Veille informationnelle 05-2014

Image

Image

Veille
informationnelle

Image

Mai 2014

Image

Qualité des contextes éducatifs de la petite enfance

Image

La Paro, K. M., Williamson, A. C. et Hatfield, B. (2014). Assessing quality in toddler classrooms using the CLASS-Toddler and the ITERS-R. Early Education and Development, 25(6), 875-893. doi : 10.1080/10409289.2014.883586

 

Sajaniemi, N., Suhonen, E., Hotulainen, R., Tormanen, M., Alijoki, A., Nislin, M. et Kontu, E. (2013). Demographic factors, temperament and the quality of the preschool environment as predictors of daily cortisol changes among Finnish six-year-old children. European Early Childhood Education Research Journal, 22(2), 286-306. doi : 10.1080/1350293x.2013.783303

 

Sandilos, L. E., DiPerna, J. C. et The Family Life Project Key Investigators. (2014). Measuring quality in kindergarten classrooms : structural analysis of the Classroom Assessment Scoring System (CLASS K–3). Early Education and Development, 25(6), 894-914. doi : 10.1080/10409289.2014.883588

 

 

 

Image

Développement cognitif et fonctions exécutives

Image

Berry, D., Blair, C., Ursache, A., Willoughby, M. T. et Granger, D. A. (2014). Early childcare, executive functioning, and the moderating role of early stress physiology. Developmental Psychology, 50(4), 1250-1261. doi : 10.1037/a0034700

 

Ensor, R., Devine, R. T., Marks, A. et Hughes, C. (2014). Mothers' cognitive references to 2-year-olds predict Theory of Mind at ages 6 and 10. Child Development, 85(3), 1222-1235. doi : 10.1111/cdev.12186

 

Keefe-Cooperman, K. et Brady-Amoon, P. (2014). Preschooler sleep patterns related to cognitive and adaptive functioning. Early Education and Development, 25(6), 859-874. doi : 10.1080/10409289.2014.876701

 

ImageDéveloppement langagier, pragmatique et éveil à l’écrit

Image

Brand, S., Marchand, J., Lilly, E. et Child, M. (2014). Home–school literacy bags for twenty-first century preschoolers. Early Childhood Education Journal, 42(3), 163-170. doi : 10.1007/s10643-013-0603-8

 

Dickinson, D. K., Hofer, K. G., Barnes, E. M. et Grifenhagen, J. F. (2014). Examining teachers’ language in Head Start classrooms from a systemic linguistics approach. Early Childhood Research Quarterly, 29(3), 231-244. doi : 10.1016/j.ecresq.2014.02.006

 

Gettinger, M. et Stoiber, K. C. (2014). Increasing opportunities to respond to print during storybook reading : effects of evocative print-referencing techniques. Early Childhood Research Quarterly, 29(3), 283-297. doi : 10.1016/j.ecresq.2014.03.001

 

Martucci, K. (2014). Shared storybook reading in the preschool setting and considerations for young children’s Theory of Mind development. Journal of Early Childhood Research. doi : 10.1177/1476718x14523750

 

Roseberry, S., Hirsh-Pasek, K. et Golinkoff, R. M. (2014). Skype me! Socially contingent interactions help toddlers learn language. Child Development, 85(3), 956-970. doi : 10.1111/cdev.12166

 

Yeo, L. S., Ong, W. W. et Ng, C. M. (2014). The home literacy environment and preschool children's reading skills and interest. Early Education and Development, 25(6), 791-814. doi : 10.1080/10409289.2014.862147

 

 

Image

Développement socioémotionnel

Image

Han, H. (2014). Supporting early childhood teachers to promote children’s social competence : components for best professional development practices. Early Childhood Education Journal, 42(3), 171-179. doi : 10.1007/s10643-013-0584-7

 

Kårstad, S. B., Kvello, Ø., Wichstrøm, L. et Berg-Nielsen, T. S. (2014). What do parents know about their children's comprehension of emotions? Accuracy of parental estimates in a community sample of pre-schoolers. Child : Care, Health and Development, 40(3), 346-353. doi : 10.1111/cch.12071

 

Köymen, B., Lieven, E., Engemann, D. A., Rakoczy, H., Warneken, F. et Tomasello, M. (2014). Children's norm enforcement in their interactions with peers. Child Development, 85(3), 1108-1122. doi : 10.1111/cdev.12178

 

Marshall, S. L., Parker, P. D., Ciarrochi, J. et Heaven, P. C. L. (2014). Is self-esteem a cause or consequence of social support? A 4-year longitudinal study. Child Development, 85(3), 1275-1291. doi : 10.1111/cdev.12176

 

Spilt, J. L., van Lier, P. A. C., Leflot, G., Onghena, P. et Colpin, H. (2014). Children's social self-concept and internalizing problems : the influence of peers and teachers. Child Development, 85(3), 1248-1256. doi : 10.1111/cdev.12181

 

Image

Développement physique et moteur 

ImageHu, B. Y., Kong, Z. et Roberts, S. K. (2014). The policies and practice of preschoolers' outdoor play : a Chinese perspective on greeting the Millennium. Childhood Education, 90(3), 202-211. doi : 10.1080/00094056.2014.910378


Kirk, S., Vizcarra, C., Looney, E. et Kirk, E. (2014). Using physical activity to teach academic content : a study of the effects on literacy in Head Start preschoolers. Early Childhood Education Journal, 42(3), 181-189. doi : 10.1007/s10643-013-0596-3


Vale, S., Ricardo, N., Soares-Miranda, L., Santos, R., Moreira, C. et Mota, J. (2014). Parental education and physical activity in pre-school children. Child : Care, Health and Development, 40(3), 446-452. doi : 10.1111/cch.12041

Image

Relations éducatrices-parents

Image

Birbili, M. et Tzioga, K. (2014). Involving parents in children’s assessment : lessons from the Greek context. Early Years, 34(2), 161-174. doi : 10.1080/09575146.2014.894498

 

Rintakorpi, K., Lipponen, L. et Reunamo, J. (2014). Documenting with parents and toddlers : a Finnish case study. Early Years, 34(2), 188-197. doi : 10.1080/09575146.2014.903233

 

Image

transition vers la maternelle

Image

McDermott, P. A., Watkins, M. W., Rovine, M. J. et Rikoon, S. H. (2014). Informing context and change in young children's sociobehavioral development – The national Adjustment Scales for Early Transition in Schooling (ASETS). Early Childhood Research Quarterly, 29(3), 255-267. doi : 10.1016/j.ecresq.2014.02.004

 

McIntyre, L., Eckert, T., Arbolino, L., DiGennaro Reed, F. et Fiese, B. (2014). The transition to kindergarten for typically developing children : a survey of school psychologists’ involvement. Early Childhood Education Journal, 42(3), 203-210. doi : 10.1007/s10643-013-0593-6

 

Image

jeu en contextes éducatifs

Image

Bulotsky-Shearer, R. J., Bell, E. R., Carter, T. M. et Dietrich, S. L. R. (2014). Peer play interactions and learning for low-income preschool children : the moderating role of classroom quality. Early Education and Development, 25(6), 815-840. doi : 10.1080/10409289.2014.864214

 

Morrissey, A.-M. (2014). Scaffolding, analysis and materials : contributing factors in an unexpected finding of advanced infant/toddler pretend play? Journal of Early Childhood Research, 12(2), 195-213. doi : 10.1177/1476718x13515428

 

 

 

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

www.qualitepetiteenfance.uqam.ca



Image