Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Brunsek, A., Rodrigues, M., Sokolovic, N., Borairi, S., Janmohamed, Z., Jenkins, J. M. et Perlman, M.
(2024). Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Child Care Centers? A Cluster Randomized Controlled Trial.
Early Education and Development, 35(5), 1014-1031.
Rüdisüli, C., Duss, I., Lannen, P. et Wustmann Seiler, C.
(2024). Relations between teacher-child interaction quality and children’s playfulness.
Early Child Development and Care, 194(7-8), 883-897.
Koşkulu-Sancar, S., Blom, E., van de Weijer-Bergsma, E., Grandfield, E., Verhagen, J., et Mulder, H.
(2024). Teachers matter in early childhood: The relation between teacher behaviours and executive function development in toddlerhood.
Infant and Child Development, 33(3), e2474.
Ha, N.T.N., Tham, M. et Hurley, P.
(2024). Process Quality in Early Childhood Education and Care in Australia: A Systematic Literature Review.
Early Childhood Education Journal, prépublication.
Julie Lachapelle et Lise Lemay
(2024). Quality of interactions in home-based childcare: Considering normative and meaning-making approaches.
Revue Des Sciences De l’éducation De McGill, 58(3), 81–105.
Julie Lachapelle et Lise Lemay
(2024). La qualité des interactions en service de garde en milieu familial: regards croisés sur l’approche normative et l’approche de faire sens.
Revue des Sciences de l’Éducation de McGill, 28(3), 81-105.
Luo, L., Qiu, Y., Lyu, S., Ge, H. et Liu, H.
(2024). Variation in the Quality of Teacher-Child Interactions in Chinese Toddler Classrooms.
Early Education and Development, 35(8), 1847-1861.
Reyhing, Y. et Perren, S.
(2023). The Situation Matters! The Effects of Educator Self-Efficacy on Interaction Quality in Child Care.
Journal of Research in Childhood Education, 37(4), 582-597.
Sluiter, R. M. V., Fekkes, M. et Fukkink, R. G.
(2023). Comparing center-based with home-based child care: type of care moderates the association between process quality and child functioning.
Early Childhood Research Quarterly, 62(1^st quarter), 102-114.
Cadima, J., Aguiar, C., Guedes, C., Wysłowska, O., Salminen, J., Slot, P., Barata, M. C. et Lerkkanen, M.-K.
(2023). Process Quality in Toddler Classrooms in Four European Countries.
Early Education and Development, 34(7), 1565-1589.
LoCasale-Crouch, J., Romo-Escudero, F., Clayback, K., Whittaker, J.,Hamre, B. et Melo, C.
(2023). Results from a randomized trial of the effective classroom interactions for toddler educators professional development intervention.
Early Childhood Research Quarterly, 65(4), 217-226.
Reyhing, Y. et Perren, S.
(2023). The Situation Matters! The Effects of Educator Self-Efficacy on Interaction Quality in Child Care.
Journal of Research in Childhood Education, 37(4), 582-597.
Baron, F., Linberg, A. et Lehrl, S.
(2023). Interaction quality in German early childcare settings: investigating the domains of CLASS Toddler and the associations with structural characteristics.
Early Child Development and Care,193(13-14), 1485-1502.
Narea, M., Treviño, E., Caqueo-Urízar, A., Miranda, C. et Gutiérrez-Rioseco, J.
(2022). Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being.
Child Indicators Research, 15(2), 533-551.
Salminen, J., Guedes, C., Lerkkanen, M.-K., Pakarinen, E. et Cadima, J.
(2021). Teacher–child interaction quality and children’s self-regulation in toddler classrooms in Finland and Portugal.
Infant and Child Development, 30(3), e2222
Vandenbroeck, M., Slot, P. et Hulpia, H.
(2021). Quality in home-based childcare providers: variations in process quality.
European Early Childhood Education Research Journal, 29(2), 261-277.
Buøen, E. S., Lekhal, R., Lydersen, S., Berg-Nielsen, T. S. et Drugli, M. B.
(2021). Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of" Thrive by Three" In-Service Professional Development in 187 Norwegian Toddler Classrooms.
Frontiers in psychology, 12, article 778777.
Hewett, B. S. et La Paro, K. M.
(2020). Organizational Climate : Collegiality and Supervisor Support in Early Childhood Education Programs.
Early Childhood Education Journal, 48(4), 415-427.
Choi, J. Y., Horm, D., Jeon, S. et Ryu, D.
(2019). Do Stability of Care and Teacher–Child Interaction Quality Predict Child Outcomes in Early Head Start?.
Early Education and Development, 30(3), 337-356.
Perren, S., Herrmann, S., Iljuschin, I., Frei, D., Körner, C. et Sticca, F.
(2017). Child-centred educational practice in different early education settings: Associations with professionals’ attitudes, self-efficacy, and professional background.
Early Childhood Research Quarterly,  38, 137-148.
Slot, P. L., Boom, J., Verhagen, J. et Leseman, P. P. M.
(2017). Measurement properties of the CLASS Toddler in ECEC in The Netherlands.
Journal of Applied Developmental Psychology, 48, 79-91.
Cassidy, D. J., King, E. K., Wang, Y. C., Lower, J. K. et Kintner-Duffy, V. L.
(2016). Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours.
Early Child Development and Care, 187(11), 1-13.
Castle, S., Williamson, A. C., Young, E., Stubblefield, J., Laurin, D. et Pearce, N.
(2016). Teacher–child interactions in Early Head Start Classrooms: Associations with teacher characteristics.
Early Education and Development, 27(2), 259-274.
Araujo, M. C., López-Boo, F., Novella, R., Schodt, S. et Tomé, R.
(2015). The quality of Centros Infantiles del Buen Vivir in Ecuador.
Inter-American Development Bank, Washington, DC.
Alley-Melchior, K., Guss, S. S. et Horm, D. M.
(2014). Common themes impacting quality of early care and education environments for toddlers.
ZERO TO THREE, 34(3), 21-27.
Bandel, E., Aikens, N., Vogel, C.A., Boller, K. et Murphy, L.
(2014). Observed Quality and Psychometric Properties of the CLASS-T in the Early Head Start Family and Child Experiences Survey.
Mathematica Policy Research.
Gloeckler, L. R., Cassell, J. M. et Malkus, A. J.
(2014). An analysis of teacher practices with toddlers during social conflicts.
Early Child Development and Care, 184(5), 749-765.
La Paro, K. M., Williamson, A. C. et Hatfield, B.
(2014). Assessing quality in toddler classrooms using the CLASS-Toddler and the ITERS-R.
Early Education and Development, 25(6), 875-893.
Slot, P. L.
(2014). Early childhood education and care in the Netherlands: quality, curriculum, and relations with child development.
Thèse de doctorat, Utrecht University, Pays-Bas.
Guss, S. S., Norris, D. J., Horm, D. M., Monroe, L. A. et Wolfe, V.
(2013). Lessons learned about data utilization from classroom observations.
Early Education and Development, 24(1), 4-18.
Thomason, A. C. et La Paro, K. M.
(2009). Measuring the quality of teacher–child interactions in toddler child care.
Early Education and Development, 20(2), 285-304.

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