Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Huang, C. I., Sun, Q. et Wang, T.
(2025). Exploring Gender Disparity in Chinese Children’s Literature: The Impact of Authorship and Narrative Elements.
Early Education and Development, 36(2), 306-326.
Hacin-Beyazoglu, K., Komac, Ž. et Fekonja, U.
(2024). What gender are the animal characters in the illustrations? Gender stereotyping by children in early childhood.
Early Child Development and Care, 194(1), 87-101.
Rogers, A. A., Shawcroft, J., Stockdale, L. A., Coyne, S. M. et Fraser, A. M.
(2024). Trajectories of parents' gendered play attitudes during early childhood and implications for children's gender development.
Child Development, 95(2), 428-446.
Alcock, K.
(2024). Do school and equality education characteristics influence young children’s understanding of sex/gender constancy?
Journal of Experimental Child Psychology, 241, article 105879.
Glidden, J., Yee, K. M. et Killen, M.
(2024). Morally-relevant theory of mind is related to viewing gender inequalities as unacceptable.
Cognitive Development, 70, article 101450.
Huang, H., Zhu, Y., Gu, J. et Xu, X.
(2024). Playfulness in Chinese preschoolers: the role of self- and other-oriented empathy and gender.
Early Child Development and Care, 194(3), 435-453.
Kim, S., Jin, K. et Bian, L.
(2024). Gender brilliance stereotype emerges early and predicts children's motivation in South Korea.
Child Development, 95(3), 913-928.
Kern, F., Boden, U., Nemeth, A., Koutalidis, S., Abramov, O., Kopp, S. et Rohlfing, K. J.
(2024). Preschool children’s discourse competence in different genres and how it relates to iconic gestures.
Journal of Child Language, 51(3), 656-680.
Prioletta, J. et Davies, A. W.
(2024). Femmephobia in kindergarten education: Play environments as key sites for the early devaluation of femininity and care.
Contemporary Issues in Early Childhood, 25(2), 256-270.
Rey-Guerra, C., Yousafzai, A. K. et Dearing, E.
(2024). Gender similarities and differences in early childhood development in low- and middle-income countries.
International Journal of Behavioral Development, 48(3), 279-289.
Wilkinson, J., Davies, J. et Warin, J.
(2024). Men changing nappies: Dismantling a key barrier to gender-diversifying the early years workforce.
Journal of Early Childhood Research, 22(2), 224-237.
Yigit-Gencten, V., Gultekin, M., Ozen Uyar, R. et Aydemir, F.
(2024). Gender in children's literature and kindergartener's responses to gender in interactive read-alouds.
European Journal of Education, 59(2), article e12609.
Ben Soussan, P.
(2024). Pourquoi l’art et la culture sont essentiels au développement et à l’humanisation des tout-petits.
Spirale, 109(1), numéro thématique.
Ban, J., Msall, C., Douglas, A.-A., Rittle-Johnson, B. et Laski, E. V.
(2024). Knowing what they know: Preschool teachers’ knowledge of math skills and its relation to instruction.
Journal of Experimental Child Psychology, 246, article 105996.
Bonafede, C. et van der Merwe, E.
(2024). Kinesthetic Coordination Abilities in 6-Year-Old Children: School Quintile, Gender, and Hand Dominance Differences.
International Journal of Early Childhood, 56(2), 277-295.
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.
Halim, M. L. D., Russo, L. N., Echave, K. N., Tawa, S., Sakamoto, D. J. et Portillo, M. A.
(2024). “She's so pretty”: The development of valuing personal attractiveness among young children.
Child Development, 95(5), 1659-1675.
Prioletta, J. et Davies, A.
(2024). “Because Boys Don’t Do Ballet”: Boys, Femmephobia, and the Potentials of a Femininity-Affirmative Pedagogy in Kindergarten.
Journal of Childhood Studies, 49(2), 57-71.
Revencu, B. et Csibra, G.
(2024). Puppets as symbols in early development: From whether to how in the Theory of Puppets debate.
Cognitive Development, 71, article 101487.
Richardson, B. et Joanne Lehrer
(2024). ‘Big Sister’is watching: A feminist critical discourse analysis of texts supporting the use of live stream video feed technology.
Dans U. Ward (dir), Supporting Early Childhood Practice Through Difficult Times. Looking Towards a Better Future (p. 13-25). Routledge.
Wang, S.
(2024). Exploring Early Childhood Educators’ Perceptions and Practices Towards Gender Differences in STEM Play: A Multiple-Case Study in China.
Early Childhood Education Journal, 52(6), 1121-1134.
Hine, S.
(2024). ‘Sometimes there are rules about what girls can do’: a rights-based exploration of primary-aged children’s constructions of gender in Forest School.
Education 3-13, 52(8), 1510-1526.
Nordmo, B. G. K.
(2024). Promotion of 3-5-year-old girls’ and boys’ physical activity in the outdoor playground of kindergarten, viewed from female and male kindergarten staff’s perspective.
European Early Childhood Education Research Journal, 32(5), 772-787.
van Steensel, R., Gouw, B., Liefers, S. et van Aspert, T.
(2024). Cognitively challenging talk during shared reading: Effects of parent gender, child gender and relations with story comprehension.
Journal of Early Childhood Literacy, 24(4), 839-861.
Wallace, R. et Smith, K.
(2024). Who Cares? Women entrepreneurs and the transition to the Canada-wide Early Learning and Child Care Agreement in Nova Scotia.
Women’s Studies International Forum, 107, article 102992.
Chow, J. C., Broda, M. D., Granger, K. L., Washington-Nortey, M., Sayers, R. et Dunn, D.
(2023). A sociometric approach to understanding characteristics of same- and other-gender friendships in young children.
Early Childhood Research Quarterly, 62(1^st quarter), 385-393.
Faragó, F.
(2023). Challenges and opportunities: book discussions of gender non-conformity in two preschool classrooms.
Early Child Development and Care, 193(5), 725-741.
Galili, I.
(2023). Social Challenges Facing Women as Educators and Mothers.
Journal of Research in Childhood Education, 37(1), 100-114.
Hamilton, P. et Dynes, R.
(2023). From ‘tiaras and twirls’ to ‘action and adventure’. Eliciting children’s gendered perceptions of Disney characters through participatory visual methodology.
International Journal of Early Years Education, 31(2), 482-501.
Martínez-García, L., Rodríguez-Álvarez, M. et Virgós Sánchez, M.
(2023). Stories 'with the Characters Reversed': Children's Opinions of Feminist Children's Stories in Early Education.
Early Childhood Education Journal, 51(3), 593-603.
Memba, G. V. et Ostrov, J. M.
(2023). The Role of Peer Victimization in Predicting Aggression and Internalizing Problems in Early Childhood: The Moderating Effect of Emotion Regulation and Gender.
Early Education and Development, 34(1), 53-70.
Sewasew, D., Mengsite, M. et Kassa, E.
(2023). When do gender differences in academic achievement originate? Examining preschoolers and early school children longitudinally.
Journal of Educational and Developmental Psychology, 13(1), 67-77.
Zhao, M., Han, X., Che, L., Qi, C., Ma, X. et Wang, S.
(2023). The relative age effect and gender difference on fundamental motor skills in preschool children aged 4–5 years.
Early Child Development and Care, 193(2), 174-184.
Emen-Parlatan, M. et Yaşar, M.
(2023). Preschool children’s discourses on gender during dramatic play from critical perspective.
European Early Childhood Education Research Journal, 31(2), 272-286.
Gilligan, T., McNally, S., Lovett, J., Farell, T., Kumar, S., McLoughlin, E. et Corriveau, K.
(2023). Persistence in Science Play and Gender: Findings from Early Childhood Classrooms in Ireland.
Early Education and Development, 34(4), 927-939.
Master, A., Tang, D., Forsythe, D., Alexander, T. M., Cheryan, S. et Meltzoff, A. N.
(2023). Gender equity and motivational readiness for computational thinking in early childhood.
Early Childhood Research Quarterly, 64(3rd quarter), 242-254.
Su, J., Yang, W. et Zhong, Y.
(2023). Influences of Gender and Socioeconomic Status on Children’s Use of Robotics in Early Childhood Education: A Systematic Review.
Early Education and Development, 34(4), 910-926.
Atkinson, C., Coll, L., McBride, R.-S., Whittington, E. et Zanatta, F.
(2023). Growing sideways: Re-articulating ontologies of childhood within/through relationships and sexuality education (RSE).
Children & Society, 37(6), 2139-2153.
Bonnett, T. H. et Wade, C. E.
(2023). Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada.
International Journal of Early Childhood, 55, 187-204.
Davies, A. W., Simone-Balter, A. et van Rhijn, T.
(2023). Sexuality education and early childhood educators in Ontario, Canada: A Foucauldian exploration of constraints and possibilities.
Contemporary Issues in Early Childhood, 24(4), 394-410.
Ebrahim, H. B.
(2023). Complexities of men’s engagement in early childhood care and development in Africa.
European Early Childhood Education Research Journal, 31(5), 691-704.
Lagestad, P. et Kippe, K.
(2023). Differences between Norwegian male and female preschool staff physical activity levels and their influence on PA levels of children.
Education 3-13, 51(5), 754-765.
Sak, R., Şahin-Sak, İ. T., Öneren-Şendil, Ç., Tantekin-Erden, F., Tuncer, N. et Taşkin, N.
(2023). The effects of Motivational Enhancement Training on the motivation and vocational-outcome expectations of male preservice preschool teachers.
European Early Childhood Education Research Journal, 31(5), 705-721.
Shpancer, N., Fannin, J., Rush, J. L., Rosneck, K., Montgomery, M., Hove, W. et Venkataraman, M.
(2023). Male caregivers in child daycare: why so few?
Early Child Development and Care, 193(7), 855-868.
Areljung, S. et Günther-Hanssen, A.
(2022). STEAM education: An opportunity to transcend gender and disciplinary norms in early childhood?
Contemporary Issues in Early Childhood, 23(4), 77-87.
Fukkink, R. G.
(2022). Caregiver–child relationships in after-school care: the role of gender and the gender match.
Early Child Development and Care, 192(16), 2665-2678.
Bhana, D., Moosa, S., Xu, Y. et Emilsen, K.
(2022). Men in early childhood education and care : On navigating a gendered terrain.
European Early Childhood Education Research Journal, 30(4), 543‑556.
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.
Germain, N., Gonzalez-Barrero, A. M. et Byers-Heinlein, K.
(2022). Gesture development in infancy: Effects of gender but not bilingualism.
Infancy, 27(4), 663-681.
Hajovsky, D. B., Caemmerer, J. M. et Mason, B. A.
(2022). Gender differences in children’s social skills growth trajectories.
Applied Developmental Science, 26(3), 488‑503.
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.
McTaggart, V., McGill, R. et Stephens, S.
(2022). Gender differences in the development of children's social and emotional competencies during the pre-school year.
Early Child Development and Care, 192(12), 1952-1966.
Rackoff, G. N., Lagoni, D. W., Shoshany, M. F., Moursi, N. A. et Hennefield, L.
(2022). The impact of informant gender on children’s endorsement of scientific and non-scientific information.
British Journal of Developmental Psychology, 40(1), 170-186.
Xu, Y., Schweisfurth, M. et Read, B.
(2022). Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China.
Comparative Education, 58(3), 345-363.
Doni, E.
(2021). Exposing Preschool Children to Counterstereotypical Professional Role Models Using Audiovisual Means: A Small Study in a Preschool in Greece.
Early Childhood Education Journal, 49(2), 295-302.
Horn, E. P., McCormick, M. P., O’Connor, E. E., McClowry, S. G. et Hogan, F. C.
(2021). Trajectories of teacher–child relationships across kindergarten and first grade: The influence of gender and disruptive behavior.
Early Childhood Research Quarterly, 55, 107-118.
Kelly‐Hanku, A., Boli‐Neo, R., Aggleton, P., Robinson, K. H., Newland, J. et Aeno, H.
(2021). Gender diversity among ‘boys’ in Papua New Guinea : Memories of sameness and difference in early childhood.
Children & Society, 35(1), 144‑158.
Rodríguez-Negro, J., Huertas-Delgado, F. J. et Yanci, J.
(2021). Motor skills differences by gender in early elementary education students.
Early Child Development and Care, 191(2), 281-291.
Veijalainen, J., Reunamo, J. et Heikkilä, M.
(2021). Early gender differences in emotional expressions and self-regulation in settings of early childhood education and care.
Early Child Development and Care, 191(2), 173-186.
Wang, Z., Fong, F. T. K. et Meltzoff, A. N.
(2021). Enhancing same-gender imitation by highlighting gender norms in Chinese pre-school children.
British Journal of Developmental Psychology, 39(1), 133-152.
Arace, A., Scarzello, D., Zonca, P. et Agostini, P.
(2021). Early child care experiences and individual differences: the role of gender and temperament in social skills and problem behaviours in Italian toddlers.
Early Child Development and Care, 191(6), 977-989.
Silverman, I. W.
(2021). Gender differences in inhibitory control as assessed on simple delay tasks in early childhood: A meta-analysis.
International Journal of Behavioral Development, 45(6), 533-544.
Qian, Y., Seisler, A. R. et Gilmore, R. O.
(2021). Children’s perceptual sensitivity to optic flow-like visual motion differs from adults.
Developmental Psychology, 57(11), 1810‑1821.
Coyne, S. M., Linder, J. R., Booth, M., Keenan‐Kroff, S., Shawcroft, J. E. et Yang, C.
(2021). Princess Power: Longitudinal Associations Between Engagement With Princess Culture in Preschool and Gender Stereotypical Behavior, Body Esteem, and Hegemonic Masculinity in Early Adolescence.
Child Development, 92(6), 2413-2430.
De Vries, E. E., van der Pol, L. D., Toshkov, D. D., Groeneveld, M. G. et Mesman, J.
(2021). Fathers, faith, and family gender messages: Are religiosity and gender talk related to children’s gender attitudes and preferences?
Early Childhood Research Quarterly, 59, 21‑31.
Hamel, E. E.
(2021). Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices.
Journal of Childhood, Education & Society, 2(3), 267‑286.
Gordon, R. A., Sheridan, K., Bates, J., Pradzinski, A. et de Souza, S.
(2020). Child care arrangements and gender: A national portrait of preschool-aged children.
Early Childhood Research Quarterly, 53, 40-49.
Hill, T. M. et Bartow Jacobs, K.
(2020). “The Mouse Looks Like a Boy” : Young Children’s Talk About Gender Across Human and Nonhuman Characters in Picture Books.
Early Childhood Education Journal, 48(1), 93‑102.
Hjelmér, C.
(2020). Free play, free choices? - Influence and construction of gender in preschools in different local contexts.
Education Inquiry, 11(1), 1-15.
Karniol, R.
(2020). Gender differentiation in the family drawings of Israeli, Jewish-orthodox preschoolers.
Journal of Early Childhood Research, 18(2), 214-224.
Khoja, N.
(2020). Construction of Gendered Meanings in the Imaginary Play of Preschool Children in Saudi Arabia.
International Journal of Early Childhood, 52(1), 1-16.
Rantala, A. et Heikkilä, M.
(2020). Agency, guidance and gender - interrelated aspects of early childhood education settings.
Education 3-13, 48(4), 483-493.
Xu, Y.
(2020). Does the gender of a practitioner matter in early childhood education and care? Perspectives from Scottish and Chinese young children.
Children & Society, 34(5), 354-370.
Thorpe, K., Sullivan, V., Jansen, E., McDonald, P., Sumsion, J. et Irvine, S.
(2020). A man in the centre : Inclusion and contribution of male educators in early childhood education and care teaching teams.
Early Child Development and Care, 190(6), 921-934.
Sullivan, V., Coles, L., Xu, Y., Perales, F. et Thorpe, K.
(2020). Beliefs and attributions: Insider accounts of men’s place in early childhood education and care.
Contemporary Issues in Early Childhood, 21(2), 126-137.
Sak, R. et Şahin-Sak, İ. T.
(2020). Preschoolers’ difficult questions: Variations by informant and gender.
European Early Childhood Education Research Journal, 28(4), 534-547.
Meland, A. T.
(2020). Challenging gender stereotypes through a transformation of a fairy tale.
European Early Childhood Education Research Journal, 28(6), 911‑922.
Reddington, S.
(2020). Early Childhood Educators’ Understandings of How Young Children Perform Gender During Unstructured Play.
Journal of Childhood Studies, 45(4), 49-60.
Goldsmith, S.
(2020). Gender typing of Children’s Toys: How early play experiences impact development.
International Journal of Play, 9(3), 359-361.
Glazier, J. J., Gülgöz, S. et Olson, K. R.
(2020). Gender Encoding in Gender Diverse and Gender Conforming Children.
Child Development, 91(6), 1877-1885.
Coe, J. L., Micalizzi, L., Josefson, B., Parade, S. H., Seifer, R. et Tyrka, A. R.
(2020). Sex differences in associations between early adversity, child temperament, and behavior problems.
International Journal of Behavioral Development, 44(6), 490-504.
Burton, C.
(2020). Gender Disrupted During Storytime: Critical Literacy in Early Childhood.
Journal of Childhood Studies, 45(4), 35-48.
Åberg, M., Hedlin, M. et Johansson, C.
(2019). Preschool anxieties: Constructions of risk and gender in preschool teachers’ talk on physical interaction with children.
Journal of Early Childhood Research, 17(2), 104-115.
Blagdanic, S., Kadijevic, G. M. et Kovacevic, Z.
(2019). Gender stereotypes in preschoolers’ image of scientists.
European Early Childhood Education Research Journal, 27(2), 272-284.
Brody, D. L. et Ziv, H. G.
(2019). Hybridized agency among male early childhood workers as a factor in their career decisions.
Early Years, 27(2), 272-284
Brophy-Herb, H. E., Miller, A. L., Martoccio, T. L., Horodynski, M., Senehi, N., Contreras, D., Peterson, K., Dalimonte-Merckling, D., Favreau, Z., Sturza, J., Kaciroti, N. et Lumeng, J. C.
(2019). Do child gender and temperament moderate associations between Head Start classroom social-emotional climate and children’s social-emotional competencies?
Early Childhood Research Quarterly, 47, 518-530.
Bukowski, W.M., Perry, D.G. et Castellanos, M.
(2019). Gender Typicality and Development.
International Journal of Behavioral Development, 43(4), 287-288.
Culhane, L. et Bazeley, A.
(2019). Gender Stereotypes in Early Childhood: A Literature Review.
The Fawcett Society.
Garner, P. W., Bolt, E. et Roth, A. N.
(2019). Emotion-Focused Curricula Models and Expressions of and Talk About Emotions Between Teachers and Young Children.
Journal of Research in Childhood Education, 33(2), 180-193.
Hamelin, M.
(2019). Éducateurs en garderie : être homme au pays des femmes.
Gazette des femmes.
Harriger, J., Trammell, J., Wick, M. et Luedke, M.
(2019). Gender and age differences in pre-schoolers’ weight bias beliefs and behavioural intentions.
British Journal of Developmental Psychology, 37(4), 461-465.
Hedlin, M., Åberg, M. et Johansson, C.
(2019). Fun guy and possible perpetrator: an interview study of how men are positioned within early childhood education and care.
Education Inquiry, 10(2), 95-115.
Heikkilä, M.
(2019). Changing the gender balance in preschools: an analysis of active work carried out by seven Swedish municipalities.
Education Inquiry, 10(2), 134-150.
Jones, C. et Aubrey, C.
(2019). How gender is constructed and experienced in the social world of the nursery school.
International Journal of Early Years Education, 27(2), 153-169.
Jones, C. E. et Aubrey, C.
(2019). ‘I mean, why wouldn’t men be involved?’ The life histories of six male practitioners working within early childhood education and care in England.
‘I mean, why wouldn’t men be involved?’ The life histories of six male practitioners working within early childhood education and care in England. Journal of Early Childhood Research, 17(4), 279-293.
Khoja, N.
(2019). Children's construction of meanings on gender appropriateness of social roles in a preschool setting in Saudi Arabia.
(Thèse de doctorat) McGill University, Montréal, Québec.
Kroeger, J., Recker, A. E. et Gunn, A. C.
(2019). Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles.
YC Young Children, 74(1), 83-92.
Määttä, S., Gubbels, J., Ray, C., Koivusilta, L., Nislin, M., Sajaniemi, N., Erkkola, M. et Roos, E.
(2019). Children’s physical activity and the preschool physical environment: The moderating role of gender.
Early Childhood Research Quarterly, 47, 39-48.
Meland, A. T. et Kaltvedt, E. H.
(2019). Tracking gender in kindergarten.
Early Child Development and Care, 189(1), 94-103.
Meland, A. T., Kaltvedt, E. et Reikerås, E.
(2019). Toddlers’ play in ECEC institutions from a gender perspective.
European Early Childhood Education Research Journal, 27(2), 241-256.
Nugent, C., MacQuarrie, S. et Beames, S.
(2019). ‘Mud in my ears and jam in my beard’: Challenging gendered ways of being in nature kindergarten practitioners.
International Journal of Early Years Education, 27(2), 143-152.
Pillow, B. H., Allen, C., Low, N. et Vilma, T.
(2019). Young Children’s Use of Gender for Inductive Generalizations about Biological and Behavioral Characteristics : The Influence of Gender Categories and Gender Stereotypes.
Journal of Educational and Developmental Psychology, 9(2), 37-44.
Prioletta, J.
(2019). Patriarchy in the preschool classroom: Examining the effects of developmental ideologies on teachers’ perspectives and practices around play and gender.
Contemporary Issues in Early Childhood, 21(3), 242-252.
Rosa, G. D., Pironti, E., Cucinotta, F., Alibrandi, A. et Gagliano, A.
(2019). Gender affects early psychomotor milestones and long-term neurodevelopment of preterm infants.
Infant and Child Development, 28(1), 1-9.
Sak, R., Rohrmann, T., Sak, İ. T. Ş. et Schauer, G.
(2019). Parents’ views on male ECEC workers: a cross-country comparison.
European Early Childhood Education Research Journal, 27(1), 68-80.
Joseé Trudel (doc)
(2019). L’éducation à l’égalité des sexes dans les services de garde éducatifs à la petite enfance : recension d’écrits portant sur l’enjeu de la lutte aux rapports sociaux de sexe.
Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 10(1), 169-176.
Weisgram, E. S.
(2019). Reducing Gender Stereotypes in Toys and Play for Smarter, Stronger, and Kinder Kids.
American Journal of Play, 12(1), 74-88.
Yamamoto, N. et Imai-Matsumura, K.
(2019). Gender differences in executive function and behavioural self-regulation in 5 years old kindergarteners from East Japan.
Early Child Development and Care, 189(1), 56-67.
Acar, I. H., Veziroglu-Celik, M., Garcia, A., Colgrove, A., Raikes, H., Gönen, M. et Encinger, A.
(2019). The qualities of teacher–child relationships and self-regulation of children at risk in the United States and Turkey: The moderating role of gender.
Early Childhood Education Journal, 47(1), 75-84.
Valade, T.
(2019). Power at Play: Gender Discourses in Media-Based Pretend Play in the Early Childhood Education Classroom
(Doctoral dissertation, Concordia University).
Boh, A. et Johnson, L.
(2018). Universal screening to promote early identification of developmental delays: exploring childcare providers’ beliefs and practices.
Early Child Development and Care, 188(12), 1694-1708.
Filipović, K.
(2018). Gender Representation in Children’s Books: Case of an Early Childhood Setting.
Journal of Research in Childhood Education, 32(3), 310-325.
Hedlin, M. et Åberg, M.
(2018). Fussy girls and chattering women—the construct and subordination of femininity in preschool teacher training.
Early Child Development and Care, 188(2), 220-230.
Heikkilä, M.
(2018). Changing the gender balance in preschools: an analysis of active work carried out by seven Swedish municipalities.
Education Inquiry, 10(2), 134-150.
Lewicki, K., Franze, M., Gottschling-Lang, A. et Hoffmann, W.
(2018). Developmental differences between preschool boys and girls in Northeastern Germany.
European Early Childhood Education Research Journal, 26(3), 316-333.
Marcone, R. et Caputo, A.
(2018). Is a friend truly a treasure? Evolution of friendship competence from pre-school up to the last year of primary school.
Early Child Development and Care, 189(1), 43-55.
Mesman, J. et Groeneveld, M. G.
(2018). Gendered parenting in early childhood: Subtle but unmistakable if you know where to look.
Child Development Perspectives, 12(1), 22-27.
Mohamed, A. H. H.
(2018). Gender as a moderator of the association between teacher–child relationship and social skills in preschool.
Early Child Development and Care, 188(12), 1709-1723.
Nordic Council of Ministers.
(2018). Subsidised childcare for all.
The Nordic Gender Effect at Work. Danemark.
Perry, K. J. et Ostrov, J. M.
(2018). The Reciprocal Relations Between Female and Male Play Partners and Aggression in Early Childhood.
Child Development, 90(1), 127-135.
Stangeland, E. B., Lundetræ, K. et Reikerås, E.
(2018). Gender differences in toddlers’ language and participation in language activities in Norwegian ECEC institutions.
European Early Childhood Education Research Journal, 26(3), 375-392.
Thorpe, K., Sullivan, V., Jansen, E., Mcdonald, P, Sumsion, J. et Irvine, S.
(2018). A man in the centre: inclusion and contribution of male educators in early childhood education and care teaching teams.
Early Child Development and Care, 90(6), 921-934.
Joseé Trudel (doc)
(2018). Les rapports sociaux de sexe dès la petite enfance : une analyse de genre du Programme éducatif des services de garde du Québec, Accueillir la petite enfance.
Recherches féministes, 31(1), 105-121.
Wan, Y., Fu, H. et Tanenhaus, M. K.
(2018). Effects of coordination and gender on prosocial behavior in 4-year-old Chinese children.
Psychonomic Bulletin & Review, 26(2), 685-692.
Wright, T.
(2018). Contesting hegemony: Re-imagining masculinities for early childhood education.
Contemporary Issues in Early Childhood, 19(2), 117-130.
Fung, W. et Cheng, R. W.
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