Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Honda, H., Sasayama, D., Niimi, T., Shimizu, A., Toibana, Y., Kuge, R., Takagi, H., Nakajima, A., Sakatsume, R., Takahashi, M., Heda, T., Nitto, Y., Tsukada, S. et Nishigaki, A.
(2024). Awareness of children's developmental problems and sharing of concerns with parents by preschool teachers and childcare workers: The Japanese context.
Child: Care, Health and Development, 50(1), article e13153.
Wang, S. et Chen, L.
(2024). Father involvement in center-based early childhood programs: A systematic review.
Children and Youth Services Review, 157, article 107407.
Lang, S. N., Jeon, S. et Tebben, E.
(2024). Relationships Between Families and Head Start Staff: Associations with Children’s Academic Outcomes Through Home Involvement and Approaches to Learning.
Early Education and Development, 35(3), 413-430.
Ochoa, W., Li, L.-W., Kiyama, F. et McWayne, C. M.
(2024). Are family-teacher communication quality and child and family characteristics associated with head start children's classroom engagement? It's complicated.
Early Childhood Research Quarterly, 67(2^e quartier), 34-43.
Gosselin-Gagné, J.
(2024). Soutenir la collaboration avec les familles d’élèves issus de l’immigration : analyse de récits de pratique au préscolaire et au primaire en contextes scolaires québécois.
Revue Hybride de l’Éducation (RHÉ), 8(2), 1-23.
Weglarz-Ward, J. M., Mitsch, M. K., Branch, J. M., Yarczower, M. et Anang, C.
(2024). Family practices in educator licensure: A content analysis of U. S. state requirements.
Journal of Early Childhood Teacher Education, 45(2), 232-250.
Çelik, S. et Tomris, G.
(2024). “A chain of interlocking rings”: Preschool teachers’ experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education.
Children and Youth Services Review, 163, article 107700.
Dor, A.
(2024). Exploring Parent-Teacher Communication: Understanding Mutual Perspectives and Support During the Transition to First Grade.
Journal of Educational and Developmental Psychology, 14(2), 29-38.
Edelmann, D., Schletti, C. et Beeler, K.
(2024). Cultural fit between family and school during the transition to school - Findings from a longitudinal qualitative-ethnographic study on socially privileged fami-lies.
Swiss Journal of Educational Research, 46(2), 118-129.
Lewis, H. R., Lipscomb, S. T., Hatfield, B. E., Jäderholm, C. M. et Tominey, S. L.
(2024). Early Childhood Teachers’ Relationships with Families When Children Experience Adversity.
Journal of Research in Childhood Education, 38(4), 665-690.
Paes, T.M., Lin, J., Duncan, R., Purpura, D. J. et Schmitt, S. A.
(2024). The Relations Between Parent-Educator Communication, the Home Environment, and Children’s Outcomes in Preschool.
Child Youth Care Forum, 53(5), 1061-1079.
Pilarz, A. R., Lin, Y.-C. et Premo, E. M.
(2024). Family engagement practices and children’s attendance and early learning skills in a public pre-kindergarten program.
Children and Youth Services Review, 163, article 107794.
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.
Filliettaz, L. et Zuppiger, J.
(2023). Négocier les rapports épistémiques dans les entretiens de bilan en crèche : le cas des actions de conseil entre les parents et les professionnels de l’éducation de l’enfance.
Éducation et socialisation, 67, en ligne.
Hummel, T. G., Cohen, F. et Anders, Y.
(2023). The role of partnership practices in strengthening parental trust.
Early Child Development and Care, 193(3), 401-416.
Kathan, S. C.
(2023). Predicting family engagement in Early Head Start.
Children and Youth Services Review, 145, article 106804.
Kye, H.
(2023). Framework to field: preparing preservice teachers to engage diverse families through science.
Journal of Early Childhood Teacher Education, 44(1), 66-79.
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.
Navarro-Cruz, G. E., Dávila, B. A., Amaya, A. et Orozco-Barajas, I.
(2023). Accommodating life's demands: Childcare choices for student parents in higher education.
Early Childhood Research Quarterly, 62(1st quarter), 217-228.
Oudatzis, N., Tzikas, K. et Poulos, C.
(2023). ‘What are the goals of kindergarten?’ Consistency of teachers’ and parents’ beliefs about kindergarten goals.
Journal of Childhood, Education & Society, 4(1), 95–113.
Premo, E., Pilarz, A. R. et Lin, Y.-C.
(2023). Pre-kindergarten teachers’ family engagement practices and English Language Learners’ attendance and early learning skills: Exploring the role of the linguistic context.
Early Childhood Research Quarterly, 63(2^nd quarter), 1-14.
Zulauf-McCurdy, C.A. et Loomis, A.M.
(2023). Parent and Teacher Perceptions of the Parent–Teacher Relationship and Child Self-regulation in Preschool: Variations by Child Race.
Early Childhood Education Journal, 51(4), 765-779.
Avari, P., Hamel, E., Schachter, R. E. et Hatton-Bowers, H.
(2023). Communication with families: Understanding the perspectives of early childhood teachers.
Journal of Early Childhood Research, 21(2), 241-255.
Hartle, L., Lorio, C. M. et Kosharek, C.
(2023). Establishing innovative partnerships to support transitions from early intervention to preschool in the United States of America: lessons from parent and provider experiences.
Education 3-13, 51(4),597-606.
Koivula, M., Räikkönen, E., Turja, L., Poikonen, P.-L. et Laakso, M.-L.
(2023). Family and work-related risk factors in children's social–emotional well-being and parent–educator cooperation in flexibly scheduled early childhood education and care.
International Journal of Social Welfare, 32(3), 334– 351.
Li, Y., Devlieghere, J., Li, J. et Vandenbroeck, M.
(2023). Parental Involvement in early childhood education and care: exploring parents’ perspectives in rural China.
European Early Childhood Education Research Journal, 31(3), 343-358.
Erdreich, L.
(2023). Mediating intimacy: parent-teacher digital communication and perceptions of ‘proper intimacy’ among early childhood educators.
International Studies in Sociology of Education, 32(3), 589-609.
Hamidi, N.
(2023). Savoir observer chez le personnel éducateur et processus de communication mis en oeuvre auprès des parents pour rendre compte du développement holistique de l'enfant de 4 à 5 ans en milieux éducatifs
[Mémoire, Université du Québec à Montréal]. Archipel.
Hummel, T. G., Cohen, F. et Anders, Y.
(2023). Parents’ Trust in Their Child’s Preschool: Associations with Child and Family Characteristics and Aspects of Parent-Preschool Communication.
Early Education and Development, 34(5), 1057-1074.
Ochoa, W., McWayne, C. M. et Melzi, G.
(2023). Parenting while Latine: Bicultural socialization values and practices in support of preschool children’s well-being.
Journal of Child and Family Studies, 32(12), 3999-4014.
Sun, J., Liu, J., Cheah, C. S. L., Fang, Y., Weng, W., Xue, Z., Huang, M. et Li, Y.
(2023). Maternal Overcontrol and Young Children’s Internalizing Problems in China: The Roles of Social Competence and Teacher-Child Conflict.
Early Education and Development, 34(8),1816-1829.
Traga Philippakos, Z. A., Ross, R. et Summers, J.
(2023). Promoting Ongoing Partnerships in Family Literacy Through Yearlong Collaborations.
Early Childhood Education Journal, 51(8), 1499-1510.
Wang, Y., Zhou, Y., Jiang, Y., Li, H. et Liu, X.
(2023). Are Parents Satisfied with China’s Puhui Early Childhood Education? Evidence from a National Validation Study.
Early Education and Development, 34(6), 1458-1475.
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.
Robitaille, C. et Dumais, C.
(2023). Défis et besoins du personnel scolaire de la maternelle 4 ans concernant la collaboration avec les parents d’enfants présentant des besoins considérés particuliers.
Revue internationale de communication et socialisation, 10(2), 243-261.
Robitaille, C. et Dumais, C.
(2023). Point de vue de parents d’enfants présentant des besoins considérés particuliers sur la collaboration école-famille à la maternelle 4 ans.
Revue canadienne des jeunes chercheur(e)s en éducation, 14(2), 23-31.
Soucy, E., Dumais, C. et Robitaille, C.
(2023). La collaboration entre l’école et les familles issues de l’immigration à la maternelle 4 ans à temps plein au Québec : point de vue d’enseignantes et de ressources additionnelles.
Revue internationale de communication et socialisation, 10(2), 227-242.
Qiu, C. et Shum, K. K.
(2022). Emotion Coaching Intervention for Chinese Mothers of Preschoolers: A Randomized Controlled Trial.
Child Psychiatry & Human Development, 53(1), 61‑75.
Almendingen, A., Clayton, O. et Matthews, J.
(2022). Partnering with Parents in Early Childhood Services: Raising and Responding to Concerns.
Early Childhood Education Journal, 50(4), 527-538.
Arcidiacono, F., Bova, A., Ben-Uri, I. et Melfi, G.
(2022). The role of private and institutional support to favor work-family integration in pre-service and in-service teachers: Self-related vs. context-related arguments.
Swiss Journal of Educational Research, 44(3), 297-311.
Beatson, R., Molloy, C., Fehlberg, Z., Perini, N., Harrop, C. et Goldfeld, S.
(2022). Early Childhood Education Participation: A Mixed-Methods Study of Parent and Provider Perceived Barriers and Facilitators.
Journal of Child and Family Studies, 31, 2929-2946.
Birbili, M.
(2022). Sharing pedagogical documentation with others: exploring issues of addressivity and voice.
European Early Childhood Education Research Journal, 30(2), 309-323.
Brennan, C. et Packard, M.
(2022). Notes to home: supporting pre-service early childhood education teachers in building authentic family relationships.
Journal of Early Childhood Teacher Education, 43(4), 495-508.
Chng, A., Waniganayake, M. et Andrews, R.
(2022). Inviting inquiry on pedagogical documentation in Singapore: perspectives of parents and teachers.
European Early Childhood Education Research Journal, 30(2), 296-308.
Cunha, A. I., Major, S., Alves, M. P. et Coroado, M.
(2022). Assessing Preschool Child Routines in the Family: A Preliminary Study of the Portuguese Version of the Child Routines Questionnaire - Preschool.
Journal of Research in Childhood Education, 36(2), 310-326.
Davidson, K. et Roopnarine, J. L.
(2022). Ethnic-racial socialization in early childhood: effects of parent–teacher congruency on children’s social and emotional development.
Early Child Development and Care, 192(12), 2008-2022.
Gapany, D., Murukun, M., Goveas, J., Dhurrkay, J., Burarrwanga, V. et Page, J.
(2022). Empowering Aboriginal Families as Their Children’s First Teachers of Cultural Knowledge, Languages and Identity at Galiwin’ku FaFT Playgroup.
Australasian Journal of Early Childhood, 47(1), 20-31.
Kelly, E. M., Harbin, S. G., Spaulding, S. A., Roberts, C. A. et Artman-Meeker, K.
(2022). A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports.
Topics in Early Childhood Special Education, 42(2), 162‑174.
Khatib, A. J. A.
(2022). The level of involvement of Jordanian parents of kindergarten children and its relationship to parents gender and educational qualification.
Child Care in Practice, 28(4), 708-720.
Meishar-Tal, H., Forkosh-Baruch, A., Levy, L. et Shenkar, T.
(2022). Implications of CCTV cameras on child-care centres’ routines, peer relationships, and parent–teacher relationships: child care educators’ opinions.
International Journal of Child Care and Education Policy, 16, Article 9.
Merideth, C., Cavanaugh, B., Romas, S., Ralston, N., Arias, E., Tarasawa, B. et Waggoner, J.
(2022). Family Perceptions of Participating in a Structured Summer Kindergarten Transition Program.
Early Childhood Education Journal, 50(8), 1383-1394.
Purtell, K. M., Jiang, H., Justice, L. M., Sayers, R., Dore, R. et Pelfrey, L.
(2022). Teacher perceptions of preschool parent engagement: Causal effects of a connection-focused intervention.
Child & Youth Care Forum, 51(5), 937-966.
van der Pluijm, M., van Gelderen, A., Lusse, M. et Kessels, J.
(2022). How Can Teachers Build Partnerships with Lower-educated Parents in Support of Young Children’s Oral Language Development? Evaluation of an Adaptive Program.
Early Education and Development, 33(4), 675-699.
Wang, L., Li, H., Dill, S.-E., Zhang, S. et Rozelle, S.
(2022). Does paternal involvement matter for early childhood development in rural China?
Applied Developmental Science, 26(4), 741-765.
Zulauf-McCurdy, C. A. et Zinsser, K. M.
(2022). A Qualitative Examination of the Parent–Teacher Relationship and Early Childhood Expulsion: Capturing the Voices of Parents and Teachers.
Infants & Young Children, 35(1), 20-39.
Robitaille, C.
(2022). La collaboration école-famille à la maternelle 4 ans à temps plein : le cas d'enfants présentant des besoins considérés particuliers
[Mémoire de maîtrise, Université du Québec à Trois-Rivières]. Cognitio.
Beecher, C. C. et Van Pay, C. K.
(2021). Small Talk: A Community Research Collaboration to Increase Parental Provision of Language to Children.
Child & Youth Care Forum, 50(1), 13-38.
Oke, A., Butler, J. E. et O’Neill, C.
(2021). Identifying Barriers and Solutions to Increase Parent-Practitioner Communication in Early Childhood Care and Educational Services: The Development of an Online Communication Application.
Early Childhood Education Journal, 49(2), 283-293.
Tang, J., Hallam, R. A. et Sawyer-Morris, G.
(2021). Preschool Parents’ Perceptions of Early Care and Education Arrangements: A Latent Profile Analysis.
Early Education and Development, 32(3), 480-500.
Ren, L. et Fan, J.
(2021). Informant discrepancies in the rating of Chinese preschoolers’ approaches to learning: Looking for the role of parent–teacher relationships.
Infant and Child Development, 30(1), article 2206.
Mardhani, A., Freeborn, C. et Soetaert, C.
(2021). Leading from the Field. Practices to Support Indigenous and Newcomer Families.
Edmonton Council for Early Learning and Care.
Ata-Aktürk, A. et Demircan, H. Ö.
(2021). Supporting Preschool Children’s STEM Learning with Parent-Involved Early Engineering Education.
Early Childhood Education Journal, 49(4), 607-621.
Curtiss, S. L., McBride, B. A., Uchima, K., Laxman, D. J., Santos, R. M., Weglarz-Ward, J. et Kern, J.
(2021). Understanding Provider Attitudes Regarding Father Involvement in Early Intervention.
Topics in Early Childhood Special Education, 41(2), 147-159.
García-Grau, P., Martínez-Rico, G., McWilliam, R. A. et Grau, D.
(2021). Early Intervention and Family-Centeredness in Spain: Description and Profile of Professional Practices.
Topics in Early Childhood Special Education, 41(2), 160-172.
Hines-Bergmeier, S. L. H. J.
(2021). Embracing Partnerships with Informal Settings to Enhance Teaching and Learning.
YC Young Children, 76(2), 64-68.
Murphy, C., Matthews, J., Clayton, O. et Cann, W.
(2021). Partnership with families in early childhood education: Exploratory study.
Australasian Journal of Early Childhood, 46(1), 93-106.
Ogg, J., Clark, K., Strissel, D. et Rogers, M.
(2021). Parents’ and teachers’ ratings of family engagement: Congruence and prediction of outcomes.
School Psychology, 36(3), 142-154.
Owen, A.
(2021). The two-year-old offer: exploring parents’ choice not to participate.
International Journal of Early Years Education, 29(2), 154-166.
Stratigos, T. et Fenech, M.
(2021). Early childhood education and care in the app generation: Digital documentation, assessment for learning and parent communication.
Australasian Journal of Early Childhood, 46(1), 19-31.
Tomeny, K. R., García-Grau, P. et McWilliam, R. A.
(2021). Early Interventionists’ Ratings of Family-Centered Practices in Natural Environments.
Infants & Young Children, 34(4), 266‑283.
van der Pluijm, M., Lusse, M., van Gelderen, A. et Kessels, J.
(2021). Creating partnerships between schools and lower‐educated parents to enhance young children’s language development: A formative evaluation.
Review of Education, 9(1), 243-273.
Winship, M., Standish, H., Trawick-Smith, J. et Perry, C.
(2021). Reflections on practice: providing authentic experiences with families in early childhood teacher education.
Journal of Early Childhood Teacher Education, 42(3), 299-317.
Wu, S.
(2021). A co-constructed picture of learning in play by teachers and parents.
Journal of Early Childhood Research, 19(1), 84-97.
Xia, X., Hackett, R. K. et Webster, L.
(2021). A multidimensional examination of Chinese family involvement in early childhood education: Validation of the Chinese version of the Family Involvement Questionnaire.
International Journal of Early Years Education, 29(2), 124-138.
Lapointe, G. et Pelletier, C.
(2021). Conditions du succès d’une activité de soutien aux pratiques parentales.
Direction des communications du ministère de la Santé et des Services sociaux.
Poissant, J., Bénard, H. et Poulin, F.
(2021). Que savons-nous des facteurs liés à l’implication des parents dans l’éducation préscolaire et des stratégies pour la favoriser?.
Revue des sciences de l’éducation, 47(2), 1-26.
Jeon, S., Jeon, L., Lang, S. et Newell, K.
(2021). Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family–Teacher Relationships and Approaches to Learning.
Child development, 92(6), 2478-2495.
Ministère de la Santé et des Services sociaux.
(2021). Conditions du succès d'une activité de soutien aux pratiques parentales.
La Direction des communications du ministère de la Santé et des Services sociaux.
Archbell, K. A., Coplan, R. J. et Rose-Krasnor, L.
(2020). What did your child do today? Describing young children’s daily activities outside of school.
Journal of Early Childhood Research, 18(2), 189-199.
Dighe, S. et Seiden, J.
(2020). Understanding Parental Engagement in Early Childhood Education in Ethiopia: Perceptions, Practices, and Challenges.
International Journal of Early Childhood, 52(1), 37-54.
Foster, T. D., Decker, K. B., Vaterlaus, J. M. et Belleville, A.
(2020). How early intervention practitioners describe family-centred practice: A collective broadening of the definition.
Child: Care, Health and Development, 46(3), 268-274.
Hoffman, J. A., Uretsky, M. C., Patterson, L. B. et Green, B. L.
(2020). Effects of a school readiness intervention on family engagement during the kindergarten transition.
Early Childhood Research Quarterly, 53, 86-96.
McCormick, M. P., Weissman, A. K., Weiland, C., Hsueh, J., Sachs, J. et Snow, C.
(2020). Time well spent: Home learning activities and gains in children’s academic skills in the prekindergarten year.
Developmental Psychology, 56(4), 710-726.
Oakes, C., Staton, S., Houen, S., Cooke, E., Pattinson, C., Teo, S.-L. et Thorpe, K.
(2020). “Did My Child Sleep Today?”: Communication Between Parents and Educators in Early Childhood Education and Care Settings.
Child & Youth Care Forum, 49(2), 265-283.
Sheridan, S. M., Koziol, N., Witte, A. L., Iruka, I. et Knoche, L. L.
(2020). Longitudinal and Geographic Trends in Family Engagement During the Pre-kindergarten to Kindergarten Transition.
Early Childhood Education Journal, 48(3), 365-377.
Smith, J.
(2020). Teachers’ perspectives on communication and parent engagement in early childhood education programs for migrant farmworker children.
Journal of Early Childhood Research, 18(2), 115-129.
Snell, E. K., Hindman, A. H. et Wasik, B. A.
(2020). Exploring the use of texting to support family-school engagement in early childhood settings : Teacher and family perspectives.
Early Child Development and Care, 190(4), 447‑460.
Tarleton, B. et Turney, D.
(2020). Understanding ‘Successful Practice/s’ with Parents with Learning Difficulties where there are Concerns about Child Neglect: The Contribution of Social Practice Theory.
Child Indicators Research, 13(2), 387-409.
Taylor, L. K. et Kim, K. J.
(2020). Experiencing the real context between families, schools and community relationships: Transforming preservice teachers’ perceptions.
Journal of Early Childhood Teacher Education, 41(1), 18-28.
Abney, D. H., Suanda, S. H., Smith, L. B. et Yu, C.
(2020). What are the building blocks of parent–infant coordinated attention in free-flowing interaction?
Infancy, 25(6), 871-887.
Boit, R.
(2020). Navigating the process of building parent-teacher partnerships: Experiences of early childhood pre-service teachers.
Journal of Childhood, Education & Society, 1(2), 167-181.
Ivanova, R., Berechikidze, I., Gazizova, F., Gorozhanina, E. et Ismailova, N.
(2020). Parent–teacher interaction and its role in preschool children’s development in Russia.
Education 3-13, 48(6), 704-715.
Li, Y., Li, J., Devlieghere, J. et Vandenbroeck, M.
(2020). What parents and teachers say about their relationships in ECEC : A study in rural China.
European Early Childhood Education Research Journal, 28(3), 332-348.
Macagno, A. et Molina, P.
(2020). The construction of child-caregiver relationship in childcare centre : Adaptation of Parent Attachment Diary for professional caregivers.
European Early Childhood Education Research Journal, 28(3), 349-362.
Markowitz, A. J., Bassok, D. et Grissom, J. A.
(2020). Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start.
American Educational Research Journal, 57(5), 2132-2174.
Sønsthagen, A. G.
(2020). Early childcare as arenas of inclusion : The contribution of staff to recognising parents with refugee backgrounds as significant stakeholders.
European Early Childhood Education Research Journal, 28(3), 304-318.
White, E. J., Rutanen, N., Marwick, H., Amorim, K. S., Karagiannidou, E. et Herold, L. K. M.
(2020). Expectations and emotions concerning infant transitions to ECEC : International dialogues with parents and teachers.
European Early Childhood Education Research Journal, 28(3), 363-374.
Alaçam, N. et Olgan, R.
(2019). Pre-service early childhood teachers’ beliefs concerning parent involvement: the predictive impact of their general self-efficacy beliefs and perceived barriers.
Education 3-13, 47(5), 555‑569.
Beaudette, C. T., Poirier, M., Lapalme, M., Déry, M. et Lemelin, J. P.
(2019). Implication scolaire des parents et adaptation comportementale, sociale et scolaire des filles et des garçons ayant eu des problèmes de comportement à l’enfance.
Revue canadienne de l’éducation, 42(3), 816-847.
Coelho, V., Barros, S., Burchinal, M. R., Cadima, J., Pessanha, M., Pinto, A. I., Peixoto, C. et Bryant, D. M.
(2019). Predictors of parent-teacher communication during infant transition to childcare in Portugal.
Early Child Development and Care, 189(13), 2126-2140.
Cohen, A. et Mosek, A.
(2019). “Power together” : Professionals and parents of children with disabilities creating productive partnerships.
Child & Family Social Work, 24(4), 565-573.
Duddy, E.
(2019). Parent participation in early years settings in Northern Ireland : Identifying the key themes in ‘becoming involved’.
European Early Childhood Education Research Journal, 27(5), 675-692.
Eliyahu-Levi, D. et Ganz-Meishar, M.
(2019). The personal relationship between the kindergarten teacher and the parents as a mediator between cultures.
International Journal of Early Years Education, 27(2), 184‑199.
Fan, S. et Yost, H.
(2019). Keeping connected: exploring the potential of social media as a new avenue for communication and collaboration in early childhood education.
International Journal of Early Years Education, 27(2), 132‑142.
Garnier, P. et Rayna, S.
(2019). Crèche, jardin maternel, classe passerelle, école maternelle : diversité des rapports parents-professionnelles.
Carrefours de l’éducation, 47(1), 159-173.
(2019). Les défis des relations avec les familles vulnérables dans les services de garde.
Parlons Apprentissage, Éditions du Passe-temps. [Billet de blogue de vulgarisation scientifique].
Hedlin, M.
(2019). ‘They only see their own child’ : An interview study of preschool teachers’ perceptions about parents.
Early Child Development and Care, 189(11), 1776-1785.
Kim-Bossard, M., Choi, J. et Meneses, A.
(2019). Navigating different cultural beliefs and practices to support immigrant preschoolers and their families : A Bakhtinian textual analysis on preschool teacher and administrator perspectives.
Early Child Development and Care, 189(14), 2347-2359.
Knight, D. S., Landry, S., Zucker, T. A., Merz, E. C., Guttentag, C. L. et Taylor, H. B.
(2019). Cost-Effectiveness of Early Childhood Interventions to Enhance Preschool: Evidence from a Randomized Experiment in Head Start Centers Enrolling Historically Underserved Populations.
Journal of Policy Analysis and Management, 38(4), 891-917.
Knight-McKenna, M., Hollingsworth, H. L. et Ammerman, N.
(2019). Fostering partnerships with families: academic service-learning in the Little Village.
Journal of Early Childhood Teacher Education, 40(2), 57-73.
Lim, S. et Cho, M.-H.
(2019). Parents’ Use of Mobile Documentation in a Reggio Emilia-Inspired School.
Early Childhood Education Journal, 47(34), 367-379.
Lin, J., Litkowski, E., Schmerold, K., Elicker, J., Schmitt, S. A. et Purpura, D. J.
(2019). Parent–Educator Communication Linked to More Frequent Home Learning Activities for Preschoolers.
Child & Youth Care Forum, 48(5), 757-772.
Preston, J. P., MacPhee, M. M. et O’Keefe, A. R.
(2019). Kindergarten Teachers’ Notions of Parent Involvement and Perceived Challenges.
McGill Journal of Education / Revue Des Sciences de l’éducation de McGill, 53(3), 546-566.
Sanders-Smith, S. C., Smith-Bonahue, T. M., Cordoba, T. E. et Soutullo, O. R.
(2019). Shifting perspectives : Preservice teacher preparation in family engagement.
Journal of Early Childhood Teacher Education, 40(3), 221-237.
Schilder, D., Curenton, S. M. et Broadstone, M. (dir.).
(2019). Early Care and Education Collaboration.
Early Education and Development, 30(8), numéro thématique.
Smith, H. V.
(2019). Inequitable interventions and paradoxical pedagogies : How mothers are ‘taught’ to support their children’s literacy development in early childhood.
European Early Childhood Education Research Journal, 27(5), 693-705.
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