Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

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.
Šumatić, M., Malmberg, L.-E., Gregoriadis, A., Grammatikopoulos, V. et Zachopoulou, E.
(2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools.
Early Childhood Research Quarterly, 64(3rd quarter), 355-367.
Huang, R. et Siraj, I.
(2023). Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality: A multilevel latent profile approach.
Child Development, 94(4), 1002-1016.
Nasiopoulou, P., Mellgren, E., Sheridan, S. et Williams, P.
(2023). Conditions for Children’s Language and Literacy Learning in Swedish Preschools: Exploring Quality Variations with ECERS-3.
Early Childhood Education Journal, 51(7), 1305-1316.
Betancur, L., Maldonado-Carreño, C., Votruba-Drzal, E. et Bernal, R.
(2021). Measuring preschool quality in low- and middle-income countries: Validity of the ECERS-R in Colombia.
Early Childhood Research Quarterly, 54, 86‑98.
Næsby, T.
(2021). What makes good preschools good for all children.
Early Child Development and Care, 191(13), 2078-2092.
Clifford, R. M., Yazejian, N., Cryer, D. et Harms, T.
(2020). Forty years of measuring quality with the Environment Rating Scales.
Early Childhood Research Quarterly, 51, 164‑166.
Robertson, N., Yim, B. et Paatsch, L.
(2020). Connections between children’s involvement in dramatic play and the quality of early childhood environments.
Early Child Development and Care, 190(3), 376‑389.
Buckley, L., Martin, S. et Curtin, M.
(2020). A multidisciplinary community level approach to improving quality in early years’ settings.
Journal of Early Childhood Research, 18(4), 433‑447.
Hansen, J. E.
(2020). Characteristics of educational language practices observed in four toddler groups in Norwegian ECEC.
International Journal of Early Years Education, 28(4), 382‑396.
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.
Næsby, T.
(2020). The quality of inclusion in Danish preschools.
Early Child Development and Care, 190(10), 1561‑1573.
Veraksa, A. N., Gavrilova, M. N. et Pons, F.
(2020). The impact of classroom quality on young children’s emotion understanding.
European Early Childhood Education Research Journal, 28(5), 690-700.
Botsoglou, K., Beazidou, E., Kougioumtzidou, E. et Vlachou, M.
(2019). Listening to children: using the ECERS-R and Mosaic approach to improve learning environments: a case study.
Early Child Development and Care, 189(4), 635-649.
Hestenes, L. L., Rucker, L., Wang, Y. C., Mims, S. U., Hestenes, S. E. et Cassidy, D. J.
(2019). A Comparison of the ECERS-R and ECERS-3: Different Aspects of Quality?
Early Education and Development, 30(4), 496-510.
Neitzel, J., Early, D., Sideris, J., LaForrett, D., Abel, M. B., Soli, M., Davidson, D. L., Haboush-Deloye, A., Hestenes,, L. L., Jenson, D., Johnson, C., Kalas, J., Mamrak, A,, Masterson, M. L., Mims. S. U., Oya, P., Philson, B., Showalter, M., Warner-Richte, M. et Kortright Wood, J.
(2019). A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition.
Journal of Early Childhood Research, 17(4), 408-422.
Bjørnestad, E. et Os, E.
(2018). Quality in Norwegian childcare for toddlers using ITERS-R.
European Early Childhood Education Research Journal, 26(1), 111-127.
Garvis, S., Sheridan, S., Williams, P. et Mellgren, E.
(2018). Cultural considerations of ECERS- 3 in Sweden: a reflection on adaption.
Early Child Development and Care, 188(5), 584-593.
Mariano, M., Caetano, S. C., da Silva, A. R., Surkan, P. J., Martins, S. S. et Cogo-Moreira, H.
(2018). Psychometric Properties of the ECERS-R Among an Epidemiological Sample of Preschools.
Early Education and Development, 30(4), 511-521.
Montes, G., Weber, M. R., Infurna, C., Wagner, G. V., Zimmer, A. et Hightower, A. D.
(2018). Factor structure of the ECERS-3 in an urban setting: an independent, brief report.
European Early Childhood Education Research Journal, 26(6), 972-984.
McClure, E.
(2017). More Than a Foundation: Young Children Are Capable STEM Learners.
YC Young Children, 72(5), 83-89.
Bull, R., Yao, S.-Y. et Ng, E. L.
(2017). Assessing quality of kindergarten classrooms in Singapore: psychometric properties of the Early Childhood Environment Rating Scale—Revised.
International Journal of Early Childhood, 49(1), 1-20.
Garvis, S., Sheridan, S., Williams, P. et Mellgren, E.
(2017). Cultural considerations of ECERS-3 in Sweden: a reflection on adaption.
Early Child Development and Care, 188(5), 584-593.
Linberg, A., Kluczniok, K., Burghardt, L. et Freund, J.-D.
(2017). Quality of toddler childcare – Can it be assessed with questionnaires?
Early Child Development and Care, 189(8), 1369-1383.
Helmerhorst, K. O. W., Riksen-Walraven, J. M. A., Fukkink, R. G., Tavecchio, L. W. C. et Gevers Deynoot-Schaub, M. J. J. M.
(2017). Effects of the Caregiver Interaction Profile Training on Caregiver-Child Interactions in Child Care Centers.
Child and Youth Care Forum, 46(3), 413-436.
Rentzou, K.
(2017). Using rating scales to evaluate quality early childhood education and care: Reliability issues.
European Early Childhood Education Research Journal, 25(5), 667-681.
Setodji, C. M., Schaack, D. et Le, V.-N.
(2017). Using the Early Childhood Environment Rating Scale-Revised in high stakes contexts: Does evidence warrant the practice?
Early Childhood Research Quarterly, 42, 158-169.
Lundqvist, J., Allodi Westling, M. et Siljehag, E.
(2016). Characteristics of Swedish preschools that provide education and care to children with special educational needs.
European Journal of Special Needs Education, 31(1), 124-139.
Mayer, D. et Beckh, K.
(2016). Examining the validity of the ECERS–R: results from the German national study of child care in early childhood.
Early Childhood Research Quarterly, 36, 415-426.
Vermeer, H. J., IJzendoorn, M. H., Cárcamo, R. A. et Harrison, L. J.
(2016). Quality of child care using the environment rating scales: A meta-analysis of international studies.
International Journal of Early Childhood, 48(1), 33-60.
Archer, C. et Siraj, I.
(2015). Measuring the quality of movement-play in Early Childhood Education settings: Linking movement-play and neuroscience.
European Early Childhood Education Research Journal, 23(1), 21-42.
Helmerhorst, K. O. W., Riksen-Walraven, J. M. A., Deynoot-Schaub, M. J. J. M. G., Tavecchio, L. W. C. et Fukkink, R. G.
(2015). Child care quality in the netherlands over the years: a closer look.
Early Education and Development, 26(1), 89-105.
Hu, B. Y., Vong, K., Chen, Y. et Li, K.
(2015). Expert practitioner’s views about the Chinese early childhood environment rating scale.
European Early Childhood Education Research Journal, 23(2), 229‑249.
Le, V.-N., Schaack, D. D. et Setodji, C. M.
(2015). Identifying baseline and ceiling thresholds within the Qualistar Early Learning Quality Rating and Improvement System.
Early Childhood Research Quarterly, 30, Part B, 215‑226.
Grammatikopoulos, V., Gregoriadis, A., Tsigilis, N. et Zachopoulou, E.
(2014). Parental conceptions of quality in Greek early childhood education.
European Early Childhood Education Research Journal, 22(1), 134-148.
Helmerhorst, K. O. W., Riksen-Walraven, J. M., Vermeer, H. J., Fukkink, R. G. et Tavecchio, L. W. C.
(2014). Measuring the interactive skills of caregivers in child care centers: development and validation of the caregiver interaction profile scales.
Early Education and Development, 25(5), 770-790.
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.
Li, K., Hu, B. Y., Pan, Y., Qin, J. et Fan, X.
(2014). Chinese Early Childhood Environment Rating Scale (trial) (CECERS): a validity study.
Early Childhood Research Quarterly, 29(3), 268-282.
Neylon, G.
(2014). An analysis of Irish pre-school practice and pedagogy using the early childhood environmental four curricular subscales.
Irish Educational Studies, 33(1), 99-116.
Rentzou, K.
(2014). The quality of the physical environment in private and public infant/toddler and preschool Greek day-care programmes.
Early Child Development and Care, 184(12), 1861-1883.

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