Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Martikainen, S., Linnavalli, T. et Kalland, M.
(2025). Children’s health-related quality of life in early childhood education and care.
European Early Childhood Education Research Journal, 33(1), 173-188.
Kabha, L., Einziger, T., Gueron-Sela, N. et Berger, A.
(2025). Israel-Arab Muslim children’s socioemotional functioning at kindergarten and during the COVID-19 pandemic: Relations with cognitive and socioemotional abilities, gender, and socioeconomic status.
Developmental Psychology, 61(1), 51-72.
Loukola, S.
(2025). “Not in Our Daycare”? Commitments and Obstacles to Antiracism in Finnish ECEC.
Early Childhood Education Journal, 53(1), 11-19.
Cheng, C. H., Tein, J.-Y., Shaw, D. S., Wilson, M. N. et Lemery-Chalfant, K.
(2025). Predictors of stability/change in observed parenting patterns across early childhood: A latent transition approach.
Early Childhood Research Quarterly, 70, 91-101.
Czik, A. A., Elizarov, E. et Ziv, Y.
(2025). The association between maternal social information processing and preschool children social and learning problems via maternal insightfulness and children's social information processing.
Early Childhood Research Quarterly, 70(1^er quartier), 404-413.
de Milliano, M., Spier, E., Hagos Hailu, B., Ranjit, V., Bock, C. et Downes, J.
(2025). Across domains: An integrated approach to assessing parenting practices for early childhood development in Ethiopia.
Journal of Early Childhood Research, 23(1), 61-77.
Ellis, A., O’Rear, C. D., Cosso, J. et Purpura, D. J.
(2025). Examining the factor structure of the home learning environment.
Journal of Experimental Child Psychology, 252, article 106186.
Friesen, R. S., Cheng, K. C., Cimetta, A. D., Marx, R. W., Cutshaw, C. A. et Yaden, D. B.
(2025). Environmental Factors Predicting Young Children’s Secure Exploration.
Early Childhood Education Journal, 53(4), 1-12.
Gullo, D. F. et Mathew, K.
(2025). Comparing full-day and half-day kindergarten then and now: What data from two ECLS-K cohorts reveal about changes in demographics and child outcomes.
Early Childhood Education Journal, 53(2), 343-353.
Molloy, C., Perini, N., Harrop, C. et Goldfeld, S.
(2025). Evidence-based Lead Indicators to Drive Equitable Early Years Services: Findings from the Restacking the Odds Study.
Child Indicators Research, 18(2), 789-823.
Barnes, E. M., Burke Hadley, E. et Dickinson, D. K.
(2025). Black Female Head Start Teachers’ Multimodal Meaning-Making in Prekindergarten Read-Alouds.
The Elementary School Journal, 125(3), 367-391.
Han, S.A., Kang, H. et Kim, S.
(2025). Racial Stereotypes and Counter-Narratives in Children’s Literature: Critical Content Analysis Using AsianCrit.
Early Childhood Education Journal, 53(4), 1171-1180.
Heinz, H., Bell, D., Castillo, D., Fowler, R., Cordova, Y., Lesansee, S., Breidenbach, A. L., Juarez, R., Acharya, B. et Kaminsky, A.
(2025). Child care use, preferences and access constraints among Native American, immigrant, refugee and Spanish-speaking families in New Mexico.
Early Childhood Research Quarterly, 70, 393-403.
Jang, Y. J. et Suh, Y. M.
(2025). Qualitative Research on Early Childhood Education in North Korea: Literature and Interviews with Defector Educators.
Child Indicators Research, 18(2), 501-524.
Legette, K. B. et King, E. K.
(2025). The role of educators’ racial beliefs in developing relationships with white toddlers and preschool children.
Early Childhood Research Quarterly, 70, 102-109.
Löthman, C.
(2025). Managing newly arrived children’s double transition: Towards inclusionary practices in rural Swedish preschools.
Contemporary Issues in Early Childhood, 26(1), 23-36.
Nganga, L., Kambutu, J., Akpovo, S. M. et Ritchie, J.
(2025). Meeting the Needs of Indigenous, Marginalized, and Minoritized Children Globally: Innovative Pathways to Sustainable Futures.
Journal of Research in Childhood, 39(2), numéro thématique.
Straka, B., Jordan, A. E., Osornio, A., Halim, M. L., Pauker, K., Olson, K. R., Dunham, Y. et Gaither, S.
(2025). Testing the generalizability of minimal group attitudes in minority and majority race children.
Journal of Experimental Child Psychology, 252, article 106133.
Tembo, S., Dujczynski, M. et Sakr, M.
(2025). ‘Maybe that makes a difference actually’: Attuning to praxis for anti-racist social justice leadership among nursery school head teachers in the UK.
Journal of Early Childhood Research, 23(1), 31-45.
Whyman, T., Jones, L., Farrant, B., Michie, C., Ilich, N., Shapcott, J., Hill, D., McNamara, A., Bowie, M., Penny, M., Pell, C. et Green, O.
(2025). Moort dandjoo kaadadjiny: Growing up Aboriginal kids strong in their culture and identity.
Australasian Journal of Early Childhood, 50(1), 97-109.
Becker, D. R., Pedonti, S. F., Grist, C. et Watson, M.
(2025). Connections among family socioeconomic status, aerobic fitness, executive function, and the positive experiences of childhood physical activity.
Journal of Experimental Child Psychology, 252, article 106147.
Chudzik, M., Corr, C. et Santos, R. M.
(2025). Trauma-informed care in early childhood education settings: A scoping literature review.
Early Childhood Education Journal, 53(2), 477-488.
Dynia, J. M., Tambyraja, S. R., Rhoad-Drogalis, A., Koury, A. J., Bates, R. A., Dore, R. A. et Justice, L. M.
(2025). The First Year: Profiling the Home Environment of Infants From Low-Income Homes.
Infant and Child Develpment, 34(2), article e70005.
Ergin, F. E., İmir, H. M., Kaynak-Ekici, K. B., Bektaş, N., Çamurcu, Ş, Kurnaz, R. et Aysu, B.
(2025). Longitudinal study on early literacy and subsequent performance in Turkish low-SES children.
Early Childhood Research Quarterly, 71, 174-182.
Finders, J. K., Lara, G. D., Pratt, M. E., Nordgren, I. J. et Ochoa, W.
(2025). Investigating child care decision-making to understand access among families with low incomes.
Early Childhood Research Quarterly, 71, 35-48.
Hollingsworth, H. L. et Knight-McKenna, M.
(2025). Deepening awareness of inequities: investigating an advocacy project in early childhood teacher education.
Journal of Early Childhood Teacher Education, 46(1), 66-84.
Lauren Houben Caroline Bouchard et Geurten, M., Kouba Hreich, E. et Maillart, C.
(2025). Individualized professional development program designed by speech-language pathologists to increase vocabulary strategies in low socioeconomic status preschools: A multiple case study.
Canadian Journal of Speech-Language Pathology and Audiology, 49(1), 1-19.
Mazzaferro, M., Liu, S. et Fisher, P.
(2025). Understanding the Association Between Childcare Precarity and Emotional Distress.
Child Care Health Development, 51(3), article e70076.
OECD
(2025). Reducing Inequalities by Investing in Early Childhood Education and Care.
Starting Strong, OECD Publishing.
Pic, A., Herbers, J. E., Wallace, L. E., Halverson, M. K. M., Vrabic, S. C. et Cutuli, J. J.
(2025). Child care usage among families with young children staying in homeless shelters.
Early Childhood Research Quarterly, 70, 310-319.
Sheehan, C., Butler, J. et O’ Neill, C.
(2025). The provision of trauma awareness training in the early childhood education & care profession: A systematic review.
Early Childhood Education Journal, 53(2), 373-391.
Tanner, M. A. et Francis, S. E.
(2025). Protective factors for adverse childhood experiences: The role of emotion regulation and attachment.
Journal of Child and Family Studies, 34(1), 25-40.
Veer, I. M., Borghuis, J., Van Tuijl, C. et Luyten, H.
(2025). Development of Selective Attention and Vocabulary in a Socio-Economically Diverse Sample of Preschoolers.
Early Education and Development, 36(3), 680-707.
Webster, E. M., Hodges, H. R. et Corcoran, F.
(2025). The impact of family resilience in promoting school readiness for children with adverse childhood experiences.
Early Childhood Education Journal, 53(3), 821-833.
Lee, K.
(2025). Impact of Head Start on Developmental Outcomes for Children of Teenage Mothers.
Child Care Health and Development, 51(4), article e70103.
Raz, T. et Shaul, S.
(2025). Executive functions development: A longitudinal study of children from kindergarten to third grade across varied socioeconomic backgrounds.
Cognitive Development, 74, article 101576.
Sha, L., Chen, W., Yang, J., Xi, Y., Ren, Y. et Li., H.
(2025). Preschool Teacher Demand in China by 2050: A Prediction Analysis of the Impact of Negative Population Growth.
Early Childhood Education Journal, 53(5), 1501-1511.
Surrain, S., Landry, S. H., Zucker, T. A. et Oh, Y.
(2025). Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups.
Early Childhood Research Quarterly, 72, 13-24.
Yin, H., Ankers, M., Bell, A., Parry, Y. et Willis, E.
(2025). Investigating Developmental Status of Children Aged 0-5 Years and Its Association With Child Gender, Family Background and Geographic Locations in Australian Community-Based Early Learning Centres.
Child Care Health and Development, 51(4), article e70097.
Bilbao, M., Guglielmetti-Serrano, F., Mera-Lemp, M. J., Pizarro, J. J., Fernandez, D. et Martínez-Zelaya, G.
(2025). Parental involvement of immigrant parents in early educational centers and its relationship with intercultural sensitivity.
Frontiers in Psychology, 16, article 1568532.
Hsin, C.-T., Compton-Lilly, C., Hsieh, M.-F. et Luu, D. T.
(2025). Creating books and sustaining Indigenous languages with two Atayal communities.
Journal of Early Childhood Literacy, 25(2), 394-421.
Lamb, C. S.
(2025). ‘Why are the white kids clean and the brown kids still dirty?’ Parental encounters with racial discrimination in early childhood services.
Social Sciences, 14(1), article 18.
Quast, E.
(2025). I talk normal: A comparative case study of raciolinguistic socialization in preschool.
Journal of Early Childhood Literacy, 25(2), 487-513.
Tembo, S. et Bateson, S.
(2025). Before race: A literature review on de/colonial habits in play within early childhood.
Journal of Early Childhood Research, 23(2), 109-123.
Salonen, E., Pursi, A. et Lipponen, L.
(2025). Educators’ responses to children’s grieving: exploring emotional configurations in flexibly scheduled early childhood education and care.
European Early Childhood Education Research Journal, 33(3), 390-402.
Shabanhaxhaj, S. et Wendt, H.
(2025). Participation in early childhood education in Kosovo: (Re-)migration and international orientation as a resource for the participation of early childhood education institutions.
Early Childhood Research Quarterly, 72, 102-111.
Gaywood, D., Bertram, T. et Pascal, C.
(2025). Building a Pedagogy of Welcome in practice: ways to support refugee children in early childhood education and care through examination of professional positionality.
European Early Childhood Education Research Journal, 33(3), 374-389.
Kamber, E., Fuke, T. S. S., Alunni, M. et Mahy, C. E. V.
(2024). Procrastination in early childhood: Associations with self-regulation, negative affectivity, and the home environment.
Early Childhood Research Quarterly, 66(1er quartier), 75-85.
Betancur, L., Miller, P. et Votruba-Drzal, E.
(2024). Urban-rural achievement gap in low- and middle-income countries: The role of early childhood education.
Early Childhood Research Quarterly, 66(1er quartier), 11-23.
Conners Edge, N. A., Holmes, K., Wilburn, E. H. et Sutton, M.
(2024). Fostering Informed and Responsive Systems for Trauma in Early Care and Education (FIRST:ECE): A Preliminary Evaluation.
Early Childhood Education Journal, 52(1), 1-11.
Simpson, B., Nakabugo, M. G. et Sabates, R.
(2024). Understanding Access to and Learning Outcomes From ECE Among Refugees and Non-Refugee Populations in Uganda: A Cross-Cohort Comparison.
Journal of Research in Childhood Education, 38(sup1), S112-S129.
Sun, Y., Tamblyn, A., Morris, H., Boothby, C., Skouteris, H. et Blewitt, C.
(2024). Early childhood and primary school Teachers’ experiences and needs in working with trauma-impacted Children: A systematic review and thematic synthesis.
Children and Youth Services Review, 156, article 107344.
Yang, H., Rao, N. et Pearson, E.
(2024). Inequality in access to early childhood care and education programs among 3- to 4-year-olds: Trends and variations across low- and middle-income countries.
Early Childhood Research Quarterly, 66(1er quartier), 234-244.
Seltzer, M. C. et O’Brien, L. M.
(2024). Fostering Racial Literacy in Early Childhood Contexts.
Early Childhood Education Journal, 52(1), 181-189.
Seltzer, M. C. et O’Brien, L. M.
(2024). Fostering Racial Literacy in Early Childhood Contexts.
Early Childhood Education Journal, 52(1), 181-189.
da Silva, T. F., Mota, J. G., Okely, A., Telles, M. A., Tassitano, R. M., Guerra, P. H., Mota, J. et de Lucena Martins, C. M.
(2024). Are low-income preschoolers physically active at preschool settings? A cross-sectional study.
Child: Care, Health and Development, 50(2), article e13245.
Jiang, Y., Lau C. et Tan, C. Y.
(2024). Socioeconomic Status and Children’s English Language and Literacy Outcomes: The Mediating Role of Home Literacy Environment.
Early Education and Development, 35(3), 588-614.
Nevo, E.
(2024). The Effect of the COVID-19 Pandemic on Low SES Kindergarteners’ Language Abilities.
Early Childhood Education Journal, 52(3), 459-469.
Sharon, C. et Rousseau, S.
(2024). A machine learning approach to identifying non-parental caregivers' risk for harsh caregiving towards infants in daycare centers.
Early Childhood Research Quarterly, 67(2^e quartier), 128-138.
Straka, B. C., Albuja, A., Leer, J., Brauher, K. et Gaither, S. E.
(2024). The rich get richer? Children’s reasoning about socioeconomic status predicts inclusion and resource bias.
Developmental Psychology, 60(3), 505-521.
Velandia, E. A., Farr, A., Musso, S., Soto, N. et Fettes, D. L.
(2024). Parents’ adverse childhood experiences matter too: The impact of multigenerational trauma on participation in early childhood education for Latinx children.
Early Childhood Research Quarterly, 67(2^e quartier), 208-217.
Wei, W. S.
(2024). Heterogeneity in the household experiences of young children in head start and associations with absenteeism.
Early Childhood Research Quarterly, 67(2^e quartier), 363-373.
Bamsey, V., McNair, L. J., Campbell, H. et Vašinová, M. I.
(2024). Race and the space in between: Practitioner reflections on anti-racist practice in one Froebelian early years setting.
Journal of Early Childhood Research, 22(1), 122-135.
Lang, S. N., Tebben, E., Luckey, S. W., Hurns, K. M., Fox, E. G., Ford, D. Y., Ansari, A. et Pasque, P. A.
(2024). Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice.
Early Childhood Research Quarterly, 67(2e quartier), 111-127.
Breeze, R. et Halbach, A.
(2024). Families, Language, and Equal Opportunities: Identifying Good Practices in Family Literacy Projects.
Early Childhood Education Journal, 52(4), 693-703.
LaForett, D. R., Thomson, D. et Warren, J.
(2024). Head Start’s Family Services: Promoting the Outcomes of Low-Income Children and Families.
Early Education and Development, 35(4), 722-739.
Essien, I. et Wood, J. L.
(2024). “Treat Them Like Human Beings”: Black Children’s Experiences with Racial Microaggressions in Early Childhood Education During COVID-19.
Early Childhood Education Journal, 52(4), 825-836.
Faragó, F.
(2024). (Not) discussing race, via books, in mainly white preschools.
Journal of Research in Childhood Education, 38(2), 243-263.
Zhang, Y., Zhao, J., Yu, Z., Zhang, D., Wu, S., Zhang, Y., Chen, X., Wang, G., Zhang, J. et Jiang, F.
(2024). Changes in home environment, lifestyles, and mental health among preschoolers who experienced lockdown during the first wave of COVID-19 in Shanghai.
Children and Youth Services Review, 161, article 107654.
Ayala, K.
(2024). Factors associated with proportionality of reprensentation of children of color in early childhood special education in Illinois.
Journal of Early Childhood Research, 22(2), 195-206.
Azarmandi, M., Delaune, A., Surtees, N. et Te Rongopatahi, K. M.
(2024). Anti-racism commitment in early childhood education: The limits of cultural competency.
Contemporary Issues in Early Childhood, 25(2), 240-255.
Carleton, R., DiGirolamo, A. M., McGarrie, L., Whitmore, A. et Gilmer-Hughes, A.
(2024). Factors associated with service referrals and uptake in early head start. The importance of care setting.
Infants & Young Children, 37(2), 131-141.
Caroline Clavel
(2024). Expériences d’établissement au Québec de mères réfugiées originaires du Moyen-Orient ayant un enfant entre 0 et 5 ans
[thèse de doctorat, Université du Québec à Montréal]. Archipel.
Collet, O. A., Orri, M., Galéra, C., Pryor, L., Boivin, M., Tremblay, R. et Côté, S.
(2024). Does early child negative emotionality moderate the association between maternal stimulation and academic readiness and achievement?
Child Development, 95(3), 948-961.
Dueck, K., Castro, A. W., Kamawar, D., Milyavskaya, M., Gallitto, E. et Atance, C. M.
(2024). The effects of cognitive and environmental factors on children’s early saving.
Cognitive Development, 70, article 101447.
Edwards, P. A. et Smith, P.
(2024). From illiterate assumption to literate potentiality: Harnessing the possibility of parent-of-Color stories.
Contemporary Issues in Early Childhood, 25(2), 223-239.
Farangi, M. R. et Mehrpour, S.
(2024). Iranian preschoolers vocabulary development: Background television and socio-economic status.
Journal of Early Childhood Literacy, 24(2), 422-444.
Gedeon, C., Badea, C. et Esseily, R.
(2024). Racial categorization and intergroup perception in preschool children: A focus on group membership and group size in the French context.
Journal of Experimental Child Psychology, 241, article 105841.
Green, L. M.
(2024). Innovations in Higher Education. Decolonization Is Not a Buzz Word: (Re). Envisioning Early Childhood Teacher Education Through Curriculum Design.
Young Children, 79(2).
Henward, A. S. et Aikau, H. K.
(2024). Returning Children to the ’Āina and Fanua: Indigenous Survivance in Pacifica Early Childhood.
Review of Research in Education, 47(1), 636-668.
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.
Hubert, S., Nusser, L. et Kuger, S.
(2024). The relation between structural family characteristics and parental attitudes with respect to the use of ECEC for one- and two-year-old children in Germany.
European Early Childhood Education Research Journal, 32(3), 495-521.
Karakuş, H., Starkey, P. et Akman, B.
(2024). Generalizability of the effectiveness of a preschool mathematics intervention for low-socioeconomic status Turkish children.
Child Development, 95(3), 663-678.
Krafft, C., Raikes, A., Towfighian, S. N. et Mojgani, R. S.
(2024). Quality and inequality in pre-primary and home environment inputs to early childhood development in Egypt.
Early Childhood Research Quarterly, 68(3^e quartier), 24-34.
Kim, Y. et Kang, J.
(2024). Culturally, linguistically, and legally relevant caring for undocumented migrant children and their families.
Journal of Early Childhood Teacher Education, 45(2), 215-231.
Lee, J. et Dunlap, G.
(2024). Associations between social-emotional teaching practices and reductions in preschoolers’ challenging behavior.
Infants & Young Children, 37(2), 101-114.
Ndijuye, L. G. et Dadi, N.
(2024). Home learning environments and family socioeconomic status: Implications on early learning attainments in Tanzania.
Journal of Early Childhood Research, 22(2), 207-223.
Neitola, M., af Ursin, P. et Pihlaja, P.
(2024). Explaining children’s social relationships in early childhood: the role of parental social networks.
European Early Childhood Education Research Journal, 32(3), 383-398.
O'Grady, C. E., Ostrosky, M. M., Corr, C. et Roy, E.
(2024). Exploring how early childhood exclusionary practices persist for multiply marginalized children.
Early Childhood Research Quarterly, 68(3^equartier), 90-98.
Searle, B., Cooke, E., Staton, S. et Thorpe, K.
(2024). Poverty for lunch: A case study of agency and food scarcity in mealtimes in disadvantaged ECE.
Children & Society, 38(4), 1076-1094.
Slovick, A., Fuller, B., Banks, J., Huang, C. et Bryant, C.
(2024). California’s push for universal pre-K: Uneven. School capacity and racial disparities in access.
Journal of Early Childhood Research, 22(2), 285-296.
Townley, C., Staples, K., Woodrow, C., Baker, E., Locke, M. L., Grace, R. et Kaplun, C.
(2024). ‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres.
Australasian Journal of Early Childhood, 49(2), 155-168.
Wee, S. J., Son, M., Ly-Hoang, K. et Zambrano, L.
(2024). “Culture is where I come from”: An analysis of cultural competence of student teachers of color in early childhood education.
Journal of Early Childhood Teacher Education, 45(2), 157-176.
Weiland, C., McCormick, M., Duer, J., Friedman-Krauss, A., Pralica, M., Xia, S., Nores, M. et Mattera, S.
(2024). The mixed-delivery pre-k opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems.
Early Childhood Research Quarterly, 68(3^e quartier), 247-259.
Xia, X.
(2024). Parental involvement and Chinese children’s cognitive and social-emotional school readiness: Differential effects across family socioeconomic status.
Children and Youth Services Review, 161, article 107647.
Yepez, C., Isbell, A., Anderson, C. E. et Whaley, S.
(2024). Factors Associated With Caregiver Reporting of Developmental Concerns Among Children in Low-Income Communities.
Infants & Young Children, 37(2), 115-130.
Oppermann, E., Blaurock, S., Zander, L. et Anders, Y.
(2024). Children’s Social-Emotional Development During the COVID-19 Pandemic: Protective Effects of the Quality of Children’s Home and Preschool Learning Environments.
Early Education and Development, 35(7), 1432-1460.
Zimmermann, C. R.
(2024). Looking for Trouble: How Teachers’ Racialized Practices Perpetuate Discipline Inequities in Early Childhood.
Sociology of Education, 97(3), 219-232.
Adair, J. K., Park, S., Alonzo, M., McManus, M. E., Odim, N., Lee, S., Jones, N. N., Payne, K. A. et Colegrove, K. S.-S.
(2024). Equitable access to agency-supportive early schooling contexts for young children of color.
Early Childhood Research Quarterly, 69(4^e quartier), 49-64.
Aram, D. et Ziv, M.
(2024). Early Childhood Education in Israel.
Early Child Development and Care, 194(5-6), numéro thématique.
Juaristi, O., Larrea, I. et Muela, A.
(2024). The enculturation process in early childhood education and care: a mixed methods study.
European Early Childhood Education Research Journal, 32(4), 658-671.
Nxumalo, F., Downey, C. et Franklin, N.
(2024). Thinking with Black Ecologies in Early Childhood Education.
Journal of Childhood Studies, 49(2), 47-56.
Palacios, N. et Paulick, J.
(2024). Supporting Latinx immigrant children and families in the transition to elementary school.
Child Development Perspectives, 18(3), 155-162.
Telfer, N. A., Iruka, I. U., Yazejian, N., Sideris, J. et Kaplan, R.
(2024). Do ECERS-3 scores mean the same thing across racial groups? Measurement invariance testing by teacher and classroom race.
Early Childhood Research Quarterly, 69(4^equartier), 122-130.
Zhou, Y., Jiang, S. et Jiang, Y.
(2024). Towards Better Cultural Enlightenment: Identify Chinese Preschoolers’ Cultural Cognition Traits and Predictors.
Early Education and Development, 35(6), 1235-1255.
Baffour, B., Das, S., Li, M. et Richardson, A.
(2024). The Utility of Socioeconomic and Remoteness Indicators in Understanding the Geographical Variation in the Regional Prevalence of Early Childhood Vulnerability in Australia.
Child Indicators Research, 17(4), 1791-1827.
Gutierrez, A. S., Zambrana, K., Poznanski, B., Valdes, J. et Hart, K. C.
(2024). Early Life Exposure to Adverse Childhood Experiences and School Readiness Among Preschoolers with Disruptive Behaviors.
Journal of Child and Family Studies, 33(9), 3020-3034.
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.
Karaoğlan, D., Dayioğlu, M., Saraçoğlu, D.Ş. et Sağir, S.
(2024). Unlevel Playing Field: Socioeconomic Determinants of Early Childhood Development in Turkiye.
Child Indicators Research, 17(4), 1741-1770.
Kitamura, K.
(2024). School-Based Early Childhood Education and Children’s Development in Urban Nepal.
Early Education and Development, 35(7), 1591-1613.
Lim, I. E., Mahmud, I., Chowdhury, M.U., Kaiser, A., Bonny, F. A., Akanbonga, S. et Hasan, M. T.
(2024). Early Childhood Development (ECD) in Ghana: Assessing the Status and Determinants of the Literacy-Numeracy, Physical, Social-Emotional, and Learning Domains.
International Journal of Early Childhood, 56(2), 255-276.
Lopez, L. D., Castillo, A., Frechette, E., Jeon, S., Castle, S., Horm, D. et Kwon, K.-A.
(2024). High-quality early care and education for low-income families: Toddlers’ cognitive and emotional functioning during the COVID-19 pandemic.
Infancy, 29(6), 983-1001.
Miller, E. B., Canfield, C. F., Roby, E., Wippick, H., Shaw, D. S., Mendelsohn, A. L. et Morris-Perez, P. A.
(2024). Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent-child interactions.
Child Development, 95(4), 1172-1185.
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Ministère de la Famille et des Ainés.

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