Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Kucirkova, N. et Grøver, V.
(2024). The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children.
Early Childhood Education Journal, 52(1), 221-230.
Lai, J., Ji, X. R., Joshi, R. M. et Zhao, J.
(2024). Investigating Parental Beliefs and Home Literacy Environment on Chinese Kindergarteners’ English Literacy and Language Skills.
Early Childhood Education Journal, 52(1), 113-126.
Rabin, J., Vaughn, L., Trott, C. et Jacquez, F.
(2024). Exploring Parental Perceptions of Early Childhood Education Among Spanish-Speaking Latinx Families.
Early Childhood Education Journal, 52(1), 139-154.
Moon-Seo, S. K., Munsell, S. E. et Kim, N.
(2024). Mothers’ and Fathers’ Perceptions of Children’s Play.
Early Childhood Education Journal, 52(2), 373-385.
Shamsudin, I. D., Kadar, M., Rasdi, H. F. M., Brown, T., Bacotang, J. et Dzainudin, M.
(2024). Pretend play of young children in the Malaysian context.
International Journal of Early Years Education, 32(1), 37-51.
Vandenbroeck, M.
(2024). Être parent dans notre monde néolibéral.
Érès.
Ben Soussan, P.
(2024). Les colères de bébé.
Spirale, 108(4), numéro thématique.
Byun, S., Jeong, J. Y. et Jeon, L.
(2024). Changes in Early Care and Education Settings Amid COVID-19: Voices of Parents.
Early Education and Development, 35(3), 476-499.
Duflos, M., Lane, J. et Brussoni, M.
(2024). Motivations and challenges for grandparent–grandchild outdoor play in early childhood: Perception of Canadian grandparents.
Family Relations, 73(2), 1107-1120.
Kang, V. Y., Coba-Rodriguez, S. et Kim, S.
(2024). “We need to prepare and adjust”: The school readiness beliefs and practices of Korean families with preschool-aged children.
Early Childhood Research Quarterly, 67(2^e quartier), 55-66.
Kong, P.A., Zhang, X., Sachdev, A. et Yu, X.
(2024). Learning the Rules: Chinese Immigrant Parents’ Involvement During Their Children’s Transition to Kindergarten.
Early Childhood Education Journal, 52(4), 681-691.
Rogers, A. A., Shawcroft, J., Stockdale, L. A., Coyne, S. M. et Fraser, A. M.
(2024). Trajectories of parents' gendered play attitudes during early childhood and implications for children's gender development.
Child Development, 95(2), 428-446.
Jegatheeswaran, C., Burns, S., Jenkins, J. et Perlman, M.
(2024). Influence of Maternal Cognitions on Child Mental Health and Educational Experiences at Home During COVID-19.
Early Education and Development, 35(5), 900-913.
Stevens, E. K., Aziz, S., Wuensch, K. L. et Walcott, C.
(2024). Caregivers of Children with Special Healthcare Needs: A Quantitative Examination of Work-Family Culture, Caregiver Burden, and Work-Life Balance.
Journal of Child and Family Studies, 33(5), 1365-1377.
Tympa, E., Karavida, V., Kanellopoulou, E. et Nousia, A.
(2024). Perspectives on intergenerational playing: viewpoints of grandparents and teachers in a Greek preschool context.
International Journal of Play, 13(1), 41-55.
Burns, S., Falenchuk, O., McMullen, E. et Perlman, M.
(2024). Instability in Early Childhood Education Arrangements from Birth to 30 Months of Age: Associations with Children’s Mental Health.
Early Childhood Education Journal, 52(6), 1259-1271.
Gaspar, C. et Jahromi, L.
(2024). Parent perspectives of early childhood special education transition - a systematic review.
Infants & Young Children, 37(3), 193-215.
Hjern, A., Lindfors, A., Sarkadi, A., Bergqvist, K. et Bergström, M.
(2024). Child behaviour is a main concern for parents of 3-year-olds.
Acta Paediatrica, 113(8), 1860-1867.
O'Brien, K., Agostino, J., Ciszek, K. et Douglas, K. A.
(2024). Risk of behavioural and developmental difficulties in early childhood in the Australian Capital Territory.
Child: Care, Health and Development, 50(5), e13314.
Taylor, C. L., Jose, K., van de Lageweg, W. I. et Christensen, D.
(2024). Tasmania’s child and family centres: a place-based early childhood services model for families and children from pregnancy to age five.
Early Child Development and Care, 187(10), 1496-1510.
Tympa, E., Karavida, V. et Siaviki, A.
(2024). “You’ve Got a Friend in Me”—An Exploratory Study on Greek Parents’ Views on Their Children’s Friendships at the Preschool Setting.
Child Care in Practice, 30(3), 368-383.
Villar-Aldonza, A., Mancebón, M. J. et Sancho, J. M. G.
(2024). Factors Explaining the Schooling of Children Under 3 Years of Age: Evidence from Spain.
Early Childhood Education Journal, 52(6), 1071-1082.
Chang, Y.-C., Hunt, N. et Dodds, R.
(2023). Building Better Bridges – Perceptions of transition from early intervention programs to preschool from culturally and linguistically diverse parents, early interventionist, and preschool special educators.
Infants & Young Children, 36(2), 164-174.
Harvey, H. et Wennerstrom, E. K.
(2023). Hearing their voices: Parents’ perceptions of preschool special education evaluations with dual-langage learners.
Topics in Early Childhood Special Education, 43(1), 46-59.
Li, L.-W., McWayne, C. M. et Mistry, J.
(2023). Parent and teacher perspectives about preschool children’s natural learning opportunities in two immigrant Head Start communities.
Journal of Early Childhood Teacher Education, 44(1), 42-65.
Oudatzis, N., Tzikas, K. et Poulos, C.
(2023). ‘What are the goals of kindergarten?’ Consistency of teachers’ and parents’ beliefs about kindergarten goals.
Journal of Childhood, Education & Society, 4(1), 95–113.
Puk, T.
(2023). Nurturing embodied experience: risk-tolerant parental attitudes towards nature-based children’s learning.
Education 3-13, 51(2), 200-211.
Li, Y., Devlieghere, J., Li, J. et Vandenbroeck, M.
(2023). Parental Involvement in early childhood education and care: exploring parents’ perspectives in rural China.
European Early Childhood Education Research Journal, 31(3), 343-358.
Aydilek Çiftçi, M. et Yücesan, Y.
(2023). The perceptions of early childhood children and parents towards children’s participation rights: ‘Yes, I and I Disagree!’.
Children & Society, 37(3), 689-704.
Forrest, D., Lee, A., Hegde, A. V., Dev, D., Saum, D., McMillan, V. et Stage, V. C.
(2023). Engaging with health programming in head start: Parents’ perspectives.
Journal of Early Childhood Research, 21(3), 355-368.
Gridley, N.
(2023). Parental perceptions of an indoor bouldering programme for toddlers and pre-schoolers in England: an initial exploratory study.
Journal of Adventure Education and Outdoor Learning, 23(4), 416-432.
Lieb, J., Classen, A., Wright, L. et Filce, H.
(2023). Family experiences of engagement in inclusive childcare programs for toddlers.
Journal of Childhood, Education & Society, 4(2), 193-218.
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.
Pimentel, M., McIsaac, J.-L., Watson, C., Stirling-Cameron, E., Hickens, N. et Hamilton-Hinch, B.
(2023). Amplifying the Encounters of Young Black Children with Anti-Black Racism: An Exploration of Parents’ and Early Childhood Educators’ Perspectives on Early Learning and Child Care Environments.
Journal of Childhood Studies, 48(4), 38-55.
Sollars, V.
(2023). Children’s achievements in ECEC: parents’ expectations.
International Journal of Early Years Education, 31(3), 627-644.
Tadeu, B. et Lopes, A.
(2023). Parental decision-making for a baby room in daycare centres: conceptions, motivations and influential factors.
International Journal of Early Years Education, 31(4), 1003-1017.
van Leer, K. F. et Coley, R. L.
(2023). Early childhood education decision-making among Latinx foreign-born parents in the United States: A culturally-informed model of decision-making.
Children and Youth Services Review, 151, article 107046.
van Trijp, C. P. J., Broekhuizen, M. L., Moser, T., Barata, M. C., Aguiar, C. et the CARE research team
(2023). Parental perspectives on ECEC settings that foster child well-being: a comparison across nine European countries.
International Journal of Early Years Education, 31(3),579-597.
Ehrman, P., Ellis, A. et Purpura, D. J.
(2023). Goldilocks and the home mathematics environment: Parents' rate activities ‘too easy,’ ‘just right,’ or ‘too hard’ across early development.
Infant and Child Development, 32(6), article e2458.
Robitaille, C. et Dumais, C.
(2023). Point de vue de parents d’enfants présentant des besoins considérés particuliers sur la collaboration école-famille à la maternelle 4 ans.
Revue canadienne des jeunes chercheur(e)s en éducation, 14(2), 23-31.
Liu, C. et Hoa Chung, K. K.
(2022). Effects of fathers’ and mothers’ expectations and home literacy involvement on their children’s cognitive–linguistic skills, vocabulary, and word reading.
Early Childhood Research Quarterly, 60, 1‑12.
Bartoli, B., Joshi, C. et Wolf, S.
(2022). Parental engagement in Ghanaian pre-primary schools: A mixed-methods study.
International Journal of Educational Research, 112, article 101926.
Beatson, R., Molloy, C., Fehlberg, Z., Perini, N., Harrop, C. et Goldfeld, S.
(2022). Early Childhood Education Participation: A Mixed-Methods Study of Parent and Provider Perceived Barriers and Facilitators.
Journal of Child and Family Studies, 31, 2929-2946.
Chng, A., Waniganayake, M. et Andrews, R.
(2022). Inviting inquiry on pedagogical documentation in Singapore: perspectives of parents and teachers.
European Early Childhood Education Research Journal, 30(2), 296-308.
Donohue, T. H. et Aladé, F.
(2022). Exploring Caregiver Perceptions of a One-to-One Tablet Program for Kindergartners.
Early Childhood Education Journal, 50(8), 1279-1289.
Ferguson, J., Lampkins, C., Moody, B. et Shpancer, N.
(2022). Careful Choices : Parents Reflect on their Childcare Decisions.
Child Care in Practice, 28(3), 368‑380.
Houle, A. A., Besnard, T. et Bérubé, A.
(2022). Factors That Influence Parent Recruitment Into Prevention Programs in Early Childhood: A Mixed Studies Systematic Review.
Children and Youth Services Review, 133, article 106367.
Kelly, E. M., Harbin, S. G., Spaulding, S. A., Roberts, C. A. et Artman-Meeker, K.
(2022). A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports.
Topics in Early Childhood Special Education, 42(2), 162‑174.
Kucirkova, N. et Flewitt, R.
(2022). Understanding parents’ conflicting beliefs about children’s digital book reading.
Journal of Early Childhood Literacy, 22(2), 157-181.
Liu, L., O’Gorman, L., Dillon-Wallace, J. et Petriwskyj, A.
(2022). Beyond stereotypes: Comparing Chinese and Australian parents’ perceptions of transition to school.
Australasian Journal of Early Childhood, 47(1), 7-19.
Peixoto, C., Cadima, J. et Leal, T.
(2022). Mothers’ educational level and literacy beliefs: associations with home literacy experiences.
International Journal of Early Years Education, 30(2), 167-183.
Saleem, S., Burns, S., Davidson, A., Hampton, D., White, L. et Perlman, M. 
(2022). What Do Parents Want in Terms of Early Childhood Education and Care?
Early Education and Development, 33(7), 1270-1288.
Merideth, C., Cavanaugh, B., Romas, S., Ralston, N., Arias, E., Tarasawa, B. et Waggoner, J.
(2022). Family Perceptions of Participating in a Structured Summer Kindergarten Transition Program.
Early Childhood Education Journal, 50, 1383-1394.
Kivimäki, M., Karila, K. et Alasuutari, M.
(2022). Enrichment and safety -the parents of young children constructing early childhood education and care institution in Finland.
European Early Childhood Education Research Journal, 32(4), 577-590.
Breitkreuz, R., Colen, K. et Horne, R.
(2021). Producing the patchwork: the hidden work of mothers in organizing child care.
Journal of Family Studies, 27(3), 436-459.
Zhang, S., Garner, R., Heidinger, L. et Findlay, L.
(2021). Regards sur la société canadienne. Le recours par les parents aux services de garde d’enfants et les différences dans l’utilisation de ces services selon la situation d’emploi de la mère.
Statistique Canada.
Cosson, B., Cook, K. et Brady, M.
(2021). “We Ask for More Than We Give Back”: Negotiating the Boundaries of Informal Childcare Arrangements.
Journal of Family Issues, 42(5), 931-957.
Garvis, S.
(2021). An Explorative Study of Skilled Immigrant Mothers’ Perspectives Toward Swedish Preschools.
Journal of Research in Childhood Education, 35(3), 389-398.
Hyun, S., McWayne, C. M. et Mendez Smith, J.
(2021). “I See Why They Play”: Chinese immigrant parents and their beliefs about young children’s play.
Early Childhood Research Quarterly, 56, 272-280.
Luo, R., Song, L., Villacis, C. et Santiago-Bonilla, G.
(2021). Parental Beliefs and Knowledge, Children’s Home Language Experiences, and School Readiness: The Dual Language Perspective.
Frontiers in Psychology, 12, article 661208.
Metaferia, B. K., Futo, J. et Takacs, Z. K.
(2021). Parents’ Views on Play and the Goal of Early Childhood Education in Relation to Children’s Home Activity and Executive Functions: A Cross-Cultural Investigation.
Frontiers in Psychology, 12, article 646074.
Murray, J. et Murray, J.
(2021). Very early childhood education: parents’ views about their two-year-olds in school and their family lives.
Early Child Development and Care, 191(10), 1539-1554.
Ogg, J., Clark, K., Strissel, D. et Rogers, M.
(2021). Parents’ and teachers’ ratings of family engagement: Congruence and prediction of outcomes.
School Psychology, 36(3), 142-154.
Oyarzún-Farías, M. de los A., Cova, F. et Bustos Navarrete, C.
(2021). Parental Stress and Satisfaction in Parents With Pre-school and School Age Children.
Frontiers in Psychology, 12, article 683117.
Višnjić-Jevtić, A.
(2021). Parents’ perspective on a children’s learning.
Journal of Childhood, Education & Society, 2(2), 117-125.
Carolan, P. L., McIsaac, J. L. D., Richard, B., Turner, J. et McLean, C.
(2021). Families’ Experiences of a Universal Play-based Early Childhood Program in Nova Scotia: Implications for Policy and Practice.
Journal of Research in Childhood Education, 35(4), 550-566.
Williams, H. P.
(2021). The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States.
International Journal of Child Care and Education Policy, 15(1), article 16.
Breuer, M. et Tal, C.
(2020). Perspectives of teachers, children and parents on the transition to first grade.
Journal of Childhood, Education and Society, 1(1), 3-18.
Cun, A.
(2020). Concerns and Expectations: Burmese Refugee Parents’ Perspectives on Their Children’s Learning in American Schools.
Early Childhood Education Journal, 48(3), 263-272.
Hong, X., Zhu, W., Wu, D. et Li, H.
(2020). Are Parents Satisfied with Early Childhood Education Service in Urban China? Empirical Evidence from the Validation Study of the Parent Satisfaction with Educational Experiences Scale.
Early Education and Development, 31(2), 200‑217.
Navarro-Cruz, G. et Luschei, T.
(2020). Quality Preschool as Defined by Latina Mothers : A Qualitative Study Using a Funds of Knowledge Framework.
Journal of Research in Childhood Education, 34(1), 6‑27.
Toran, M. et Hacıfazlıoğlu, Ö.
(2020). Imagine the next generation : Multiple voices on childhood experience from Turkey.
Early Child Development and Care, 190(2), 123‑134.
Ghosh, S. et Dey, S.
(2020). Public or private? Determinants of parents’ preschool choice in India.
International Journal of Child Care and Education Policy, 14(1), article 3.
Betkowski, B.
(2019). Child care system not meeting needs of Canadian families: study.
Folio.ca.
Brogaard-Clausen, S. et Robson, S.
(2019). Friendships for wellbeing? : Parents’ and practitioners’ positioning of young children’s friendships in the evaluation of wellbeing factors.
International Journal of Early Years Education, 27(4), 345‑359.
Brown, C. P., Englehardt, J., Ku, D. H. et Barry, D. P.
(2019). “Where’s the Joy in the Classroom?” : Families’ Sensemaking of the Changed Kindergarten.
The Elementary School Journal, 120(2), 319‑346.
Drew, C.
(2019). ‘We call this “play”, however…’: Navigating ‘play anxiety’in early childhood education and care markets.
Journal of Early Childhood Research, 17(2), 116-128.
Einarsdottir, J.
(2019). Much changes, much remains the same : Icelandic parents’ perspectives on preschool education.
Journal of Early Childhood Research, 17(3), 220-232.
Fan, S. et Yost, H.
(2019). Keeping connected: exploring the potential of social media as a new avenue for communication and collaboration in early childhood education.
International Journal of Early Years Education, 27(2), 132‑142.
Fenech, M., Salamon, A. et Stratigos, T.
(2019). Building parents’ understandings of quality early childhood education and care and early learning and development : Changing constructions to change conversations.
European Early Childhood Education Research Journal, 27(5), 706-721.
Ghosh, S.
(2019). Inequalities in Demand and Access to Early Childhood Education in India.
International Journal of Early Childhood, 51(2), 145-161.
Hong, X., Zhu, W., Wu, D. et Li, H.
(2019). Are Parents Satisfied with Early Childhood Education Service in Urban China? Empirical Evidence from the Validation Study of the Parent Satisfaction with Educational Experiences Scale.
Early Education and Development, 31(2), 200-217.
Lin, J., Litkowski, E., Schmerold, K., Elicker, J., Schmitt, S. A. et Purpura, D. J.
(2019). Parent–Educator Communication Linked to More Frequent Home Learning Activities for Preschoolers.
Child & Youth Care Forum, 48(5), 757-772.
Mugadza, H. T., Stout, B., Akombi, B. J., Tetteh, V. W. et Renzaho, A.
(2019). The concept of a child within sub-Saharan African migrant homes : Reconciling culture and child rights.
Child & Family Social Work, 24(4), 519-528.
Murray, E. J. et Williams, P. H.
(2019). Risk-tasking and Assessment in Toddlers During Nature Play:The Role of Family and Play Context.
Journal of Adventure Education and Outdoor Learning, 20(3), 259-273.
Puccioni, J., Baker, E. R. et Froiland, J. M.
(2019). Academic socialization and the transition to kindergarten : Parental beliefs about school readiness and involvement.
Infant and Child Development, 28(6), 1-25.
Saçkes, M., Trundle, K. C. et Shaheen, M.
(2019). Profiling parental orientation to early childhood curriculum.
European Early Childhood Education Research Journal, 27(5), 662-674.
Sak, R., Rohrmann, T., Sak, İ. T. Ş. et Schauer, G.
(2019). Parents’ views on male ECEC workers: a cross-country comparison.
European Early Childhood Education Research Journal, 27(1), 68-80.
Sandstrom, H., Greenberg, E., Derrick-Mills, T., Lou, C., Adelstein, S., Runes, C., Hong, A., Genua, D., Reginal, T. et Marotta, J.
(2019). Nontraditional-Hour Child Care in the District of Columbia.
Urban Institute.
Tao, S. S., Lau, E. Y. H. et Yiu, H. M.
(2019). Parental Involvement After the Transition to School: Are Parents’ Expectations Matched by Experience?
Journal of Research in Childhood Education, 33(4), 637-653.
Zangger, C. et Widmer, J.
(2019). Choosing what is best for one’s children? Experimental evidence on parents’ responsiveness to childcare subsidies and their preferences for different childcare arrangements.
Early Childhood Research Quarterly, 51, 110-123.
Bassok, D., Magouirk, P., Markowitz, A. J. et Player, D.
(2018). Are there differences in parents’ preferences and search processes across preschool types? Evidence from Louisiana
Early Childhood Research Quarterly, 44, 43-54.
Burghardt, L.
(2018). Relevance of child characteristics for the envisaged and real start of childcare attendance for the under-3s in Germany.
European Early Childhood Education Research Journal, 26(6), 873-892.
Degotardi, S., Sweller, N., Fenech, M. et Beath, A.
(2018). Influences on Parents’ Child Care Choices: A Comparative Analysis of Preschool and Long Day Care Users.
Child & Youth Care Forum, 47(5), 683-700.
Edwards, N. M.
(2018). Family Feedback and Programmatic Decision-Making: Responsiveness of Early Childhood Administrators.
Early Childhood Education Journal, 46(4), 397-407.
Fahrni, L. et Genoud, P.
(2018). Le point de vue des parents sur les interactions avec l’enseignant. e : Développement d’un questionnaire s’appuyant sur le modèle circomplexe.
Revue des sciences de l’éducation, 44(2), 24‑45.
Kwong, E., Lam, C. B., Li, X., Chung, K. K. H., Cheung, R. Y. M. et Leung, C.
(2018). Fit in but stand out: A qualitative study of parents’ and teachers’ perspectives on socioemotional competence of children.
Early Childhood Research Quarterly, 44, 275-287.
Joanne Lehrer
(2018). Written communication with families during the transition from childcare to school: how documents construct and position children, professionals, and parents.
European Early Childhood Education Research Journal, 26(2), 285-308.
Lin, X. et Li, H.
(2018). Parents’ play beliefs and engagement in young children’s play at home.
European Early Childhood Education Research Journal, 26(2), 161-176.
McFarland, L. et Laird, S. G.
(2018). Parents’ and early childhood educators’ attitudes and practices in relation to children’s outdoor risky play.
Early Childhood Education Journal, 46(2), 159-168.
Observatoire des tout petits.
(2018). La conciliation famille-travail.
Observatoire des tout petits.
Observatoire des tout petits.
(2018). La conciliation famille-travail n’est pas un luxe, c’est une nécessité.
Observatoire des tout petits.
O’Sullivan, L. et Ring, E.
(2018). Play as learning: implications for educators and parents from findings of a national evaluation of school readiness in Ireland.
International Journal of Play, 7(3), 266-289.
Puccioni, J.
(2018). Parental Beliefs About School Readiness, Home and School-Based Involvement, and Children’s Academic Achievement.
Journal of Research in Childhood Education, 32(4), 435-454.
Rattenborg, K., MacPhee, D., Walker, A. K. et Miller-Heyl, J.
(2018). Pathways to Parental Engagement: Contributions of Parents, Teachers, and Schools in Cultural Context.
Early Education and Development, 30(3), 315-336.
Salonen, E., Sevón, E. et Laakso, M.-L.
(2018). Flexibly Scheduled Early Childhood Education and Care: Finnish Mothers’ and Educators’ Perceptions on Young Children’s Experiences and Child-Responsive Practices.
International Journal of Early Childhood, 50(2), 193-209.
Sira, N., Maine, E. et McNeil, S.
(2018). Building alliance for preschool inclusion: Parents of typically developing children, attitudes and perceptions.
Journal of Early Childhood Teacher Education, 39(1), 32-49.
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.
Vieira, M. E. B., Formiga, C. K. M. R. et Linhares, M. B. M.
(2018). Quality of Life Reported by Pre-School Children and their Primary Caregivers.
Child Indicators Research, 11(6), 1967-1982.
Vuorinen, T.
(2018). “Remote parenting”: parents’ perspectives on, and experiences of, home and preschool collaboration.
European Early Childhood Education Research Journal, 26(2), 201-211.
Bassok, D., Markowtiz, A. J., Player, D. et Zagardo, M.
(2017). Do parents know “high quality” preschool when they see it?
EdPolicyWorks: Working Paper Series, 54.
Botey, A. P., Vinturache, A., Bayrampour, H., Breitkreuz, R., Bukutu, C., Gibbard, B. et Tough, S.
(2017). Adults’ knowledge of child development in Alberta, Canada: Comparing the level of knowledge of adults in two samples in 2007 and 2013.
Child Care in Practice, 23(4), 404-416.
Bratsch-Hines, M. E., Mokrova, I. et Vernon-Feagans, L.
(2017). Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes.
Early Childhood Research Quarterly, 41(4^th Quarter), 161-173.
Cameron, D. L. et Kovac, V. B.
(2017). Parents and preschool workers’ perceptions of competence, collaboration, and strategies for addressing bullying in early childhood.
Child Care in Practice, 23(2), 126-140.
Grob, R., Schlesinger, M., Pace, A., Golinkoff, R. M. et Hirsh‐Pasek, K.
(2017). Playing with ideas: Evaluating the impact of the ultimate block party, a collective experiential intervention to enrich perceptions of play.
Child Development, 88(5), 1419-1434.
Hu, B. Y., Zhou, Y. et Li, K.
(2017). Variations in Chinese parental perceptions of early childhood education quality.
European Early Childhood Education Research Journal, 25(4), 519-540.
Institut de la statistique du Québec.
(2017). Utilisation des services offerts aux familles et obstacles à leur utilisation par les parents d'enfants de 0 à 5 ans. Réalités différentes selon que les parents sont dans un ménage à faible revenu et en emploi ou non.
Portraits et trajectoires, 21, 1-16.
Kelesidou, S., Chatzikou, M., Tsiamagka, E., Koutra, E., Abakoumkin, G. et Tseliou, E.
(2017). The role of parents’ educational level and centre type in parent satisfaction with early childhood care centres: a study in Greece.
European Early Childhood Education Research Journal, 25(5), 768-783.
Krieg, S. et Curtis, D.
(2017). Involving parents in early childhood research as reliable assessors.
European Early Childhood Education Research Journal, 25(5), 717-731.
Murru, S.
(2017). La résistance des mères célibataires au Vietnam ou l’échec d’un modèle d’éducation à la maternité.
Éducation et sociétés, 39, 69-83.
Pirard, F., Crépin, F., Morgante, A. et Housen, M.
(2017). Le vécu de parents en situation de précarité à l’entrée à l’école maternelle en Fédération Wallonie Bruxelles.
Dans S. Rayna et P. Garnier (dir.). Transitions dans la petite enfance. Recherche en Europe et au Québec (p. 81-101). Bruxelles, Belgique : Peter Lang.
Fesseha, E. et Pyle, A.
(2016). Conceptualising play-based learning from kindergarten teachers’ perspectives.
International Journal of Early Years Education, 24(3), 361-377.
Lacharité, C., Calille, S., Pierce, T. et Baker, M.
(2016). La perspective des parents sur leur expérience avec de jeunes enfants : une recherche qualitative reposant sur des groupes de discussion dans le cadre de l’initiative Perspectives parents.
Dans Les Cahiers du CEIDEF : Vol. 4. Trois-Rivières, QC : CEIDEF/UQTR.
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