Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Collimore, L.-M. et Schmuckler, M. A.
(2024). Motor constraints on infant search: The impact of reaching around a barrier on search performance.
Journal of Experimental Child Psychology, 237, article 105762. https://doi.org/10.1016/j.jecp.2023.105762
DeMasi, A., Schoneveld, E. et Berger, S. E.
(2024). Three decades of infant motor development: Cohort effects in motor skill onsets.
Developmental Psychology, 60(2), 243-254.
da Silva, T. F., Mota, J. G., Okely, A., Telles, M. A., Tassitano, R. M., Guerra, P. H., Mota, J. et de Lucena Martins, C. M.
(2024). Are low-income preschoolers physically active at preschool settings? A cross-sectional study.
Child: Care, Health and Development, 50(2), article e13245.
Kucirkova, N.
(2024). The explanatory power of sensory reading for early childhood research: The role of hidden senses.
Contemporary Issues in Early Childhood, 25(1), 93-109.
Taylor, M. A., Coxe, S. et Nelson, E. L.
(2024). Early object skill supports growth in role-differentiated bimanual manipulation in infants.
Infant Behavior and Development, 74, article 101925.
Yang, H.-W. et Ostrosky, M. M.
(2024). Preschool Teachers’ Perceptions of Children’s Learning: Above and Beyond the Impact of Semi-Structured, Inclusive Motor Play Activities.
Early Childhood Education Journal, 52(3), 471-480.
Bryant, L. M., Duncan, R. J., Purpura, D. J., Banda, J. A., Elicker, J. et Schmitt, S. A.
(2024). Testing longitudinal relations among preschool sport and kindergarten executive function and academic outcomes.
Journal of Child and Family Studies, 33(3), 835-848.
Lau, P. W. C., Song, H., Song, D., Wang, J.-J., Zhen, S., Shi, L. et Yu, R.
(2024). 24-Hour movement behaviors and executive functions in preschoolers: A compositional and isotemporal reallocation analysis.
Child Development, 95(2), e110-e121.
Olive, L. S., Telford, R. M., Westrupp, E. et Telford, R. D.
(2024). Physical activity intervention improves executive function and language development during early childhood: The active early learning cluster randomized controlled trial.
Child Development, 95(2), 544-558.
Rech, J.P., Chaudhary, P., Schenkelberg, M. et Dinkel, D.
(2024). A Convergent Mixed Methods Study to Explore Physical Activity Among Teachers and Children During the Preschool Day.
Early Childhood Education Journal, 52(4), 793-802.
Szpunar, M., Bruijns, B.A., Vanderloo, L.M., Shelley, J., Burke, S. M. et Tucker, P.
(2024). Development of a Physical Activity and Sedentary Behaviour Policy for Canadian Childcare Settings: A Delphi Study.
Early Childhood Education Journal, 52(4), 735-754.
Hoch, J., Hospodar, C., Koch da Costa Aguiar Alves, G. et Adolph, K.
(2024). Variations in infants’ physical and social environments shape spontaneous locomotion.
Developmental Psychology, 60(6), 991-1001.
Honrubia Montesinos, C., Gil Madrona, P., Losada Puente, L., Brian, A. et Saraiva, L.
(2024). The Relationship Between Early Childhood Teachers’ Professional Development in Physical Education and Children’s Fundamental Movement Skills.
Early Education and Development, 35(5), 950-963.
Karademir, A., Alkan, H. et Canlı, M.
(2024). The effect of regular physical activities on neurological status, developmental parameters, and physical fitness in preschoolers.
Early Child Development and Care, 194(4), 597-605.
Macun, A. et Söğüt, M.
(2024). Influence of relative age effect (RAE) on motor performance of preschool children: a systematic review.
Early Child Development and Care, 194(3), 382-397.
Martín-García, A. et Rico-González, M.
(2024). The effect of free play on preschoolers’ physical activity level and motor, cognitive, and socioemotional competences: a systematic review of randomized controlled trials.
European Early Childhood Education Research Journal, 32(3), 429-447.
McIver, K. L., Zaltz, D. A., Neelon, B., Bucko, A., Benjamin-Neelon, S. E. et Pate, R. R.
(2024). Children's physical activity in family child care homes: Influence of quality status, environment and policy features, and child characteristics.
Child: Care, Health and Development, 50(4), e13274.
Pessoa, M. L., Clark, C., Souza, A., Nakamura, F., Brasileiro-Santos, M. S., Ribeiro, A., Cristofaro, D. et Martins, C.
(2024). The 24-h movement behaviours composition is associated with parasympathetic modulation in preschoolers.
Child: Care, Health and Development, 50(3), e13263.
Tonge, K. L., Mavilidi, M. et Jones, R. A.
(2024). An updated systematic review of correlates of children's physical activity and sedentary time in early childhood education services.
Child: Care, Health and Development, 50(3), e13265.
Waugh, M. A., DeMasi, A., Maia, M. G., Evans, T. N., Karasik, L. B. et Berger, S. E.
(2024). Real-time teaching and learning: Caregivers teaching infants to descend stairs.
Developmental Psychology, 60(6), 1002-1015.
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.
Boudreau, M.Annie Charron et Beaudoin, I. et Mélançon, J.
(2024). Soutenir le développement et les apprentissages de l’enfant d’âge préscolaire par les mots, l’image, le son, le corps et le mouvement.
Multimodalité(s) : Revue de recherches en littératie médiatique multimodale, 19, numéro thématique.
Boudreau, M.Annie Charron et Beaudoin, I. et Mélançon, J.
(2024). Introduction. Soutenir le développement et les apprentissages de l’enfant d’âge préscolaire par les mots, l’image, le son, le corps et le mouvement.
Multimodalité(s) : Revue de recherches en littératie médiatique multimodale, 19, 1-6.
Cheung, W. C. et Ostrosky, M. M.
(2024). Supporting Preschoolers’ Motor Development in Virtual Environments: Listening to Teachers’ Voices.
Early Childhood Education Journal, 52(6), 1047-1056.
Koepp, A. E., et Gershoff, E. T.
(2024). Leveraging an intensive time series of young children's movement to capture impulsive and inattentive behaviors in a preschool setting.
Child Development, 95(5), 1641-1658.
Leung, Y. W., Mak, T. C. T., Chan, D. K. C. et Capio, C. M.
(2024). Early Childhood Educators’ Physical Literacy Predict Their Self-Efficacy and Perceived Competence to Promote Physical Activity.
Early Education and Development, 35(7), 1524-1535.
Lim, I. E., Mahmud, I., Chowdhury, M.U., Kaiser, A., Bonny, F. A., Akanbonga, S. et Hasan, M. T.
(2024). Early Childhood Development (ECD) in Ghana: Assessing the Status and Determinants of the Literacy-Numeracy, Physical, Social-Emotional, and Learning Domains.
International Journal of Early Childhood, 56(2), 255-276.
Schwarzer, G. et Jovanovic, B.
(2024). Infants' predictive minds: The role of motor experience.
Child Development Perspectives, 18(3), 123-128.
Steinmassl, K. et Paulus, M.
(2024). Malleability of the sense of bodily self in early childhood: 5- and 6-year-old children show the enfacement illusion.
Journal of Experimental Child Psychology, 246, 105990.
Charlaine St-Jean, Fournier Dubé, N. et Marilyn Dupuis Brouillette
(2024). L’enfant au cœur d’activités de raisonnement spatial : bonification du vocabulaire, des représentations mentales et des mouvements.
Multimodalité(s) : Revue de recherches en littératie médiatique multimodale, 19, 36-56.
Visser, K., Van Aalst, I. et Meijer, M.
(2024). Creating environments for risky play: Understanding the interplay between parents, play professionals and policymakers.
Children & Society, 38(6), 2071-2088.
Bruijns, B. A., Johnson, A. M., Burke, S. M. et Tucker, P.
(2023). Validation of a physical activity, sedentary behavior, and outdoor activity behavioral intention and perceived behavioral Control tool for early childhood educators.
Early Childhood Education Journal, 51(3), 559-567.
Bruijns, B. A., Johnson, A.M., Burke, S. M. et Tucker, P.
(2023). Educators’ Self-Efficacy to Promote Physical Activity and Outdoor Play and Minimize Sedentary Behaviors in Childcare: A Tool Validation Study.
Journal of Research in Childhood Education, 37(1), 39-48.
Feleihi, S., Abedanzadeh, R. et Saemi, E.
(2023). ‘Let them play’ the effect of active play on motor proficiency and social maturity of children.
Early Child Development and Care,193(2), 201-210.
Giménez-Calvo, M., García-Ochoa, Y. C. et Martínez-Bello, V. E.
(2023). Enhancing young children's movement experiences through a colouring activity pages: individualised ad hoc colouring materials can make a difference.
International Journal of Early Years Education, 31(2), 502-518.
McCarthy, A.
(2023). Timely Development: Visualizing Children’s Growth and Potential.
Journal of Childhood Studies, 48(1), 8-29.
Melvin Chung, H., Cheah, W. et Hazmi, H.
(2023). Physical Activity and Fundamental Motor Skill Outcome: A Quasi-Experimental Study Among Rural Pre-schoolers in Kuching, Sarawak.
International Journal of Early Childhood, 55, 155-167.
Porter, J. E., Dabkowski, E., Prokopiv, V., Missen, K., Barbagallo, M. et James, M.
(2023). An exploration into early childhood physical literacy programs: A systematic literature review.
Autralasian Journal of Early Childhood, 48(1), 34-49.
Rao, N., Chan, S. W. Y., Su, Y., Mirpuri, S., Richards, B., Sun, J., Li, Z. et Ip, P.
(2023). Early motor development in China: secular trends among 4-year-olds.
Early Child Development and Care, 193(1), 95-108.
Toyama, N.
(2023). Locomotion development and infants' object interaction in a day-care environment.
Infancy, 28(3), 684-704.
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).
Yuanliang, Z. et Yuan, X.
(2023). Research status and evolutionary trends on early childhood sports in China: a perspective of co-word analysis.
Early Child Development and Care, 193(6), 824-840.
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.
Nobre, J. N. P., Morais, R. L. D. S., Viegas, Â. A., Fernandes, A. C., Fogieoredo, P. H. S., Costa, H. S., Peixoto, M. F. D., de Alcântara, M. A., Mendonça, V. A. et Lacerda, A. C. R.
(2023). Factors Associated with Motor Competence in Preschoolers from a Brazilian Urban Area.
Child Youth Care Forum, 52(3), 721-736.
Strooband, K. F. B., Howard, S. J., Okely, A. D., Neilsen-Hewett, C. et de Rosnay, M.
(2023). Validity and Reliability of a Fine Motor Assessment for Preschool Children.
Early Childhood Education Journal, 51(5), 801-810.
Swiss Academy for Development.
(2023). Move & Improve: Preparing Children to Succeed in School Through Sport and Play.
Childhood Education, 99(3), 6-13.
Albertsen, H. K., Aadland, K. N., Johannessen, K., Jones, R. et Aadland, E.
(2023). Associations between the movement environment and preschooler's physical activity and sedentary time in Norwegian preschools.
European Early Childhood Education Research Journal, 31(4), 562-576.
Bai, P., Schipperijn, J., Rosenberg, M. et Christian, H.
(2023). Where are preschoolers active in childcare centers? A hot-spot analysis using GIS, GPS and accelerometry data.
Children’s Geographies, 21(4), 660-676.
Cho, H.-J., Jung, S., Lee, S. E., Jo, J.-H. et Miller, E.
(2023). Young children’s self-control moderates the relationship between risky outdoor play and injury experiences in naturalistic settings.
Early Child Development and Care, 193(7), 905-920.
Gridley, N.
(2023). Parental perceptions of an indoor bouldering programme for toddlers and pre-schoolers in England: an initial exploratory study.
Journal of Adventure Education and Outdoor Learning, 23(4), 416-432.
Hao, L., Fan, Y., Zhang, X., Rong, X., Sun, Y. et Liu, K.
(2023). Functional physical training improves fitness and cognitive development in 4~5 years old children.
Frontiers in Psychology, 14, article 1266216.
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.
Rodríguez-Guerrero, Y. I., Gil-Madrona, P., Pilar León, M., et Vásquez-Cruz, A. E.
(2023). Relationship between fine/gross motor skills and language and math development in Colombian Caribbean children: A study in Barranquilla.
Infant and Child Development, 32(4), article 2430.
Schmuckler, M. A. et Paolozza, A.
(2023). Auditory influences on walking: Children’s walking to the beat.
Developmental Psychology, 59(7), 1236-1248.
Tugault-Lafleur, C.N., Naylor, PJ., Carson, V., Faulkner, G., Lau, E. Y., Wolfenden, L. et Mâsse, L. C.
(2023). Factors associated with physical activity policy and practice implementation in British Columbia’s childcare settings: a longitudinal study.
BMC Public Health, 23, article 1651.
Veldman, S. L., Hammersley, M. L., Howard, S. J., Stanley, R. M., Okely, A. D. et Jones, R. A.
(2023). Associations of gross motor skills with self-regulation and executive function in preschool-aged children.
Australasian Journal of Early Childhood, 48(3), 234-246.
Yates, J., Tucker, P. et Johnson, A. M.
(2023). Child temperament and physical activity in young children.
Child: Care, Health and Development, 49(5), 898-905.
Jing, H., Fangfang, L., Yuan, X. et Rui, M.
(2023). Association among motor skills and fluid intelligence in children aged from 5 to 7 years with different sports skill learning.
Early Child Development and Care, 193(15-16), 1530-1542.
Martínez-Bello, V. E., Vega-Perona, H., Estevan, I., Bernabé-Villodre M. d. M., Menescardi-Royuela, C. et Molina-García, J.
(2023). Active commuting to early childhood education and care institutions among toddlers (2-3 years).
Early Child Development and Care, 193(13-14), 1459-1470.
Yogi, B. N. et Devkota, B.
(2023). Bioecological factors associated with gross motor skills of preschool children.
Early Child Development and Care, 193(15-16), 1700-1713.
Al-Thani, T.
(2022). The relationship between physical education and cognitive development of preschool.
Journal of Educational and Developmental Psychology, 12(2), 83-93.
Blommenstein, B. et van der Kamp, J.
(2022). Mastering balance: The use of balance bicycles promotes the development of independent cycling.
British Journal of Developmental Psychology, 40(2), 242-253.
Boyle, M. H., Olsho, L. E. W., Mendelson, M. R., Stidsen, C. M., Logan, C. W., Witt, M. B., Gola, A. A. H. et Copeland, K. A.
(2022). Physical Activity Opportunities in US Early Child Care Programs.
Pediatrics, 149(6), article 2020048850.
Bruijns, B. A., Adamo, K. B., Burke, S. M., Carson, V., Irwin, J. D., Naylor, P.-J., Timmons, B. W., Vanderloo, L. M. et Tucker, P.
(2022). Early childhood education candidates’ perspectives of their importance and responsibility for promoting physical activity and minimizing screen-viewing opportunities in childcare.
Journal of Early Childhood Teacher Education, 43(1), 87-104.
Carroll, A.V., Spring, K.E. et Wadsworth, D.D.
(2022). The Effect of a Teacher-Guided and -Led Indoor Preschool Physical Activity Intervention: A Feasibility Study.
Early Childhood Education Journal, 50(8), 1475-1483.
Carson, V., Predy, M., Hunter, S., Storey, K., Farmer, A. P., McIsaac, J.-L. et Flynn, J.
(2022). An Environmental Scan of Existing Canadian Childcare Resources Targeting Improvements in Health Behaviours. 
Early Childhood Education Journal, 50(8), 1417-1428.
Cheraghi, F., Shokri, Z., Roshanaei, G. et Khalili, A.
(2022). Effect of age-appropriate play on promoting motor development of preschool children.
Early Child Development and Care, 192(8), 1298-1309.
Clevenger, K. A. et Pfeiffer, K. A.
(2022). Teacher-report of where preschool-aged children play and are physically active in indoor and outdoor learning centers.
Journal of Early Childhood Research, 20(1), 3-12.
Goddard Blythe, S., Duncombe, R., Preedy, P. et Gorely, T.
(2022). Neuromotor readiness for school: the primitive reflex status of young children at the start and end of their first year at school in the United Kingdom.
Education 3-13, 50(5), 654-667.
Kaplan, B. E., Rachwani, J., Tamis-LeMonda, C. S. et Adolph, K. E.
(2022). The process of learning the designed actions of toys.
Journal of Experimental Child Psychology, 221, article 105442.
Kragness, H. E., Ullah, F., Chan, E., Moses, R. et Cirelli, L. K.
(2022). Tiny dancers : Effects of musical familiarity and tempo on children’s free dancing.
Developmental Psychology, 58(7), 1277‑1285.
Maïano, C., Morin, A. J. S., Johanne April, Barnett, L. M.Charlaine St-Jean, Gagnon, C. et Aimé, A.
(2022). Psychometric Properties of the French Version of the Pictorial Scale of Perceived Movement Skill Competence for Young Children (PMSC).
European Review of Applied Psychology, 72(2), article 100700.
Maïano, C., Morin, A. J. S., Johanne April, Coutu, S., Dugas, C. et Hue, O.
(2022). Relationship between actual and perceived locomotor and ball skills competence among children: A person-centered approach.
Journal of Sports Sciences, 40(3), 271-280.
Maïano, C., Morin, A. J. S., Johanne April, Tietjens, M.Charlaine St-Jean, Gagnon, C., Dreiskämper, D. et Aimé, A.
(2022). Psychometric properties of the French Version of the Pictorial Scale of Physical Self-Concept for Younger Children (P-PSC-C).
Revue Canadienne des Sciences du Comportement, 54(4), 354-360.
Maïano, C., Morin, A. J. S., Johanne April, Webster, K., Hue, O., Dugas, C. et Ulrich, D.
(2022). Psychometric Properties of a French-CanadianVersion of the Test of Gross Motor Development – Third Edition (TGMD-3): A Bifactor Structural Equation Modeling Approach.
Measurement in Physical Education and Exercise Science, 26(1), 51-62.
Martyn, L., Bigelow, H., Graham, J. D., Ogrodnik, M., Chiodo, D. et Fenesi, B.
(2022). A mixed method investigation of teacher-identified barriers, facilitators and recommendations to implementing daily physical activity in Ontario elementary schools.
BMC Public Health, 22, article 1986.
Mavilidi, M. F., Rigoutsos, S. et Venetsanou, F.
(2022). Training Early Childhood Educators to Promote Children’s Physical Activity.
Early Childhood Education Journal, 50(5), 785794.
McLaughlin, K., Chandra, A., Camerota, M. et Propper, C.
(2022). Relations between infant sleep quality, physiological reactivity, and emotional reactivity to stress at 3 and 6 months.
Infant Behavior and Development, 67, article 101702.
Toyama, N.
(2022). Developmental changes in infants’ physical contact with others across the transitional period from crawling to walking.
Infant and Child Development, 31(2), article 2288.
Valadi, S.
(2022). Association between home motor affordances and motor skills in daycare and non-daycare attending children.
Early Child Development and Care, 192(10), 1599‑1607.
Woodfield, L., Tatton, A., Myers, T. et Powell, E.
(2022). Predictors of children’s physical activity in the early years foundation stage.
Journal of Early Childhood Research, 20(2), 199-213.
Yumashev, A., Berestova, A., Derinov, A., Medvedev, I. et Philippova, A.
(2022). Physical education and its influence on emotional and mental development of pre-schoolers.
International Journal of Early Years Education, 30(4), 986-997.
Ali, J. B., Thomas, R. L., Raymond, S. M. et Bremner, A. J.
(2021). Sensitivity to Visual-Tactile Colocation on the Body Prior to Skilled Reaching in Early Infancy.
Child Development, 92(1), 21-34.
Beisert, M. et Daum, M. M.
(2021). Compatibility Effects in Young Children’s Tool Use: Learning and Transfer.
Child Development, 92(1), 76-90.
Gottwald, J. M., Bird, L.-A., Keenaghan, S., Diamond, C., Zampieri, E., Tosodduk, H., Bremner, A. J. et Cowie, D.
(2021). The Developing Bodily Self: How Posture Constrains Body Representation in Childhood.
Child Development, 92(1), 351-366.
Kim, H. et Han, T.-I.
(2021). Body Image Concerns Among South Korean Kindergarteners and Relationships to Parental, Peer, and Media Influences.
Early Childhood Education Journal, 49(2), 177-184.
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.
Tham, D. S. Y., Rees, A., Bremner, J. G., Slater, A. et Johnson, S. P.
(2021). Orientation Effects in the Development of Linear Object Tracking in Early Infancy.
Child Development, 92(1), 324-334.
Vazou, S., Long, K., Lakes, K. D. et Whalen, N. L.
(2021). “Walkabouts” Integrated Physical Activities from Preschool to Second Grade: Feasibility and Effect on Classroom Engagement.
Child & Youth Care Forum, 50(1), 39-55.
Nakashima, Y., Kanazawa, S. et Yamaguchi, M. K.
(2021). Perception of invisible masked objects in early infancy.
Proceedings of the National Academy of Sciences, 118(27), en ligne.
Boonzaaijer, M., Suir, I., Mollema, J., Nuysink, J., Volman, M. et Jongmans, M.
(2021). Factors associated with gross motor development from birth to independent walking: A systematic review of longitudinal research.
Child: Care, Health and Development, 47(4), 525-561.
Capio, C. M., Lee, K., Jones, R. A. et Masters, R. S. W.
(2021). Examining the Antecedent Role of Movement Proficiency in Child Development: Study Protocol.
Frontiers in Psychology, 12, article 678874.
Chandler, M. C., Gerde, H. K., Bowles, R. P., McRoy, K. Z., Pontifex, M. B. et Bingham, G. E.
(2021). Self-regulation moderates the relationship between fine motor skills and writing in early childhood.
Early Childhood Research Quarterly, 57, 239-250.
Hoza, B., Shoulberg, E. K., Tompkins, C. L., Meyer, L. E., Martin, C. P., Krasner, A., Dennis, M. et Cook, H.
(2021). Meeting a Physical Activity Guideline in Preschool and School Readiness: A Program Evaluation.
Child Psychiatry & Human Development, 52(4), 719-727.
Mason, K., Bowmer, A. et Welch, G. F.
(2021). How Does Task Presentation Impact Motor Inhibition Performance in Young Children?
Frontiers in Psychology, 12, article 684444.
Waldman, M., McCoy, D. C., Seiden, J., Cuartas, J. et Fink, G.
(2021). Validation of motor, cognitive, language, and socio-emotional subscales using the Caregiver Reported Early Development Instruments: An application of multidimensional item factor analysis.
International Journal of Behavioral Development, 45(4), 368-377.
Maïano, C., Morin, A. J. S.Johanne April et Tietjens, M., St-Jean, C., Gagnon, C., Dreiskämper, D. et Aimé, A.
(2021). Psychometric Properties of the French Version of the Perceived Motor Competence in Childhood (PMC-C) Questionnaire.
Perceptual and Motor Skills, 128(3), 1002-1016.
Peden, M., Eady, M., Okely, A. et Jones, R.
(2021). Thinking Beyond the Norm: Using Alternate Theories in Early Childhood Education and Care Physical Activity Interventions.
Journal of Research in Childhood Education, 35(4), 642-650.
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.
Wan, Y. et Zhu, L.
(2021). Effects of rhythmic turn-taking coordination on five-year-old children’s prosocial behaviors.
Developmental Psychology, 57(11), 1787‑1795.
Alhassan, S., Cox, M. F., St. Laurent, C. W., Burkart, S., Amalbert-Birriel, M. A. et Sudarsky, L. M.
(2021). Understanding the Perceptions, Practices, and Barriers of Physical Activity Opportunities in Toddler Classroom: A Qualitative Study in Toddler Childcare Providers.
International Journal of Early Childhood, 53(3), 315‑331.
UNICEF.
(2021). The Necessity of Urban Green Space for Children’s Optimal Development. Discussion paper.
UNICEF.
Bulca, Y., Ozdurak, R. H. et Demirhan, G.
(2020). The effects of digital physical exercise videos on the locomotor skill learning of pre-school children.
European Early Childhood Education Research Journal, 28(2), 231-241.
Chen, B., Bernard, J. Y., Padmapriya, N., Ning, Y., Cai, S., Lança, C., Tan, K. H., Yap, F., Chong, Y.-S., Shek, L., Godfrey, K. M., Saw, S. M., Chan, S.-Y., Eriksson, J. G., Tan, C. S. et Müller-Riemenschneider, F.
(2020). Associations between early-life screen viewing and 24 hour movement behaviours: Findings from a longitudinal birth cohort study.
The Lancet Child & Adolescent Health, 4(3), 201-209.
Chia, M. Y. H., Tay, L. Y. et Chua, T. B. K.
(2020). Quality of Life and Meeting 24-h WHO Guidelines Among Preschool Children in Singapore.
Early Childhood Education Journal, 48(3), 313-323.
Gonzalez, S. L., Campbell, J. M., Marcinowski, E. C., Michel, G. F., Coxe, S. et Nelson, E. L.
(2020). Preschool language ability is predicted by toddler hand preference trajectories.
Developmental Psychology, 56(4), 699-709.
Hoch, J. E., Rachwani, J. et Adolph, K. E.
(2020). Where Infants Go: Real‐Time Dynamics of Locomotor Exploration in Crawling and Walking Infants.
Child Development, 91(3), 1001-1020.
Hoffman, J. A., Schmidt, E. M., Arguello, D. J., Eyllon, M. N., Castaneda-Sceppa, C., Cloutier, G. et Hillman, C. H.
(2020). Online preschool teacher training to promote physical activity in young children: A pilot cluster randomized controlled trial.
School Psychology, 35(2), 118-127.
Jacquey, L., Fagard, J., Esseily, R. et O’Regan, J. K.
(2020). Detection of sensorimotor contingencies in infants before the age of 1 year : A comprehensive review.
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