Thématiques
- Kamrudeen, C., Star, H. et van Rosendal, D.-A.(2024). Using community-based participatory research to support the development of a co-located intergenerational program.
Australasian Journal of Early Childhood, 49(2), 114-124.
- Hunkin, E. et Grieshaber, S.(2024). Complexifying quality in early childhood contexts through a theory of quality ecologies.
Australasian Journal of Early Childhood, 49(3), 221-231.
- Kerr-German, A., Tas, A. C. et Buss, A. T.(2023). A multi-method approach to addressing the toddler data desert in attention research.
Cognitive Development, 65, article 101293.
- Eadie, P., Deery, B., Murray, L., Levickis, P., Page, J. et Elek, C.(2023). What are the research priorities of Australian early childhood professionals? Results of a Delphi style study.
International Journal of Early Years Education, 31(4), 971-986.
- Patton, K. et Winter, K.(2023). Researcher positionality in eliciting young children’s perspectives.
Journal of Early Childhood Research, 21(3), 303-313.
- Christner, N., Wörle, M. et Paulus, M.(2022). Normative views and resource distribution behavior in childhood : Dissociated at the group level, but associated at the individual level.
International Journal of Behavioral Development, 46(4), 320‑332.
- Love, H. R. et Horn, E.(2021). Definition, Context, Quality: Current Issues in Research Examining High-Quality Inclusive Education.
Topics in Early Childhood Special Education, Prépublication.
- Baker, M. et Ryan, J.(2021). Playful provocations and playful mindsets: teacher learning and identity shifts through playful participatory research.
International Journal of Play, 10(1), 6-24.
- Larsson, J., Williams, P. et Zetterqvist, A.(2021). The challenge of conducting ethical research in preschool.
Early Child Development and Care, 191(4), 511-519.
- Bertin-Renoux, A. et Guérin, J.(2021). L’analyse de la dimension intime de l’activité scientifique d’apprentis-chercheurs en Sciences de l’éducation et de la formation (SEF).
Éducation et socialisation. Les Cahiers du CERFEE, 61.
- Coyne, I., Mallon, D. et Chubb, E.(2021). Research with young children: Exploring the methodological advantages and challenges of using hand puppets and draw and tell.
Children & Society, 35(5), 813-830.
- De Rosnay, M.(2021). Being clear on what we value in early childhood research: A response to Edwards (2021).
Australasian Journal of Early Childhood, 46(3), 199‑203.
- Doucouré, B.(2021). Crédibilité du chercheur, relation de confiance et éthique en recherche qualitative : l’implexité à la croisée des chemins.
Recherches qualitatives, 40(1), 46-60.
- Feng, Y. et Hancock, G. R.(2021). Oh No! They Cut My Funding! Using “Post Hoc” Planned Missing Data Designs to Salvage Longitudinal Research.
Child Development, 92(3), 1199-1216.
- Guérin, J., Monceau, G. et Perez-Roux, T.(2021). Investir de nouveaux terrains : enjeux et conditions pour un regard pluriel sur des objets complexes.
Éducation et socialisation. Les Cahiers du CERFEE, 61.
- Guo, K.(2021). A systematic review of early childhood research on diversity and difference (1968–2019).
Children and Youth Services Review, 123, article 105882.
- Kosmützky, A. et Wöhlert, R.(2021). Varieties of collaboration: On the influence of funding schemes on forms and characteristics of international collaborative research projects (ICRPs).
European Journal of Education, 56(2), 182-199.
- Pigott, T. D., Tocci, C., Ryan, A. M. et Galliher, A.(2021). Quality of Research Evidence in Education: How Do We Know?
Review of Research in Education, 45(1), vii‑xii.
- Sabol, T. J., McCoy, D., Gonzalez, K., Miratrix, L., Hedges, L., Spybrook, J. K. et Weiland, C.(2021). Exploring treatment impact heterogeneity across sites: Challenges and opportunities for early childhood researchers.
Early Childhood Research Quarterly, 58, 14‑26.
- Styck, K. M., Anthony, C. J., Sandilos, L. E. et DiPerna, J. C.(2021). Examining Rater Effects on the Classroom Assessment Scoring System.
Child Development, 92(3), 976-993.
- Vales, C., Wu, C., Torrance, J., Shannon, H., States, S. L. et Fisher, A. V.(2021). Research at a Distance: Replicating Semantic Differentiation Effects Using Remote Data Collection With Children Participants.
Frontiers in Psychology, 12, article 697550.
- Garvis, S., Phillipson, S. et Phillipson, S. N.(2021). Australian Research in Early Childhood Education and Care: Insights into the Actual; Imagining the Possible.
Review of Research in Education, 45(1), 291‑310.
- Dunekacke, S. et Barenthien, J.(2021). Research in early childhood teacher domain-specific professional knowledge – a systematic review.
European Early Childhood Education Research Journal, 29(4), 633-648.
- Cooke, M.(2021). The risk of being researched: Re-envisioning educator research participation for high-quality early childhood education.
Australasian Journal of Early Childhood, 46(4), 342-354.
- Garvis, S., Phillipson, S. et Phillipson, S. N.(2021). Australian Research in Early Childhood Education and Care: Insights Into the Actual; Imagining the Possible.
Review of Research in Education, 45(1), 291‑310.
- Gray-Lobe, G., Pathak, P. et Walters, C.(2021). The Long-Term Effects of Universal Preschool in Boston.
Discussion Paper #2021.05. School Effectiveness & Inequality Initiative.
- Movahedazarhouligh, S.(2021). A Scoping Review of the Knowledge Base, Landscape, and in Leadership Literature in Early Intervention, Early Childhood, and Early Childhood Special Education.
Infants & Young Children, 34(3), 159-177.
- Movahedazarhouligh, S.(2021). A Scoping Review of the Knowledge Base, Landscape, and Trends in Leadership Literature in Early Intervention, Early Childhood, and Early Childhood Special Education.
Infants & Young Children, 34(3), 159-177.
- Gray-Lobe, G., Pathak, P. et Walters, C.(2021). The Long-Term Effects of Universal Preschool in Boston. Discussion Paper #2021.05.
School Effectiveness & Inequality Initiative.
- Alexiadou, N. et Altmann, U. S.(2020). Early childhood education research in Europe: Contexts, policies, and ideas.
Education Inquiry, 11(2), 89-93.
- Daverne-Bailly, C. et Vari, J.(2020). La parole des enfants : enjeux épistémologiques, méthodologiques et éthiques.
Recherches en Éducation, 39, 3-133.
- Marchand, G. C. et Hilpert, J. C. (dir.).(2020). Complex Systems Approaches to Educational Research.
The Journal of Experimental Education, 88(3), numréo thématique.
- Morrongiello, B. A. et Cox, A.(2020). Issues in Defining and Measuring Supervisory Neglect and Conceptualizing Prevention.
Child Indicators Research, 13(2), 369-385.
- 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.
- Ruiz-Casares, M., Lacharité, C. et Martin, F.(2020). Child Neglect Indicators: A Field in Critical Need for Development Globally.
Child Indicators Research, 13(2), 363-367.
- Carbonneau, K. J., Orman, D. S. J. V., Lemberger-Truelove, M. E. et Atencio, D. J.(2020). Leveraging the Power of Observations : Locating the Sources of Error in the Individualized Classroom Assessment Scoring System.
Early Education and Development, 31(1), 84‑99.
- Jenkin, E., Wilson, E., Campain, R. et Clarke, M.(2020). The Principles and Ethics of Including Children with Disability in Child Research.
Children & Society, 34(1), 1‑16.
- Jones, I. et Lin, M. (dir.).(2020). Critical Issues in Early Childhood Teacher Education. International Perspectives, 2.
Information Age Publishing.
- Jones, I. et Lin, M.(2020). Critical Issues in Early Childhood Teacher Education. International Perspectives, 2.
Age Publishing: Charlotte, North Caroline, United States.
- Acquah, D. et Thevenon, O.(2020). Delivering evidence based services for all vulnerable families A review of main policy issues, 63.
OCDE.
- Cooke, M., Francisco, S., Press, F. et Wong, S.(2020). Becoming a researcher : The process of ‘stirring in’ to data collection practices in early childhood education research.
Journal of Early Childhood Research, 18(4), 404‑417.
- Rosenberg, A. R.(2020). Social studies in early childhood education and care : A scoping review focusing on diversity.
Contemporary Issues in Early Childhood, 21(4), 312‑324.
- Blomgren, H.(2019). Aesthetically sensitive pathways to knowledge in and through action research in Danish kindergartens.
Educational Action Research, 28(5), 758-774.
- (2019). Quelles perspectives professionnelles pour les doctorants en éducation au Québec?
Revue Canadienne des Jeunes Chercheures et Chercheurs en Éducation, 10(2), 1-4.
- Coffey, A. et Isaacs, J. B.(2019). Evaluating Training and Professional Development for Home-Based Providers: A Brief for CCDF Lead Agencies and Researchers.
OPRE Report #2019 – 11. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
- Deschenaux, F. et Royer, C.(2019). La recherche qualitative: de la vulnérabilité à la découverte.
Recherche Qualitative, 38(2), 1-141.
- Gasper, K., Spencer, L. A. et Hu, D.(2019). Does Neutral Affect Exist? How Challenging Three Beliefs About Neutral Affect Can Advance Affective Research.
Frontiers in Psychology, 10, 1-11.
- Hirst, N.(2019). Education for sustainability within early childhood studies: collaboration and inquiry through projects with children.
Education 3-13, 47(2), 233-246.
- Kolly, B. et Kerlan, A.(2019). Frontières de l’école, frontières dans l’école : enjeux politiques, défis éthiques.
Recherche en Éducation, 36, 3-118.
- Lewis, A.(2019). Examining the concept of well-being and early childhood : Adopting multi-disciplinary perspectives.
Journal of Early Childhood Research, 17(4), 294-308.
- Papanastasiou, E. C. et Karagiorgi, Y.(2019). The involvement of school teachers in research-related activities : Extent, quality and predictors.
European Journal of Education, 54(4), 621‑634.
- Richardson, T.(2019). ‘Why haven’t I got one of those?’ A consideration regarding the need to protect non-participant children in early years research.
European Early Childhood Education Research Journal, 27(1), 5-14.
- Schindler, H. S., McCoy, D. C., Fisher, P. A. et Shonkoff, J. P.(2019). A historical look at theories of change in early childhood education research.
Early Childhood Research Quarterly, 48, 146‑154.
- (2019). L'éducation préscolaire : objet, prétexte ou contexte d'étude?
Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 10(1), 3-6.
- (2019). Maternelle 4 ans. Enjeux et recommandations.
Fractures, 1(5), 10-11.
- Chevaillier, T.(2018). Les grands penseurs de l’éducation.
Revue internationale d’éducation de Sèvres, 78, 31-32.
- Rentzou, K. et Slutsky, R.(2018). Contemplating and probing issues of conceptualization, measurement and policy of ECEC quality in Europe and in the USA.
Early Child Development and Care, 188(5), 491-494.
- (2018). Comment tenir compte du sentiment de compétition lors des publications et de son impact sur la santé mentale des étudiants aux cycles supérieurs en éducation ?
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation, 9(2), 11-14.
- Sumsion, J., Harrison, L. J. et Bradley, B.(2018). Building a knowledge base about the impact of early learning frameworks for infants and toddlers.
Early Child Development and Care, 188(6), 651-664.
- Weiland, C.(2018). Pivoting to the “how” : Moving preschool policy, practice, and research forward.
Early Childhood Research Quarterly, 45, 188-192.
- Whitehurst, G. J.(2018). The positive impacts of public pre-K fade quickly, and sometimes reverse: What does this portend for future research and policy?
Early Childhood Research Quarterly, 45, 183-187.
- Mayne, F., Howitt, C. et Rennie, L. J.(2018). A hierarchical model of children’s research participation rights based on information, understanding, voice, and influence.
European Early Childhood Education Research Journal, 26(5), 644-656.
- Arlemalm-Hagser, E. et Elliott, S.(2017). Contemporary Research on Early Childhood Education for Sustainability.
International Journal of Early Childhood, 49(3), 267-272.
- Eberhart, J., Hahn, S. et Seybel, C.(2017). Key factors and challenges of research-informed policy making in ECEC: examples from longitudinal studies.
International Journal of Child Care and Education Policy, 11(1), 1-17.
- Kalicki, B., Woo, N. et Barnett, W. S.(2017). Longitudinal studies in ECEC: challenges of translating research into policy action.
International Journal of Child Care and Education Policy, 11(2), 1-5.
- Lohmander, M. K.(2017). Educating young children: scripted instructions for measuring outcomes vs. learning opportunities for development.
European Early Childhood Education Research Journal, 25(6), 807-811.
- Moss, P. et Urban, M.(2017). The Organisation for Economic Co-operation and Development’s International Early Learning Study: What happened next.
Contemporary Issues in Early Childhood, 18(2), 250-258.
- Murray, J.(2017). Welcome in! How the academy can warrant recognition of young children as researchers.
European Early Childhood Education Research Journal, 25(2), 224-242.
- Tan, C. T.(2017). Enhancing the quality of kindergarten education in Singapore: policies and strategies in the 21st century.
International Journal of Child Care and Education Policy, 11, 7, 1-22
- Bissenden, M. et Gunn, A. C.(2017). Consent, assent and dissent: A case study of one child’s understanding of research.
Early Childhood Folio, 21(1), 11-15.
- Salamon, A.(2017). Praxis in early childhood research with infants and educators.
European Early Childhood Education Research Journal, 25(3), 450-461.
- Asselin, M. et Doiron, R.(2016). Ethical issues facing researchers working with children in international contexts.
Journal of Childhood Studies, 41(1), 24-35.
- Becquet, V. et Étienne, R. (dir).(2016). Les compétences transversales en question. Enjeux éducatifs et pratiques des acteurs.
Éducation et socialisation. Les Cahiers du CERFEE, 41, numéro thématique.
- Heydon, R, McKee, L. et Phillips, L.(2016). The affordances and constraints of visual methods in early childhood education research: Talking points from the field.
Journal of Childhood Studies, 41(3), 5-17.
- Johnson, B. L.(2016). Best practices in early literacy instruction: a resource for researchers and practitioners alike.
Early Childhood Research Quarterly, 36, 133‑135.
- Bourke, R. et Loveridge, J.(2014). Exploring informed consent and dissent through children's participation in educational research.
International Journal of Research & Method in Education, 37(2), 151-165.