Thématiques
- Bansal, G. et Ramnarain, U. (dir.).(2021). Inquiry-Based Science in the Primary Classroom.
Education 3-13, 49(3), numéro thématique.
- Coelho, V., Åström, F., Nesbitt, K., Sjöman, M., Farran, D., Björck-Åkesson, E., Christopher, C., Granlund, M., Almqvist, L., Grande, C. et Pinto, A. I.(2021). Preschool practices in Sweden, Portugal, and the United States.
Early Childhood Research Quarterly, 55, 79-96.
- Harris, H. A.(2021). Parental choice and perceived benefits of Reggio Emilia inspired programs.
Early Child Development and Care, 191(1), 123-135.
- Leroy, L. M. R., Nguyen, T. C. et Nguyen, D. K. D.(2021). Preschool in CITIES : Learning in Da Nang, Vietnam.
Childhood Education, 97(1), 50‑55.
- Maguire-Fong, M. J.(2021). What Babies Ask of Us: Contexts to Support Learning about Self and Other.
YC, Young Children, 76(1), 6-12.
- Neuman, S. B. et Danielson, K.(2021). Enacting Content-rich Curriculum in Early Childhood: The Role of Teacher Knowledge and Pedagogy.
Early Education and Development, 32(3), 443-458.
- Sampson, M. et McLean, C.(2021). Shifting from a Rules-Based Culture to a Negotiated One in Emergent Curriculum.
Journal of Childhood Studies, 46(1), 34-50.
- Shore, M.(2021). Integrating Sustainable Development Goals With Early Childhood Learning in Indonesia.
Childhood Education, 97(1), 68‑74.
- Wang, X. C., Dai, W., Hu, B. et Song, Z.(2021). ‘Good job!’: unpacking praise practices of high- and low-quality early childhood teachers in China.
Early Child Development and Care, 191(2), 266-280.
- Bartholdsson, Å.(2020). “When there is a book to stick to”: Teacher professionalism and manual-based programmes in two Swedish early childhood education settings.
Education Inquiry, 11(1), 1-18.
- Bleses, D., Jensen, P., Slot, P. et Justice, L.(2020). Low-cost teacher-implemented intervention improves toddlers’ language and math skills.
Early Childhood Research Quarterly, 53, 64-76.
- Bollinger, C. M. et Myers, J. K.(2020). Young Children’s Writing in Play-Based Classrooms.
Early Childhood Education Journal, 48, 232-242.
- Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B. et Osher, D.(2020). Implications for educational practice of the science of learning and development.
Applied Developmental Science, 24(2), 97-140.
- Elwick, A., Burnard, P., Osgood, J., Huhtinen-Hildén, L. et Pitt, J.(2020). Young children’s experiences of music and soundings in museum spaces: Lessons, trends and turns from the literature.
Journal of Early Childhood Research, 18(2), 174-188.
- Essame, C.(2020). Developmental Play : A new approach to understanding how all children learn through play.
Childhood Education, 96(1), 14‑23.
- Fleer, M.(2020). Digital pop-ups: studying digital pop-ups and theorising digital pop-up pedagogies for preschools.
European Early Childhood Education Research Journal, 28(2), 214-230.
- Garrity, S. M. et Longstreth, S. L.(2020). Using the Teaching and Guidance Policy Essentials Checklist to Develop Culturally and Linguistically Appropriate Behavior Guidance Policies.
Early Childhood Education Journal, 48(1), 71‑77.
- Gonçalves, M. A., Aguiar, T., Guedes, C. et Cadima, J.(2020). Artistic Activities in Crèche and the Quality of Interactions.
Early Education and Development, 31(4), 582-598.
- Horn, M. B.(2020). Children Can Be Their Own Teachers : Disruptive innovation in education.
Childhood Education, 96(1), 24‑33.
- Kemple, K. M. et David, G. M.(2020). Nurturing Young Children’s Creative Potential Through Simple Classroom Practices.
Childhood Education, 96(2), 56-61.
- Kewalramani, S., Palaiologou, I., Arnott, L. et Dardanou, M.(2020). The integration of the internet of toys in early childhood education: a platform for multi-layered interactions.
European Early Childhood Education Research Journal, 28(2), 197-213.
- Kim, Y. et McMullen, M. B.(2020). Integrating infant sleep/wake state framework into the infant-caregiver interaction in the childcare context.
Early Child Development and Care, 190(4), 526‑536.
- Kim, Y. H. et Stormont, M.(2020). Early Childhood Teachers’ Ratings of Metacognitive Knowledge and Behavioral Support Strategy Use in Classrooms.
Early Childhood Education Journal, 48(2), 181‑188.
- Kim, Y.-S. G., Lee, H. et Zuilkowski, S. S.(2020). Impact of Literacy Interventions on Reading Skills in Low- and Middle-Income Countries: A Meta-Analysis.
Child Development, 91(2), 638-660.
- Langford, R. et Richardson, B.(2020). Ethics of Care in Practice : An Observational Study of Interactions and Power Relations between Children and Educators in Urban Ontario Early Childhood Settings.
Journal of Childhood Studies, 45(1), 33‑47.
- Lee, C. D.(2020). Practice that supports learning and development: A commentary.
Applied Developmental Science, 24(2), 141-145.
- MacDonald, A., Huser, C., Sikder, S. et Danaia, L.(2020). Effective Early Childhood STEM Education: Findings from the Little Scientists Evaluation.
Early Childhood Education Journal, 48(3), 353-363.
- Maryam, B., Sören, H. et Gunilla, L.(2020). Putting Scaffolding Into Action : Preschool Teachers’ Actions Using Interactive Whiteboard.
Early Childhood Education Journal, 48(1), 79‑92.
- McLeod, R. H.(2020). Supporting Preservice Teachers to Implement Systematic Instruction Through Video Review, Reflection, and Performance Feedback.
Early Childhood Education Journal, 48(3), 337-343.
- Nasiopoulou, P.(2020). Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices.
Early Childhood Education Journal, 48(3), 325-335.
- Nasir, N. S.(2020). Teaching for equity: Where developmental needs meet racialized structures.
Applied Developmental Science, 24(2), 146-150.
- Neugebauer, S., Sandilos, L., Coyne, M., McCoach, D. B. et Ware, S.(2020). Highly Potent and Vastly Conditional Instructional Practices: Variations in Use and Utility of Language Interactions for Kindergarten.
Early Education and Development, 31(4), 541-560.
- Otterborn, A., Schönborn, K. J. et Hultén, M.(2020). Investigating Preschool Educators’ Implementation of Computer Programming in Their Teaching Practice.
Early Childhood Education Journal, 48(3), 253-262.
- Rantala, A. et Heikkilä, M.(2020). Agency, guidance and gender - interrelated aspects of early childhood education settings.
Education 3-13, 48(4), 483-493.
- Savina, E.(2020). Journey Around the World Curriculum: Bridging global and prosocial education.
Childhood Education, 96(2), 42-49.