Veille informationnelle 06-2014

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Veille
informationnelle

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Juin 2014

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MESSAGES IMPORTANTS

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Chers partenaires et collègues, afin de nous aider à dresser le bilan de l’année qui se termine, nous vous invitons à répondre à un court sondage sur les différentes activités de notre équipe de recherche. Nous sommes toujours curieux de connaître votre point de vue, alors n’hésitez pas à nous faire part de vos commentaires et suggestions. Merci pour votre collaboration! 

L’envoi de la veille informationnelle fera relâche durant la période estivale. Nous vous remercions de nous avoir suivis assidûment toute l’année; votre fidélité a été très stimulante pour nous. Au plaisir de vous retrouver à l’automne. D’ici là, nous vous souhaitons un très bel été!

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Qualité des contextes éducatifs de la petite enfance

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Bauchmüller, R., Gørtz, M. et Rasmussen, A. W. (2014). Long-run benefits from universal high-quality preschooling. Early Childhood Research Quarterly, 29(4), 457-470. doi : 10.1016/j.ecresq.2014.05.009


Hamre, B., Hatfield, B., Pianta, R. et Jamil, F. (2014). Evidence for general and domain-specific elements of teacher–child interactions : Associations with preschool children's development. Child Development, 85(3), 1257-1274. doi : 10.1111/cdev.12184   

 

Pianta, R. C., DeCoster, J., Cabell, S., Burchinal, M., Hamre, B. K., Downer, J., . . . Howes, C. (2014). Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children. Early Childhood Research Quarterly, n/a-n/a. doi : 10.1016/j.ecresq.2014.06.001  

 

Yazejian, N. et Iruka, I. U. (2014). Associations among tiered quality rating and improvement system supports and quality improvement. Early Childhood Research Quarterly, n/a-n/a. doi : 10.1016/j.ecresq.2014.05.005 

 

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Développement cognitif et fonctions exécutives

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Becker, D. R., Miao, A., Duncan, R. et McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29(4), 411-424. doi : 10.1016/j.ecresq.2014.04.014

 

Demir, Ö. E. et Küntay, A. C. (2014). Cognitive and neural mechanisms underlying socioeconomic gradients in language development : New answers to old questions. Child Development Perspectives, 8(2), 113-118. doi : 10.1111/cdep.12069

 

Kuhn, L. J., Willoughby, M. T., Wilbourn, M. P., Vernon-Feagans, L., Blair, C. B. et The Family Life Project Key Investigators. (2014). Early communicative gestures prospectively predict language development and executive function in early childhood. Child Development, n/a-n/a. doi : 10.1111/cdev.12249

 

Legare, C. H. (2014). The contributions of explanation and exploration to children's scientific reasoning. Child Development Perspectives, 8(2), 101-106. doi : 10.1111/cdep.12070

 

Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., Newcombe, N. S., Filipowicz, A. T. et Chang, A. (2014). Deconstructing building blocks : Preschoolers' spatial assembly performance relates to early mathematical skills. Child Development, 85(3), 1062-1076. doi : 10.1111/cdev.12165

 

ImageDéveloppement langagier, pragmatique et éveil à l’écrit

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Baroody, A. E. et Diamond, K. E. (2014). Associations among preschool children’s classroom literacy environment, interest and engagement in literacy activities, and early reading skills. Journal of Early Childhood Research, n/a-n/a. doi : 10.1177/1476718x14529280

 

Dexter, C. A. et Stacks, A. M. (2014). A preliminary investigation of the relationship between parenting, parent-child shared reading practices, and child development in low-income families. Journal of Research in Childhood Education, 28(3), 394-410. doi : 10.1080/02568543.2014.913278

 

Malin, J. L., Cabrera, N. J. et Rowe, M. L. (2014). Low-income minority mothers’ and fathers’ reading and children's interest : Longitudinal contributions to children's receptive vocabulary skills. Early Childhood Research Quarterly, 29(4), 425-432. doi : 10.1016/j.ecresq.2014.04.010

 

Neumann, M. et Neumann, D. (2014). Touch screen tablets and emergent literacy. Early Childhood Education Journal, 42(4), 231-239. doi : 10.1007/s10643-013-0608-3

 

Pelatti, C. Y., Piasta, S. B., Justice, L. M. et O’Connell, A. (2014). Language- and literacy-learning opportunities in early childhood classrooms : Children's typical experiences and within-classroom variability. Early Childhood Research Quarterly, 29(4), 445-456. doi : 10.1016/j.ecresq.2014.05.004

 

Spencer, T. D., Kajian, M., Petersen, D. B. et Bilyk, N. (2014). Effects of an individualized narrative intervention on children’s storytelling and comprehension skills. Journal of Early Intervention. doi : 10.1177/1053815114540002

 

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Développement socioémotionnel

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Adamson, L. B., Bakeman, R., Deckner, D. F. et Nelson, P. B. (2014). From interactions to conversations : The development of joint engagement during early childhood. Child Development, 85(3), 941-955. doi : 10.1111/cdev.12189

 

Brocklebank, R., Bedford, H. et Griffiths, L. J. (2014). Social determinants of parent–child interaction in the UK. Child : Care, Health and Development, 40(4), 472-480. doi : 10.1111/cch.12090

 

Bryan, C. J., Master, A. et Walton, G. M. (2014). “Helping” versus “being a helper”: Invoking the self to increase helping in young children. Child Development, n/a-n/a. doi : 10.1111/cdev.12244

 

Heberle, A. E., Thomas, Y. M., Wagmiller, R. L., Briggs-Gowan, M. J. et Carter, A. S. (2014). The impact of neighborhood, family, and individual risk factors on toddlers’ disruptive behavior. Child Development, n/a-n/a. doi : 10.1111/cdev.12251

 

Lagattuta, K. H. (2014). Linking past, present, and future : Children's ability to Connect mental states and emotions across time. Child Development Perspectives, 8(2), 90-95. doi : 10.1111/cdep.12065

 

Levine, E. et Tamburrino, M. (2014). Bullying among young children : Strategies for prevention. Early Childhood Education Journal, 42(4), 271-278. doi : 10.1007/s10643-013-0600-y

 

Pilarz, A. R. et Hill, H. D. (2014). Unstable and multiple child care arrangements and young children's behavior. Early Childhood Research Quarterly, n/a-n/a. doi : 10.1016/j.ecresq.2014.05.007

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Développement physique et moteur

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Remmers, T., Broeren, S. M., Renders, C. M., Hirasing, R. A., van Grieken, A. et Raat, H. (2014). A longitudinal study of children's outside play using family environment and perceived physical environment as predictors. International Journal of Behavioral Nutrition and Physical Activity, 11(1), 76. doi : 10.1186/1479-5868-11-76

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Relations éducatrices-parents

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Alasuutari, M. (2014). Voicing the child? A case study in Finnish early childhood education. Childhood, 21(2), 242-259. doi : 10.1177/0907568213490205 

 

Döge, P. et Keller, H. (2014). Similarity of mothers’ and preschool teachers’ evaluations of socialization goals in a cross-cultural perspective. Journal of Research in Childhood Education, 28(3), 377-393. doi : 10.1080/02568543.2014.913279 

 

Heng, T. T. (2014). The nature of interactions between Chinese immigrant families and preschool staff : How culture, class, and methodology matter. Journal of Early Childhood Research, 12(2), 111-127. doi : 10.1177/1476718x13515423

 

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transition vers la maternelle

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Martoccio, T. L., Brophy-Herb, H. E. et Onaga, E. E. (2014). Road to readiness : Pathways from low-income children's early interactions to school readiness skills. Infants & Young Children, 27(3), 193-206. doi :  110.1097/IYC.0000000000000014

 

Swaminathan, S., Byrd, S., Humphrey, C., Heinsch, M. et Mitchell, M. (2014). Winning Beginnings Learning Circles : Outcomes from a three-year school readiness pilot. Early Childhood Education Journal, 42(4), 261-269. doi : 10.1007/s10643-013-0606-5

 

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Jeu en contextes éducatifs

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Jung, E. et Jin, B. (2014). Future professionals’ perceptions of play in early childhood classrooms. Journal of Research in Childhood Education, 28(3), 358-376. doi : 10.1080/02568543.2014.913277  

 

Pataki, K. W., Metz, A. E., & Pakulski, L. (2014). The effect of thematically related play on engagement in storybook reading in children with hearing loss. Journal of Early Childhood Literacy, 14(2), 240-264. doi : 10.1177/1468798413480516

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

www.qualitepetiteenfance.uqam.ca



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