Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Payne, T.
(2024). The math talk learning environment: Testing an early childhood math intervention.
Early Childhood Research Quarterly, 66(1er quartier), 224-233.
Splinter, S. E., Depaepe, F., Verschaffel, L. et Torbeyns, J.
(2024). A teacher's choice: Preschool teachers’ selection and use of picture books for mathematics instruction.
Early Childhood Research Quarterly, 66(1er quartier), 135-146.
Kayhan Altay, M., Alkaş Ulusoy, Ç., Özer, A. et Umay, A.
(2024). Examining Kindergarten Children’s Numerosity Estimation Skills.
Early Childhood Education Journal, 52(3), 503-513.
Botvin, C. M., Jenkins, J. M., Carr, R. C., Dodge, K. A., Clements, D. H., Sarama, J. et Watts, T. W.
(2024). Can peers help sustain the positive effects of an early childhood mathematics intervention?
Early Childhood Research Quarterly, 67(2^e quartier), 159-169.
Chen, X., Yang, Y. et Zhang, X.
(2024). Validating a measure of growing pattern understanding in Chinese preschool children.
Early Childhood Research Quarterly, 67(2^e quartier), 24-33.
Meng, X., Zhao, L., Chen, X., Zhang, C., Cao, Y. et Yang, X.
(2024). Phonological processing and spatial attention contribute to mathematics performance in different ways: A 3-year longitudinal study.
Early Childhood Research Quarterly, 67(2^e quartier), Pages 320-329.
Svraka, B., Álvarez, C. et Szücs, D.
(2024). Anxiety predicts math achievement in kindergarten children.
Frontiers Psychology, 15, article 1335952.
Yova, F. C., Wilson, J. et Walkowiak, T. A.
(2024). Exploring early mathematics through picturebooks: A case study in the context of Head Start.
Journal of Early Childhood Research, 22(1), 33-46.
Ghazali, M., Mustafa, Z., Ahmad Rashid, R. A., Amzah, F., Harun, J. et Mohamad Ashari, Z.
(2024). Malaysian teachers’ perceptions on teaching early mathematics.
Education 3-13, 52(4), 525-535.
Bailey, J., Ullery, M. A., Futterer, J., Mullins, C., Delgado, C., Custode, S., Gruen, R., Pena, A., Gonzalez, A. et Bulotsky-Shearer, R. J.
(2024). Direct and interactive effects of attendance rates on growth in language, literacy and mathematics skills for children enrolled in voluntary preschool programs.
Early Childhood Research Quarterly, 68(3^e quartier), 112-122.
Chan, Y. Y. et Rao, N.
(2024). Home and preschool influences on early literacy and numeracy development in England, Estonia, and the United States.
European Early Childhood Education Research Journal, 32(3), 399-415.
Devlin, B. L., Ellis, A., Zehner, T. M., Duncan, R. J., Elicker, J., Purpura, D. J. et Schmitt, S. A.
(2024). Contributions of preschool behavioral self-regulation and social skills to growth in different domains of early math knowledge.
Journal of Experimental Child Psychology, 241, article 105867.
Ergel, A. et Aydoğan, Y.
(2024). The effect of the mathematics bag early education program.
The Journal of Educational Research, 117(2), 61-73.
Hua, J. et Zhang, Y.
(2024). The relationship between approximate number system and mathematical achievement in 5-6 years children: a parallel mediation analysis.
Early Child Development and Care, 194(4), 507-523.
Karakuş, H., Starkey, P. et Akman, B.
(2024). Generalizability of the effectiveness of a preschool mathematics intervention for low-socioeconomic status Turkish children.
Child Development, 95(3), 663-678.
Krenger, M. et Thevenot, C.
(2024). The use of fingers in addition: A longitudinal study in children from preschool to kindergarten.
Cognitive Development, 70, article 101431.
Parviainen, P., Eklund, K., Koivula, M., Liinamaa, T. et Rutanen, N.
(2024). Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills - A Mixed Methods Study of Tailored Professional Development Program.
Early Education and Development, 35(5), 1103-1125.
Qi, Y., Chen, Y., Yu, X., Yang, X., He, X. et Ma, X.
(2024). The relationships among working memory, inhibitory control, and mathematical skills in primary school children: Analogical reasoning matters.
Cognitive Development, 70, article 101437.
Roesch, S., Moeller, K. et Bahnmueller, J.
(2024). Finger counting, finger number gesturing, and basic numerical skills: A cross-sectional study in 3- to 5-years olds.
Journal of Child Psychology, 242, article 105892.
Zheng, K., Chao, B., Xue, X. et Zhang, L.
(2024). Number sense predicts arithmetic competence in young Chinese children: the role of visual spatial skills and inhibitory control.
Early Child Development and Care, 194(4), 559-573.
Alhaider, R., Mahon, M. et Donlan, C.
(2024). The influence of language on the formation of number concepts: Evidence from preschool children who are bilingual in English and Arabic.
Journal of Experimental Child Psychology, 246, article 105988.
Bambha, V. P., Surrain, S., Zucker, T. A., Ahmed, Y. et Leyva, D.
(2024). The intersection of parent questions, child skills, and activity context in informal science, technology, engineering, and math learning.
Journal of Experimental Child Psychology, 246, article 106000.
Chan, J. Y.-C. et. Mazzocco, M. M. M.
(2024). New measures of number line estimation performance reveal children’s ordinal understanding of numbers.
Journal of Experimental Child Psychology, 245, article 105965.
DePascale, M. et Ramani, G. B.
(2024). Promoting children’s mathematical and statistical understanding through parent-child math games.
Cognitive Development, 71, article 101480.
Dunekacke, S., van den Ham, A.-K., Grüßing, M. et Heinze, A.
(2024). Structure and development of kindergarten children’s mathematical competence.
Journal of Early Childhood Research, 22(3), 442-457.
Griffin, M. K., Brown, M., White, K., Richardson, D., Summers, K., Hanson, M. et Wagner, M. C.
(2024). Examining the malleability of young children's flexible attention to numerical and spatial magnitudes.
Early Childhood Research Quarterly, 69(4^equartier), 166-176.
Grigorovitch, A.
(2024). Idées des enseignants du maternelle par rapport à l’approche constructiviste comme cadre de l’initiation des enfants en sciences physiques.
European Journal of Education Studies, 11(10), 95-106.
Gözüm, A. İ. C., Özberk, E. H., Kaya, Ü. Ü. et Aktulun, Ö. U.
(2024). Number Sense Across the Transition from Preschool to Elementary School: A Latent Profile Analysis.
Early Childhood Education Journal, 52(6), 1221-1243.
Hornburg, C. B., King, Y. A., Westerberg, L., Schmitt, S. A. et Purpura, D. J.
(2024). The roles of mathematical language and emergent literacy skills in the longitudinal prediction of specific early numeracy skills.
Journal of Experimental Child Psychology, 244, article 105959.
Lê, M.-L., Noël, M.-P. et Thevenot, C.
(2024). The efficacy of manipulatives versus fingers in supporting young children’s addition skills.
Journal of Experimental Child Psychology, 244, article 105931.
Masek, L. R., Swirbul, M. S., Silver, A. M., Libertus, M. E., Cabrera, N. et Tamis-LeMonda, C. S.
(2024). Math talk by mothers, fathers, and toddlers: Differences across materials and associations with children’s math understanding.
Journal of Experimental Child Psychology, 246, article 105991.
Mazzocco, M. M., Burchinal, M. R., Schulte, A. C., Vandell, D. L., Sanabria, A., Hwang, J. K. et Connor, C. M.
(2024). Mathematics in U.S. Preschool and Kindergarten Classrooms.
Early Childhood Research Quarterly, 69(4^equartier), 25-37.
Nakawa, N., Uegatani, Y., Otani, H. et Fukuda, H.
(2024). Young Japanese Children’s Subjectification and Objectification Through the Lens of Joint Labor in a Mathematical Activity at a Preschool: A Case Study.
Early Childhood Education Journal, 52(6), 1057-1069.
Novita, S., Anindhita, V., Wijayanti, P.A.K., Santoso, L. A. B., La Batavee, H., Tampubolon, A. F. J. et Syafitri, A. N.
(2024). Relationship Between Numeracy and Vocabulary Skills in Indonesian Preschool Children and the Impacts of Learning Environments.
International Journal of Early Childhood, 56(2), 297-314.
Shvartsman, M. et Shaul, S.
(2024). Working Memory Profiles and Their Impact on Early Literacy and Numeracy Skills in Kindergarten Children.
Child Youth Care Forum, 53(5), 1141-1171.
Vessonen, T., Hellstrand, H., Aunio, P. et Laine, A.
(2024). Individual Differences in Mathematical Problem-Solving Skills Among 3- to 5-Year-Old Preschoolers.
International Journal of Early Childhood, 56(2), 339-357.
Zhu, J., Hsieh, W. Y. et Yeung, P. S.
(2024). Exploring Chinese Early Childhood Teachers’ Mathematical Belief Profiles and Associated Teacher Characteristics.
Early Education and Development, 35(7), 1554-1569.
An, S. A., Hachey, A. C., Kim, S. J. et Tillman, D. A.
(2023). When 10 ≠ ten: teachers develop original stories to conceptualize numeral transition.
Journal of Early Childhood Teacher Education, 44(1), 22-41.
Bakker, M., Torbeyns, J., Verschaffel, L. et De Smedt, B.
(2023). Longitudinal pathways of numerical abilities in preschool: Cognitive and environmental correlates and relation to primary school mathematics achievement.
Developmental Psychology, 59(3), 442-459.
Bang, H.J., Li, L. et Flynn, K.
(2023). Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning.
Early Childhood Education Journal, 51(4), 717-732.
Bisagno, E., Cadamuro, A. et Morra, S.
(2023). Multiple influences of working memory capacity on number comprehension: The interplay with metacognition and number-specific prerequisites.
Journal of Experimental Child Psychology, 226, article 105568.
Cheung, S.K., Siu, TS.C. et Caldwell, M.P.
(2023). Mathematical Ability at a Very Young Age: The Contributions of Relationship Quality with Parents and Teachers via Children’s Language and Literacy Abilities.
Early Childhood Education Journal, 51(4), 705-715.
Jylänki, P., Sipinen, E., Mbay, T., Sääkslahti, A. et Aunio, P.
(2023). Combining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers’ Early Numeracy: A Pilot Intervention Study.
International Journal of Early Childhood, 55, 131-154.
Mercer Young, J., Reed, K. E., Rosenberg, H. et Kook, J. F.
(2023). Adding family math to the equation: Promoting Head Start preschoolers’ mathematics learning at home and school.
Early Childhood Research Quarterly, 63, 43-58.
Pan, Y., Hu, B. Y., Hunt, J., Wu, Z., Chen, Y. et He, M.
(2023). Chinese Preschool Children’s Home Numeracy Experiences and their Mathematical Abilities.
Journal of Early Childhood Research, 21(1), 31-45.
Pan, Y.-J., Liu, S.-S., Wang, Y., Wu, N.-W. et Xie, S.
(2023). Variations in Kindergarten Teachers’ Cognitive Activations in Math-related Activities by Child Factors.
Early Education and Development, 34(1), 243-255.
Shao, S., Huang, J., Zhao, L. et Heyman, G.D.
(2023). The profit motive: Implications for children’s reasoning about merit-based resource distribution.
Journal of Experimental Child Psychology, 226, article 105563.
Thomas, A. et Tazouti, Y.
(2023). Links between early literacy and early numeracy during preschool education in France.
Education 3-13, 51(3), 467-479.
Vlassis, J., Baye, A., Auquière, A., de Chambrier, A.-F., Dierendonck, C., Giauque, N., Kerger, S., Luxembourger, C., Poncelet, D., Tinnes-Vigne, M., Tazouti, Y. et Fagnant, A.
(2023). Developing arithmetic skills in kindergarten through a game-based approach: a major issue for learners and a challenge for teachers.
International Journal of Early Years Education, 31(2), 419-434.
Yang, Y., Zhang, X. et Huo, S.
(2023). Pathways to arithmetic, geometry, and measurement in preschool children: The role of general cognitive and language skills.
Early Childhood Research Quarterly, 62(1^st quarter), 315-323.
Chen, Y., Han, C., Yu, X., Yang, X., Jiang, J. et Zhao, Y.
(2023). Contributions of cognitive flexibility, inhibition and number label knowledge to numerical equivalence in 3- to 5-year-old children.
British Journal of Developmental Psychology, 41(2), 140-156.
Emen-Parlatan, M., Ördek-İnceoğlu, S., Gürgah-Oğul, I. et Aslan, D.
(2023). Technology and early mathematics skills: Effectiveness of I Love Math with Robots.
The Journal of Educational Research, 116(2), 90-99.
Gripton, C.
(2023). Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3-5-year-olds.
European Early Childhood Education Research Journal, 31(3), 326-342.
Liang, K., Ma, X., Zhang, J., Xin, F., Yuan, Q., Zhang, D., Chen, R. et Tang, Y.
(2023). A Pilot Movement Integrity with Intelligent Play Program (MIIP): Effects on Math Performance and Enjoyment for Preschoolers in China.
Child Youth Care Forum, 52(3), 703-719.
Palmér, H. et Björklund, C.
(2023). The Teaching of Numbers in Common Preschool Activities: A Delicate Balancing Act.
Early Childhood Education Journal, 51(5), 971-980.
Ribner, A. D., Ahmed, S. F., Miller-Cotto, D. et Ellis, A.
(2023). The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades.
Early Childhood Research Quarterly, 64(3rd quarter), 84-93.
Wullschleger, A., Lindmeier, A., Heinze, A., Meier-Wyder, A., Leuchter, M., Vogt, F. et Opitz, E. M.
(2023). Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations.
European Early Childhood Education Research Journal, 31(2), 225-242.
Vessonen, T., Widlund, A., Hakkarainen, A. et Aunio, P.
(2023). Validating the early numeracy teacher rating scale for preschoolers (TRS-EN).
European Early Childhood Education Research Journal, 31(2), 205-224.
Akhavein, K., Clark, C. A. C., Nelson, J. M., Espy, K. A. et Finch, J. E.
(2023). The longitudinal contributions of preschool executive functions and early math abilities to arithmetic skills in elementary school.
Cognitive Development, 68, article 101388.
Boonstra, K. E., Miesner, H. R., Graue, E. et Grodsky, E.
(2023). Participation and learning in prek teacher workgroups: a communities of practice analysis of mathematics-focused professional development.
Journal of Early Childhood Teacher Education, 44(3), 510-530.
Cheung, S. K., Chan, W. W. L. et Kwan, J. L. Y.
(2023). An investigation into the concreteness of manipulatives in mathematical instruction: Do the object and its label matter?
Early Childhood Research Quarterly, 65(4), 275-283.
Devlin, B. L., Hornburg, C. B. et McNeil, N. M.
(2023). Kindergarten predictors of formal understanding of mathematical equivalence in second grade.
Developmental Psychology, 59(8), 1426-1439.
Ernst, J. R., Pan, S. E. et Mazzocco, M. M.
(2023). Where and what children count during shared reading of early math books.
Cognitive Development, 67, article 101342.
Hardy, J. K. et Hemmeter, M. L.
(2023). Systematic Modeling and Prompting to Teach Math Skills to Preschoolers With Disabilities.
Topics in Early Childhood Special Education, 43(2), 103-115.
Hojnoski, R. L., Polignano, J. C. et Caskie, G. I. L.
(2023). Number Sense Development During the Preschool Years: Relations Within and Between Key Skill Indicators.
Early Education and Development, 34(7), 1631-1646.
Jerome, E., Kamawar, D., Milyavskaya, M. et Atance, C.
(2023). Preschoolers’ saving: The role of budgeting and psychological distance on a novel token savings task.
Cognitive Development, 66, article 101315.
Larsen, S. M., McCormick, K., Coburn, L. et Henry, C.
(2023). Learning to Integrate Technology auin Early Math Classrooms: An Empowering Collaborative Learning Experience.
Childhood Education, 99(4), 48-55.
Lavidas, K., Skopeliti, I., Zacharos, K. et Panagiotounakos, E.-P.
(2023). Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics.
Journal of Early Childhood Teacher Education, 44(4), 962-979.
Liang, Y., Zhang, L., Duan, X., Wu, G. et Yan, H.
(2023). Longitudinal association between non-symbolic numerical representation and emerging math competence: The dynamic mediation effect from cardinal knowledge to ordinal skills.
Cognitive Development, 66, article 101339.
Ma, Y., Fleer, M., Li, L. et Wang. Y.
(2023). A cultural-historical study of how a conceptual playworld creates conditions for personally meaningful mathematics in the Chinese kindergarten context.
European Early Childhood Education Research Journal, 31(6), 850-865.
Muñez, D., Bull, R., Lee, K. et Ruiz, C.
(2023). Heterogeneity in children at risk of math learning difficulties.
Child Development, 94, 1033-1048.
O’Rear, C. D., Seip, I., Azar, J., Baroody, A. J. et McNeil, N. M.
(2023). Features in children's counting books that lead dyads to both count and label sets during shared book reading.
Child Development, 94(4), 985-1001.
O'Rear, C. D., Zippert, E. L., Ehrman, P., Westerberg, L., Lonigan, C. J. et Purpura, D. J.
(2023). Use them or lose them: Are manipulatives needed to assess numeracy and geometry performance in preschool?
Infant and Child Development, 32(5), e2444.
Prager, E. O., Ernst, J. R., Mazzocco, M. M.M. et Carlson, S. M.
(2023). Executive function cumand mathematics in preschool children: Training and transfer effects.
Journal of Experimental Child Psychology, 232, article 105663.
Presser, A. E. L., Young, J. M., Rosenfeld, D., Clements, L. J., Kook, J. F., Sherwood, H. et Cerrone, M.
(2023). Data collection and analysis for preschoolers: An engaging context for integrating mathemcatics and computational thinking with digital tools.
Early Childhood Research Quarterly, 65(4), 42-56.
Robinson, K., Hubbard, D., Jacob, R., Erickson, A. et Engel, M.
(2023). Variation in mathematics content coverage, instructional grouping, and representational strategies - An Analysis of Three US Kindergarten Mathematics Textbooks.
The Elementary School Journal, 123(2), 270-296.
Short, D. S. et McLean, J. F.
(2023). The relationship between numerical mapping abilities, maths achievement and socioeconomic status in 4- and 5-year-old children.
British Journal of Educational Psychology, 93(3), 641-657.
Splinter, E. S., op ‘t Eynde, E., Wauters, E., Depaepe, F., Verschaffel, L. et Torbeyns, J.
(2023). Children’s Picture Books: A Systematic Analysis of Features in the Domain of Mathematics.
Early Education and Development, 34(5), 1254-1273.
Charlaine St-Jean, Fournier Dubé, N., Forest, M.-P. et Marilyn Dupuis Brouillette
(2023). Besoins en mathématiques à l’éducation préscolaire afin d’aspirer à la bonification des pratiques enseignantes.
Revue canadienne des jeunes chercheures et chercheurs en éducation, 14(1), 5-11.
Thomas, A., Tazouti, Y., Hoareau, L., Luxembourger, C., Hubert, B. et Jarlégan, A.
(2023). Early Numeracy Assessment in French preschool: structural analysis and links with children’s characteristics.
International Journal of Early Years Education, 31(4), 1018-1035.
Träff, U., Skagerlund, K., Östergren, R. et Skagenholt, M.
(2023). The importance of domain-specific number abilities and domain-general cognitive abilities for early arithmetic achievement and development.
British Journal of Educational Psychology, 93(3), 825-841.
Turan, E. et De Smedt, B.
(2023). Understanding mathematical development in preschool children: The association between mathematical language and mathematical abilities.
Cognitive Development, 66, article 101318.
Wei, W., Liao, H., Deng, W. et Ye, Q.
(2023). Training on number comparison, but not number line estimation, improves preschoolers’ symbolic approximate arithmetic.
Early Childhood Research Quarterly, 65(4), 241-249.
Williams, P., Morton, J. K. et Christian, B. J.
(2023). Mathematics from the ground up: an emerging model for enriching mathematical learning for children aged 4–12 using a school garden program.
Education 3-13, 51(5), 740-753.
Yang, Q. T., Star, J. R., Harris, P. L. et Rowe, M. L.
(2023). Chinese parents’ support of preschoolers’ mathematical development.
Journal of Experimental Child Psychology, 236, article 105753.
Croset, M.-C., Courtier, P. et Gardes, M.-L.
(2023). The impact of the Montessori Education on early number learning in French pre-schools.
Swiss Journal of Educational Research, 45(3), 307-319.
Nolin, R. et Marinova, K.
(2023). Le développement de la pensée mathématique des enfants : portrait des besoins ressentis par des enseignants à l’éducation préscolaire québécois.
Revue internationale de communication et socialisation, 10(2), 324-350.
Qiao, H. et Huang, J.
(2023). Investigating children’s mathematical learning during block play: a video observation research.
Early Child Development and Care, 193(13-14), 1445-1458.
Devlin, B. L., Jordan, N. C. et Klein, A.
(2022). Predicting mathematics achievement from subdomains of early number competence: Differences by grade and achievement level.
Journal of Experimental Child Psychology, 217, article 105354.
Bachman, H. J., Miller, P., Elliott, L., Duong, S., Libertus, M. et Votruba-Drzal, E.
(2022). Associations among socioeconomic status and preschool-aged children’s, number skills, and spatial skills: The role of executive function.
Journal of Experimental Child Psychology, 221, article 105453.
Berner, V. D. et Steiz-Stein, K.
(2022). Measuring mathematical self-concept in four- to six-year-olds: A comparison of picture and puppet supported procedures.
Cognitive Development, 64, Article 101257.
Cave, P.
(2022). Young children’s mathematical activities at preschool and home in Japan.
International Journal of Early Years Education, 30(4), 781-795.
Chan, J. Y.-C., Sera, M. D. et Mazzocco, M. M. M.
(2022). Relational language influences young children’s number relation skills.
Child Development, 93(4), 956‑972.
Clements, L. J.
(2022). Cooperation between preschool peers in relation to their math learning.
The Journal of Educational Research, 115(3), 199‑208.
Di Lonardo Burr, S. M., Xu, C., Douglas, H., LeFevre J.-A. et Susperreguy, M. I.
(2022). Walking another pathway: The inclusion of patterning in the pathways to mathematics model.
Journal of Experimental Child Psychology, 222, article 105478.
Escalante, D., Casey, B. M., Pezaris, E. et Bronson, M.
(2022). Harnessing the Power of Card Games to Teach Developing Math Skills.
Childhood Education, 98(6), 66-73.
Fisher, J.-P. et Thierry, X.
(2022). Boy's math performance, compared to girls', jumps at age 6 (in the ELFE's data at least).
British Journal of Developmental Psychology, 40(4), 504-519.
Fournier Dubé, N., Charlaine St-Jean, Rajotte, T. et Marilyn Dupuis Brouillette
(2022). L’évaluation d’activités d’éveil aux mathématiques à l’éducation préscolaire : Autoévaluation et identification des forces, des besoins et des progrès.
Revue canadienne des jeunes chercheures et chercheurs en éducation, 13(1), 31‑42.
Howard, S. J., Neilsen-Hewett, C., de Rosnay, M., Melhuish, E. C. et Buckley-Walker, K.
(2022). Validity, reliability and viability of pre-school educators’ use of early years toolbox early numeracy.
Australasian Journal of Early Childhood, 47(2), 921-06.
İvrendi, A., Erol, A. et Atan, A.
(2022). Children’s geometric skills: Any ties to self-regulation skills?
The Journal of Educational Research, 115(1), 1-10.
Jo, S. J. et Son, J.-W.
(2022). ‘I Can Create and Eat it for Snack’ : How Can Cooking Activities Support Early Math Learning?
Early Childhood Education Journal, 50(6), 983‑997.
Johnston, K. et Bull, R.
(2022). Understanding educator attitudes towards and perceptions of mathematics in early childhood.
Journal of Early Childhood Research, 20(3), 341‑356.
Johnston, K. et Degotardi, S.
(2022). ‘More than ‘more’: quantity and quality of mathematical language used by educators in mealtimes with infants.
International Journal of Early Years Education, 30(4), 796-812.
Lenes, R., Størksen, I., McClelland, M. et Idsøe, T.
(2022). The role of mother’s education and child gender for children’s vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway.
European Early Childhood Education Research Journal, 30(3), 403-422.
Lin, C.-H.
(2022). Developing mental number line games to improve young children’s number knowledge and basic arithmetic skills.
Journal of Experimental Child Psychology, 222, article 105479.
MacDonald, A. et McGrath, S.
(2022). Early childhood educators’ beliefs about mathematics education for children under three years of age.
International Journal of Early Years Education, 30(4), 847-862.
McIsaac, J.-L., McLean, C., Cummings, R., LeBlanc, A., Briscombe, A. et Pimentel, M.
(2022). Supporting numeracy and literacy in play-based early learning programs.
Graphic report. Early Childhood collaborative Research Centre, Mount Saint-Vincent University.
Orrantia, J., Muñez, D., Sanchez, R. et Matilla, L.
(2022). Supporting the understanding of cardinal number knowledge in preschoolers: Evidence from instructional practices based on finger patterns.
Early Childhood Research Quarterly, 61, 81-89.
Papandreou, M. et Tsiouli, M.
(2022). Noticing and understanding children’s everyday mathematics during play in early childhood classrooms.
International Journal of Early Years Education, 30(4), 730-747.
Petersson, J., Sayers, J., Rosenqvist, E. et Andrews, P.
(2022). Parent-initiated activities in support of Swedish year-one children’s learning of mathematics: age-appropriate complements to school?
International Journal of Early Years Education, 30(4), 831-846.
Petrou, P. et Panaoura, A.
(2022). Play based activities for mathematical thinking at infancy : Nursery teachers’ and parents’ beliefs.
Journal of Childhood, Education & Society, 3(2), 86‑97.
Reimer, P. N.
(2022). Head Start educators’ conceptions of early childhood mathematics teaching and learning.
Journal of Early Childhood Teacher Education, 43(1), 69-86.
Seitz, M. et Weinert, S.
(2022). Numeracy skills in young children as predictors of mathematical competence.
British Journal of Developmental Psychology, 40(2), 224-241.
Speldewinde, C. et Campbell, C.
(2022). Mathematics learning in the early years through nature play.
International Journal of Early Years Education, 30(4), 813-830.
Trickett, J., Batchelor, S., Brittle, B., Foulkes, M., Pickering, J., Slocombe, F. et Gilmore, C.
(2022). The role of parent-led and child-led home numeracy activities in early mathematical skills.
Cognitive Development, 63, article 101189.
Vasilyeva, M., Laski, E., Veraksa, A. et Bukhalenkova, D.
(2022). What children’s number naming errors tell us about early understanding of multidigit numbers.
Journal of Experimental Child Psychology, 224, article 105510.
Wästerlid, C.
(2022). Low-achieving grade K-3 children’s early numeracy competences: a systematic literature review.
International Journal of Early Years Education, 30(4), 748-765.
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