start, primary, and after-school settings. Early Childhood Education Journal, 42(2), 133-142. doi : 10.1007/s10643-013-0599-0

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Économie de la petite enfance

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Ebbeck, M., Teo, G., Tan, C. et Goh, M. (2014). Relooking assessment : a study on assessing developmental learning outcomes in toddlers. Early Childhood Education Journal, 42(2), 115-123. doi : 10.1007/s10643-013-0602-9

Fernandes, S. (2013). The World Bank’s position on early child education in Brazil : a critical assessment of contributions and shortcomings. Journal of Education Policy, 29(2), 263-279. doi : 10.1080/02680939.2013.825328

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

Vesely, C. K. (2013). Low-income African and Latina immigrant mothers’ selection of early childhood care and education (ECCE): Considering the complexity of cultural and structural influences. Early Childhood Research Quarterly, 28(3), 470-486. doi : 10.1016/j.ecresq.2013.02.001

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 TRANSITION VERS LA MATERNELLE

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Iruka, I. U., Gardner-Neblett, N., Matthews, J. S. et Winn, D.-M. C. (2014). Preschool to kindergarten transition patterns for African American boys. Early Childhood Research Quarterly, 29(2), 106-117. doi : 10.1016/j.ecresq.2013.11.004

Robinson, C. et Diamond, K. (2014). A quantitative study of Head Start children’s strengths, families’ perspectives, and teachers’ ratings in the transition to kindergarten. Early Childhood Education Journal, 42(2), 77-84. doi : 10.1007/s10643-013-0587-4

Willis, E. et Dinehart, L. H. (2013). Contemplative practices in early childhood : implications for self-regulation skills and school readiness. Early Child Development and Care, 184(4), 487-499. doi : 10.1080/03004430.2013.804069

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 JEU EN CONTEXTES ÉDUCATIFS

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Howe, N., Abuhatoum, S., et Chang-Kredl, S. (2013). “Everything's upside down. We'll call it
Upside Down Valley!”: siblings’ creative play themes, object use, and language during pretend play. Early Education and Development, 25(3), 381-398. doi : 10.1080/10409289.2013.773254

Lindsey, E. W. (2014). Physical activity play and preschool children's peer acceptance : distinctions between rough-and-tumble and exercise play. Early Education and Development, 25(3), 277-294. doi : 10.1080/10409289.2014.890854

 

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

www.qualitepetiteenfance.uqam.ca



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