Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Chen, J. J. et Badolato, H.
(2025). Scaffolding social and emotional learning in preschool children from low-income backgrounds: a study of teacher strategies during COVID-19.
Education 3-13, 53(1), 85-98.
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.
Pattnaik, J. et Lopez, M.
(2025). Family Child Care Providers’ Experiences of Implementing the COVID-19 Guidelines: Implications for Future Emergencies.
Early Childhood Education Journal, 53(1), 131-149.
Yu, J., Xu, C. et Wu, Z.
(2025). The emerging techno-microsystem and its longitudinal influences on Chinese young children’s behavior problems.
Applied Developmental Science, 29(1), 80-92.
Jorgensen, A. H. et Bradbury, A.
(2024). Reimagining education after covid.
Education 3-13, 52(1).
Aslam, M., Saeed, S., Hagos, B. et Jamil, B.
(2024). Parental/Caregiver Engagement in Early Learning Systems: Findings From Early Learning Partnership (ELP) COVID-19 Research in Pakistan and Ethiopia.
Journal of Research in Childhood Education, 38(sup1), S39-S60.
Bosoni, M. L.
(2024). Children's services and the COVID-19 pandemic in Italy: A study with educators and parents.
Children & Society, 38(1), 159-175.
Giordano, K., Palmieri, C.S., LaTourette, R., Godoy, K. M., Denicola, G., Paulino, H. et Kosecki, O.
(2024). Face Masks and Emotion Literacy in Preschool Children: Implications During the COVID-19 Pandemic.
Early Childhood Education Journal, 52(1), 21-29.
Hoffman, T.K. et Poll, G.H.
(2024). Challenges Faced by Childcare Directors During COVID-19: Leading During A Global Pandemic.
Early Childhood Education Journal, 52(1), 31-41.
Justice, L., Zhang, X. et Steed, E. A.
(2024). COVID-19 and early childhood education: Implications for research, practice, and policy.
Early Childhood Research Quarterly, 66(1er quartier), 109-111.
Kim, J., Araya, M., Rose, P. et Woldehanna, T.
(2024). Pre-Primary Education and School Readiness Amid the COVID-19 Pandemic: Evidence From Ethiopia.
Journal of Research in Childhood Education, 38(sup1), S6-S23.
Samms-Vaughan, M., Pellington, S. et Reynolds-Salmon, R.
(2024). Impact of COVID-19 on Young Children and Families in Jamaica.
Journal of Research in Childhood Education, 38(sup1), S24-S38.
Shukia, R. et Marobo, S.
(2024). Parental Engagement in Children’s Pre-Primary Education in Marginalized Communities in Tanzania Before and During the COVID-19 Era.
Journal of Research in Childhood Education, 38(sup1), S61-S76.
Atan, A.
(2024). The psychological well-being of children who play digital games during the COVID-19 pandemic.
International Journal of Early Years Education, 32(1), 83-102.
Cook, K. D., Ferreira van Leer, K. et Gandhi, J.
(2024). Managing Disruptions in Early Care & Education: Lessons from COVID-19.
Early Childhood Education Journal, 52(2), 281-292.
Keengwe, G. et Onchwari, A.
(2024). Assessment of Parent-Teacher Relationships in Early Childhood Education Programs During the COVID-19 Pandemic.
Early Childhood Education Journal, 52(2), 305-317.
McIsaac, J.-L. D., Cummings, R., MacQuarrie, M., Lamptey, D.-L., Harley, J., Rossiter, M. D., Janus, M. et Turner, J.
(2024). Shifting play experiences during the COVID-19 pandemic: family responses to pandemic restrictions.
European Early Childhood Education Research Journal, 32(1), 167-187.
Movahedazarhouligh, S. et Jones, M.
(2024). Leading in times of uncertainty: Early childhood directors navigating the COVID-19 pandemic.
Journal of Childhood, Education & Society, 5(1), 89-103.
Zheng, C., Yu, Y., Lu, J., Hou, Y. et Li, K.
(2024). Has the COVID-19 Pandemic Widened the Urban-Rural Gap in Early Child Development in China? Evidence from the Rural Side.
Early Education and Development, 35(2), 250-268.
Abdul-Majied, S. et Figaro-Henry, S.
(2024). Zoom-ing with Padlet: Overcoming challenges to deliver emergency remote teaching to young learners in Trinidad.
Journal of Early Childhood Research, 22(1), 19-32.
Burke, A. et Collier, D. R.
(2024). Educators working together: Listening to children’s voices and stories about cultural and family artifacts during pandemic teaching.
Journal of Early Childhood Research, 22(1), 3-18.
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.
Copeland, K. A., Porter, L., Gorecki, M. C., Reyner, A., White, C. et Kahn, R. S.
(2024). Early Correlates of School Readiness Before and During the COVID-19 Pandemic Linking Health and School Data.
JAMA Pediatrics, 178(3), 294-303.
Murphy, K., Giordano, K. et Deloach, T.
(2024). Pre-K and Kindergarten Teacher Perception of School Readiness During the COVID-19 Pandemic.
Early Childhood Education Journal, 52(3), 551-561.
Nevo, E.
(2024). The Effect of the COVID-19 Pandemic on Low SES Kindergarteners’ Language Abilities.
Early Childhood Education Journal, 52(3), 459-469.
Sanders, C., Frank, T. J., Amyot, T., Cornish, K., Koopmans, E., Usipuik, M., Irving, L. et Pelletier, C. A.
(2024). Day-to-day life during the COVID-19 pandemic: A longitudinal qualitative study with Canadian parents of young children.
Contemporary Issues in Early Childhood, 25(1), 110-130.
Spray, J.
(2024). We Can Tell More Than One Story: Comic Making Locates Researcher and Children’s Voices in Co-Representing Childhoods in the COVID-19 Pandemic.
Journal of Childhood Studies, 49(1), 37-56.
Stjernswärd, S., Meier, M., Tilgmann, C. et Glasdam, S.
(2024). Children’s Voices on the COVID-19 Pandemic as Presented in Swedish Junior and Daily Newspapers.
Journal of Childhood Studies, 49(1), 57-74.
Sullu, B.
(2024). Children's access to play during the COVID-19 pandemic in the urban context in Turkey.
Children’s Geographies, 22(1), 182-187.
Wheeler, D. L. et Hill, J. C.
(2024). The impact of COVID-19 on early childhood reading practices.
Journal of Early Childhood Literacy, 24(1), 96-115.
Araújo, S. B., Rosário, R., Silva, A. et Barrons, S.
(2024). Reopening ECEC Services for Children Under Three Amidst the Pandemic: Investigating the Association of Health Measures with Pedagogical Practices and Children’s Well-being.
Early Childhood Education Journal, 52(4), 803-814.
Chalari, M. et Charonitis, G.
(2024). The first reactions of early childhood education schools during the early days of the COVID-19 pandemic in Greece.
Education 3-13, 52(4), 567-579.
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.
Pattnaik, J. et Lopez, M.
(2024). Financial Challenges of Family Child Care Providers During the COVID-19 Pandemic: A Phenomenological Study.
Early Childhood Education Journal, 52(4), 837-851.
Alison Hooper, A. et Schweiker, C.
(2024). Family child care educators’ experiences and decision-making related to serving children during COVID-19 and implications for supporting educators after the pandemic.
Children and Youth Services Review, 161, article 107698.
Bakopoulou, I.
(2024). The impact of the COVID-19 pandemic on early years transition to school in the UK context.
Education 3-13, 52(5), 648-661.
Davies, C., Kong, S. P., Hendry, A., Archer, N., McGillion, M. et Gonzalez-Gomez, N.
(2024). Sustained benefits of early childhood education and care (ECEC) for young children’s development during COVID-19.
Journal of Early Childhood Research, 22(2), 238-257.
DiCarlo, C. F., Cherry, K. E., Sulentic Dowell, M.-M. et Marks, L. D.
(2024). Young Children’s Perception of the COVID-19 Home Stay.
Child Youth Care Forum, 53(3), 631-644.
Eboo Alwani, S., Day, N. et Kulkarni, K.
(2024). Making space for play in the global post-COVID landscape.
International Journal of Play, 13(1), 56-74.
Eggers, T., Grages, C. et Pfau-Effinger, B.
(2024). Informalizing childcare during the COVID-19 pandemic: Policy responses to childcare and their implications for working parents in Denmark, England and Germany.
Children and Youth Services Review, 162, article 107695.
Fusaro, M. et Almamori, T.
(2024). Sens of belonging among students preparing for early childhood-related careers.
Journal of Early Childhood Teacher Education, 45(2), 251-270.
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.
Li, H., Peng, A. et Zhang, X.
(2024). Parents’ Psychological Distress During COVID-19: Correlates and Relations with Parents’ Engagement in Early Education.
Early Education and Development, 35(5), 914-932.
Mattera, J. A., Erickson, N. L., Barbosa-Leiker, C. et Gartstein, M. A.
(2024). COVID-19 pandemic effects: Examining prenatal internalizing symptoms and infant temperament.
Infancy, 29(3), 386-411.
Novković Cvetković, B., Mladenović, M., Spasić Stošić, A., Tasić Mitić, I. et Stojadinović, A.
(2024). How pandemics like COVID-19 change education in early childhood: the music practice and tendencies in Serbia.
European Early Childhood Education Research Journal, 32(3), 416-428.
Pezzotti, E, Provenzi, L., Naboni, C., Capelli, E., Ghirardello, S., Borgatti, R. et Orcesi, S.
(2024). Masked or not, I smile to you: Exploring full-term and preterm infants' social smiles to adults wearing a protective facemask.
Infant Behavior and Development, 75, article 101947.
Serrano-Díaz, N., Aragón, E. et Merida-Serrano, R.
(2024). Differential socioemotional and educational profiles in early childhood and primary education students in a lockdown situation.
Frontiers in Psychology, 15, article 1296333.
Swindle, T.
(2024). Early care and education after COVID-19: A perspective.
Contemporary Issues in Early Childhood, 25(2), 271-275.
Wee, S. J., Dennis, J. M., Lo, Y., Ly-Hoang, K. et Ramirez-Ulloa, P.
(2024). Early childhood practicum students’ perceptions and experiences of a remote directed fieldwork course during the COVID-19 pandemic.
International Journal of Early Years Education, 32(2), 438-452.
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.
Gomez, D., Kunze, M., Glenn, E., Todis, B., Kelley, K., Karns, C. M., Glang, A. et McIntyre, L. L.
(2024). Professionals’ Perspectives on Service Delivery: The Impact of COVID-19 on Early Childhood Special Education Providers.
Topics in Early Childhood Special Education, 44(2), 115-125.
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.
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.
Tan, T. X., Wang, J. H. et Zhou, Y.
(2024). COVID-19 school closures and Chinese children's school readiness: Results from the natural experimental data.
British Journal of Educational Psychology, 94(3), 976-994.
Tisborn, K. et Seehagen, S.
(2024). 2-Year-olds’ free play during the COVID-19 pandemic.
Infancy, 29(4), 608-630.
Turnbull, K. L. P., Jaworski, B., Cubides Mateus, D. M., Coolman, F. L., LoCasale-Crouch, J., Moon, R. Y., Hauck, F. R., Kellams, A. et Colson, E. R.
(2024). COVID-19 pandemic impacts on kindergarteners' mental health: A qualitative study of perspectives of U.S. mothers with low income.
Infant and Child Development, 33(4), e2503.
Wilinski, B., Morley, A. et Wu, J. HC.
(2024). Reconceptualizing Family Engagement as an Improvisational Practice: Lessons from Pre-K Teachers’ Practices During COVID-19.
Early Childhood Education Journal, 52(6), 979-990.
Young, E. et Young, K.
(2024). Student growth in the post-covid era.
Curriculum Associates Research.
Aizenberg, M. et Zilka, G. C.
(2024). Technological leadership of kindergarten teachers along their careers and during the COVID-19 period.
International Journal of Child Care and Education Policy, 18, article 10.
Akpan, I. J., Warner, T., Cardona, T. L., Schlosser, N. et Hennis, B.
(2024). Employees’ perception of the impacts of global health crisis on work performance and sentiments about future career: the case of early childhood education.
European Early Childhood Education Research Journal, 32(5), 721-738.
Hemdan Mohamed, A. H. et Mohamed Marzouk, S. A. A. F.
(2024). Preschool teachers’ practices of online learning during the pandemic: insights from Egypt.
Education 3-13, 52(8), 1283-1294.
Katter, J., Rojas, N. M., Albert, S. L., Springer, B., Huang-Greco, N. et Kerker, B.
(2024). “Let’s just be human:” kindergarten teachers leveraging collegial supports during the first covid-19 school year.
Journal of Early Childhood Teacher Education, 45(4), 421-436.
Khalid, M. et Pope, E. J.
(2024). Early Childhood Teachers’ Experiences During the COVID-19 Pandemic: A Cross-Cultural Examination of Teachers from Pakistan and the US.
Early Childhood Education Journal, 52(8), 2079-2093.
Male, T., Palaiologou, I. et Ince, A.
(2024). Leadership behaviours during crises: cases from early childhood education and care in England.
European Early Childhood Education Research Journal, 32(5), 852-864.
Marais, L., Matamanda, A., Gbadegesin, F., Ntema, J., Mgwele, A., Dunn, M., Nel, V., Lehobo, T. M., Andres, L. et Denoon-Stevens, S.
(2024). The COVID-19 restrictions, child services and the well-being of children in South Africa.
International Journal of Child Care and Education Policy, 18, article 12.
McGillion, M., Davies, C., Kong, S. P., Hendry, A. et Gonzalez-Gomez, N.
(2024). Caregiver sensitivity supported young children’s vocabulary development during the Covid-19 UK lockdowns.
Journal of Child Language, 51(5), 1213-1229.
Neuberger, F., Grgic, M. et Fackler, S.
(2024). Interaction Quality Among Children, Staff and Parents in German ECEC Centres in the COVID-19 Pandemic.
Early Childhood Education Journal, 52(8), 1963-1991.
Rahiem, M. D. H.
(2024). Early childhood education contingencies for sustaining learning during school closures: Lessons from preschool remote education home visits in Indonesia during the COVID-19 pandemic.
Children and Youth Services Review, 166, article 107955.
Sanders-Smith, S. C., Cordoba, T. E., Laixely, J. et Martinez Negrette, G.
(2024). Early childhood inquiry and e-learning: recontextualizing a progressive pedagogy in online school.
Journal of Early Childhood Teacher Education, 45(4), 455-472.
Wolfe, A., Rowland, T. et Blackburn, J. C.
(2024). “Half the Teacher I Once Was”: Ohio Early Childhood Educators Describe their Mental Well-Being During the First Year of the COVID-19 Pandemic.
Early Childhood Education Journal, 52(8), 1933-1943.
Abdul-Majied, S., Kinkead-Clark, Z. et Burns, S.C.
(2023). Understanding Caribbean Early Childhood Teachers’ Professional Experiences During the COVID-19 School Disruption.
Early Childhood Education Journal, 51(3), 431-441.
Aragón-Daud, A., Abadi, A., López, P. , Torrente, F. et Musich, F.
(2023). Vulnerable preschoolers mental health during the Covid-19 pandemic in Argentina: A cross-sectional study.
Early Child Development and Care, 193(3), 319-333.
Bourke, L., Lingwood, J., Gallagher-Mitchell, T. et López-Pérez, B.
(2023). The effect of face mask wearing on language processing and emotion recognition in young children.
Journal of Experimental Child Psychology, 226, article 105580.
DeBolt, M. C. et Oakes, L. M.
(2023). The impact of face masks on infants' learning of faces: An eye tracking study.
Infancy, 28(1), 71-91.
Farewell, C. V., Quinlan, J., Gonzalez, L. et Puma, J.
(2023). Changes in demands and resources faced by the early childhood education workforce due to COVID-19.
Journal of Early Childhood Research, 21(1), 63-75.
Galusca, C. I., Clerc, O., Chevallier, M., Bertrand, C., Audeou, F., Pascalis, O. et Fort, M.
(2023). The effect of masks on the visual preference for faces in the first year of life.
Infancy, 28(1), 92-105.
Gibbs, A.S. et Reed, D.K.
(2023). Shared Reading and Science Vocabulary for Kindergarten Students.
Early Childhood Education Journal, 51(1), 127-138.
Giordano, K., McKeating, E., Chung, D. et Garcia, V.
(2023). Expulsion from Community Childcare Centers During the COVID-19 Pandemic: A Review of One State’s Practices.
Early Childhood Education Journal, 51(3), 383-392.
Grantham-Caston, M. et DiCarlo, C.F.
(2023). Leadership Styles in Childcare Directors.
Early Childhood Education Journal, 51(1), 105-114.
Jin, M.
(2023). Preservice Teachers’ Online Teaching Experiences During COVID-19.
Early Childhood Education Journal, 51(3), 371-381.
Marshall, J., Lee, Y.-e., Deutchman, P., Wang, Z., Horsey, C. D., Warneken, F. et McAuliffe, K.
(2023). When not helping is nice: Children’s changing evaluations of helping during COVID-19.
Developmental Psychology, 59(5), 953-962.
Rahman, A., Islam, S. et Boyd, W.
(2023). Kindergarten teachers' experiences during the COVID-19 pandemic in Bangladesh.
International Journal of Early Years Education, 31(1), 170-184.
Raman, L.
(2023). Preschoolers’ Recognition of the Transmission of the COVID-19 Virus: A Pilot Study.
Journal of Educational and Developmental Psychology, 13(1), 78-86.
Shin, M. et Puig, V. I.
(2023). ‘Feeling a bit like a tsunami wave’: an exploratory study of early childhood professionals’ experiences during the COVID-19 crisis in the USA.
Education 3-13, 51(2), 247-261.
Spadafora, N., Reid-Westoby, C., Pottruff, M., Wang, J. et Janus, M.
(2023). From Full Day Learning to 30 Minutes a Day: A Descriptive Study of Early Learning During the First COVID-19 Pandemic School Shutdown in Ontario.
Early Childhood Education Journal, 51(3), 287–299.
Søe, M. A., Schad, E. et Psouni, E.
(2023). ‘Distance creates distance’: preschool staff experiences and reflections concerning preschool introduction during the covid-19-Pandemic.
International Journal of Early Years Education, 31(1), 153-169.
Sullivan, J., Tillman, K. et Shtulman, A.
(2023). Stay away, Santa: Children’s beliefs about the impact of COVID-19 on real and fictional beings.
Developmental Psychology, 59(5), 940-952.
Vermeulen, S., Alink, L. R. A. et van Berkel, S. R.
(2023). Child maltreatment during school and childcare closure due to the covid-19 pandemic.
Child Maltreatment, 28(1), 13-23.
Yamoah, O., Balser, S., Ogland-Hand, C., Doernberg, E., Lewis-Miller, C. et Freedman, D. A.
(2023). “A win-win for all of us": COVID-19 sheds light on the essentialness of child care as key infrastructure.
Early Childhood Research Quarterly, 63, 113-120.
Yang, B., Tian, F. et Huang, J.
(2023). SES, Relative Deprivation, Perceived Kindergarten Support and Turnover Intention in Chinese Teachers during the COVID-19 Pandemic: A Moderated Mediation Model.
Early Education and Development, 34(2), 408-425.
Yildiz, S., Kilic, G. N. et Acar, I. H.
(2023). Early Childhood Education During the COVID-19 Outbreak: The Perceived Changing Roles of Preschool Administrators, Teachers, and Parents.
Early Childhood Education Journal, 51(4), 743-753.
Zhang, Q., Sauval, M. et Jenkins, J. M.
(2023). Impacts of the COVID-19 pandemic on the child care sector: Evidence from North Carolina.
Early Childhood Research Quarterly, 62(1^st quarter), 17-30.
Zheng, C., Yu, Y., Hou, Y. et Lu, J.
(2023). Teachers’ perceived impact of COVID-19 on Early Child Development in urban China: evidence from a National Survey Study.
Early Child Development and Care, 193(4), 531-546.
Berzin, C. (dir.).
(2023). Crise sanitaire et continuité pédagogique.
Revue Carrefours de l’éducation, 55(1), numéro thématique.
Chen, J.J. et Adams, C.B.
(2023). Drawing from and Expanding their Toolboxes: Preschool Teachers’ Traditional Strategies, Unconventional Opportunities, and Novel Challenges in Scaffolding Young Children’s Social and Emotional Learning During Remote Instruction Amidst COVID-19.
Early Childhood Education Journal, 51(5), 925-937.
Lynch, K., Lee, M. et Loeb, S.
(2023). An investigation of Head Start preschool children's executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic.
Early Childhood Research Quarterly, 64(3rd quarter), 255-265.
Nikiforidou, Z. et Doni, E.
(2023). ‘Go away from this galaxy coronavirus’: children’s meanings and feelings of the Covid-19 pandemic through narrated drawings.
European Early Childhood Education Research Journal, 31(2), 178-190.
Paryente, B. et Gez-Langerman, R.
(2023). Kindergarten children’s reactions to the COVID-19 pandemic: Creating a sense of coherence.
Journal of Early Childhood Research, 21(2), 133-146.
Shaik, N.
(2023). Transforming Teaching and Learning in Early Childhood Care and Education During COVID-19 in a Poor Community of the Cape Flats, South Africa.
Early Childhood Education Journal, 51(5), 791-800.
Tregenza, S. et Campbell-Barr, V.
(2023). Quality early childhood education and care in a time of COVID-19.
Journal of Early Childhood Research, 21(2), 198-211.
Wolfe, A., Rowland, T. et Blackburn, J.C.
(2023). “Essential One Day and Forgotten the Next”: Perceptions of Ohio’s Early Childhood Workforce on Their Exclusion from the Educator Phase of COVID-19 Vaccine Distribution.
Early Childhood Education Journal, 51(5), 899-910.
Bogat, G. A., Wong, K., Muzik, M., Lonstein, J. S., Nuttall, A. K., Levendosky, A. A., Colao, C. F., Hall, A., Cochran, K., Forche, K. R., Koneczny, A., Gareffa, A., Oates, O., Robinson, S., Ballinger, A. et Stein, S. F.
(2023). Conducting virtual assessments in developmental research: COVID-19 restrictions as a case example.
Applied Developmental Science, 27(1), 1-17.
Byrne, S., Sledge, H., Franklin, R., Boland, F., Murray, D. M. et Hourihane, J.
(2023). Social communication skill attainment in babies born during the COVID-19 pandemic: a birth cohort study.
Archives of Disease in Childhood, 108, 20-24.
Riany, Y. E. et Morawska, A.
(2023). Financial and Work Burden, Psychosocial Functioning, and Family Interactions During the COVID-19 Pandemic in Indonesia: Effects on Child Outcomes.
Child Psychiatry & Human Development, 54, 340-351.
Aizenberg, D. M. et Zilka, G. C.
(2023). Preservice kindergarten teachers’ distance teaching practices during the COVID-19 lockdown period.
Journal of Early Childhood Teacher Education, 44(3), 408-424.
Barfod, K. S.
(2023). ‘A good thing about this is probably that there’s been more freedom to try some things out’ - Danish teachers’ experience of teaching outdoors during the COVID-19 pandemic.
Journal of Adventure Education and Outdoor Learning, 23(4), 541-552.
Chen, J. et Rivera-Vernazza, D.
(2023). Communicating Digitally: Building Preschool Teacher-Parent Partnerships Via Digital Technologies During COVID-19.
Early Childhood Education Journal, 51(7), 1189-1203.
Dereli, F., Aykutlu, H. C. et Kurtça, T. T.
(2023). The Effect of Covid-19 Pandemic on Preschoolers’ Mental Health in Turkey.
Child Indicators Research, 16(6), 2307-2325.
Diefenbacher, S., Grgic, M., Neuberger, F., Maly-Motta, H., Spensberger, F. et Kuger, S.
(2023). Pedagogical practices in ECEC institutions and children’s linguistic, motor, and socio-emotional needs during the COVID-19 pandemic: results from a longitudinal multi-perspective study in Germany.
Early Child Development and Care, 193(11-12), 1317-1334.
Dodd, H. F., Nesbit, R. J. et FitzGibbon, L.
(2023). Child’s Play: Examining the Association Between Time Spent Playing and Child Mental Health.
Child Psychiatry & Human Development, 54(6), 1678-1686.
Fung, P., St. Pierre, T., Raja, M. et Johnson, E. K.
(2023). Infants’ and toddlers’ language development during the pandemic: Socioeconomic status mattered.
Journal of Experimental Child Psychology, 236, article 105744.
Kurth, A. et Nuru, A. K.
(2023). Educational efficacy for preschool parents in the time of COVID-19.
Journal of Early Childhood Research, 21(4), 401-411.
Lattner, K. et Strehmel, P.
(2023). Pandemic-related challenges for team leadership in ECEC centres in Germany.
International Journal of Child Care and Education Policy, 17, article 20.
Levickis, P., Murray, L., Lee-Pang, L., Eadie, P., Page, J., Lee, W. Y. et Hill, G.
(2023). Parents’ Perspectives of Family Engagement with Early Childhood Education and Care During the COVID-19 Pandemic.
Early Childhood Education Journal, 51(7), 1279-1289.
Lin, N. T., Molgaard, M., Wishard Guerra, A. et Cohen, S.
(2023). Young children and families’ home literacy and technology practices before and during COVID-19.
Journal of Early Childhood Research, 21(3), 341-354.
Lu, J. et Han, F.
(2023). Challenges of using online technologies in the pandemic: voices from English language and literacy primary school teachers in central China.
Education 3-13, 51(7), 1091-1102.
Molloy, C. S., Guo, S. et Goldfeld, S.
(2023). Patterns of participation in early childhood education before and during the COVID-19 pandemic in Australia.
Australasian Journal of Early Childhood, 48(3), 182-202.
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