Veille informationnelle 04-2014

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Veille
informationnelle

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Avril 2014

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Un petit rappel

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L'équipe de recherche Qualité éducative des services de garde et petite enfance tiendra deux colloques dans le cadre de l'ACFAS : Colloque 521, le mercredi 14 mai - Santé et petite enfance. Comment soutenir les saines habitudes de vie en contextes éducatifs? et Colloque 519, le jeudi 15 mai - Qualité des interactions dans les milieux éducatifs : diverses utilisations du CLASS (Classroom Assessment Scoring System). Nous vous y attendons en grand nombre.

 

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Qualité des contextes éducatifs de la petite enfance

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Choi, J. Y. et Dobbs-Oates, J. (2013). Childcare quality and preschoolers' math development. Early Child Development and Care, 184(6), 915-932. doi : 10.1080/03004430.2013.829822

Li, K., Hu, B. Y., Pan, Y., Qin, J. et Fan, X. (2014). Chinese Early Childhood Environment Rating Scale (trial) (CECERS) : a validity study. Early Childhood Research Quarterly, 29(3), 268-282. doi : 10.1016/j.ecresq.2014.02.007

Zan, B. et Donegan-Ritter, M. (2014). Reflecting, coaching and mentoring to enhance teacher–child interactions in Head Start classrooms. Early Childhood Education Journal, 42(2), 93-104. doi : 10.1007/s10643-013-0592-7

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Développement cognitif et fonctions exécutives

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Cuevas, K., Deater-Deckard, K., Kim-Spoon, J., Watson, A. J., Morasch, K. C. et Bell, M. A. (2014). What's mom got to do with it? Contributions of maternal executive function and caregiving to the development of executive function across early childhood. Developmental Science, 17(2), 224-238. doi : 10.1111/desc.12073

Devine, R. T. et Hughes, C. (2014). Relations between false belief understanding and executive function in early childhood : a meta-analysis. Child Development, n/a-n/a. doi : 10.1111/cdev.12237

Nievar, M. A., Moske, A. K., Johnson, D. J. et Chen, Q. (2014). Parenting practices in preschool leading to later cognitive competence : a family stress model. Early Education and Development, 25(3), 318-337. doi : 10.1080/10409289.2013.788426

ImageDéveloppement langagier, pragmatique et éveil à l’écrit

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Colmar, S. H. (2014). A parent-based book-reading intervention for disadvantaged children with language difficulties. Child Language Teaching & Therapy, 30(1), 79-90. doi : 10.1177/0265659013507296

Hilbert, D. et Eis, S. (2014). Early intervention for emergent literacy development in a collaborative community pre-kindergarten. Early Childhood Education Journal, 42(2), 105-113. doi : 10.1007/s10643-013-0588-3

Justice, L. M., McGinty, A. S., Zucker, T., Cabell, S. Q. et Piasta, S. B. (2013). Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils. Early Childhood Research Quarterly, 28(3), 496-508. doi : 10.1016/j.ecresq.2013.02.005

Milburn, T. F., Girolametto, L., Weitzman, E. et Greenberg, J. (2014). Enhancing preschool educators’ ability to facilitate conversations during shared book reading. Journal of Early Childhood Literacy, 14(1), 105-140. doi : 10.1177/1468798413478261

Salmon, L. (2014). Factors that affect emergent literacy development when engaging with electronic books. Early Childhood Education Journal, 42(2), 85-92. doi : 10.1007/s10643-013-0589-2

Sim, S. et Berthelsen, D. (2014). Shared book reading by parents with young children: evidence-based practice. Australasian Journal of Early Childhood, 39(1), 50-55

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Développement socioémotionnel

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Curby, T. W., Downer, J. T. et Booren, L. M. (2014). Behavioral exchanges between teachers and children over the course of a typical preschool day : testing bidirectional associations. Early Childhood Research Quarterly, 29(2), 193-204. doi : 10.1016/j.ecresq.2014.01.002

Friedman-Krauss, A. H., Raver, C. C., Morris, P. A. et Jones, S. M. (2014). The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate. Early Education and Development, 25(4), 530-552. doi : 10.1080/10409289.2013.817030

Montroy, J. J., Bowles, R. P., Skibbe, L. E. et Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298-309. doi : 10.1016/j.ecresq.2014.03.002

Paulus, M. (2014). The emergence of prosocial behavior : Why do infants and toddlers help, comfort, and share? Child Development Perspectives, n/a-n/a. doi : 10.1111/cdep.12066

Weaver, C., Shaw, D., Crossan, J., Dishion, T. et Wilson, M. (2014). Parent–child conflict and early childhood adjustment in two-Parent low-income families : parallel developmental processes. Child Psychiatry & Human Development, 1-14. doi : 10.1007/s10578-014-0455-5

Weller, D. et Lagattuta, K. H. (2014). Children's judgments about prosocial decisions and emotions : gender of the helper and recipient matters. Child Development, n/a-n/a. doi : 10.1111/cdev.12238

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Développement physique et moteur 

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Cosco, N. G., Moore, R. C. et Smith, W. R. (2013). Childcare outdoor renovation as a built environment health promotion strategy : evaluating the Preventing Obesity by Design intervention. American Journal of Health Promotion, 28(sp3), S27-S32. doi : 10.4278/ajhp.130430-QUAN-208

Derscheid, L. E., Kim, S.-Y., Zittel, L. L., Umoren, J. et Henry, B. W. (2014). Teachers’ self-efficacy and knowledge of healthy nutrition and physical activity practices for preschoolers : instrument development and validation. Journal of Research in Childhood Education, 28(2), 261-276. doi : 10.1080/02568543.2014.884027

Goodway, J. D., Famelia, R. et Bakhtiar, S. (2014). Future directions in physical education & sport : developing fundamental motor competence in the early years is paramount to lifelong physical activity. Asian Social Science, 10(5), 44-54.

Mehtälä, M. A., Sääkslahti, A., Inkinen, M. et Poskiparta, M. E. (2014). A socio-ecological approach to physical activity interventions in childcare : a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 11(1). doi : 10.1186/1479-5868-11-22

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Relations éducatrices-parents

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Arranz Freijo, E. B., Olabarrieta Artetxe, F., Manzano Fernández, A., Martín Ayala, J. l. et Galende Pérez, N. (2013). Etxadi–Gangoiti scale : a proposal to evaluate the family contexts of two-year-old children. Early Child Development and Care, 184(6), 933-948. doi : 10.1080/03004430.2013.829823

Colley, B. M. (2014). Voices from the Gambia : parents' perspectives on their involvement in their children's education. Childhood Education, 90(3), 212-218. doi : 10.1080/00094056.2014.910977

Laughlin, L. et Turner, T. (2014). Unvarnished documentation : a dialogue between teacher and parent in understanding a child's “bad” behavior. The New Educator, 10(1), 77-84. doi : 10.1080/1547688x.2014.868253

Swartz, M. I. et Easterbrooks, M. A. (2014). The role of parent, provider, and child characteristics in parent–provider relationships in infant and toddler classrooms. Early Education and Development, 25(4), 573-598. doi : 10.1080/10409289.2013.822229

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Économie de la petite enfance

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Benzies, K., Mychasiuk, R., Kurilova, J., Tough, S., Edwards, N. et Donnelly, C. (2014). Two-generation preschool programme : immediate and 7-year-old outcomes for low-income children and their parents. Child & Family Social Work, 19(2), 203-214. doi : 10.1111/j.1365-2206.2012.00894.x

Kottelenberg, M. J. et Lehrer, S. F. (2014). Do the perils of universal childcare depend on the child’s age? CESifo Economic Studies. doi : 10.1093/cesifo/ifu006

Paull, G. (2014). Can government intervention in childcare be justified? Economic Affairs, 34(1), 14-34. doi : 10.1111/ecaf.12062

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Jeu en contextes éducatifs

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Conner, J., Kelly-Vance, L., Ryalls, B. et Friehe, M. (2014). A play and language intervention for two-year-old children : implications for improving play skills and language. Journal of Research in Childhood Education, 28(2), 221-237. doi : 10.1080/02568543.2014.883452

Marjanovič-Umek, L., Fekonja-Peklaj, U. et Podlesek, A. (2013). The effect of parental involvement and encouragement on preschool children's symbolic play. Early Child Development and Care, 184(6), 855-868. doi : 10.1080/03004430.2013.820726

 

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

www.qualitepetiteenfance.uqam.ca



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