Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Abanoz, T. et Kalelioğlu, F.
(2025). Unleashing the potential: illuminating pedagogical strategies employed by early childhood educators in stem education for cultivating algorithmic thinking skills in young learners.
European Early Childhood Education Research Journal, 33(1), 138-158.
Édith Allard Caroline Bouchard et Richard, V.
(2025). Using guided constructive play to enhance instructional support in 4-year-old preschool classes.
Journal of Early Childhood Teacher Education, prepublication.
Chu, S. Y., Yang, T. H. et Wang, Y. W.
(2025). Implementing Culturally Responsive Teaching Practices in Inclusive Preschools in Taiwan.
Early Childhood Education Journal, 53(1), 271-285.
İnönü, G. N., Çelebi, S., Gülhan, M. et Aras, S.
(2025). Observation as a professional tool for early childhood teachers’ inquiry habit of mind: an interpretative phenomenological study.
European Early Childhood Education Research Journal, 33(1), 159-172.
Li, X., Maas, C. et Oppenzato, C.
(2025). Investigating Preschool Teachers’ Pedagogical Content Knowledge of Number Comparison.
Early Education and Development, 36(2), 249-264.
Chavez, A. E., Troxel, M., Sheldrick, R. C., Eisenhower, A., Brunt, S. et Carter, A. S.
(2024). Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention.
Early Childhood Research Quarterly, 66(1er quartier), 245-254.
Payne, T.
(2024). The math talk learning environment: Testing an early childhood math intervention.
Early Childhood Research Quarterly, 66(1er quartier), 224-233.
Salley, B., Neal, C., McGovern, J., Fleming, K. et Daniels, D.
(2024). An Exploration of Ready, Set, Share A Book! Intervention for Enhancing Parent Book Sharing with Infants and Toddlers.
Early Childhood Education Journal, 52(1), 127-138.
Schneider, B. H., Manetti, M., Rania, N., Tomas, J. M., Oliver, A., Coplan, R. J. et Taylor, Q.
(2024). A longitudinal study of school adjustment among children attending Reggio-inspired preschools.
International Journal of Behavioral Development, 48(1), 1-11.
Ajodhia, A. et CohenMiller, A. S.
(2024). Can arts-informed pedagogy facilitate communities of learning and belonging for minoritised early years children? An integrative review of research.
International Journal of Early Years Education, 32(1), 52-67.
Lager, K.
(2024). Children’s experiences: The institutional grip of evaluation in Swedish school-age educare.
Journal of Childhood, Education & Society, 5(1), 61-71.
Pirard, F., Zogmal, M. et Garnier, P.
(2024). Pratiques et politiques en petite enfance Perspectives internationales.
Peter Lang.
Müller, E., Naples, L. H., Cannon, L., Haffner, B. et Mullins, A.
(2024). How an integrated arts program facilitated social and emotional learning.
International Journal of Early Years Education, 32(1), 204-219.
Nikolopoulou, A., Fili, S., Founta, M. et Starakis, I.
(2024). Kindergarten students’ and pre-service teachers’ perceptions regarding the frequency of the Moon’s appearance at night.
International Journal of Early Years Education, 32(1), 137-157.
Stralczynská, B. L., Koželuhová, E., Syslová, Z. et Ristić, P.
(2024). Curriculum design and content in Czech pre-primary education: approaches and experiences of student teachers.
European Early Childhood Education Research Journal, 32(1), 7-21.
Havighurst, S. S., Edvoll, M., Tidemann, I., Bølstad, E., Holme, H., Hansen, M. B., Eikseth, E. C. et Nygaard, E.
(2024). A Randomized Controlled Trial of an Emotion Socialization Intervention in Norwegian Kindergartens.
Early Education and Development, 35(3), 454-475.
Campbell, J. E., McIsaac, J.-L.D., Young, M., Dickson, E., Caldwell, S., Barich, R. et Rossiter, M.
(2024). Advancing assessment of responsive feeding environments and practices in child care.
Journal of Nutritional Science, 13, article e14.
Erten, C. et Güneş, G.
(2024). Social behaviour changes via mindfulness practices in early childhood.
Children and Youth Services Review, 158, article 107452.
Laure, M. et Habe, K.
(2024). Stimulating the Development of Rhythmic Abilities in Preschool Children in Montessori Kindergartens with Music-Movement Activities: A Quasi-Experimental Study.
Early Childhood Education Journal, 52(3), 563-574.
Probine, S., Perry, J., Alderson, J. M., Heta-Lensen, Y., Burke, R. et McAlevey, F. L.
(2024). Inquiry-based project learning as an approach to foster wellbeing, sustained focus, and bi-cultural practice in early childhood education.
Australasian Journal of Early Childhood, 49(1), 49-62.
Alderson, J.M., McAlevey, F., Narayan, M. et Williams, S.
(2024). A Culture of Innovation in Early Childhood Education: Which Factors Shape How Teachers Use Curriculum Innovation?
Early Childhood Education Journal, 52(4), 783-792.
Amsbary, J., Yang, HW., Sam, A., Lim, C.-I. et Vinh, M.
(2024). Practitioner and Director Perceptions, Beliefs, and Practices Related to STEM and Inclusion in Early Childhood.
Early Childhood Education Journal, 52(4), 705-723.
Araújo, S. B., Rosário, R., Silva, A. et Barrons, S.
(2024). Reopening ECEC Services for Children Under Three Amidst the Pandemic: Investigating the Association of Health Measures with Pedagogical Practices and Children’s Well-being.
Early Childhood Education Journal, 52(4), 803-814.
Conrad, J. et Hardison-Stevens, D.
(2024). Grandmother Cedar as Educator: Teacher Learning Through Native Knowledges and Sovereignty Curriculum.
American Educational Research Journal, 61(2), 211-247.
Jackson, V.M., Estrada, M., Zinsser, K.M., Curby, T. W. et Gordon, R. A.
(2024). A Comparison of Emotion-Focused Teaching in and Outside of Planned Social-Emotional Learning Activities.
Early Childhood Education Journal, 52(4), 725-734.
MacDonald, A., Danaia, L., Deehan, J. et Hall, A.
(2024). STEM professional learning in early childhood education: A scoping review.
Journal of Early Childhood Teacher Education, 45(1), 79-95.
Vézina, G. et Gaudette-Leblanc, A.
(2024). L’influence de la participation à un programme d’éducation musicale sur les pratiques musicales des jeunes familles : questions de réflexion et pistes d’action.
Musique et pédagogie, 38(2), en ligne.
Denker, H. et Atteberry, A.
(2024). Where has all the time gone? Describing time use in full- vs. half-day pre-Kindergarten.
Early Childhood Research Quarterly, 68(3^e quartier), 235-246.
Garnier, P., Greve, A., Ulvik, O. S., Chantseva, V., Rayna, S., Fallang, B., Gulbrandsen, L. M. et Øien, I.
(2024). Body practices: negotiations of ‘risk’ in Norwegian and French preschools.
International Journal of Early Years Education, 32(2), 319-333.
Lakasana, D. N. L., Fono, Y. M., Juita, A. K., Sadha, E. et Mere, V. O.
(2024). Analysis of cognitive aspects in early childhood learning: A study on the implementation of the Merdeka Curriculum.
European Journal of Education Studies, 11(6), 120-133.
Lee, J. et Dunlap, G.
(2024). Associations between social-emotional teaching practices and reductions in preschoolers’ challenging behavior.
Infants & Young Children, 37(2), 101-114.
Nasiopoulou, P.
(2024). Decision-making factors for group organising in Swedish preschools.
International Journal of Early Years Education, 32(2), 389-404.
Sak, R., Şahin-Sak, İ. T., Öneren-Şendil, Ç. et McHale, J.
(2024). Learning Centers in Turkish Preschools: A Phenomenological Study.
International Journal of Early Childhood, 56(1), 99-128.
Vaughn, M.
(2024). Extending an ethic of care across pedagogy, practice, and action.
Early Childhood Education Journal, 52(5), numéro thématique.
Wahlgren, C. et Andersson, K.
(2024). The child in the Swedish preschool photograph versus the child in the curriculum - a comparison of contemporary notions.
International Journal of Early Years Education, 32(2), 374-388.
Wang, Y., Ma, Y., Li, L. et Fleer, M.
(2024). Conceptual PlayWorld: creating motivating conditions for new kindergarten practices in China to support engineering education.
European Early Childhood Education Research Journal, 32(3), 522-540.
Édith Allard Caroline Bouchard et Richard, V.
(2024). Vers une intégration de modèles de l’intervention enseignante dans le jeu des enfants à l’éducation préscolaire.
Canadian Journal of Education / Revue canadienne de l’éducation, 47(2), 302-331. https://doi.org/10.53967/cje-rce.5965
Bautista, A., Williams, K. E., Lee, K. et Ng, S. P.
(2024). Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies.
Journal of Early Childhood Teacher Education, 45(3), 290-311.
Bélanger, É.Lorie-Marlène Brault Foisy et Masson, S.
(2024). What insights can response time provide for education research?
International Journal of Research and Method in Education, prépublication.
Barros, S., Coelho, V., Wysłowska, O., Penderi, E., Taelman, H., Araújo, S. B., Correia, N., Markowska-Manista, U., Petrogiannis, K., Boderé, A., Pessanha, M., Guimarães, C. et Aguiar, C.
(2024). A Focus Group Study on Participatory Practices in Early Childhood Education and Care Across Four European Countries.
Early Education and Development, 35(6), 1292-1315.
Berger, R., Benatov, J., Karna, A., Wu, R., Tarrasch, R., van Schaik, S. D. M. et Brenick, A.
(2024). Cultivating Compassion in Jewish-Israeli Kindergartners: The Effectiveness of Mindfulness- and Empathy-Based Interventions As Facilitators of Compassion.
Early Education and Development, 35(6), 1353-1373.
Castro Rodríguez, E., Torres González, M. D. et Maniega Fernández, M.
(2024). Interventions of an early childhood teacher during problem-solving activities.
European Early Childhood Education Research Journal, 32(4), 640-657.
Chen, D., Chen, Y. et Chi, J.
(2024). Early childhood teachers amid China’s curriculum reforms: from a literature review.
International of Child Care and Education Policy, 18, article 8.
Denee, R., Lindsay, G. et Probine, S.
(2024). Visual Arts Self-Efficacy: Impacts and Supports for Early Childhood Teachers.
Early Childhood Education Journal, 52(6), 1035-1045.
Fleming, D. J. et Culclasure, B.
(2024). Exploring Public Montessori Education: Equity and Achievement in South Carolina.
Journal of Research in Childhood Education, 38(3), 459-484.
Kay, L. et Buxton, A.
(2024). Makerspaces and the Characteristics of Effective Learning in the early years.
Journal of Early Childhood Research, 22(3), 343-358.
Le, V.-N., Schaack, D. et Gottfried, M.
(2024). Play, PE, Paint, and Performance: What Gets Left Behind When Teaching Academic Content in Kindergarten.
The Elementary School Journal, 124(4), 542-562.
Malone, E. J., Zimmerman, K. N., Joo, S., Kim, G. Y. et Smith, K. H.
(2024). Noncompliance Interventions for Young Children: A Best Evidence Synthesis and Meta-Analysis.
Topics in Early Childhood Special Education, 44(2), 137-151.
Mesa, M. P., Hall, C., Zucker, T., Dahl-Leonard, K., Oh, Y. et Denton, C.
(2024). Unpacking Implementation: Fidelity and Barriers to Implementation of a Kindergarten Reading Intervention by Teachers.
The Elementary School Journal, 125(1), 77-105.
Murray, J. (dir.).
(2024). Re-engaging dialogue about the DAP debate: Implications for teacher education.
International Journal of Early Years Education, 32(3).
Al-Thani, T.
(2024). Creativity in The Pre-school Setting: A Comparison Study Between Arabic and English Lessons in Qatari Preschools.
Journal of Educational and Developmental Psychology, 14(2), 59-62.
Nikolaou, E.
(2024). Freshmen pre-service early years teacher-students’ reflections on the implementation of musical activities to 4-year-old children.
European Journal of Education Studies, 11(9), 1-20.
Peleg, A. et Levy, S. T.
(2024). On the Inter-Relationships Between Teachers, Technologies, and Children in Makerspace Environments: A Comparative Case Study in Kindergarten Classrooms.
Journal of Research in Childhood Education, 38(3), 405-432.
Probine, S., Perry, J., Burke, R., Alderson, J. et McAlevey, F.
(2024). An Examination of Inquiry-Based Project Learning in Early Childhood Settings in Aotearoa/New Zealand.
Early Childhood Education Journal, 52(6), 1083-1093.
Ramanathan, G., Cosso, S. et Pool, J.
(2024). Engineering in Preschool: What Little Minds Can Teach Us About Big Skills.
Early Childhood Education Journal, 52(6), 1245-1257.
Saçkes, M. et Cabe Trundle, K.
(2024). Looking beyond enrollment rates: The long-term influence of preschool science curricula on children’s science achievement.
Journal of Childhood, Education & Society, 5(2), 201-209.
Sherfinski, M. et Mo, W. J.
(2024). Preservice teachers’ experiences navigating “adaptive learning” technology.
Journal of Early Childhood Teacher Education, 45(3), 312-336.
Tan, P. Z., Aralis, H., Ijadi-Maghsoodi, R., Wang, E., Kataoka, S. H., Miller, K., Sinclair, M., Gorospe, C. M., Delja, J. R., Barrera, W., Lee, S.-J., Mogil, C., Milburn, N. et Paley, B.
(2024). Advancing equitable access to high quality early childhood education through a trauma- and resilience-informed community schools approach.
Early Childhood Research Quarterly, 69(4^equartier), 111-121.
Vale, V. M. S. do et Gaspar, M. F. da F.
(2024). Nurturing Preschool Children’s Social Skills and Reducing Behavioral Difficulties Through Teacher Practices: The Answer of the Incredible Years Classroom Management Programme.
Early Education and Development, 35(7), 1536-1553.
Wilinski, B., Morley, A. et Wu, J. HC.
(2024). Reconceptualizing Family Engagement as an Improvisational Practice: Lessons from Pre-K Teachers’ Practices During COVID-19.
Early Childhood Education Journal, 52(6), 979-990.
Ahmadi, A., Chuang, S. S., McClelland, M., Gonzales, C. R. et Beh-Pajooh, A.
(2024). Executive Functioning and Early Math Skills in Young Children at Risk for Mathematical Difficulties: Evaluation of Interventions Efficacy and Transfer Effects.
Early Education and Development, 35(8), 1712-1739.
Alix, S.-A.
(2024). Maria Montessori et la diffusion de la pédagogie montessorienne aux États-Unis (1910-1920).
Recherches en éducation, 56, 107-122.
Arnott, L., Mevawalla, Z. et Wall, K.
(2024). Starting from pedagogy: Supporting children’s ethical and playful involvement in early childhood research.
International Journal of Early Years Education, 32(4), numéro thématique.
Belza, H., Herrán, E. et Anguera, M. T.
(2024). Keys to Responsive Feeding in Early Education: Systematic Observation of Pikler-Lóczy’s Educators’ Behaviour During Breakfast.
International Journal of Early Childhood, 56(3), 605-623.
Grenell, A., Ernst, J. R. et Carlson, S. M.
(2024). Preschool Children’s Science Learning: Instructional Approaches and Individual Differences.
Early Education and Development, 35(8), 1891-1919.
Hoang, Tianyi Ma, N.-P. T., Silverwood, A. J. et Sanders, M. R.
(2024). Place-based approach to support children’s development towards sustainable development goals: A scoping review of current effort and future agenda.
Children and Youth Services Review, 164, article 107873.
Keary, A., Garvis, S., Zheng, H. et Walsh, L.
(2024). Teacher Planning and Curriculum Frameworks: A Case Study of ECEC Practice in Australia.
Early Childhood Education Journal, 52(8), 2053-2064.
Lama, D., Dahal, N. et Sunar, P. K.
(2024). Drama-based pedagogy for preschoolers: A narrative inquiry of Nepali educators.
Journal of Childhood, Education & Society, 5(3), 319-328.
Sarah Jane Mc Kinley et Anctil, D.
(2024). Former à l’enseignement du vocabulaire à la maternelle par une approche collaborative : quelles traces de changement des conceptions et des pratiques des enseignantes ?
Action didactique, 7(1), 114-136.
Minson, V. et Nuttall, J.
(2024). Assessment for learning within Australia’s Early Years Learning Framework: What is the place of Learning Stories?
Contemporary Issues in Early Childhood, 25(4), 429-444.
Nome, D. Ø.
(2024). Playing with open-ended material as experiences of democracy: The Waldorf case.
Journal of Early Childhood Research, 22(4), 515-526.
Pérez-Edgar, K., Morrison, F. Et Rimm-Kaufman, S.
(2024). Revisiting Jerome Kagan and his research legacy.
Developmental Psychology, 60(11), numéro thématique.
Rouse, E. et Hyde, B.
(2024). Enacting a spiritual pedagogy in the early years: phenomenological reflections on thoughtfulness in practice.
European Early Childhood Education Research Journal, 32(5), 739-751.
Timmins, S. et King, P.
(2024). An exploratory study into the perceived benefits of, and barriers to, the pedagogical use of puppet play in the early years.
Journal of Early Childhood Research, 22(4), 584-597.
Williford, A. P., Alamos, P., Whittaker, J. E. et Accavitti, M. R.
(2024). Missing Out: Kindergarten Teachers’ Reports of Soft Exclusionary Discipline Practices.
Early Education and Development, 35(8), 1827-1846.
Bleses, D., Willemsen, M. M., Purtell, K. M., Justice, L. M., Slot, P., Dybdal, L. et Højen, A.
(2023). Early childhood educator's implementation readiness and intervention fidelity: Findings from a person-centered study.
Early Childhood Research Quarterly, 63(2^nd quarter), 156-168.
Brown, C. P., Englehardt, J. et Ku, D. H.
(2023). Instructing the neoliberal student on the conduct of school: A case study of a schoolwide positive behavior system in kindergarten.
Journal of Early Childhood Research, 21(1), 91-105.
Canfield, C. F., Miller, E. B., Zhang, Y., Shaw, D., Morris, P., Galan, C. et Mendelsohn, A. L.
(2023). Tiered universal and targeted early childhood interventions: Enhancing attendance across families with varying needs.
Early Childhood Research Quarterly, 63(2^nd quarter), 362-369.
Chen, J. J. et Li, H.
(2023). Tian Shi (Timing) Di Li (Context) Ren He (Human Capital): A New Theoretical Framework for Analyzing the Implementability of Imported Early Childhood Practices and Making a Case for a Hybrid Model.
Journal of Research in Childhood Education, 37(2), 292-309.
Connac, S. et Irigoyen, A.
(2023). Apprentissage coopératif ou pédagogies coopératives ?
Éducation et socialisation, 67, en ligne.
da Rosa Ribeiro, C., Millei, Z., Hohti, R., Kohan , W., Leite, C. D. P., Rudolph , N., Kvale Sørenssen , I., Szymborska , K., Tammi , T. et Tesar, M.
(2023). Childhoods and Time: A Collective Exploration.
Journal of Childhood Studies, 48(1), 133-147.
Dubois, E.
(2023). La relation éducative dans la pédagogie Montessori : réflexion sur des invariants pouvant contribuer au bien-être de l’élève.
Éducation et socialisation, 67, en ligne.
Gelir, I.
(2023). STEM Education Across the Learning Continuum: Early Childhood to Senior Secondary.
Education 3-13, 51(2), 364-365.
Guerrero, A.L. et Camargo-Abello, M.
(2023). Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia.
International Journal of Child Care and Education Policy, 17, article 2.
Kirby, A.L., Dahbi, M., Surrain, S., Rowe, M. L. et Luk, G.
(2023). Music Uses in Preschool Classrooms in the U.S.: A Multiple-Methods Study.
Early Childhood Education Journal, 51(3), 515-529.
Lester, N., Theakston, A. et Twomey, K. E.
(2023). The role of the natural history museum in promoting word learning for young children.
Infant and Child Development, 32(2), e2400.
Lucero, L., Wang, W., Fahrenbruck, M., Bagwell, L. et Araujo, B.
(2023). Back-to-Back Teaching: A Practice-Based Approach for Preparing Early Childhood Teacher Candidates.
Journal of Research in Childhood Education, 37(1), 20-38.
Nousia, A.
(2023). The transition from preschool teachers’ traditional concepts to modern perceptions with emphasis on education through arts.
European Journal of Education Studies, 10(2), 1-17.
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.
Rentzou, K.
(2023). Early childhood education and care program decision-making: A comparative study on program choices and selection mechanism.
Journal of Education Studies, 10(3), 164-184.
Rousseau, M. et Crinon, J. (dir.).
(2023). Où va l’école maternelle?
Les Cahiers Pédagogiques, 583, numéro thématique.
Speldewinde, C., Kilderry, A. et Campbell, C.
(2023). Beyond the preschool gate: teacher pedagogy in the Australian ‘bush kinder’.
International Journal of Early Years Education, 31(1), 236-250.
Stein, R. et Steed, E. A.
(2023). Initial Evaluation Practices to Identify Young Children’s Social Emotional Difficulties.
Topics in Early Childhood Special Education, 42(4).
Tamblyn, A., Skouteris, H., North, A., Sun, Y., May, T., Swart, E., Godsman, N. et Blewitt, C.
(2023). Physical and sensory environment interventions to support children’s social and emotional development in early childhood education and care settings: a systematic review.
Early Child Development and Care, 193(5), 708-724.
Terreni, L. G., Loveridge, J., Denee, R. et Zhou, J.
(2023). Awarua and the dragon: storytelling as a stimulus for early childhood teaching and learning in two cultural contexts.
International Journal of Early Years Education, 31(2), 555-570.
Tin, P. S.
(2023). L'introduction aux sciences dans l’école maternelle et le premier niveau du primaire.
European Journal of Education Studies, 10(1), 129-138.
Thu, T. M. M. M.
(2023). The integration of a new kindergarten curriculum in Myanmar: gaps between policy and the engagement of personnel in real settings.
Education 3-13, 51(2), 229-246.
Tse, E., Plakitsi, K., Voulgaris, S. et Alexiou, G. A.
(2023). First aid training at early childhood: A review of literature.
Journal of Education Studies, 10(3), 133-142.
Ünal, Z. D. et Erden, F. T.
(2023). Programme-based experiences of preschool teachers regarding support of children’s social skills.
Early Child Development and Care, 193(6), 791-809.
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.
Weiland, C., Moffett, L., Guerrero Rosada, P., Weissman, A., Zhang, K., Maier, M., Snow, C., McCormick, M., Hsueh, J. et Sachs, J.
(2023). Learning experiences vary across young children in the same classroom: evidence from the individualizing student instruction measure in the Boston Public Schools.
Early Childhood Research Quarterly, 63(2^nd quarter), 313-326.
Winchester, C., Barton, E. E., Trimlett, G. et Ledford, J.R.
(2023). Preventing Challenging Behavior Using Physical Activity with Young Children.
Topics in Early Childhood Special Education, 42(4).
Abanoz, T. et Yabaş, D.
(2023). My world of machines: an integrated STEM education curriculum for early childhood teachers.
European Early Childhood Education Research Journal, 31(3), 470-487.
Collins, T. J., Jones, R. A. et Tonge, K. L.
(2023). Educator perceptions of free-flowing routines in early childhood education and care.
Journal of Early Childhood Research, 21(2), 147-161.
Cramer, T., Cappella, E., Morris, P. et Ganimian, A.
(2023). Measuring and predicting teachers’ commitment to implementing evidence-based programs.
Early Childhood Research Quarterly, 64(3rd quarter), 405-415.
Fang, J., Hu, B. Y., Su, Y. et Roberts, S. K.
(2023). Analysis of Chinese Preschool Teachers’ Behavior Management Strategies During Routine Care Activities.
Early Childhood Education Journal, 51(5), 811-826.
Kotas, J., Bridi, J. et Garrity, S. M.
(2023). Enhancing preschool-kindergarten educator implementation of interactive reading instruction through vertical teaming: Exploring collaborative enquiry.
Journal of Early Childhood Literacy, 23(2), 262-287.
Greve, A. et Okamoto-Omi, Y.
(2023). Mimamori childcare in Japanese and Norwegian early childhood education.
Journal of Early Childhood Research, 21(2), 212-223.
Mathurin, G.
(2023). Water Pedagogies in Early Childhood Education and Care Programs.
Re (Imagining) Journal of Childhood Studies, 48(2), 16-24.
Barton, K.
(2023). Centring Relational Knowledge in Early Learning and Childcare: Implications for Pedagogy and Pedagogical Leadership.
Association of Early Childhood Educators of Ontario (AECEO), The Peer Reviewed Collection, 7(1), 37-50.
Baugh, C. C., Schlesinger, M. A. et Richert, R. A.
(2023). Similarity, dissimilarity, and learning from puppets.
Cognitive Development, 66, article 101299.
Blomgren, H.
(2023). Aesthetic encounters and agency in ECEC: Materiality, intra-action, and sensitive entanglements.
Journal of Pedagogy, 14(1), 117-136.
Fitzpatrick, A. et Halpenny, A. M.
(2023). Intergenerational learning as a pedagogical strategy in early childhood education services: perspectives from an Irish study.
European Early Childhood Education Research Journal, 31(4), 512-528.
Fortin, M. et Thériault, P.
(2023). La causerie à la maternelle 4 ans : une activité toute désignée pour soutenir le développement du langage oral.
Revue Hybride de l’Éducation, 7(2), 236-267.
Gasco-Txabarri, J. et Zuazagoitia, D.
(2023). The sense of patterns and patterns in the senses. an approach to the sensory area of a Montessori preschool classroom.
Education 3-13, 51(6), 979-987.
Gerde, H. K., Bingham, G. E., Kung, M., Pikus, A. E. et Etchison, H.
(2023). STEM Labs: A promising professional learning approach to promote teacher–child interaction quality and science and engineering practices.
Early Education and Development, 34(5), 1147-1171.
Izumi-Taylor, S.
(2023). The Mimaru Approach: Supporting young children’s problem-solving skills in Japan.
Childhood Education, 99(6), 30-35.
Jin, M., Burns, B. et Ryan, K.
(2023). Implementing the Project Approach With Toddlers.
Childhood Education, 99(5), 46-53.
Koch, A. B.
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