Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Imbert, A.
(2024). Des ATSEM « maternelles » aux « animatrices ». Transformation de l’identité professionnelle des travailleuses éducatives subordonnées de l’école maternelle.
Recherches en éducation, 54.
Splinter, S. E., Depaepe, F., Verschaffel, L. et Torbeyns, J.
(2024). A teacher's choice: Preschool teachers’ selection and use of picture books for mathematics instruction.
Early Childhood Research Quarterly, 66(1er quartier), 135-146.
Doubet, S., Ostrosky, M. M. et Quesenberry, A. C.
(2024). The Impact of Young Children’s Persistent Challenging Behavior on Child Care Providers: “It’s Like Floating in a Sea With No Paddle”.
Topics in Early Childhood Special Education, 43(4), 293-305.
Leung, S. K. Y. et Choi, K. W. Y.
(2024). Teachers’ perceptions of technical affordances in early visual arts education.
European Early Childhood Education Research Journal, 32(1), 147-166.
Ben Soussan, P.
(2024). Les colères de bébé.
Spirale, 108(4), numéro thématique.
Donohue, T. H. et Aladé, F.
(2024). Early childhood teachers’ reflections on participating in a district-wide one-to-one device program.
Early Childhood Research Quarterly, 67(2^e quartier), Pages 274-282.
Gardner-Neblett, N., Ramos, A., De Marco, A. et Addie, A.
(2024). “Can I Tell You About This…?”: A Qualitative Approach to Understanding Teachers’ Perspectives on Children’s Oral Narrative Skills.
Early Childhood Education Journal, 52(3), 537-549.
Murphy, K., Giordano, K. et Deloach, T.
(2024). Pre-K and Kindergarten Teacher Perception of School Readiness During the COVID-19 Pandemic.
Early Childhood Education Journal, 52(3), 551-561.
Raviv, A. et Galili, I.
(2024). Preschool Teachers’ Attitudes Towards the Implementation of Science and Technology Studies in Preschool.
Early Childhood Education Journal, 52(3), 575-585.
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.
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.
Hong, X., Zhao, S. et Shan, Q.
(2024). Adaptive Caregiving Beliefs and Professional Competence Among Chinese Childcare Center Teachers: A Moderated Mediation Model.
Early Education and Development, 35(4), 824-842.
Kahila, S., Kuutti, T., Kahila, J. et Sajaniemi, N.
(2024). The significance of practicum work communities for students’ professional development - Perceptions of Finnish ECE teacher students.
Journal of Early Childhood Teacher Education, 45(1), 38-55.
Kovač, V. B. et Cameron, D. L.
(2024). Are We Talking about the Same Thing? A Survey of Preschool Workers’ Attitudes and Beliefs about Bullying.
Child Care in Practice, 30(2), 141-155.
Zareian, N., Mahmoodi, M. H. et Ahmadisafa, M.
(2024). On the development of young learners of English (YLE) teachers’ vision of an ideal class.
Journal of Early Childhood Teacher Education, 45(1), 56-78.
Bosire, J. P. O.
(2024). Preschool teachers’ beliefs about children, self-efficacy, classroom quality and children’s early language.
The Journal of Educational Research, 117(2), 74-86.
Dede Yildirim, E., Frosch, C. A., Santos, A. J., Veríssimo, M., Bub, K. et Vaughn, B. E.
(2024). Antecedents to and outcomes associated with teacher-child relationship perceptions in early childhood: Further evidence for child-driven effects.
Child Development, 95(3), 679-698.
Fusaro, M. et Almamori, T.
(2024). Sens of belonging among students preparing for early childhood-related careers.
Journal of Early Childhood Teacher Education, 45(2), 251-270.
Kim, S., Choi, Y.-J., Kang, V., Jing, W., Kim, N. et Kim, K.-M.
(2024). Validation of the Inclusion Scale - Early Childhood Educators' Perceptions and Attitudes Toward Inclusion in South Korea.
Infants & Young Children, 37(2), 142-153.
Lund Fasting, M. et Høyem, J.
(2024). Freedom, joy and wonder as existential categories of childhood - reflections on experiences and memories of outdoor play.
Journal of Adventure Education and Outdoor Learning, 24(2), 145-158.
Tamblyn, A., Sun, Y., North, A., Godsman, N., Boothby, C., Skouteris, H. et Blewitt, C.
(2024). Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development.
Australasian Journal of Early Childhood, 49(2), 140-154.
Wee, S. J., Dennis, J. M., Lo, Y., Ly-Hoang, K. et Ramirez-Ulloa, P.
(2024). Early childhood practicum students’ perceptions and experiences of a remote directed fieldwork course during the COVID-19 pandemic.
International Journal of Early Years Education, 32(2), 438-452.
Aksoy Kumru, F. B.
(2024). Exploring children’s participation from Froebelian practitioners’ perspectives in Scottish context.
European Early Childhood Education Research Journal, 32(4), 621-639.
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.
Chen, M., Koomen, H. M. Y. et Roorda, D. L.
(2024). Young Children’s and Teachers’ Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China.
Early Education and Development, 35(6), 1176-1193.
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.
Dong, C., Fotakopoulou, O. et Hatzigianni, M.
(2024). Chinese early childhood educators’ beliefs and experiences around using touchscreens with children under three years of age.
Early Child Development and Care, 194(7-8), 898-913.
Gomez, D., Kunze, M., Glenn, E., Todis, B., Kelley, K., Karns, C. M., Glang, A. et McIntyre, L. L.
(2024). Professionals’ Perspectives on Service Delivery: The Impact of COVID-19 on Early Childhood Special Education Providers.
Topics in Early Childhood Special Education, 44(2), 115-125.
Guedes, M., Veríssimo, M. et Santos, A. J.
(2024). Beliefs, practices and support needs of preschool teachers toward shy-withdrawn behaviours.
Infant and Child Development, 33(4), e2499.
Kinkead-Clark, Z.
(2024). Select Caribbean teachers’ perspectives on the socio-emotional skills children need to successfully transition to primary school.
Early Child Development and Care, 187(9), 1403-1412.
Konishi, H. et Chesney, R.
(2024). How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation.
Journal of Early Childhood Teacher Education, 45(3), 337-351.
O’Grady, C. E. et Ostrosky, M. M.
(2024). Early Educators’ Perceptions of Behavior.
Topics in Early Childhood Special Education, 44(2), 89-102.
Shin, M.
(2024). Draw and Tell: Uncovering Korean Infant Teachers’ Play Experiences and Their Views in Supporting Infants’ Play.
International Journal of Early Childhood, 56(2), 237-254.
Yang, H., Park, S. et Chau, L.
(2024). Investigating the association between professional development and educators’ beliefs in U.S. center- and home-based early childhood education.
Early Childhood Research Quarterly, 69(4^e quartier), 101-110.
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.
Zhu, J., Hsieh, W. Y. et Yeung, P. S.
(2024). Exploring Chinese Early Childhood Teachers’ Mathematical Belief Profiles and Associated Teacher Characteristics.
Early Education and Development, 35(7), 1554-1569.
Ashton, E., Berger, I., Maeers, E. et Alexandra Paquette (étu)
(2023). Sketching narratives of movement in early childhood education and care.
In education, 28(1b), numéro thématique.
Alghamdi, A.A.
(2023). Exploring Early Childhood Teachers’ Beliefs About STEAM Education in Saudi Arabia.
Early Childhood Education Journal, 51(3), 247-256.
Ata-Akturk, A. et Sevimli-Celik, S.
(2023). Creativity in early childhood teacher education: beliefs and practices.
International Journal of Early Years Education, 31(1), 95-114.
Boyer, W.
(2023). Development, Construct Validation, and Normalization of a New Early Childhood Self-Regulation Assessment Scale.
Early Childhood Education Journal, 51(4), 627-640.
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.
Gardner-Neblett, N.
(2023). How Essential is Teaching Narrative Skills to Young Children? Profiles of Beliefs About Narrative Instruction Among Early Childhood Teachers.
Early Childhood Education Journal, 51(3), 531-544.
Hanno, E. C.
(2023). Nudging Early Educators’ Knowledge, Beliefs, and Practices: An Embedded Randomized Controlled Trial of Text Message Supports.
Early Education and Development, 34(2), 530-550.
Hsin, C.-T., Wu, H.-K., Liang, J.-C. et Luu, D. T.
(2023). Factors predicting kindergarten teachers’ integration of science into their teaching in indigenous areas.
Autralasian Journal of Early Childhood, 48(1), 50-65.
Karlsudd, P.
(2023). Agree or disagree? A comparison of the staff’s and parents’ perceptions of important factors and goal fulfilment for an inclusive preschool in Sweden.
Early Child Development and Care, 193(4), 559-573.
Li, L.-W., McWayne, C. M. et Mistry, J.
(2023). Parent and teacher perspectives about preschool children’s natural learning opportunities in two immigrant Head Start communities.
Journal of Early Childhood Teacher Education, 44(1), 42-65.
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.
O’Grady, C. et Ostrosky, M.M.
(2023). Suspension and Expulsion: Early Educators’ Perspectives.
Early Childhood Education Journal, 51(1), 115-125.
LeMasters, A. C. et Vandermaas-Peeler, M.
(2023). Exploring outdoor play: a mixed-methods study of the quality of preschool play environments and teacher perceptions of risky play.
Journal of Adventure Education and Outdoor Learning, 23(1), 1-13.
Machado, S. A.
(2023). The perspectives of preschool teachers regarding their ability to respond to various crises in the childcare center.
Journal of Early Childhood Research, 21(1), 18-30.
McLean, K., Lake, G., Wild, M, Licandro, U. et Evangelou, M.
(2023). Perspectives of play and play-based learning: What do adults think play is?
Autralasian Journal of Early Childhood, 48(1), 5-17.
Rojas, N. M., Ramos, S. et Salgado, A.
(2023). Early Childhood Education Teacher's Beliefs about a Match in Home Language Proficiency with Emergent Bilingual Learners.
Early Childhood Research Quarterly, 63(2^nd quarter), 194-203.
Rosati, A. et Lynch, J.
(2023). Professional Learning on the Neuroscience of Challenging Behavior: Effects on Early Childhood Educators’ Beliefs and Practices.
Early Childhood Education Journal, 51(3), 235-245.
Rouse, E., Nicholas, M. et Garner, R.
(2023). School readiness – what does this mean? Educators’ perceptions using a cross sector comparison.
International Journal of Early Years Education, 31(1), 185-199.
Schmidtke, A.
(2023). A Qualitative Study of Kindergarten Teachers’ Perceptions About the Influences of Professional Learning on Their Implementation of Guided Play.
Journal of Research in Childhood Education, 37(1), 49-76.
Steed, E. A. et Stein, R.
(2023). Initial evaluation practices: A survey of early childhood personnel.
Topics in Early Childhood Special Education, 43(1).
Soulez, C., Béliveau, M.J., Champagne, L.Chantale Breault et Labelle, F.
(2023). Perception des éducatrices de l’intégration au préscolaire d’enfants ayant des besoins particuliers: une étude exploratoire.
Revue canadienne de l’éducation, 46(2), 221–248.
Tam, A. C. F.
(2023). Transforming preschool language teachers’ beliefs of implementing play-based learning in a professional learning community.
International Journal of Early Years Education, 31(1), 46-62.
Wieduwilt, N., Lehrl, S. et Anders, Y.
(2023). Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality.
Early Childhood Research Quarterly, 62(1^st quarter), 175-185.
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.
Fielding, K., Maslin, K. et Murcia, K.
(2023). ‘I can’t draw, sing or dance to save my life!’: Educator and parent implicit theories of creativity.
Australasian Journal of Early Childhood, 48(2), 148-162.
Limlingan, M. C. et McWayne, C. M.
(2023). More Than Words: A Qualitative Study on the Links Between Preschool Teachers’ Classroom Practices and Their Language Ideologies About Dual Language Learners.
Early Childhood Education Journal, 51(6), 981-996.
Mengstie, M. M.
(2023). Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP).
Journal of Early Childhood Research, 21(2), 121-132.
Pollarolo, E., Størksen, I., Skarstein, T. H. et Kucirkova, N.
(2023). Children’s critical thinking skills: perceptions of Norwegian early childhood educators.
European Early Childhood Education Research Journal, 31(2), 259-271.
Adam, H., Barblett, L., Kirk, G. et Boutte, G. S.
(2023). (Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing.
Contemporary Issues in Early Childhood, 24(2), 189-207.
Akpovo, S. M., Neessen, S., Nganga, L. et Sorrells, C.
(2023). Staying with discomfort: Early childhood teachers’ emotional themes in relation to children’s peer-culture aggression.
Contemporary Issues in Early Childhood, 24(4), 484-499.
Baustad, A. G. et Bjørnestad, E.
(2023). In-service professional development to enhance interaction – staffs’ reflections, experiences and skills.
European Early Childhood Education Research Journal, 31(6), 1001-1015.
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.
Burgess, C. C.
(2023). Educator understanding of self-regulation and implications for classroom facilitation: A mixed methods study.
Journal of Early Childhood Research, 21(4), 469-483.
Capio, C. M., Ho, H. C., Chan, C. Y. C. et Ho, D. C. W.
(2023). Understanding and Awareness of Physical Literacy by Early Childhood Educators in Hong Kong - a Mixed-Methods Study.
Early Childhood Education Journal, 51(8), 1511-1524.
Cheilaki, M., Sidiropoulou, T. et Sidiropoulou, M.
(2023). The professional identity and role perceptions of early childhood educators in Attica-Greece’s municipal early childhood centers.
European journal of education studies, 10(8).
Ciuciu, J.
(2023). An Ecological Exploration into the Agency of Four Former Early Childhood Teachers.
Early Childhood Education Journal, 51(8), 1371-1383.
Cooper, P. M.et Casey, E. M.
(2023). Preparing democratic early childhood teachers in Don’t Say Gay times: how course readings fall short.
Journal of Early Childhood Teacher Education, 44(4), 1093-1121.
Decker, K. B., Cook, G. A., Brophy-Herb, H. et Torquati, J.
(2023). Students’ experiences of reflective practices as pedagogy in early childhood higher education.
Journal of Early Childhood Teacher Education, 44(3), 261-287.
Donison, L. et Halsall, T.
(2023). ‘I’d rather learn outside because nature can teach you so many more things than being inside’: Outdoor learning experiences of young children and educators.
Journal of Childhood, Education & Society, 4(3), 373-390.
Due, K., Skoog, M., Areljung, S., Ottander, C. et Sundberg, B.
(2023). Teachers’ conceptualisations of science teaching – obstacles and opportunities for pedagogical continuity across early childhood school forms.
International Journal of Early Years Education, 31(3), 790-805.
Elwick, S., Wong, S., Harrison, L., Williams, K. E., McFarland, L., Dealtry, L. et Janus, M.
(2023). Feasibility and Potential Benefits of the Observe, Reflect, Improve Children’s Learning (ORICL) Tool: Perspectives of Infant–Toddler Educators.
Australasian Journal of Early Childhood, 48(3), 203-216.
Esenturk, B. C. et Asi, D.
(2023). Teachers predicting self-regulation skills of children: the relationships among teacher beliefs, teaching intentions and preschoolers’ self-regulation skills.
Education 3-13, 51(7), 1195-1207.
Éthier, O.
(2023). La relation entre les perceptions et les pratiques déclarées/observées du personnel éducateur/enseignant quant au développement des habiletés liées à la mémoire de travail et au contrôle inhibiteur au sein du développement global de l’enfant âgé de 4 ans en CPE/éducation préscolaire
[Mémoire, Université du Québec à Trois-Rivières]. Cognitio.
Gajek, K. et Wysłowska, O.
(2023). The types of work of early childhood education and care professionals: an interactive perspective.
European Early Childhood Education Research Journal, 31(5), 678-690.
Gelir, I.
(2023). Teacher’s beliefs and flexible language strategies in a monolingual preschool classroom.
Education 3-13, 51(8), 1256-1266.
Hoffman, E. B. et Mangino, A. A.
(2023). The digital literacies of early childhood educators: perceptions of collaborative online learning.
Journal of Early Childhood Teacher Education, 44(3), 386-407.
Hooper, A., Han, M., Buell, M. et Hallam, R.
(2023). Perspectives on quality and supporting quality improvement from early childhood technical assistants working with family child care educators.
Journal of Early Childhood Teacher Education, 44(4), 1024-1044.
Hooper, A., Potts, C. et Walton, M.
(2023). Novice early childhood teachers’ perceptions of their professional development experiences: an interpretive phenomenological approach.
Journal of Early Childhood Teacher Education, 44(3), 310-329.
Hu, B. Y., Huang, P., Wang, S. et Curby, T.
(2023). Teachers’ beliefs about children and children’s literacy development: The mediating role of responsive teaching.
Journal of Early Childhood Literacy, 23(4), 751-777.
Janus, M., Ryan, J., Pottruff, M., Reid-Westoby, C., Brownell, M., Bennett, T., Birken, C. S., Duku, E., Ferro, M. A., Forer, B., Georgiades, S., Gorter, J. W., Guhn, M., Maguire, J., Manson, H., Pei, J., Santos, R. et Coplan, R. J.
(2023). Population-Based Teacher-Rated Assessment of Anxiety Among Canadian Kindergarten Children.
Child Psychiatry Human Development, 54(5), 1309-1320.
Kenny, S. A. et Cameron, C. E.
(2023). Examining conceptions of assessment among a social media-based sample of early childhood professionals.
Journal of Early Childhood Teacher Education, 44(3), 288-309.
Lavidas, K., Skopeliti, I., Zacharos, K. et Panagiotounakos, E.-P.
(2023). Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics.
Journal of Early Childhood Teacher Education, 44(4), 962-979.
Lemos, R., Gomes, A. I. et Barros, L.
(2023). Promoting a healthy diet in preschool children: a qualitative study about early childhood educators’ perspectives.
International Journal of Early Years Education, 31(4), 859-873.
Lumsden, E. et Musgrave, J.
(2023). ‘Early childhood studies is more than a degree; it is an experience’: undergraduate students’ motivations, professional aspirations and attributes.
International Journal of Early Years Education, 31(4), 1086-1104.
Nikolopoulou, K.
(2023). STEM activities for children aged 4–7 years: teachers’ practices and views.
International Journal of Early Years Education, 31(3), 806-821.
Pacini-Ketchabaw, V., Kummen, K. et Hodgins, B. D.
(2023). A qualitative examination of early childhood educators’ participation in professional learning: investigating social constructionist understandings of quality.
Journal of Early Childhood Teacher Education, 44(3), 484-509.
Park, K., Burbank, M. D., Goldsmith, M. M. et Spikner, J.
(2023). “It Will Be Hard, But It Will Be Worth the Fight”: Narratives of Preschool Teachers on Teaching for Social Justice.
Early Childhood Education Journal, 51(8), 1489-1498.
Pimentel, M., McIsaac, J.-L., Watson, C., Stirling-Cameron, E., Hickens, N. et Hamilton-Hinch, B.
(2023). Amplifying the Encounters of Young Black Children with Anti-Black Racism: An Exploration of Parents’ and Early Childhood Educators’ Perspectives on Early Learning and Child Care Environments.
Journal of Childhood Studies, 48(4), 38-55.
Phillips, A. et Fenech, M.
(2023). Educators’ perceptions of Australia’s early childhood education and care quality assurance rating system.
European Early Childhood Education Research Journal, 31(6), 988-1000.
Puerta, M. A., Sánchez, M. T. P., Fernández-Castillo, A. et García, J. M. C.
(2023). Adaptation and validation of an instrument for the evaluation of attitudes towards disability in early childhood education.
European Early Childhood Education Research Journal, 31(5), 772-783.
Puskás, T., Jeppsson, F. et Andersson, A.
(2023). ‘There is no right or wrong answer’: Swedish preschool teachers’ reflections on the didactics of death.
Contemporary Issues in Early Childhood, 24(4), 438-452.
Reimers, E. et Puskás, T.
(2023). Everyday nationalism in Swedish preschools: something old, something new and something borrowed.
Children’s Geographies, 21(5), 914-928.
Reyhing, Y. et Perren, S.
(2023). The Situation Matters! The Effects of Educator Self-Efficacy on Interaction Quality in Child Care.
Journal of Research in Childhood Education, 37(4), 582-597.
Richardson, B. M., Vickerson, R. et Bader, N.
(2023). Falling by the “wasteside”: Defining and moving towards educator well-being from the perspective of early childhood educators in Ontario, Canada.
Australasian Journal of Early Childhood, 48(4), 294-306.
Schlieber, M., Adejumo, T., Knight, J., Lopez, E. V. et Jones, E. P.
(2023). “…Because we do so together”: A Mixed-Methods Analysis of Assistant Teacher’s Work Environment, Conditions, and Teamwork Experiences.
International Journal of Child Care and Education Policy, 17, article 19.
Steed, E. A., Rausch, A., Strain, P. S., Bold, E. et Leech, N.
(2023). High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel.
Topics in Early Childhood Special Education, 43(2), 142-155.
Steed, E. A., Dolidze, K., Kukhaleishvili, N. et Kurtsikidze, L.
(2023). Supporting young children’s social emotional competence in the Republic of Georgia: a focus group study.
Early Child Development and Care, 193(8), 992-1006.
Storie, S. O. et Coogle, C. G.
(2023). Examining Early Childhood Teacher Candidate’s Perceptions of Diversity Regarding Material Selection.
Topics in Early Childhood Special Education, 43(2), 129-141.
Theilmann, B. M.
(2023). Exploring pedagogues’ understanding and detection of vulnerability in Danish early childhood education and care.
Journal of Pedagogy, 14(1), 137-156.
Uçar, S., Eti, İ., Demircioğlu, T. et Arnas, Y. A.
(2023). Picturing pre-service and in-service teachers’ views about scientists and science teaching.
International Journal of Early Years Education, 31(3), 773-789.
Valkonen, S. et Furu, A.-C.
(2023). Finnish ECEC personnel’s views on the challenging nature of promoting social justice: a sustainability research perspective.
European Early Childhood Education Research Journal, 31(4), 529-543.
Wintz, G. et Abdul-Majied, S.
(2023). Children’s conflict: views of Caribbean early childhood teachers in Guyana and Trinidad and Tobago.
International Journal of Early Years Education, 31(3), 598-612.
Wong, S., Fordham, L., Davis, B. et Tran, D.
(2023). Supporting Regional and Remote Children’s Participation in High Quality Early Years Services.
Australasian Journal of Early Childhood, 48(3), 217-233.
Zoupidis, A., Tselfes, V. et Kariotoglou, P.
(2023). Pre-service early childhood teachers’ beliefs that influence their intention to use inquiry-based learning methods.
International Journal of Early Years Education, 31(3), 738-752.
Goulet, N. et Manon, B.
(2023). Éducation inclusive : représentations et pratiques professionnelles déclarées du personnel éducateur et de soutien en services de garde éducatifs (0-5 ans).
Revue internationale de communication et socialisation, 10(2), 351-369.
Neumann, M. M., Calteaux, I., Reilly, D. et Neumann, D. L.
(2023). Exploring teachers’ perspectives on the benefits and barriers of using social robots in early childhood education.
Early Child Development and Care, 193(13-14), 1503-1516.
Nolin, R. et Marinova, K.
(2023). Le développement de la pensée mathématique des enfants : portrait des besoins ressentis par des enseignants à l’éducation préscolaire québécois.
Revue internationale de communication et socialisation, 10(2), 324-350.
Sandoval-Obando, E. E., Pareja-Arellano, N., Hernández-Mosqueira, C. et Riquelme-Brevis, H.
(2023). What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach.
Journal of Pedagogy, 14(2), 97-122.
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.
Gingras, M.-P., McMahon-Morin, P., Rezzonico, S. et Duchesne, L.
(2023). A Qualitative Exploration of Early Childhood Educators’ Declared Practices when Supporting Preschoolers’ Oral Language Development.
Early Childhood Education Journal, Prépublication.
Jambunathan, S., Jayaraman, J. D. et Adesanya, R.
(2022). Comparison of beliefs about classroom ethical practices among early childhood teachers in India and the USA: an exploratory study.
Education 3-13, 50(2), 197‑210.
Accavitti, M. R. et Williford, A. P.
(2022). Teacher perceptions of externalizing behaviour subtypes in preschool: considering racial factors.
Early Child Development and Care, 192(6), 932-946.
Akaba, S., Peters, L. E., Liang, E. et Graves, S. B.
(2022). Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City.
International Journal of Child Care and Education Policy, 16(1), article 6.
Attfield, K.
(2022). The young child’s journey of ‘the will’: A synthesis of child-centered and inclusive principles in international Waldorf early childhood education.
Journal of Early Childhood Research, 20(2), 159-171.
Ayob, Z., Christopher, C. et Naidoo, D.
(2022). Exploring caregivers’ perceptions on their role in promoting early childhood development.
Early Child Development and Care, 192(9), 1462‑1476.
Barenthien, J. M. et Dunekacke, S.
(2022). The implementation of early science education in preschool teachers’ initial teacher education. A survey of teacher educators about their aims, practices and challenges in teaching science.
Journal of Early Childhood Teacher Education, 43(4), 600-618.
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.
Blackson, E. A., Gerdes, M., Segan, E., Anokam, C. et Johnson, T.
(2022). Racial bias toward children in the early childhood education setting.
Journal of Early Childhood Research, 20(3), 277‑292.
Bolat, E. Y. et Koyuncu, M.
(2022). Investigations of preschool teachers’ views on learning centres in preschool education.
European Journal of Education Studies, 9(4), 1-16.
Boutrais, M.
(2022). Les prises d'informations et prises de décision en classe des professeurs d’école débutants : geste d’ajustement et enjeu pour la formation.
Éducation et socialisation, 66, en ligne.
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.
Catalano, C. G., Fives, H., McKeating, E. et Barnes, N.
(2022). Preservice early childhood teachers’ sense of efficacy for teaching children with autism spectrum disorder.
Journal of Early Childhood Teacher Education, 43(2), 167-193.
Chatzigeorgiadou, S. et Barouta, A.
(2022). General and Special Early Childhood Educators’ Attitudes Towards Co-teaching as a Means for Inclusive Practice.
Early Childhood Education Journal, 50(8), 1407-1416.
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.
Demircan, H. Ö.
(2022). “How am I supposed to do this on my own?”: A case study on perspectives of preschool teachers regarding integrative STEM practices.
Journal of Early Childhood Research, 20(1), 93-112.
Forrester, G., Pugh, J., Hudson, R. et Rowley, J.
(2022). Understanding the World in the Early Years Foundation Stage: practitioners’ perspectives of best practice and effective provision.
Education 3-13, 50(8), 1072-1084.
Gragg, S. et Collet, V. S.
(2022). Joy in Collaboration: Developing Early Childhood Teacher Professionalism through Lesson Study.
Journal of Research in Childhood Education, 36(2), 296-309.
Heilmann, J., Moyle, M., Sparrow, T. et Meurer, J.
(2022). Early Head Start Teachers’ Perception of Coaching Experiences.
Early Childhood Education Journal, 50(7), 1233-1245.
Hu, B. Y., Guan, L., LoCasale-Crouch, J., Yuan, Y. et Guo, M.
(2022). Effects of the MMCI course and coaching on pre-service ECE teachers’ beliefs, knowledge, and skill.
Early Childhood Research Quarterly, 61, 58-69.
Jamil, F.M., Emerson, A., McKown, G. et Stephan, A. T.
(2022). The Struggle is Real: An Investigation of Preschool Teachers’ Perceptions of Students’ Challenging Behaviors Through Reflective Writing.
Early Childhood Education Journal, 50(8), 1395-1405.
Johnston, K.
(2022). Creating space for equity in early childhood educator’s participation in documentation, assessment and evaluation.
European Early Childhood Education Research Journal, 30(3), 360-371.
Johnston, K. et Bull, R.
(2022). Understanding educator attitudes towards and perceptions of mathematics in early childhood.
Journal of Early Childhood Research, 20(3), 341‑356.
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.
Kintner-Duffy, V. L., Scott-Little, C. et Smith, N.
(2022). “I’m gonna teach them all the same way”: teachers’ beliefs about, experiences of, and classroom practices with children of color.
Journal of Early Childhood Teacher Education, 43(1), 127-147.
Klibthong, S. et Agbenyega, J. S.
(2022). Assessing issues of inclusive education from the perspectives of Thai early childhood teachers.
International Journal of Early Years Education, 30(2), 403-418.
Koliouli, F., Pinel-Jacquemin, S. et Zaouche Gaudron, C.
(2022). Perceived Barriers and Facilitators in Infant–Toddler Day care Inclusion: The Childcare Professionals’ Point of View.
International Journal of Early Childhood, 54(2), 165-184.
LaParo, K. M. et Siskind, D.
(2022). Practicum student perceptions of major constructs of ECE classroom-based field experiences: relationships, fit, learning, efficacy, and satisfaction.
Journal of Early Childhood Teacher Education, 43(3), 450-473.
Licardo, M. et Leite, L. O.
(2022). Ecological conditions and interpersonal skills leading to ECE teacher competences in working with immigrant children in Slovenia.
European Early Childhood Education Research Journal, 30(3), 388-402.
Lim, C., Kwon, K. A. et Bingham, G. E.
(2022). Teachers’ and Children’s Differing Views on Relationships and Their Associations with Academic Outcomes.
Early Childhood Education Journal, 50(7), 1157-1167.
Lipscomb, S. T., Chandler, K. D., Abshire, C., Jaramillo, J. et Kothari, B.
(2022). Early Childhood Teachers’ Self-efficacy and Professional Support Predict Work Engagement.
Early Childhood Education Journal, 50(4), 675-685.
Liu, J. et Birkeland, Å.
(2022). Perceptions of Risky Play among Kindergarten Teachers in Norway and China.
International Journal of Early Childhood, 54(3), 339-360.
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(2022). Beyond stereotypes: Comparing Chinese and Australian parents’ perceptions of transition to school.
Australasian Journal of Early Childhood, 47(1), 7-19.
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(2022). Early childhood educators’ beliefs about mathematics education for children under three years of age.
International Journal of Early Years Education, 30(4), 847-862.
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(2022). Nordic preschool student teachers’ views on early writing in preschool.
International Journal of Early Years Education, 30(4), 714-729.
Malhotra, R. S.
(2022). “Not everyone can do this” : Childcare context and the practice of skill in emotional labor.
International Journal of Child Care and Education Policy, 16, article 8.
McGuffog, R., Fitzgeraldson, E., Lyford, B., Triandafilidis, Z., Fitzpatrick, S. et Hazel, G.
(2022). Australian family day care educators’ experiences of supporting children’s mental health, and their own mental health and wellbeing.
Australasian Journal of Early Childhood, 47(2), 107-120.
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.
Nakatsubo, F., Ueda, H. et Kayama, M.
(2022). Why Don’t Japanese Early Childhood Educators Intervene in Children’s Physical Fights? Some Characteristics of the Mimamoru Approach.
Early Childhood Education Journal, 50(4), 627-637.
Ocak Karabay, S. et Asi, D.
(2022). Are They Different in Their Relationship Perceptions? Cross-Cultural Comparison between U.S. and Turkish Preschoolers.
Journal of Research in Childhood Education, 36(2), 255-271.
Othman, Y.
(2022). Internationally Educated Teachers : The Sweet and Sour Journey of (Re) becoming Teachers in Canada.
Revue canadienne des jeunes chercheures et chercheurs en éducation, 13(1), 97‑103.
Paskou, K., Kaliampos, G. et Ravanis, K.
(2022). The rainbow in the thinking of prospective kindergarten teachers.
European Journal of Education Studies, 9(3). 32-43.
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(2022). Early childhood preservice teachers’ self-efficacy related to inclusion and professional roles via a co-taught field-based course.
Journal of Early Childhood Teacher Education, 43(2), 236-250.
Petrou, P. et Panaoura, A.
(2022). Play based activities for mathematical thinking at infancy : Nursery teachers’ and parents’ beliefs.
Journal of Childhood, Education & Society, 3(2), 86‑97.
Pfeiffer, D., Feuerstein, J., Herman, D. et Landa, R.
(2022). Early Childhood Providers’ Perceptions of Effective Professional Development Components: A Qualitative Study.
Infants & Young Children, 35(3), 248-263.
Pribišev Beleslin, T. et Travar, M.
(2022). The Importance of the OMEP ESD Rating Scale for Building Future Preschool Teachers’ Professional Competencies in Bosnia and Herzegovina.
International Journal of Early Childhood, 54(1), 139-164.
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.
Rodriguez-Meehan, M.
(2022). “Could that be Play?”: Exploring Pre-service Teachers’ Perceptions of Play in Kindergarten.
Early Childhood Education Journal, 50(8), 1303-1316.
Sakellariou, M. et Banou, M.
(2022). Play within outdoor preschool learning environments of Greece: a comparative study on current and prospective Kindergarten Educators.
Early Child Development and Care, 192(6), 887-903.
Schachter, R. E., Jiang, Q., Piasta, S. B. et Flynn, E. E.
(2022). “We’re More Than a Daycare”: Reported Roles and Settings for Early Childhood Professionals and Implications for Professionalizing the Field. 
Early Childhood Education Journal, 50(7), 1183-1196.
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(2022). The Role of Early Care Providers in Early Intervention and Early Childhood Special Education Systems.
Early Childhood Education Journal volume, 50(6), 891‑901.
Sills-Busio, D. M.
(2022). Early educators’ perspective and experience using pedagogical documentation to support individualizing for children with disabilities in inclusive settings.
Journal of Early Childhood Teacher Education, 43(2), 265-290.
Ståhle, Y. et Edman Stålbrandt, E.
(2022). Exploring descriptions of mentoring as support in Swedish preschools.
Journal of Early Childhood Teacher Education, 43(1), 54-68.
Steed, E.A., Shapland, D. et Leech, N.
(2022). Early Childhood Teachers’ Perceptions of the Effectiveness of Their Elementary School’s Approach to Social Emotional Learning: A Mixed Methods Study.
Early Childhood Education Journal, 50(7), 1121-1132.
Tan, R., Schwab, S. et Perren, S.
(2022). Teachers’ beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools.
International Journal of Early Years Education, 30(2), 463-477.
Thapa, S., Nganga, L. et Madrid Akpovo, S.
(2022). A Majority-World Perspective on Early Childhood Teachers’ Understanding of Children’s Social-Emotional Development: An Exploratory, Cross-National Study in Nepal and Kenya.
Early Education and Development, 33(5), 786-805.
Tok, E.
(2022). Early childhood teachers’ roles in fostering creativity through free play.
International Journal of Early Years Education, 30(4), 956-968.
Van Bergen, P. et Andrews, R.
(2022). When and why do early childhood educators reminisce with children about their past experiences?
International Journal of Early Years Education, 30(1), 71-86.
Višnjić Jevtić, A., Sadownik, A. R. et Halavuk, A.
(2022). Early Childhood Education teachers’ attitudes towards risky play as developed through teacher education and impeded by safety procedures. A report from Croatia.
Journal of Adventure Education and Outdoor Learning, 22(2), 135-147.
Yakhnich, L.
(2022). “I Did a Lot of Good Today”: Child and Youth Care Workers’ Perceptions of Their Work.
Child & Youth Care Forum, 51(6), 1175-1194.
Yılmaz, B. et Erden, F. T.
(2022). Exploring humour within the early childhood period from children’s and teachers’ perspectives.
Journal of Childhood, Education & Society, 3(2), 151‑167.
Yu, S. et Cho, E.
(2022). Preservice Teachers’ Attitudes Toward Inclusion in Early Childhood Classrooms: A Review of the Literature.
Early Childhood Education Journal, 50(4), 687-698.
Zhang, M., Cao, H., Zhou, N., Hong, X. et Liu, Q.
(2022). Socioeconomic status and caregiving sensitivity among Chinese childcare centre teachers: adaptive caregiving belief as a mediator and childcare centre type as a moderator.
Early Child Development and Care, 192(16), 2559-2572.
Araújo, S. B.
(2022). What’s your image of the child? Examining trajectories of prospective ECE teachers’ beliefs during practicum.
European Early Childhood Education Research Journal, 30(6), 899-911.
Alexandra Paquette (étu)Nathalie Bigras Lise Lemay et Joanne Lehrer
(2022). Exploration de la qualité des orientations pédagogiques d’enseignantes de maternelle de grande section en France.
Revue internationale de communication et socialisation, 9(2), 188-206.
Alatalo, T. et Westlund, B.
(2021). Preschool teachers’ perceptions about read-alouds as a means to support children’s early literacy and language development.
Journal of Early Childhood Literacy, 21(3), 413-435.
King, P. et Newstead, S.
(2021). Understanding the adult role in the Play Cycle—An empirical study.
Child Care in Practice,27(3), 212-223.
Seaman, H. et Giles, P.
(2021). Supporting children’s social and emotional well-being in the early years : An exploration of practitioners’ perceptions.
Early Child Development and Care, 191(6), 861-875.
Barnes-Najor, J. V., Thompson, N. L., Cameron, A. F., Smith, T. M., Verdugo, M. C., Brown, P. L. et Sarche, M. C.
(2021). Cultural and Practice Perspectives on the Classroom Assessment Scoring System: Voices From American Indian and Alaska Native Head Start Programs.
Journal of Research in Childhood Education, 35(1), 162-183.
Baxter, C. M., More, C., Spies, T. G. et Scott, C. E.
(2021). Social competence of bilingual and monolingual native English speaking preschoolers: a comparison of parent and teacher perspectives.
Early Child Development and Care, 191(4), 569-582.
Chen, Y.-L., Huang, L.-F. et Wu, P.-C.
(2021). Preservice Preschool Teachers’ Self-efficacy in and Need for STEM Education Professional Development: STEM Pedagogical Belief as a Mediator.
Early Childhood Education Journal, 49(2), 137-147.
Choi, J. Y., Ryu, D., Van Pay, C. K., Meacham, S. et Beecher, C. C.
(2021). Listening to Head Start teachers : Teacher beliefs, practices, and needs for educating dual language learners.
Early Childhood Research Quarterly, 54, 110‑124.
Costantino-Lane, T.
(2021). “Mr. Toad’s Wild Ride”: Teachers’ Perceptions of Reading Instruction in Kindergarten.
Early Childhood Education Journal, 49(2), 235-245.
Delaney, K. K. et Krepps, K.
(2021). Exploring Head Start teacher and leader perceptions of the Pre-K Classroom Assessment Scoring System as a part of the Head Start Designation Renewal System.
Early Childhood Research Quarterly, 55, 214-229.
García‐Ventura, S., Mas, J. M., Balcells‐Balcells, A. et Giné, C.
(2021). Family-centred early intervention: Comparing practitioners’ actual and desired practices.
Child: Care, Health and Development, 47(2), 218-227.
Guo, Y., Dynia, J. M. et Lai, M. H. C.
(2021). Early childhood Special education teachers’ self-efficacy in relation to individual children : Links to children’s literacy learning.
Early Childhood Research Quarterly, 54, 153-163.
Han, F. et Degotardi, S.
(2021). Infant Educators’ Reported Conceptions of, and Approaches to, Infant Language Development: How do They Relate to Educator Qualification Level?
Early Childhood Education Journal, 49(2), 259-271.
Jumiaan, I., Alelaimat, A., Ahmad, J. et Al-Hassan, O. M.
(2021). Disciplinary methods employed in preschool settings as viewed by the cooperating teachers and student teachers.
Early Child Development and Care, 191(3), 431-440.
Macy, M., Rincón, M. P. S. et Hogan, M.
(2021). What are undergraduate students’ perceptions of a peer coaching model intended to foster effective electronic communication strategies with parents?
Journal of Early Childhood Teacher Education, 42(1), 110-120.
Nilsen, T. R.
(2021). Pedagogical intentions or practical considerations when facilitating children’s play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment.
International Journal of Child Care and Education Policy, 15(1), article 1.
O’Keeffe, C. et McNally, S.
(2021). ‘Uncharted territory’: teachers’ perspectives on play in early childhood classrooms in Ireland during the pandemic.
European Early Childhood Education Research Journal, 29(1), 79-95.
Obee, P., Sandseter, E. B. H., Gerlach, A. et Harper, N. J.
(2021). Lessons Learned from Norway on Risky Play in Early Childhood Education and Care (ECEC).
Early Childhood Education Journal, 49(1), 99‑109.
Pujiastuti, S. I., Schwarz, M. et Holodynski, M.
(2021). Socialization goals of preschool teachers for moral education: A cross-cultural comparison between urban contexts of Germany and Indonesia.
Early Child Development and Care, 191(3), 360-372.
Stites, M. L., Walter, H. L. et Krikorian, J. G.
(2021). These aren’t the kids I signed up for: the lived experience of general education, early childhood preservice teachers in classrooms for children with special needs.
Journal of Early Childhood Teacher Education, 42(1), 1-19.
Swit, C. S.
(2021). Differential associations between relational and physical aggression: why do teachers and parents perceive these behaviors differently?
Early Child Development and Care, 191(3), 321-337.
Yıldırım, B.
(2021). Preschool STEM Activities: Preschool Teachers’ Preparation and Views.
Early Childhood Education Journal, 49(2), 149-162.
Albaiz, N. E. A. et Ernest, J. M.
(2021). Exploring Saudi Kindergarten Teachers’ Views and Uses of School, Family, and Community Partnerships Practices.
Early Childhood Education Journal, 49(3), 451-462.
Banko-Bal, C. et Guler-Yildiz, T.
(2021). An investigation of early childhood education teachers’ attitudes, behaviors, and views regarding the rights of the child.
International Journal of Child Care and Education Policy, 15(1), article 5.
Dong, C. et Xu, Q.
(2021). Pre-service early childhood teachers’ attitudes and intentions: young children’s use of ICT.
Journal of Early Childhood Teacher Education, 42(3), 203-218.
Eleni, N.
(2021). Preschool Educators’ Views On Supporting Children With Mental Health Issues In Early Childhood Education.
European Journal of Education Studies, 8(3), 183-192.
Greaves, M. et Bahous, R.
(2021). Adapting to Change; Exploring Early Childhood Educators’ Perceptions of a Child-Centered Curriculum.
Early Childhood Education Journal, 49(4), 581-592.
Haber, A. S., Leech, K. A., Benton, D. T., Dashoush, N. et Corriveau, K. H.
(2021). Questions and explanations in the classroom: Examining variation in early childhood teachers’ responses to children’s scientific questions.
Early Childhood Research Quarterly, 57, 121-132.
Halpern, C., Szecsi, T. et Mak, V.
(2021). “Everyone Can Be a Leader”: Early Childhood Education Leadership in a Center Serving Culturally and Linguistically Diverse Children and Families.
Early Childhood Education Journal, 49(4), 669-679.
Jin, M. et Moran, M. J.
(2021). Chinese and US Preschool Teachers’ Beliefs About Children’s Cooperative Problem-Solving During Play.
Early Childhood Education Journal, 49(3), 503-513.
Johnson, S. J. et Avetisian Cochran, H.
(2021). Collaborative research into the “hidden worlds” of children’s peer reading.
Journal of Early Childhood Research, 19(3), 381-395.
Jung, J., Recchia, S. et Ottley, J.
(2021). Transitioning from primary-grade classrooms to infant/toddler rooms: early childhood preservice teachers’ growth and challenges.
Journal of Early Childhood Teacher Education, 42(3), 245-264.
Kokkosi, A., Poulou, M., Koustourakis, G. et Chaniotakis, N.
(2021). Preschool teachers’ perceptions of their role in relation to their students.
European Journal of Education Studies, 8(8), 229-243.
Levkovich, I. et Eyal, G.
(2021). ‘I’m caught in the middle’: preschool teachers’ perspectives on their work with divorced parents.
International Journal of Early Years Education, 29(2), 184-198.
Madondo, F.
(2021). Perceptions on Curriculum Implementation: A Case for Rural Zimbabwean Early Childhood Development Teachers as Agents of Change.
Journal of Research in Childhood Education, 35(3), 399-416.
Martínez-Bello, V. E., Bernabé-Villodre, M. del M., Lahuerta-Contell, S., Vega-Perona, H. et Giménez-Calvo, M.
(2021). Pedagogical Knowledge of Structured Movement Sessions in the Early Education Curriculum: Perceptions of Teachers and Student Teachers.
Early Childhood Education Journal, 49(3), 483-492.
Morris, L.
(2021). Love as an act of resistance: Ethical subversion in early childhood professional practice in England.
Contemporary Issues in Early Childhood, 22(2), 124-139.
Nolan, A.
(2021). Addressing inequality: Educators responding to the contexts of young children’s lives?
Children & Society, 35(4), 519-533.
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.
Oppermann, E., Hummel, T. et Anders, Y.
(2021). Preschool teachers’ science practices: associations with teachers’ qualifications and their self-efficacy beliefs in science.
Early Child Development and Care, 191(5), 800-814.
Penn, L. R., Lee, K., Capuozzo, R. et Pase, F.
(2021). ‘I thought all you needed for a successful class was a desk and paper …’: shifting pedagogies in pre-service teachers’ drawings of early childhood classrooms.
European Early Childhood Education Research Journal, 29(4), 582-600.
Sanchez, G. A. de, O’Keefe, A. L. R. et Robichaud, B.
(2021). In-between spaces of policy and practice: Voices from Prince Edward Island early childhood educators.
Journal of Childhood, Education & Society, 2(2), 154-166.
Savina, E.
(2021). Self-regulation in Preschool and Early Elementary Classrooms: Why It Is Important and How to Promote It.
Early Childhood Education Journal, 49(3), 493-501.
Schriever, V.
(2021). Early childhood teachers’ management of their changing roles regarding digital technologies in kindergarten: A grounded theory study.
Australasian Journal of Early Childhood, 46(1), 32-49.
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.
Villegas, E., Sutter, C., Koester, B. et Fiese, B. H.
(2021). Barriers to Implementing a Healthy Habits Curriculum in Early Childhood Education: Perspectives from Childcare Providers and Teachers.
Early Childhood Education Journal, 49(4), 593-606.
Wolstein, K., Ehm, J.-H., Peters, S. et Mischo, C.
(2021). Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support – do professional vision competencies moderate this relation?
European Early Childhood Education Research Journal, 29(4), 617-632.
Véronique Ménand, Marie-Ève Clément et Johanne April
(2021). Early childhood educator’s intention to provide support in the context of parental violence: the contribution of the theory of planned behavior.
Journal of Early Childhood Teacher Education, 42(2), 162-181.
Burr, T. et Degotardi, S.
(2021). From Birth to Three: Exploring Educators’ Understandings of Agency.
Australasian Journal of Early Childhood, 46(4), 322-334.
Pianta, R. C., Lipscomb, D. et Ruzek, E.
(2021). Coaching Teachers to Improve Students’ School Readiness Skills: Indirect Effects of Teacher–Student Interaction.
Child Development, 92(6), 2509-2528.
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.
MacDonald, A., Danaia, L., Sikder, S. et Huser, C.
(2021). Early Childhood Educators’ Beliefs and Confidence Regarding STEM Education.
International Journal of Early Childhood, 53(3), 241‑259.
Matsui, G.
(2021). Reflection on the Professional Development of Early Childhood Education and Care Teachers in Japan Based on Children’s Voices.
International Journal of Early Childhood, 53(3), 367‑384.
Plischewski, H., Kucirkova, N., Anda Haug, I., Tanum, I. et Lea, S.
(2021). Children save lives: evaluation of a first aid training in Norwegian kindergartens.
European Early Childhood Education Research Journal, 29(6), 813‑827.
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.
Wadel, C. C. et Knaben, Å. D.
(2021). Untapped Potential for Professional Learning and Development: Kindergarten as a Learning Organization.
International Journal of Early Childhood, 54, 261-276.
Löthman, C. et Puskás, T.
(2021). On the way towards integration? From monologic to dialogic encounters in Swedish rural preschools.
European Early Childhood Education Research Journal, 3(4), 529-542.
Johnston, K. et Bull, R.
(2021). Understanding educator attitudes towards and perceptions of mathematics in early childhood.
Journal of Early Childhood Research, 20(3), 341-356.
Flick-Takács, N.
(2021). Is the secret to effective lifelong learning lurking in the views of prospective kindergarten teachers? Comparing German and Hungarian prospective kindergarten teachers’ views on learning.
Journal of Pedagogy, 12(2), 31-59.
Akaba, S., Peters, L. E., Liang, E. et Graves, B. S.
(2020). Pre-K teachers’ perspectives on factors that influence their experiences through universal Pre-K policy changes in New York City.
Journal of Early Childhood Research, 18(2), 143-158.
Gyllencreutz, L., Rolfsman, E., Frånberg, G.-M. et Saveman, B.-I
(2020). Injury risks during outdoor play among Swedish schoolchildren : Teachers’ perceptions and injury preventive practices.
Education 3-13, 48(1), 1‑11.
Shahidullah, J. D., Forman, S. G., Norton, A. M., Harris, J. F., Palejwala, M. H. et Chaudhuri, A.
(2020). Implementation of Developmental Screening by Childcare Providers.
Infants & Young Children, 33(1), 21-34.
Apostolou, Z. et Stellakis, N.
(2020). Teachers’ perceptions of integrating kindergarten and first-grade primary school language curricula.
Journal of Childhood, Education & Society, 1(2), 87-102.
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(2020). The development of an instrument to test pre-service teachers’ beliefs consistent and inconsistent with self-regulation theory.
British Journal of Educational Psychology, 90(4), 1039-1061.
Beltman, S., Dobson, M. R., Mansfield, C. F. et Jay, J.
(2020). ‘The thing that keeps me going’ : Educator resilience in early learning settings.
International Journal of Early Years Education, 28(4), 303‑318.
Campbell, S.
(2020). Teaching phonics without teaching phonics : Early childhood teachers’ reported beliefs and practices.
Journal of Early Childhood Literacy, 20(4), 783‑814.
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(2020). High quality educators’ conceptualisation of children’s risk-taking in early childhood education : Provoking educators to think more broadly.
European Early Childhood Education Research Journal, 28(3), 424-438.
Dias, M. J. A., Almodóvar, M., Atiles, J. T., Vargas, A. C. et León, I. M. Z.
(2020). Rising to the Challenge : Innovative early childhood teachers adapt to the COVID-19 era.
Childhood Education, 96(6), 38-45.
DiCarlo, C. F., Meaux, A. B. et LaBiche, E. H.
(2020). Exploring Mindfulness for Perceived Teacher Stress and Classroom Climate.
Early Childhood Education Journal, 48(4), 485-496.
Guevara, J.
(2020). What does it mean to be an early childhood educator? Negotiating professionalism during practicum placements in Buenos Aires (Argentina).
European Early Childhood Education Research Journal, 28(3), 439-449.
Hewett, B. S. et La Paro, K. M.
(2020). Organizational Climate : Collegiality and Supervisor Support in Early Childhood Education Programs.
Early Childhood Education Journal, 48(4), 415-427.
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(2020). Early childhood educators’ experiences of bullying episodes : A qualitative approach.
European Early Childhood Education Research Journal, 28(6), 774‑788.
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(2020). Comparing career identities and choices of pre-service early childhood teachers between Australia and China.
International Journal of Early Years Education, 28(4), 336‑350.
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(2020). Connections, Virtues, and Meaning-Making: How Early Childhood Educators Describe Children’s Spirituality.
Early Childhood Education Journal, 48(5), 657-669.
Movahedazarhouligh, S. et Banerjee, R.
(2020). Leadership in implementation of quality family-centred services in early childhood : An exploration of administrators’ perceptions, needs and realities.
Early Child Development and Care, 190(6), 948-962.
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(2020). Early childhood professional culture: Social networks and beliefs among pre-kindergarten educators.
Journal of Early Childhood Research, 18(3), 306-320.
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(2020). A comparative study of ECEC practitioners’ perceptions of children’s well-being and their roles in South Korea and Norway.
European Early Childhood Education Research Journal, 28(6), 847‑863.
Omdal, H. et Roland, P.
(2020). Possibilities and challenges in sustained capacity-building in early childhood education and care (ECEC) institutions: ECEC leaders’ perspectives.
European Early Childhood Education Research Journal, 28(4), 568-581.
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(2020). Constrained or sustained by demands? Perceptions of professional autonomy in early childhood education.
Contemporary Issues in Early Childhood, 21(2), 138-152.
Powell, A., Langford, R., Albanese, P., Prentice, S. et Bezanson, K.
(2020). Who cares for carers? How discursive constructions of care work marginalized early childhood educators in Ontario’s 2018 provincial election.
Contemporary Issues in Early Childhood, 21(2), 153-164.
Press, F., Harrison, L., Wong, S., Gibson, M., Cumming, T. et Ryan, S.
(2020). The hidden complexity of early childhood educators’ work : The Exemplary Early Childhood Educators at Work study.
Contemporary Issues in Early Childhood, 21(2), 172-175.
Prioletta, J.
(2020). 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.
Roberts, A. M., LoCasale-Crouch, J., Hamre, B. K. et Jamil, F. M.
(2020). Preschool teachers’ self-efficacy, burnout, and stress in online professional development : A mixed methods approach to understand change.
Journal of Early Childhood Teacher Education, 41(3), 262-283.
Schaack, D. D., Le, V.-N. et Stedron, J.
(2020). When Fulfillment is Not Enough : Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective.
Early Education and Development, 31(7), 1011-1030.
Schachter, R. E., Flynn, E. E., Napoli, A. R. et Piasta, S. B.
(2020). Teachers’ Perspectives on Year Two Implementation of a Kindergarten Readiness Assessment.
Early Education and Development, 31(5), 778-795.
Schriever, V., Simon, S. et Donnison, S.
(2020). Guardians of play : Early childhood teachers’ perceptions and actions to protect children’s play from digital technologies.
International Journal of Early Years Education, 28(4), 351‑365.
Vega, V., Osman, Y., Katz, B. et Giordano, K.
(2020). Hidden expectations: Do teachers use expressive language ability as a proxy for overall development?
Early Child Development and Care, 190(11), 1682-1690.
Yu, S. et Park, H.
(2020). Early Childhood Preservice Teachers’ Attitude Development Toward the Inclusion of Children with Disabilities.
Early Childhood Education Journal, 48(4), 497-506.
Allen, K., Hansford, L., Hayes, R., Allwood, M., Byford, S., Longdon, B., Price, A. et Ford, T.
(2020). Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils.
British Journal of Educational Psychology, 90(S1), 75-90.
Birbili, M. et Myrovali, A.
(2020). Early childhood teachers’ relationship with the official curriculum: The mediating role of professional and policy contexts.
Education Inquiry, 11(2), 110-125.
Boardman, K.
(2020). ‘Too young to read’: early years practitioners’ perceptions of early reading with under-threes.
International Journal of Early Years Education, 28(1), 81-96.
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(2020). Perspectives of teachers, children and parents on the transition to first grade.
Journal of Childhood, Education and Society, 1(1), 3-18.
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(2020). Ready to Teach All Children? Unpacking Early Childhood Educators’ Feelings of Preparedness for Working with Children with Disabilities.
Early Education and Development, 31(1), 100-112.
Clark, K.
(2020). History and practice: A commentary on play history as a lens for pedagogical reflection.
Journal of Early Childhood Teacher Education, 41(1), 51-64.
Fonsén, E. et Soukainen, U.
(2020). Sustainable Pedagogical Leadership in Finnish Early Childhood Education (ECE) : An Evaluation by ECE Professionals.
Early Childhood Education Journal, 48(2), 213‑222.
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.
Fotakopoulou, O., Hatzigianni, M., Dardanou, M., Unstad, T. et O’Connor, J.
(2020). A cross cultural exploration of early childhood educators’ beliefs and experiences around the use of touchscreen technologies with children under 3 years of age.
European Early Childhood Education Research Journal, 28(2), 272-285.
Hooper, A.
(2020). “I’m a Teacher, Unofficially”: How Home-Based Providers Perceive and Navigate Their Roles.
Journal of Research in Childhood Education, 34(2), 223-237.
Huss-Keeler, R. L.
(2020). Going back to school : The perceived value of the bachelor’s degree for early childhood practitioners.
Journal of Early Childhood Teacher Education, 41(4), 359-383.
King, P. et Newstead, S.
(2020). Re-defining the Play Cycle : An empirical study of playworkers’ understanding of playwork theory.
Journal of Early Childhood Research, 18(1), 99‑111.
Lambrev, V., Kirova, A. et Prochner, L.
(2020). Education reforms for inclusion? Interrogating policy-practice disjunctions in early childhood education in Bulgaria.
Education Inquiry, 11(2), 126-143.
Magennis, J. et Richardson, N.
(2020). A ‘peace’ of the jigsaw: The perspectives of early years professionals on inclusion and diversity within the context of Northern Ireland.
Education 3-13, 48(4), 365-378.
Marinšek, M., Jurak, G. et Kovač, M.
(2020). Differences in Beliefs Regarding Physical Education Between Slovenian In-Service and Pre-Service Early Childhood Educators.
Journal of Research in Childhood Education, 34(2), 251-266.
Nasiopoulou, P.
(2020). Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices.
Early Childhood Education Journal, 48(3), 325-335.
Ndijuye, L. G. et Tandika, P. B.
(2020). STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania.
Journal of Childhood, Education & Society, 1(1), 29-42.
Ornaghi, V., Agliati, A., Pepe, A. et Gabola, P.
(2020). Patterns of Association between Early Childhood Teachers’ Emotion Socialization Styles, Emotion Beliefs and Mind-Mindedness.
Early Education and Development, 31(1), 47‑65.
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(2020). How preschoolers and preschool teachers perceive their mutual relationships: Reflections on observed behaviours.
Education 3-13, 48(4), 345-356.
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(2020). Teacher and Peer Reports on Preschoolers Sociometric Popularity.
Early Education and Development, 31(4), 475-490.
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(2020). Professional attitudes towards children’s risk-taking in play: Insights into influencing factors in Dutch contexts.
Journal of Adventure Education and Outdoor Learning, 20(2), 138-154.
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(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.
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(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.
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(2020). Imagine the next generation : Multiple voices on childhood experience from Turkey.
Early Child Development and Care, 190(2), 123‑134.
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(2020). Early childhood practitioner beliefs about digital media: Integrating technology into a child-centred classroom environment.
European Early Childhood Education Research Journal, 28(2), 167-181.
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(2020). Attitudes of caregivers in the infant class in the day-care centre.
Early Child Development and Care, 190(9), 1396-1410.
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Early Child Development and Care, 189(2), 339-351.
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(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.
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(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.
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(2019). The creative environment : Teachers’ perceptions, self-efficacy, and teaching experience for fostering children’s creativity.
Early Child Development and Care, 189(10), 1620‑1637.
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(2019). Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia.
International Journal of Child Care and Education Policy, 13(1), 1-16.
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(2019). Teacher–child interaction quality as a function of classroom age diversity and teachers’ beliefs and qualifications.
Applied Developmental Science, 2(3), 294-304.
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(2019). Friendships for wellbeing? : Parents’ and practitioners’ positioning of young children’s friendships in the evaluation of wellbeing factors.
International Journal of Early Years Education, 27(4), 345‑359.
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(2019). Sources of teacher beliefs about developmentally appropriate practice: a structural equation model of the role of teacher efficacy beliefs.
European Early Childhood Education Research Journal, 27(2), 195-207.
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(2019). Using mathematics games in preschool settings to support the development of children’s numeracy skills.
International Journal of Early Years Education, 27(3), 322-339.
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(2019). Pathways to Quality : From Internal Program Supports to Early Educators’ Practice.
Early Education and Development, 30(5), 569‑589.
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(2019). Kindergarten Then and Now: Perceptions of Ten Long Term Teachers.
Early Childhood Education Journal, 47(5), 585-595.
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(2019). Harnessing the power of fantastic attempts: Kindergarten teacher perspectives on student mistakes.
The Journal of Educational Research, 112(4), 535-549.
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Early Childhood Education Journal, 47(3), 265-273.
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(2019). Sustainable Pedagogical Leadership in Finnish Early Childhood Education (ECE): An Evaluation by ECE Professionals.
Early Childhood Education Journal, 48(2), 213-222.
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(2019). Preschool teachers’ beliefs about and instruction for writing.
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(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.
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(2019). Relationships Between Kindergarten Teachers’ Empowerment, Job Satisfaction, and Organizational Climate: A Chinese Model.
Journal of Research in Childhood Education, 33(2), 257-270.
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(2019). Why are the children not outdoors? Factors supporting and hindering outdoor play in Greek public day-care centres.
International Journal of Play, 8(2), 155-173.
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(2019). Emotion regulation, teaching beliefs and child–teacher relationships from the perspectives of pre-school teachers.
Education 3-13, 47(1), 101-115.
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(2019). Ethnic inequalities in child welfare : The role of practitioner risk perceptions.
Child & Family Social Work, 24(4), 409‑420.
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(2019). Finnish and Greek early childhood teachers’ perspectives and practices in supporting children’s autonomy.
Early Child Development and Care, 189(6), 990‑1003.
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(2019). Effects of prior formal and informal caregiving experiences on undergraduates’ infant/toddler caregiving knowledge and beliefs.
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(2019). Profiles of infant communicative behavior.
Developmental Psychology, 55(8), 1594‑1604.
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International Journal of Early Years Education, 27(4), 441‑456.
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(2019). Teachers’ perceptions of sustainable integration of garden education into Head Start classrooms : A grounded theory approach.
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(2019). Digital technologies in early childhood education–a frame analysis of preservice teachers’ perceptions.
Early Child Development and Care, 189(8), 1228-1241.
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(2019). Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school.
Education 3-13, 47(4), 450-461.
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(2019). Teaching Beliefs on Developmentally Appropriate Practice among Chinese Preschool Teachers : The Role of Personality.
Frontiers in Psychology, 10, 1-7.
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Early Childhood Education Journal, 47(4), 417-426.
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(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.
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(2019). Constructing positions of support: acknowledging workplace discourses in the midst of early childhood reform.
European Early Childhood Education Research Journal, 27(1), 100-119.
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(2019). Contemporary perspectives of the child in action: an investigation into children’s connectedness with, and contribution to, the world around them.
Education 3-13, 47(3), 366-376.
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(2019). Practitioners’ Perceptions of and Use of Triple P.
Child Psychiatry & Human Development, 50(5), 738-745.
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(2019). Engaging with young children’s voices : Implications for practitioners’ pedagogical practice.
Education 3-13, 47(7), 806‑818.
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(2019). Culture matters: A comparative study of teachers’ views of universal pre-kindergarten in two state regions.
Early Child Development and Care, 189(8), 1325-1338.
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(2019). The influence of Korean preschool teachers’ work environments and self-efficacy on children’s peer play interactions: the mediating effect of teacher–child interactions.
Early Child Development and Care, 189(11), 1749-1762.
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(2019). Ready or not? Teachers’ perceptions of young children’s school readiness.
Journal of Early Childhood Research, 17(4), 329-346.
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(2019). Estonian preschool teachers’ views on supporting children’s school readiness.
Education 3-13, 47(8), 920-932.
Thompson, M.
(2019). Early Childhood Pedagogy in a Socio-cultural Medley in Ghana : Case Studies in Kindergarten.
International Journal of Early Childhood, 51(2), 177-192.
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(2019). Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia.
Journal of Adventure Education and Outdoor Learning, 19(4), 358-370.
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(2019). Exploring the perceptions of student teachers about ‘creative school’ in early childhood education.
Early Child Development and Care, 189(2), 191-206.
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(2019). Alignment and misalignment of classroom experiences from Pre-K to kindergarten.
Early Childhood Research Quarterly, 52 Part B, 44-56.
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(2019). Early Childhood Education Curriculum Choice: Assessing the Interplay between Prior Beliefs and Evidence-Based Information.
Early Childhood Education Journal, 47(4), 409-415.
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(2019). Four-year olds’ understanding of repeating and growing patterns and its association with early numerical ability.
Early Childhood Research Quarterly, 49, 152‑163.
Wilkinson, J. E. et Kao, C. P.
(2019). Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives.
International Journal of Child Care and Education Policy, 13(1), 1-17.
Wishart, L. et Rouse, E.
(2019). Pedagogies of outdoor spaces : An early childhood educator professional learning journey.
Early Child Development and Care, 189(14), 2284-2298.
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(2019). Teacher Perception of Preschool Disruptive Behavior: Prevalence and Contributing Factors.
Early Education and Development, 30(7), 835-853.
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(2019). Forestalling Preschool Expulsion: A Mixed-Method Exploration of the Potential Protective Role of Teachers’ Perceptions of Parents.
American Educational Research Journal, 56(6), 2189-2220.
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(2019). Collective and individual perspectives on preschool mathematics within a professional development programme.
International Journal of Early Years Education, 27(3), 306-321.
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Le Telemaque, 55(1), 55-65.
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(2018). From activity to transdisciplinary and back again–preschool teachers’ reasoning about pedagogical goals.
International Journal of Early Years Education, 26(1), 90-103.
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(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.
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(2018). Early Childhood Educators’ Perception of Their Role in Children’s Physical Activity: Do We Need to Clarify Expectations?
Journal of Research in Childhood Education, 32(3), 283-294.
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(2018). 'We set up a small world' : preschool teachers’ involvement in children’s imaginative play.
International Journal of Early Years Education, 26(3), 295-311.
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(2018). Preschool teachers’ perceptions and pedagogical practices: young children’s use of ICT.
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(2018). 'Young children nowadays are very smart in ICT' – preschool teachers’ perceptions of ICT use.
International Journal of Early Years Education, Prépublication, 1-14.
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(2018). Childcare Educators’ Perceptions of and Solutions to Reducing Sitting Time in Young Children: A Qualitative Study.
Early Childhood Education Journal, 46(4), 377-385.
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(2018). Gender Representation in Children’s Books: Case of an Early Childhood Setting.
Journal of Research in Childhood Education, 32(3), 310-325.
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(2018). The Outcomes of Professional Development on AAC Use in Preschool Classrooms: A Qualitative Investigation.
Infants & Young Children, 31(3), 231-245.
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(2018). ECEC Professionalization – challenges of developing professional standards.
European Early Childhood Education Research Journal, 26(5), 657-673.
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(2018). Protecting and extending Froebelian principles in practice: Exploring the importance of learning through play.
Journal of Early Childhood Research, 17(2), 73-87.
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(2018). Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children.
Early Child Development and Care, 189(1), 31-42.
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(2018). Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference.
Early Childhood Education Journal, 46(4), 409-417.
Kirkby, J., Keary, A. et Walsh, L.
(2018). The impact of Australian policy shifts on early childhood teachers’ understandings of intentional teaching.
European Early Childhood Education Research Journal, 26(5), 674-687.
Kwong, E., Lam, C. B., Li, X., Chung, K. K. H., Cheung, R. Y. M. et Leung, C.
(2018). Fit in but stand out: A qualitative study of parents’ and teachers’ perspectives on socioemotional competence of children.
Early Childhood Research Quarterly, 44, 275-287.
Joanne Lehrer
(2018). Written communication with families during the transition from childcare to school: how documents construct and position children, professionals, and parents.
European Early Childhood Education Research Journal, 26(2), 285-308.
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(2018). An Exploratory Study of Early Visual Arts Education in Two Hong Kong Kindergartens.
Journal of Research in Childhood Education, 32(4), 392-403.
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(2018). Constitutions of childhood through interpretations of a curriculum.
Journal of Research in Childhood Education, 32(2), 135-149.
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(2018). Latent profile analysis: another approach to look at parent–teacher agreement on preschoolers’ behavior problems.
European Early Childhood Education Research Journal, 26(5), 701-717.
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(2018). Parents’ and early childhood educators’ attitudes and practices in relation to children’s outdoor risky play.
Early Childhood Education Journal, 46(2), 159-168.
Michael Luna, S. et Grey, L. J.
(2018). Navigating the policy directive of child autonomy in universal pre-kindergarten practice.
Contemporary Issues in Early Childhood, 20(3), 282-293.
Needham, M., Kuleimenov, D. et Soltanbekova, A.
(2018). Sticking and tipping points: a case study of preschool education policy and practice in Astana, Kazakhstan.
European Early Childhood Education Research Journal, 26(3), 432-445.
O’Sullivan, L. et Ring, E.
(2018). Play as learning: implications for educators and parents from findings of a national evaluation of school readiness in Ireland.
International Journal of Play, 7(3), 266-289.
Park, M.-H., Dimitrov, D. M. et Park, D.-Y.
(2018). Effects of background variables of early childhood teachers on their concerns about inclusion: The mediation role of confidence in teaching.
Journal of Research in Childhood Education, 32(2), 165-180.
Poulou, M. S., Bassett, H. H. et Denham, S. A.
(2018). Teachers’ Perceptions of Emotional Intelligence and Social-Emotional Learning: Students’ Emotional and Behavioral Difficulties in U.S. and Greek Preschool Classrooms.
Journal of Research in Childhood Education, 32(3), 363-377.
Salonen, E., Sevón, E. et Laakso, M.-L.
(2018). Flexibly Scheduled Early Childhood Education and Care: Finnish Mothers’ and Educators’ Perceptions on Young Children’s Experiences and Child-Responsive Practices.
International Journal of Early Childhood, 50(2), 193-209.
Savva, A. et Erakleous, V.
(2018). Play-based art activities in early years: teachers’ thinking and practice.
International Journal of Early Years Education, 26(1), 56-74.
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(2018). Teachers’ Perspectives on the Consequences of Managing Classroom Climate.
Child & Youth Care Forum, 47(6), 787-802.
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(2018). Ideas About STEM Among Australian Early Childhood Professionals: How Important is STEM in Early Childhood Education?
International Journal of Early Childhood, 50(3), 353-369.
Tillett, V. et Wong, S.
(2018). An investigative case study into early childhood educators’ understanding about “belonging”.
European Early Childhood Education Research Journal, 26(1), 37-49.
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(2018). Educator Expectations in Full-Day Kindergarten: Comparing the Factors That Contribute to the Formation of Early Childhood Educator and Teacher Expectations.
Early Childhood Education Journal, 46(6), 613-628.
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(2018). How do early childhood practitioners define professionalism in their interactions with parents?
European Early Childhood Education Research Journal, 26(2), 274-284.
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(2018). Beyond uniform reproduction: Exploring children’s imaginative play through the lenses of their teacher.
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(2017). Approaches to teaching in thematic work: Early childhood teachers’ integration of mathematics and art.
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(2017). Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs.
European Early Childhood Education Research Journal, 25(6), 885-903.
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(2017). Parents and preschool workers’ perceptions of competence, collaboration, and strategies for addressing bullying in early childhood.
Child Care in Practice, 23(2), 126-140.
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(2017). Implementing the Project Approach: A case study of hybrid pedagogy in a Hong Kong kindergarten.
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(2017). Involving parents in early childhood research as reliable assessors.
European Early Childhood Education Research Journal, 25(5), 717-731.
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(2017). Early childhood creativity: Challenging educators in their role to intentionally develop creative thinking in children.
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(2017). Early childhood educator’ perspectives on how infants and toddlers learn: Australia and China.
International Journal of Child Care and Education Policy, 11(11), 1-17.
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(2017). Reflection: The First Step for Addressing Bias in Infant and Toddler Programs.
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(2017). Pakistani pre-primary teachers’ perceptions and practices related to gender in young children.
International Journal of Early Years Education, 25(1), 51-71.
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(2017). Social and emotional learning and teacher–student relationships: preschool teachers’ and students’ perceptions.
Early Childhood Education Journal, 45(3), 427-435.
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(2017). Assessment in Play-Based Kindergarten Classrooms: An Empirical Study of Teacher Perspectives and Practices.
The Journal of Educational Research, 110(5), 457-466.
Rodrigo Quiroz Liesette Brunson et Nathalie Bigras
(2017). Les perceptions des professionnels sur l’égalité et l’inégalité dans les processus de partenariat en action communautaire : une étude de cas dans le domaine de la petite enfance.
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(2017). Preschool as an arena for developing teacher knowledge concerning children’s language learning.
Early Childhood Education Journal, 45(3), 347-357.
Storli, R. et Sandseter, E. B. H.
(2017). Gender matters: male and female ECEC practitioners’ perceptions and practices regarding children’s rough-and-tumble play (R&T).
European Early Childhood Education Research Journal, 25(6), 838-853.
Thulin, S. et Redfors, A.
(2017). Student Preschool Teachers’ Experiences of Science and its Role in Preschool.
Early Childhood Education Journal, 45(4), 509-520.
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(2017). Early childhood behavioural problems in Turkey: teachers’ views, challenges and coping strategies.
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(2016). Regulators’ views of quality in early childhood care and education settings in Ireland.
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(2016). Les représentations sociales de directrices générales en regard de la qualité et du leadership en CPE.
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(2016). Investigating early years teachers’ understanding and response to children’s preconceptions.
European Early Childhood Education Research Journal, 24(6), 907-927.
Maude Lalumière-Cloutier
(2016). La qualité de l'intégration en services de garde : points de vue de parents, de gestionnaires de centres de la petite enfance et de professionnels du réseau de la santé.
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(2016). Preschool teachers’ perspectives on teaching as a profession and pedagogical change.
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(2016). Guest Editorial: Exploring Our Image of the Child.
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Early Childhood Research Quarterly, 36, 281‑294.
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(2015). Trainee teachers’ perspectives on play characteristics and their role in children’s play: an international comparative study amongst trainees in the Netherlands, Wales, Germany and Finland.
European Early Childhood Education Research Journal, 23(2), 277‑292.
Johanne April, Larouche, H. et Boudreau, M.
(2015). La mission éducative de la maternelle vue par de futures enseignantes.
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(2015). Getting behind discourses of love, care and maternalism in early childhood education.
Contemporary Issues in Early Childhood, 16(2), 153‑165.
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(2015). Preschool teachers' understanding of quality in preschool: a comparative study in three European countries.
Early Child Development and Care, 185(6), 968-981.
Coplan, R. J., Bullock, A., Archbell, K. A. et Bosacki, S.
(2015). Preschool teachers’ attitudes, beliefs, and emotional reactions to young children’s peer group behaviors.
Early Childhood Research Quarterly, 30, Part A, 117‑127.
Franck, K. et Randi, D. N.
(2015). The (in)competent child: Subject positions of deviance in Norway Day-Care centres.
Contemporary Issues in Early Childhood, 16(3), 230-240.
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(2015). Prévenir et gérer les problèmes de comportements en classe: préparation perçue de futurs enseignants suisses et québécois.
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(2015). Teachers’ perceptions about children’s movement and learning in early childhood education programmes.
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(2015). La perception de formateurs de stagiaires quant au développement et à l’évaluation formative des quatre compétences liées à l’acte d’enseigner.
Canadian Journal of Education/Revue canadienne de l’éducation, 38(3), 1-27.
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(2015). More play, please: The perspective of kindergarten teachers on play in the classroom.
American journal of play, 7(3), 347-370.
Hu, B. Y., Vong, K., Chen, Y. et Li, K.
(2015). Expert practitioner’s views about the Chinese early childhood environment rating scale.
European Early Childhood Education Research Journal, 23(2), 229‑249.
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(2015). Understanding preschool teachers' perspective on empathy: A qualitative inquiry.
Early Childhood Education Journal, 43(3), 169-179.
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(2015). Preschool children’s exposure to media, technology, and screen time: perspectives of caregivers from three early childcare settings.
Early Childhood Education Journal, 44(5), 437-444.
Adriany, V. et Warin, J.
(2014). Preschool teachers’ approaches to care and gender differences within a child-centred pedagogy: findings from an Indonesian kindergarten.
International Journal of Early Years Education, 22(3), 315‑328.
Cottle, M. et Alexander, E.
(2014). Parent partnership and ‘quality’ early years services: practitioners’ perspectives.
European Early Childhood Education Research Journal, 22(5), 637‑659.
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(2014). Chinese Kindergarten Teachers’ Perceived Changes in Their Teaching Philosophies and Practices: A Case Study in a University-Affiliated Program.
International Journal of Early Childhood, 46(2), 231‑252.
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(2014). Similarity of mothers’ and preschool teachers’ evaluations of socialization goals in a cross-cultural perspective.
Journal of Research in Childhood Education, 28(3), 377-393.
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(2014). Pinpointing Chinese early childhood teachers' professional development needs through self-evaluation and external observation of classroom quality.
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(2014). The Association Between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-regulation.
Child & Youth Care Forum, 25(3), 318-337.
Jung, E. et Jin, B.
(2014). College Coursework on Children’s Play and Future Early Childhood Educators’ Intended Practices: The Mediating Influence of Perceptions of Play.
Early Childhood Education Journal, 43(4), 299‑306.
Jung, E. et Jin, B.
(2014). Future professionals’ perceptions of play in early childhood classrooms.
Journal of Research in Childhood Education, 28(3), 358-376.
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(2014). Physical activity for young children: a quantitative study of child care providers’ knowledge, attitudes, and health promotion practices.
Early Childhood Education Journal, 42(1), 11-18.
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(2014). ‘Diversity as a Verb’ in Preservice Teacher Education: creating spaces to challenge the profiling of young children.
Contemporary Issues in Early Childhood, 15(2), 152-164.
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(2014). Preschool staff's view of emergent literacy approaches in Swedish preschools.
Early Child Development and Care, 184(4), 571-588.
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(2014). Emergent literacy: preschool teachers’ beliefs and practices.
Journal of Early Childhood Literacy, 14(1), 28-52.
Degotardi, S., Sweller, N. et Pearson, E.
(2013). Why relationships matter: Parent and early childhood teacher perspectives about the provisions afforded by young children's relationships.
International Journal of Early Years Education, 21(1), 4-21.
Forry, N., Iruka, I., Tout, K., Torquati, J., Susman-Stillman, A., Bryant, D. et Daneri, M. P.
(2013). Predictors of quality and child outcomes in family child care settings.
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Weinberger, N., Butler, A. G. et Schumacher, P.
(2013). Looking inside and out: Perceptions of physical activity in childcare spaces.
Early Child Development and Care, 184(2), 194-210.
Vesely, C. K.
(2013). Low-income African and Latina immigrant mothers’ selection of early childhood care and education (ECCE): Considering the complexity of cultural and structural influences.
Early Childhood Research Quarterly, 28(3), 470-486.
Marinova, K. et Drainville, R.
(). La pression ressentie par les enseignantes à adopter des pratiques scolarisantes pour les apprentissages du langage écrit à l’éducation préscolaire.
Revue canadienne de l’éducation, 42(3), 605-634.

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