Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Bosire, J. P. O., Daro, A. M., Gallagher, K. C. et Caddell, K. D.
(2025). Expanding the child care table of influence: Reaching under-resourced families to understand their needs and barriers to accessing early childhood care and education.
Children and Youth Services Review, 168, article 108056.
Tang, A., Rankin, P., Staton, S. et Thorpe, K.
(2024). Access to high-quality early care and education: Analysis of Australia's national integrated data.
Early Childhood Research Quarterly, 67(2^e quartier), 352-362.
Yang, H.
(2024). What Factors Drive School Districts to Adopt Universal Pre-Kindergarten (UPK): Evidence from Wisconsin.
Early Education and Development, 35(4), 805-823.
DeBaryshe, B. D., Im, S., Azuma, J., Stern, I., Nguyen, M. et Chen, Q.
(2024). Close to home: Family-centered spatial analysis of access to early care and education.
Early Childhood Research Quarterly, 68(3^equartier), 123-134.
Weixler, L., Valant, J., Doromal, J. B. et Gerry, A.
(2024). Increasing access in the ECE enrollment process: Evidence from an information intervention in New Orleans.
Early Childhood Research Quarterly, 68(3^e quartier), 54-64.
Betancur, L., Choi, J. Y. et Rouse, H. L.
(2024). Prevalence and predictors of multiple, concurrent public early childhood education utilization among head start children.
Children and Youth Services Review, 163, article 107788.
Halle, T., Tang, J., Maxfield, E. T., Gerson, C. S., Verhoye, A., Madill, R., Piña, G., Gottesman, P. B., Solomon, B., Caballero-Acosta, S., Lin, Y.-C., Fuller, J. et Kelley, S.
(2024). Expanding access to high-quality early care and education for families with low income in Maryland through child care subsidy policies.
Early Childhood Research Quarterly, 69(4^equartier), 1-12.
Gonzalez, K., Sabol, T. J. et Schanzenbach, D. W.
(2024). Impact of the Chicago universal pre-kindergarten expansion: Effects on pre-kindergarten capacity and enrollment and implications for equity.
Early Childhood Research Quarterly, 69(4^e quartier), 154-165.
Tan, P. Z., Aralis, H., Ijadi-Maghsoodi, R., Wang, E., Kataoka, S. H., Miller, K., Sinclair, M., Gorospe, C. M., Delja, J. R., Barrera, W., Lee, S.-J., Mogil, C., Milburn, N. et Paley, B.
(2024). Advancing equitable access to high quality early childhood education through a trauma- and resilience-informed community schools approach.
Early Childhood Research Quarterly, 69(4^equartier), 111-121.
Stephens, C. M., Crosby, D. A. et Smith, J. M.
(2024). Accessibility of the early care and education supply: Variation within the center-based provider sector.
Children and Youth Services Review, 164, article 107846.
Massing, C., Gyan, C., Giesbrecht, C.J. Kikulwe, D. et Ghadi, N.
(2024). Preferences and Challenges in Access to Childcare Programs: A Mixed-Methods Study with Newcomers to Canada.
International Journal of Early Childhood, 56(3), 421-441.
Miller, E.B., Roby, E., Bratsch-Hines, M. et Blair, C. B.
(2024). Maternal Literacy Skills and Children’s Kindergarten Outcomes in Rural Communities with Low Incomes: The Moderating Role of Hours in Child Care.
Journal of Child and Family Studies, 33(12), 3889-3903.
Reda, T. A., Fahie, D. et Saleendran, P. T.
(2024). Who cares? The provision of early childhood care and education (ECCE) in Wolaita zone, southern Ethiopia.
Education 3-13, 52(8), 1164-1177.
Pietropoli, I. et Triventi, M.
(2023). What drives early childhood education attendance? The role of structural factors and personal beliefs in Germany.
Children and Youth Services Review, 150, article 107035.
Rao, N., Ranganathan, N., Kaur, R. et Mukhopadhayay, R.
(2021). Fostering equitable access to quality preschool education in India: challenges and opportunities.
International Journal of Child Care and Education Policy, 15(1), article 9.
Gerlach, A., Gulamhusein, S., Varley, L. et Perron, M.
(2021). Structural Challenges & Inequities in Operating Urban Indigenous Early Learning and Child Care Programs in British Columbia.
Journal of Childhood Studies, 46(2), 1-19.
Archambault, J., Côté, D. et Raynault, M.-F.
(2020). Early Childhood Education and Care Access for Children from Disadvantaged Backgrounds: Using a Framework to Guide Intervention.
Early Childhood Education Journal, 48(3), 345-352.
Gordon, R. A., Sheridan, K., Bates, J., de Souza, S. et Pradzinski, A.
(2020). Child care arrangements and gender: A national portrait of preschool-aged children.
Early Childhood Research Quarterly, 53, 40-49.
Su, Y., Lau, C. et Rao, N.
(2020). Early education policy in China: Reducing regional and socioeconomic disparities in preschool attendance.
Early Childhood Research Quarterly, 53, 11-22.
Sipple, J. W., McCabe, L. A. et Casto, H. G.
(2020). Child care deserts in New York State : Prekindergarten implementation and community factors related to the capacity to care for infants and toddlers.
Early Childhood Research Quarterly, 51, 167‑177.
CityHealth
(2019). Pre-K in American Cities Quality and Access Grow, but Cities are Missing Opportunities to Create Lasting Benefits for their Youngest Learners.
The National Institute for Early Education Research at the Graduate School of Education.
Findlay, L. C.
(2019). Les services d’apprentissage et de garde des jeunes enfants de 0 à 5 ans dans les provinces et les territoires.
Statistiques Canada
Ghosh, S.
(2019). Inequalities in Demand and Access to Early Childhood Education in India.
International Journal of Early Childhood, 51(2), 145-161.
Mathieu, S.
(2019). La transformation de l’offre de services de garde au Québec : Une brèche dans la collectivisation du travail de reproduction sociale?
Revue Canadienne de Sociologie, 56(2), 204-223.
Orri, M., Tremblay, R. E., Japel, C., Boivin, M., Vitaro, F., Losier, T., Brendgen, M. R., Falissard, B., Melchior, M. et Côté, S. M.
(2019). Early childhood child care and disruptive behavior problems during adolescence: a 17‐year population‐based propensity score study.
Journal of child psychology and psychiatry, 60(11), 1174-1182.
Varmuza, P., Perlman, M. et White, L. A.
(2019). Understanding early childhood education and care utilization in Canada : Implications for demand and oversight.
International Journal of Child Care and Education Policy, 13(1), 1-22.
Weixler, L. B., Lincove, J. A. et Gerry, A.
(2019). The Provision of Public Pre-K in the Absence of Centralized School Management.
American Educational Research Journal, 56(6), 2439‑2473.
Gülzau, F.
(2018). (Un)equal from the start? A quantitative analysis of preschool children’s participation in organised activities in Germany.
European Early Childhood Education Research Journal, 26(6), 855-872.
Japel, C. et Friendly, M.
(2018). Inequalities in Access to Early Childhood Education and Care in Canada. The Equal Access Study.
Munich, Allemagne: Deutsches Jugendinstitut e.V.
Underwood, K., Frankel, E., Spalding, K. et Brophy, K.
(2018). Is the right to early intervention being honoured? A study of family experiences with early childhood services.
Canadian Journal of Children’s Rights / Revue canadienne des droits des enfants, 5(1), 57-70.
Ünver, Ö., Bircan, T. et Nicaise, I.
(2018). Perceived accessibility of childcare in Europe: a cross-country multilevel study.
International Journal of Child Care and Education Policy, 12(5), 1-30.
Anderson, S. et Mikesell, M.
(2017). Child care type, access, and quality in rural areas of the United States: A review.
Early Child Development and Care, 1-15.
General Manager, Children's Services and General Manager, Economic Development and Culture
(2017). The Economic and Social Impacts of an Accessible, High Quality Child Care System in Toronto.
Rapport de recherche.
Petitclerc, A., Côté, S., Doyle, O., Burchinal, M., Herba, C., Zachrisson, H. D., Boivin, M., Tremblay, R. E., Tiemeier, H., Jaddoe, C. et Raat, H.
(2017). Who uses early childhood education and care services? Comparing socioeconomic selection across five western policy contexts.
International Journal of Child Care and Education Policy, 11(1), 1-24.
Amerijckx, G. et Humblet, P. C.
(2015). The transition to preschool: a problem or an opportunity for children? A sociological perspective in the context of a ‘split system’.
European Early Childhood Education Research Journal, 23(1), 99‑111.
Hatfield, B. E., Lower, J. K., Cassidy, D. J. et Faldowski, R. A.
(2015). Inequities in access to quality early care and education: Associations with funding and community context.
Early Childhood Research Quarterly, 30, Part B, 316‑326.
Sibley, E., Dearing, E., O Toppelberg, C., Mykletun, A. et Zachrisson, H. D.
(2015). Do increased availability and reduced cost of early cildhood care and education narrow social inequality gaps in utilization? Evidence from Norway.
International Journal of Child Care and Education Policy, 9(1), 1-20.
Grace, R., Bowes, J. et Elcombe, E.
(2014). Child Participation and Family Engagement with Early Childhood Education and Care Services in Disadvantaged Australian Communities.
International Journal of Early Childhood, 46(2), 271‑298.
Vandenbroeck, M. et Lazzari, A.
(2014). Accessibility of early childhood education and care: a state of affairs.
European Early Childhood Education Research Journal, 22(3), 327‑335.
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.

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