Thématiques
- Costanzo, M. A. et Magnuson, K.(2024). Childcare access for families raising children with disabilities.
Children and Youth Services Review, 156, article 107377.
- Honda, H., Sasayama, D., Niimi, T., Shimizu, A., Toibana, Y., Kuge, R., Takagi, H., Nakajima, A., Sakatsume, R., Takahashi, M., Heda, T., Nitto, Y., Tsukada, S. et Nishigaki, A.(2024). Awareness of children's developmental problems and sharing of concerns with parents by preschool teachers and childcare workers: The Japanese context.
Child: Care, Health and Development, 50(1), article e13153.
- Seven, Y., Irvin, D. W., Kothalkar, P. V., Dutta, S., Buzhardt, J. F., Rous, B. et Hansen, J. H. L.(2024). Capturing the quantity and location of adult wh-words in the preschool classroom using a sensing tool system.
Early Childhood Research Quarterly, 66(1er quartier), 168-177.
- Dennis, L. R., Farquharson, K., Reed, A., Summy, R., Westmoreland, J. et Clark, K.(2024). The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for Speech-Language Pathology Assistants and Paraeducators Working With Children With Language Delays.
Topics in Early Childhood Special Education, 43(4), 249-264.
- Pereira, B. A., Hamsho, N., Susilo, A., Famolare, G. M., Blacher, J. et Eisenhower, A.(2024). Longitudinal associations between internalizing behaviors and social skills for autistic students during the early school years.
School Psychology, 39(1), 61-71.
- Rispoli, K. M., Norman, M. Z. et Nelson, S. R.(2024). Implementation of Developmental Screening in Early Childhood Education: An Investigation of Process Variables and Acceptability.
Topics in Early Childhood Special Education, 43(4), 320-332.
- Sands, M. M. et Meadan, H.(2024). Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences.
Topics in Early Childhood Special Education, 43(4), 265-277.
- Gee, K. A., Gottfried, M. A., Freeman, J. A. et Kim, P.(2024). Explaining disparities in absenteeism between kindergarteners with and without disabilities: A decomposition approach.
Early Childhood Research Quarterly, 67(2e quartier), 295-306.
- Petrescu, M. C. et Helms-Park, R.(2024). Trilingualism and reading difficulty in a third (school) language: A case study of an at-risk child in French immersion.
Journal of Early Childhood Literacy, 24(1), 20-43.
- Sheehy, K., Budiyanto, Widayati, S. et Rofiah, K.(2024). Towards inclusive practice in Indonesian kindergartens: Evaluating the impact of Sign Supported Big Books.
Journal of Early Childhood Research, 22(1), 47-59.
- Shepley, C., Graley, D. et Lane, J.(2024). Preparing preschool educators to monitor child progress - A best-evidence synthesis and call to action.
Infants & Young Children, 37(1), 20-35.
- Steed, E. A., Strain, P. S., Rausch, A., Hodges, A. et Bold, E.(2024). Early Childhood Administrator Perspectives About Preschool Inclusion: A Qualitative Interview Study.
Early Childhood Education Journal, 52(3), 527-536.
- Amsbary, J., Yang, HW., Sam, A., Lim, C.-I. et Vinh, M.(2024). Practitioner and Director Perceptions, Beliefs, and Practices Related to STEM and Inclusion in Early Childhood.
Early Childhood Education Journal, 52(4), 705-723.
- Slavković, S., Pavić, S. et Golubović, Š.(2024). The Importance of Assessing the Pre-school Children’s Participation at Home, Preschool and Community Setting.
Child Care in Practice, 30(2), 130-140.
- Bo, R., Mosso, C. O., Pascal, D., Sacchetto, A. et Joselin, L.(2024). Soutenir la scolarisation inclusive à l’école maternelle en Italie : l’attention portée aux relations avec les pairs.
La Nouvelle Revue -Éducation et Société Inclusives, 1-2(98-99), 47-66.
- Dahlberg, A., Levin, A. et Fäldt, A.(2024). A higher proportion of children aged 4 years were referred to speech and language therapists after the introduction of a new language screening tool.
Acta Paediatrica, 113(6), 1340-1345.
- Dayan, C., Joselin, L., Gabriel, É., Carmo-Huerta, V., Paul, O. et Zaouche-Gaudron, C.(2024). Relations avec les pairs chez de jeunes enfants en situation de handicap scolarisés en classe de maternelle.
La nouvelle revue – Éducation et société inclusives, 1-2(98-99), 29-46.
- Gupta, S. S. et Nagasawa, M.(2024). WeDesign: Conceptualizing a process that invites young children to codesign inclusive learning spaces.
Contemporary Issues in Early Childhood, 25(2), 276-280.
- Heydon, R., Akiwenzie, E., Cooper, E., Ghannoum, H., Havord-Wier, D., Johns, B., MacAlpine, K.-A., McKee, L., Nagle, J., Neeganagwedgin, E., Potts, D. P., Poczobut, S., Coelho, C. R., Stooke, A., Tran, A. et Zhang, Z.(2024). Guidelines for virtual early childhood and family learning: An equity, diversity, inclusion, and decolonization-informed systematic review of the literature.
Journal of Early Childhood Research, 22(2), 180-194.
- Homerin, N. et Dodds, R. L.(2024). The transition from early intervention to preschool for children with multiple disabilities: a narrative review.
Early Child Development and Care, 194(3), 350-365.
- Kim, S., Choi, Y.-J., Kang, V., Jing, W., Kim, N. et Kim, K.-M.(2024). Validation of the Inclusion Scale - Early Childhood Educators' Perceptions and Attitudes Toward Inclusion in South Korea.
Infants & Young Children, 37(2), 142-153.
- Layden, S. J., Coleman, H., Gansle, K. A. et Amsbary, J.(2024). Discovering Practitioners’ Knowledge and Use of Evidence-Based Practices for Autism Early Childhood Interventions.
Topics in Early Childhood Special Education, 44(1), 58-70.
- Lian, X., Wang, Z., Gan, S. K.-E., Pan, H. et Gao, H.(2024). A pilot study of using picture books to improve the social skills of children in the autism spectrum disorder.
Journal of Educational and developmental Psychology, 14(1), 119-134.
- Maes, P., Weyland, M. et Kissine, M.(2024). Structure and acoustics of the speech of verbal autistic preschoolers.
Journal of Child Language, 51(3), 509-525.
- Miranda, S. I. et Cruz-Santos, A.(2024). Language assessment of preschool and school-age children at risk for language disorders in residential care setting.
European Journal of Education Studies, 11(5), 241-259.
- Nah, Y. H. et Tan, P. S.-P.(2024). The Effect of Labels on Preschool Teachers’ Perception Towards Strengths and Difficulties in Autistic Students.
International Journal of Early Childhood, 56(1), 79-97.
- Pratte, G., Trottier, N., Couture, M., Beaudoin, A. J. et Camden, C.(2024). Proposed framework and knowledge synthesis of services delivered by specialized professionals in childcare settings: A scoping review.
Child: Care, Health and Development, 50(4), article e13282.
- Robertson, Z.S. et Jaswal, V. K.(2024). Barriers to inclusion: Incorporating the social model in the study of children’s understanding of disability.
Cognitive Development, 70, article 101435.
- Siller, M., Landa, R., Vivanti, G., Ingersoll, B., Jobin, A., Murphy, M., Pellecchia, M., Boyd, B., D’Agostino, S., Zierhut Ursu, C., Stapel-Wax, J., Fuhrmeister, S. et Morgan, L.(2024). Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education.
Topics in Early Childhood Special Education, 44(1), 45-57.
- Sønsthagen, A. G.(2024). The learning early childhood education and care institution as an inclusion arena.
European Early Childhood Education Research Journal, 32(3), 357-370.
- 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.
- Thompson, K., Choi, E., Artis, J., Dubay, M., Baranek, G. T. et Watson, L. R.(2024). An observational study of parental language during play and mealtime in toddlers at variable likelihood for autism.
Journal of Child Language, 51(3), 681-709.
- Tsamitrou, S., Pereira, S. R., Briet, G., Le Sourn-Bissaoui, S. et Plumet, M.-H.(2024). Les relations d’enfants avec TSA avec leurs pairs à l’école maternelle : analyse de la littérature et observations systématiques en dispositifs inclusifs.
La Nouvelle Revue – Éducation et Société Inclusives, 1-2(98-99), 83-100.
- Wahman, C. L., Steed, E. A., Houston, K., Daniel, J., Williams, B. J. et Esterer, M.(2024). Blame, shame, and rejection: Families’ experiences with preschool suspension and expulsion.
Early Childhood Research Quarterly, 68(3e quartier), 214-224.
- Walton, K. M., Borowy, A. R., Fecher, M. L. et Wagner, L.(2024). Can you teach me how to open the box?: Examining young children’s teaching behavior toward adults with and without disabilities.
Cognitive Development, 70, article 101449.
- Watson, K. et Newman, L.(2024). Children’s voices: Inclusive early childhood placemaking with children.
Journal of Early Childhood Research, 22(2), 258-271.
- Al-Zboon, E. et Al-Dababneh, K. A.(2023). Using assistive technology in a curriculum for preschool children with developmental disabilities in Jordan.
Education 3-13, 51(1), 55-71.
- Cheung, W.C., Ostrosky, M.M., Favazza, P.C., Stalega, M. et Yang., H.-W.(2023). Exploring the Perspectives of Preschool Teachers on Implementing Structured Motor Programs in Inclusive Classrooms.
Early Childhood Education Journal, 51(3), 361-370.
- Karlsudd, P.(2023). Agree or disagree? A comparison of the staff’s and parents’ perceptions of important factors and goal fulfilment for an inclusive preschool in Sweden.
Early Child Development and Care, 193(4), 559-573.
- Kesäläinen, J., Suhonen, E., Alijoki, A. et Sajaniemi, N.(2023). The interrelation between children’s play behaviour, temperament, and special educational needs (SEN) in early childhood special education (ECSE).
Early Child Development and Care, 193(2), 247-261.
- Knoche, L. L., Boise, C. E., Sheridan, S. M. et Cheng, K. C.(2023). Promoting Expressive Language Skills for Preschool Children with Developmental Concerns Effects of a Parent-Educator Partnership Intervention.
The Elementary School Journal, 123(4), 513-537.
- Schladant, M., Ocasio-Stoutenburg, L., Nunez, C., Dowling, M., Shearer, R., Bailey, J., Garilli, A. et Natale, R.(2023). Promoting a culture of inclusion: impact of professional development on teachers’ assistive technology practices to support early literacy.
Journal of Early Childhood Teacher Education, 44(2), 147-166.
- Vail, C. O. et Kilgo, J.(2023). The impact of DEC’s EI/ECSE standards on high-quality personnel preparation and inclusive services.
Journal of Early Childhood Teacher Education, 44(2), 143-146.
- Adam, H., Barblett, L., Kirk, G. et Boutte, G. S.(2023). (Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing.
Contemporary Issues in Early Childhood, 24(2), 189-207.
- Ahlström, S. W., Almqvist, L., Janeslätt, G., Gustavsson, C. et Harder, M.(2023). The experiences and the meaning of using MyTime in the preschool context from the perspective of children in need of special support, 5–6 years of age.
Child: Care, Health and Development, 49(6), 1096-1103.
- Callaway-Cole, L. et Drescher, T.(2023). Reflections on the use of mixed reality to prepare early childhood educators to support diverse family needs.
Journal of Early Childhood Teacher Education,44(4), 628-641.
- Catalano, C., Fives, H. et Barnes, N.(2023). Developing and validating the teacher self-efficacy for teaching students with autism spectrum disorder in inclusive early childhood classrooms.
Journal of Early Childhood Teacher Education, 44(3), 598-621.
- Chrétien-Vincent, M., Grandisson, M., Desmarais, C. et Milot, E.(2023). Supporting the participation of autistic children: development, acceptability and feasibility of an intervention to build capacity of early childhood educators.
Journal of Early Childhood Teacher Education, 44(4), 1002-1023.
- Danniels, E. et Pyle, A.(2023). Inclusive Play-Based Learning: Approaches from Enacting Kindergarten Teachers.
Early Childhood Education Journal, 51, 1169-1179.
- Danniels, E. et Pyle, A.(2023). Teacher perspectives and approaches toward promoting inclusion in play-based learning for children with developmental disabilities.
Journal of Early Childhood Research, 21(3), 288-302.
- Ingelin, B. L., Intepe-Tingir, S. et Hammons, N. C.(2023). Increasing the Number Sense Understanding of Preschool Students With ASD.
Topics in Early Childhood Special Education, 43(2), 116-128.
- Jellinek, E., Keller-Margulis, M., Mire, S. S. et Fan, W.(2023). Pre-service Teachers’ Perspectives on Transition to Kindergarten Practices for Autistic Children.
Early Childhood Education Journal, 51, 1205-1214.
- Kimathi, E. et Nilsen, A. C. E.(2023). Managing categories: The role of social technology in kindergarten teachers’ work to promote early intervention and integration.
Contemporary Issues in Early Childhood, 24(4), 425-437.
- 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.
- Pine, J. M., Freudenthal, D. et Gobet, F.(2023). Building a unified model of the Optional Infinitive Stage: Simulating the cross-linguistic pattern of verb-marking error in typically developing children and children with Developmental Language Disorder.
Journal of Child Language, 50(6), 1336-1352.
- Puerta, M. A., Sánchez, M. T. P., Fernández-Castillo, A. et García, J. M. C.(2023). Adaptation and validation of an instrument for the evaluation of attitudes towards disability in early childhood education.
European Early Childhood Education Research Journal, 31(5), 772-783.
- Scanlon, G., Radeva, S., McKenna, G. et Maguire, C.(2023). Together from kindergarten: exploring quality to inform inclusion in early childhood settings in Bulgaria.
European Early Childhood Education Research Journal, 31(4), 544-561.
- Soulez, C., Béliveau, M.-J., Champagne, L.Chantale Breault et Labelle, F.(2023). Perceptions des éducatrices de l’intégration au préscolaire d’enfants ayant des besoins particuliers : une étude exploratoire.
Revue canadienne de l’éducation, 46(2), 221-248.
- Steed, E. A., Rausch, A., Strain, P. S., Bold, E. et Leech, N.(2023). High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel.
Topics in Early Childhood Special Education, 43(2), 142-155.
- Boily, M., Goulet, N., Lachance, S., Hamidi, N. et Allaire, M. C.(2023). Des apprentissages professionnels menant à l’offre d’un service de garde éducatif inclusif (0-5 ans).
Revue internationale de communication et socialisation, 10(2), 200-226.
- Goulet, N. et Manon, B.(2023). Éducation inclusive : représentations et pratiques professionnelles déclarées du personnel éducateur et de soutien en services de garde éducatifs (0-5 ans).
Revue internationale de communication et socialisation, 10(2), 351-369.
- Robitaille, C. et Dumais, C.(2023). Défis et besoins du personnel scolaire de la maternelle 4 ans concernant la collaboration avec les parents d’enfants présentant des besoins considérés particuliers.
Revue internationale de communication et socialisation, 10(2), 243-261.
- 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.
- Girard, S., Dugas, C., Dionne, C. et Dubé, A.-C.(2023). Transition scolaire des enfants ayant des besoins particuliers/enfants handicapés : regards croisés entre intervenants des milieux de garde et scolaires.
Revue canadienne de l’éducation, 46(4), 817-844.
- Catalano, C. G., Fives, H., McKeating, E. et Barnes, N.(2022). Preservice early childhood teachers’ sense of efficacy for teaching children with autism spectrum disorder.
Journal of Early Childhood Teacher Education, 43(2), 167-193.
- Chatzigeorgiadou, S. et Barouta, A.(2022). General and Special Early Childhood Educators’ Attitudes Towards Co-teaching as a Means for Inclusive Practice.
Early Childhood Education Journal, 50(8), 1407-1416.
- Hacıibrahimoğlu, B. Y.(2022). Preschool children’s behavioural intentions towards and perceptions of peers with disabilities in a preschool classroom.
Early Child Development and Care, 192(16), 2513-2529.
- Hanline, M. F., Eldridge, J. N. et Robbins, A.(2022). Including Peers in Intervention for Young Children With Disabilities A Systematic Review of Single Case Design Studies.
Infants and Young Children, 35(3), 165‑188.
- Kesäläinen, J., Suhonen, E., Saha, M. et Sajaniemi, N.(2022). Children’s stress activation in integrated early childhood special education and its connections to special educational needs and temperament.
European Early Childhood Education Research Journal, 30(3), 456-471.
- Klibthong, S. et Agbenyega, J. S.(2022). Assessing issues of inclusive education from the perspectives of Thai early childhood teachers.
International Journal of Early Years Education, 30(2), 403-418.
- Ledford, J. R. et Windsor, J. A.(2022). Systematic Review of Interventions Designed to Teach Imitation to Young Children With Disabilities.
Topics in Early Childhood Special Education, 42(2), 202‑214.
- Peck, N. F. et Neeper, L. S.(2022). Early childhood preservice teachers’ self-efficacy related to inclusion and professional roles via a co-taught field-based course.
Journal of Early Childhood Teacher Education, 43(2), 236-250.
- Rojas, D. A.(2022). Inverse Inclusion, an Educational Model That Transforms Lives.
Childhood Education, 98(6), 44-49.
- Sands, M. M. et Meadan, H. A.(2022). Successful Kindergarten Transition for Children with Disabilities: Collaboration Throughout the Process.
Early Childhood Education Journal, 50(7). 1133-1141.
- Sills-Busio, D. M.(2022). Early educators’ perspective and experience using pedagogical documentation to support individualizing for children with disabilities in inclusive settings.
Journal of Early Childhood Teacher Education, 43(2), 2652-90.
- Tan, R., Schwab, S. et Perren, S.(2022). Teachers’ beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools.
International Journal of Early Years Education, 30(2), 463-477.
- Yu, S. et Cho, E.(2022). Preservice Teachers’ Attitudes Toward Inclusion in Early Childhood Classrooms: A Review of the Literature.
Early Childhood Education Journal, 50(4), 687-698.
- Robitaille, C.(2022). La collaboration école-famille à la maternelle 4 ans à temps plein : le cas d'enfants présentant des besoins considérés particuliers
[Mémoire de maîtrise, Université du Québec à Trois-Rivières]. Cognitio.
- Francis, V. et Pileri, A.(2021). Éducation familiale et systèmes éducatifs inclusifs.
La nouvelle revue – Éducation et société inclusives, 89-90, numéro thématique.
- Stites, M. L., Walter, H. L. et Krikorian, J. G.(2021). These aren’t the kids I signed up for: the lived experience of general education, early childhood preservice teachers in classrooms for children with special needs.
Journal of Early Childhood Teacher Education, 42(1), 1-19.
- van der Werf, W. M., Slot, P. L., Kenis, P. N. et Leseman, P. P. M.(2021). Inclusive practice and quality of education and care in the Dutch hybrid early childhood education and care system.
International Journal of Child Care and Education Policy, 15(1), article 2.
- Chen, J., Justice, L. M., Tambyraja, S. R. et Sawyer, B.(2020). Exploring the mechanism through which peer effects operate in preschool classrooms to influence language growth.
Early Childhood Research Quarterly, 53, 1-10.
- Musgrave, J. et Levy, R.(2020). Including children with chronic health conditions in early childhood education and care settings.
Journal of Early Childhood Research, 18(2), 159-173.
- Palla, L.(2020). Similarities and variation in preschool special education studies: An overview of main content themes in Nordic research.
Early Child Development and Care, 190(5), 698-711.
- Polyzoi, E., Acar, E., Babb, J., Skwarchuk, S.-L., Brownell, M., Kinnear, R. et Cliteur, K.(2020). Children Facing Deep Poverty in Manitoba, Canada: Subsidized Licensed Childcare and School Readiness for Children With and Without Special Needs.
Journal of Research in Childhood Education, 34(2), 306-329.
- Sartori, R. F., Valentini, N. C. et Fonseca, R. P.(2020). Executive function in children with and without developmental coordination disorder: A comparative study.
Child: Care, Health and Development, 46(3), 294-302.
- Ebbeck, M., Yim, H. Y. B. et Wei, T.(2020). Preparing children for an uncertain future : The role of the early childhood teacher.
Journal of Early Childhood Teacher Education, 41(3), 223-240.
- Directorate-General for Education, Youth, Sport and Culture.(2020). Toolkit for inclusive early childhood education and care. Providing high quality education and care to all young children.
Office des publications de l’Union Européenne.
- Goldin‐Meadow, S.(2020). Discovering the Biases Children Bring to Language Learning.
Child Development Perspectives, 14(4), 195‑201.
- Hacıibrahimoğlu, B. Y. et Ustaoğlu, A.(2020). The acceptance of Turkish kindergarten children toward children with disabilities.
European Early Childhood Education Research Journal, 28(3), 391-412.
- Lee, S. et Janta, B.(2020). Strengthening the Quality of Early Childhood Education and Care Through Inclusion.
European Commission, Employment, Social Affairs & Inclusion.
- Yu, S. et Park, H.(2020). Early Childhood Preservice Teachers’ Attitude Development Toward the Inclusion of Children with Disabilities.
Early Childhood Education Journal, 48(4), 497-506.
- (2019). L'inclusion d'enfants à besoins particuliers dans les services de garde.
Parlons Apprentissage, Éditions du Passe-temps. [Billet de blogue de vulgarisation scientifique].
- (2019). The Pragmatic Language Skills of Severely Neglected 42-Month-Old Children: Results of the ELLAN Study.
Child maltreatment, 24(3), 244-253.
- Gottfried, M. A. et Ansari, A.(2019). Raising the bar: Teaching kindergartners with emotional and behavioral disabilities and teachers’ readiness expectations.
Early Childhood Research Quarterly, 48, 75-83.
- Philpott, D. F., Young, G., Maich, K., Penney, S. C. et Butler, E.(2019). The Preemptive Nature of Quality Early Child Education on Special Educational Needs in Children.
Research Report. Memorial University of Newfoundland, St. John’s, Newfoundland and Labrador.
- Rahn, N. L., Coogle, C. G. et Ottley, J. R.(2019). Early Childhood Special Education Teachers’ Use of Embedded Learning Opportunities Within Classroom Routines and Activities.
Infants & Young Children, 32(1), 3-19.
- Watson, K.(2019). “We are all friends”: Disrupting friendship play discourses in inclusive early childhood education.
Contemporary Issues in Early Childhood, 20(3), 253-264.
- Cadima, J., Aguiar, C. et Barata, M. C.(2018). Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities.
Early Childhood Research Quarterly, 45, 93-105.
- Cologon, K., Cologon, T., Mevawalla, Z. et Niland, A.(2018). Generative listening: Using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability.
Journal of Early Childhood Research, 17(1), 54-69.
- (2018). L'effet du parcours éducatif préscolaire des enfants issus de l'immigration sur leur développement à la maternelle. Résultats de l'Enquête montréalaise sur l'expérience préscolaire des enfants de maternelle (EMEP 2012).
Centre intégré universitaire de santé et de services sociaux du Centre-Sud-de-l’Île-de-Montréal, Fascicule 3.
- Sullivan, A. L., Farnsworth, E. M. et Susman-Stillman, A.(2018). Childcare type and quality among subsidy recipients with and without special needs.
Infants & Young Children, 31(2), 109-127.
- Thouroude, L.(2018). La participation parentale à l’école maternelle à l’épreuve du handicap.
La nouvelle revue – Éducation et société inclusives, 83(3), 71-83.
- Gascoyne, S.(2017). Patterns and attributes in vulnerable children’s messy play.
European Early Childhood Education Research Journal, 25(2), 272-291.
- Kalkman, K. et Clark, A.(2017). Here we like playing princesses – newcomer migrant children’s transitions within day care: exploring role play as an indication of suitability and home and belonging.
European Early Childhood Education Research Journal, 25(2), 292-304.
- Gunnarsdottir, B. et Bateman, A.(2017). Children and childhoods: Agency, anticipation and contribution.
Early Childhood Folio, 21(1), 33-38.
- Nilsen, A. C. E.(2017). When texts become action. The institutional circuit of early childhood intervention.
European Early Childhood Education Research Journal, 25 (6), 918-929.
- McAnelly, K. et Gaffney, M.(2017). He waka eke noa: A case study of active participation for a disabled child in an inclusive early childhood community of practice.
Early Childhood Folio, 21(1), 16-21.
- Bedoin, D. et Janner-Raimondi, M. (dir).(2016). Petite enfance et handicap : Famille, crèche, maternelle.
Grenoble, France : Presses Universitaires de Grenoble.
- Ibernon, L. et Berzin, C.(2016). 2005-2015–Quelles évolutions en matière d’inclusion ?
Carrefours de l’éducation, 2, 11-17.
- Plaisance, E. et Rayna, S. (dir.).(2016). Inclusion sociale et petite enfance.
La nouvelle revue de l’adaptation et de la scolarisation, 73, numéro thématique.
- Adler, K., Salanterä, S., Leino-Kilpi, H. et Grädel, B.(2015). An Integrated Literature Review of the Knowledge Needs of Parents with Children with Special Health Care Needs and of Instruments to Assess These Needs.
Infants & Young Children, 28(1), 46‑71.
- O’Connor, M., Howell-Meurs, S., Kvalsvig, A. et Goldfeld, S.(2015). Understanding the impact of special health care needs on early school functioning: a conceptual model.
Child: Care, Health and Development, 41(1), 15‑22.
- Mattern, J. A.(2015). A Mixed-Methods Study of Early Intervention Implementation in the Commonwealth of Pennsylvania: Supports, Services, and Policies for Young Children with Developmental Delays and Disabilities.
Early Childhood Education Journal, 43(1), 57‑67.
- Cologon, K.(2014). Preventing Inclusion? Inclusive Early Childhood Education and the Option to Exclude.
Contemporary Issues in Early Childhood, 15(4), 378-381.
- Gascon, H., Julien-Gauthier, F., Tétreault, S. et Garant, M.(2014). L’entrée à la maternelle de l’enfant ayant un trouble du spectre de l’autisme : une transition à planifier.
Canadian Journal of Education/Revue canadienne de l’éducation, 37(4), 1‑29.
- Pataki, K. W., Metz, A. E. et 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.
- Petriwskyj, A., Thorpe, K. et Tayler, C.(2014). Towards inclusion: provision for diversity in the transition to school.
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