Thématiques
- de Chambrier, A.-F., Baye, A., Tinnes-Vigne, M., Tazouti, Y., Vlassis, J., Poncelet, D., Giauque, N., Fagnant, A., Luxembourger, C., Auquière, A., Kerger, S. et Dierendonck, C.(2021). Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home : A quasi-experimental study.
Early Childhood Research Quarterly, 54, 164‑178.
- Kominsky, J. F., Gerstenberg, T., Pelz, M., Sheskin, M., Singmann, H., Schulz, L. et Keil, F. C.(2021). The trajectory of counterfactual simulation in development.
Developmental Psychology, 57(2), 253-268.
- Krajcsi, A.(2021). Follow-up questions influence the measured number knowledge in the Give-a-number task.
Cognitive Development, 57, article 100968.
- Lange, A. A., Brenneman, K. et Sareh, N.(2021). Using Number Games to Support Mathematical Learning in Preschool and Home Environments.
Early Education and Development, 32(3), 459-479.
- Lombardi, C. M. et Dearing, E.(2021). Maternal Support of Children’s Math Learning in Associations Between Family Income and Math School Readiness.
Child Development, 92(1), 39-55.
- Lu, Y., Li, Q., Patrick, H. et Mantzicopoulos, P.(2021). “Math Gives Me a Tummy Ache!” Mathematics Anxiety in Kindergarten.
The Journal of Experimental Education, 89(2), 362-378.
- Mackintosh, B. B. et Rowe, M.(2021). Baseline Inequalities: Social Skills at Preschool Entry Moderate Math Development.
Journal of Research in Childhood Education, 35(1), 1-21.
- Marinova, M., Reynvoet, B. et Sasanguie, D.(2021). Mapping between number notations in kindergarten and the role of home numeracy.
Cognitive Development, 57, article 101002.
- McGuire, P., Himot, B., Clayton, G., Yoo, M. et Logue, M. E.(2021). Booked on Math: Developing Math Concepts in Pre-K Classrooms Using Interactive Read-Alouds.
Early Childhood Education Journal, 49(2), 313-323.
- Pakarinen, E., Lerkkanen, M.-K., Viljaranta, J. et Suchodoletz, A. von.(2021). Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre-Academic Skills in Literacy and Math.
Child Development, 92(1), 388-407.
- Stites, M. L. et Brown, E. T.(2021). Observing mathematical learning experiences in preschool.
Early Child Development and Care, 191(1), 68-82.
- Stites, M. L., Sonnenschein, S., Dowling, R. et Gay, B.(2021). Mathematics Learning Opportunities in Preschool : Where Does the Classroom Library Fit In?
Early Education and Development, 32(1), 66‑81.
- Sutherland, M., Clarke, B., Nese, J. F. T., Strand Cary, M., Shanley, L., Furjanic, D. et Durán, L.(2021). Investigating the utility of a kindergarten number line assessment compared to an early numeracy screening battery.
Early Childhood Research Quarterly, 55, 119-128.
- Thomas, A. et Jones, C.(2021). Exploring young children’s levels of involvement with numeracy and literacy – do schemas make a difference?
Education 3-13, 49(2), 217-226.
- Aalsvoort, G. van der, Zee, S. van der et Wit, T. de.(2020). Improving science skills by practicing geometry and measurement in Kindergarten.
Early Child Development and Care, 190(4), 537‑548.
- Areljung, S.(2020). Capturing the world with verbs: Preschool science education beyond nouns and objects.
Contemporary Issues in Early Childhood, 21(1), 70-82.
- Bower, C., Zimmermann, L., Verdine, B., Toub, T. S., Islam, S., Foster, L., Evans, N., Odean, R., Cibischino, A., Pritulsky, C., Hirsh-Pasek, K. et Golinkoff, R. M.(2020). Piecing together the role of a spatial assembly intervention in preschoolers’ spatial and mathematics learning: Influences of gesture, spatial language, and socioeconomic status.
Developmental Psychology, 56(4), 686-698.
- Chan, W. W. L.(2020). Counting Enhances Kindergarteners’ Mappings of Number Words onto Numerosities.
Frontiers in psychology, 11, 1-9.
- Eason, S. H. et Ramani, G. B.(2020). Parent-Child Math Talk About Fractions During Formal Learning and Guided Play Activities.
Child Development, 91(2), 546-562.
- Kim, D. et Opfer, J. E.(2020). Compression is evident in children’s unbounded and bounded numerical estimation: Reply to Cohen and Ray (2020).
Developmental Psychology, 56(4), 853-860.
- Simoncini, K., Forndran, A., Manson, E., Sawi, J., Philip, M. et Kokinai, C.(2020). The Impact of Block Play on Children’s Early Mathematics Skills in Rural Papua New Guinea.
International Journal of Early Childhood, 52(1), 77-93.
- Weber, A. M. et Leuchter, M.(2020). Measuring preschool children’s knowledge of the principle of static equilibrium in the context of building blocks: Validation of a test instrument.
British Journal of Educational Psychology, 90(S1), 50‑74.
- Ndijuye, L. G. et Tandika, P. B.(2020). STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania.
Journal of Childhood, Education & Society, 1(1), 29-42.