Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Ylikörkkö, E. M., Karjalainen, S. et Puroila, A. M.
(2025). Toddlers with the Doll Carriage: Children Doing Space of Participation in Early Childhood Education.
Early Childhood Education Journal, 53(1), 329-340.
Backman, A.
(2024). Shadow in children’s picturebooks: highlighting children’s perspectives.
International Journal of Early Years Education, 32(1), 21-36.
Erwin, E. J., Valentine, M. et Toumazou, M.
(2024). The study of belonging in early childhood education: complexities and possibilities.
International Journal of Early Years Education, 32(1) ,6-20.
Lyndon, S. et Moss, H.
(2024). Meaning-making in an intergenerational project: a dialogic narrative analysis of young children’s interactions with older adults.
International Journal of Early Years Education, 32(1), 173-188.
Macha, K., Urban, M., Lonnemann, J., Wronski, C. et Hildebrandt, F.
(2024). Children’s perspectives on quality in ECEC as a specific form of participation.
International Journal of Early Years Education, 32(1), 246-260.
Podobnik, U., Jerman, J. et Selan, J.
(2024). Understanding analytical drawings of preschool children: the importance of a dialog with a child.
International Journal of Early Years Education, 32(1),189-203.
Burke, A. et Collier, D. R.
(2024). Educators working together: Listening to children’s voices and stories about cultural and family artifacts during pandemic teaching.
Journal of Early Childhood Research, 22(1), 3-18.
Spray, J.
(2024). We Can Tell More Than One Story: Comic Making Locates Researcher and Children’s Voices in Co-Representing Childhoods in the COVID-19 Pandemic.
Journal of Childhood Studies, 49(1), 37-56.
Stjernswärd, S., Meier, M., Tilgmann, C. et Glasdam, S.
(2024). Children’s Voices on the COVID-19 Pandemic as Presented in Swedish Junior and Daily Newspapers.
Journal of Childhood Studies, 49(1), 57-74.
Shoshani, A.
(2024). Meaning in Life in Preschool Children: Developmental Foundations and Relationship to Well-Being.
Child Indicators Research, 17(2), 581-600.
Zviel Girshin, R., Rosenberg, N. et Kukliansky, I.
(2024). Early Childhood Robotics: Children’s Beliefs and Objective Capabilities to Read and Write Programs.
Journal of Research in Childhood Education, 38(2), 317-335.
Akyol, T.
(2024). Promoting Young Children’s Right to Participate in the Classroom through Picture Books.
Child Indicators Research, 17(3), 1217-1237.
DiCarlo, C. F., Cherry, K. E., Sulentic Dowell, M.-M. et Marks, L. D.
(2024). Young Children’s Perception of the COVID-19 Home Stay.
Child Youth Care Forum, 53(3), 631-644.
Janik, A.
(2024). Outdoor (anti-)play spaces and places: a qualitative study of Polish large city backyards seen from children’s perspective.
Journal of Adventure Education and Outdoor Learning, 24(2), 219-231.
Hayes, N.
(2024). 'It’s not fair’: hearing the voices of young children.
Education 3-13, 52(6), 830-842.
Watson, K. et Newman, L.
(2024). Children’s voices: Inclusive early childhood placemaking with children.
Journal of Early Childhood Research, 22(2), 258-271.
Barros, S., Coelho, V., Wysłowska, O., Penderi, E., Taelman, H., Araújo, S. B., Correia, N., Markowska-Manista, U., Petrogiannis, K., Boderé, A., Pessanha, M., Guimarães, C. et Aguiar, C.
(2024). A Focus Group Study on Participatory Practices in Early Childhood Education and Care Across Four European Countries.
Early Education and Development, 35(6), 1292-1315.
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.
Correia, N., Carvalho, H. et Aguiar, C.
(2024). Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions.
Early Education and Development, 35(7), 1461-1482.
Eskelä-Haapanen, S., Lerkkanen, M. K., Rasku-Puttonen, H. et Poikkeus, A. M.
(2024). Children’s beliefs concerning school transition.
Early Child Development and Care, 187(9), 1446-1459.
Farini, F. et Scollan, A.
(2024). How do childhood and children's rights mean what they mean? Innovating the debate around the social semantics of childhood and children's rights through an interdisciplinary approach.
Children & Society, 38(6), 2022-2035.
Waters-Davies, J., Murphy, A., Chicken, S., Tyrie, J. et Clement, J.
(2024). Constructing child participation in early years classrooms: An exploration from Wales.
Children & Society, 38(5), 1824-1841.
de Sanchez, G. A. et Bishop, M.
(2024). Assembling kindergarteners’ agency during classroom free play time.
International Journal of Play, 13(4), 361-378.
Shengjergji, S.
(2024). « Yeah, I am making new stuff! »: responsivity to and negotiations of agency during digital storytelling in preschool.
European Early Childhood Education Research Journal, 32(5), 834-851.
Askouni, N., Fakou, E. et Vouvousira, S.
(2023). ‘My World, a click’: Preschool children photograph spaces of their daily lives.
Children & Society, 37(3), 943-965.
Baker, S. T., Le Courtois, S. et Eberhart, J.
(2023). Making space for children’s agency with playful learning.
International Journal of Early Years Education, 31(2), 372-384.
Buldu, E. et Buldu, M.
(2023). Talking over children’s drawings about their favourite play times: how do children describe their play?
Early Child Development and Care, 193(6), 810-823.
Castro, C. R., Andrade, L. C. et Del Basto Sabogal, L. M.
(2023). Child-Centered Multimethod Design: An Approach to Social Representations in Childhood Education.
Journal of Research in Childhood Education, 37(1), 1-19.
Perry, N., Adi-Japha, E. et Spektor-Levy, O.
(2023). What a cool classroom! Voices of 5-year-olds on the design of physical learning environments.
Early Childhood Research Quarterly, 63(2^nd quarter), 370-385.
Rentzou, K., Slutsky, R., Gol–Guven, M., Kragh-Müller, G., Tuul, M. et Paz-Albo, J.
(2023). A Cross-Cultural Study on Factors Affecting Children’s Agentic Action in Their Play.
International Journal of Early Childhood, 55, 89-112.
Abid, M., Demers, I., Mercier, C. et Maltais, D. B.
(2023). Systematic review of the psychometric properties of cultural adaptations and translations of the Children's Assessment of Participation and Enjoyment (CAPE).
Child: Care, Health and Development, 49(4), 630- 644.
Barblett, L., Bobongie-Harris, F., Cartmel, J., Hadley, F., Harrison, L., Irvine, S. et Lavina, L.
(2023). ‘We’re not useless, we know stuff!’ Gathering children’s voices to inform policy.
Australasian Journal of Early Childhood, 48(2), 134-147.
Chen, K. et Hamel, E. E.
(2023). Toddler play preferences and the teacher’s role in the outdoor play environment.
European Early Childhood Education Research Journal, 31(3),376-398.
Flanagan, T., Wong, G. et Kushnir, T.
(2023). The minds of machines: Children's beliefs about the experiences, thoughts, and morals of familiar interactive technologies.
Developmental Psychology, 59(6), 1017-1031.
Machado, E., Beneke, M. R. et Taitingfong, J.
(2023). “Rise Up, Hand in Hand”: Early Childhood Teachers Writing a Liberatory Literacy Pedagogy.
American Educational Research Journal, 60(3), 486-520.
Sévrien, I., Tigka, A. et Christidou, V.
(2023). Exploring children’s participation in the framework of early childhood environmental education.
Children’s Geographies, 21(3),394-409.
Sherfinski, M.
(2023). “Confidence” problems and literacy coaching: How a suburban kindergarten divided “good” and “bad” teachers in the accountability shove-down.
Journal of Early Childhood Literacy, 23(2), 288-316.
van Heel, B. F., van den Born, R. J. G. et Aarts, M. N. C.
(2023). Everyday childhood nature experiences in an era of urbanisation: an analysis of Dutch children’s drawings of their favourite place to play outdoors.
Children’s Geographies, 21(3), 378-393.
Wilders, C. et Wood, E.
(2023). ‘If I play I won’t learn’: Children’s perceptions and experiences of transition and school readiness from Maternelle to Year 1.
Journal of Early Childhood Research, 21(2), 162-180.
Åmot, I. et Ytterhus, B.
(2023). Health Promotion and Identity Construction in Norwegian Kindergartens – A Qualitative Study on Children with and without Disabilities.
Early Childhood Education Journal, 51(8), 1467-1477.
Backe-Hansen, E.
(2023). Children’s perspectives in context.
Children and Youth Services Review, 154, article 107118.
Bacon, K. et O'Riordan, Z.
(2023). Who do you think you are? Children's definitions of being a ‘child’.
Children & Society, 37(4), 1136-1155.
Bell, L., Omar, D., Gundersen, V. et Sanner, M.
(2023). Only children know the perspective of the child.
Children and Youth Services Review, 154, article 107139.
Blomgren, H.
(2023). Aesthetic encounters and agency in ECEC: Materiality, intra-action, and sensitive entanglements.
Journal of Pedagogy, 14(1), 117-136.
Correia, N., Aguiar, C. et Amaro, F.
(2023). Children’s participation in early childhood education: A theoretical overview.
Contemporary Issues in Early Childhood, 24(3), 313-332.
Dardanou, M. et Karlsen, B.
(2023). Children’s participation in documentation processes in local outdoor spaces.
Journal of Childhood, Education & Society, 4(3), 249-260.
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.
Duss, I., Rüdisüli, C., Seiler, C. W. et Lannen, P.
(2023). Playfulness from children’s perspectives: development and validation of the Children’s Playfulness Scale as a self-report instrument for children from 3 years of age.
Frontiers in psychology, 14, article 1287274.
Hong, X., Lu, Y. et Zhu, W.
(2023). Children’s School Feelings and Adaptation During the Transition From Kindergarten to Primary School in China.
Early Education and Development, 34(5), 1040-1056.
Jørgensen, H. H.
(2023). Encountering children’s perspectives in play: How a play experiment with animal cloaks became a research approach in ECEC.
Journal of Pedagogy, 14(1), 17-36.
McMahon-Morin, P.
(2023). Explorer la perception d’enfants de maternelle de leur participation lors de la lecture d’histoire en classe et de leur intérêt à la lecture : une étude pilote.
Revue Canadienne de l’Éducation, 46(2), 249-287.
Olsson, M. R.
(2023). ‘I don’t think that it’s play. Because we have to play’. Norwegian six-year-old children’s understandings of play when they start in primary school.
International Journal of Play, 12(3), 321-336.
Patton, K. et Winter, K.
(2023). Researcher positionality in eliciting young children’s perspectives.
Journal of Early Childhood Research, 21(3), 303-313.
Peltola, A., Karlsson, L. et Kangas, J.
(2023). ‘It has also happened to me’: Children’s peer exclusion experiences in Finnish pre-primary school through children’s narrations.
Journal of Early Childhood Research, 21(3), 328-340.
Polyzou, S., Botsoglou, K., Zygouris, N. C. et Stamoulis, G.
(2023). Interactive books for preschool children: from traditional interactive paper books to augmented reality books: listening to children’s voices through mosaic approach.
Education 3-13, 51(6), 881-892.
Ranta, M.
(2023). ‘Can we see our voices?’ Young children’s own contributions to authentic child participation as a pillar for sustainability under the United Nations Convention on the Rights of the Child (UNCRC).
European Early Childhood Education Research Journal, 31(6), 914-931.
Ryder, G. M. et van Krieken Robson, J.
(2023). Young children as citizens: Learning from practice in the early childhood setting.
Journal of Childhood, Education & Society, 4(2), 114-123.
Su, Y. et Chung, Y.-h.
(2023). Exploring Taiwanese preschool children’s perspectives on the value of caring.
European Early Childhood Education Research Journal, 31(4), 492-511.
Su, Y. et Chung, Y.-h.
(2023). Role conflicts of preschool teachers: From children's perspectives in a changing cultural setting in Taiwan.
Children & Society, 37(5), 1484-1502.
Wilhelmsen, T., Øvreås, S., Roll-Hansen, H., Bjerknes, A.-L. et Thorrud, S.
(2023). Developing child-friendly cities: Young children’s participation in urban planning.
Journal of Childhood, Education & Society, 4(3), 274-290.
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.
Alexandra Paquette Christelle Robert-Mazaye, Tardif, G. et Johanne April
(2023). Partage d’une « expérience-leçon » d’une recherche de nature quantitative menée auprès d’enfants à l’éducation préscolaire : pistes de réflexion.
Revue canadienne des jeunes chercheur(e)s en éducation, 14(2), 106-114.
Nancy Proulx Joanne Lehrer et Rémy, E. et Boucher, S.A.
(2023). Regard sur l’expérience d’enfants de quatre ans dans différents contextes éducatifs au Québec.
Revue internationale de communication et socialisation, 10(2), 262-279.
Sisson, J. H.
(2023). Bringing Children’s and Teachers’ Agency Together to Create Meaningful Learning That Matters in a Diverse Preschool.
International Journal of Early Childhood, 55(3), 387-402.
Strycharz-Banaś, A., Dalli, C. et Meyerhoff, M.
(2022). ‘I’m a big boy, you’re a baby’. Negotiating labels, group boundaries and identities in an early childhood community of practice.
International Journal of Early Years Education, 30(1), 41‑54.
Bonello, C.
(2022). Democracy or legacy? Boys’ views on early literacy in three Maltese state schools.
Journal of Early Childhood Research, 20(2), 144-158.
Cohrssen, C., Rao, N., Kapai, P. et Londe, P. G. L.
(2022). Kindergarten children’s perceptions of the social unrest in Hong Kong.
Journal of Early Childhood Research, 20(2), 242-258.
Daley, D. M.
(2022). ‘I can do this by my own self’: how four preschool-aged children navigated mobile technologies at home.
Early Child Development and Care, 192(14), 2296-2310.
Einarsdottir, J., Juutinen, J., Emilson, A., Ólafsdóttir, S. M., Zachrisen, B. et Meuser, S.
(2022). Children’s perspectives about belonging in educational settings in five European countries.
European Early Childhood Education Research Journal, 30(3), 330-343.
Fane, J., Jovanovic, J., Redmond, G. et MacDougall, C.
(2022). Preschool aged children’s experiences of integrated early years services in Australia: including missing perspectives.
Children’s Geographies, 20(5), 604-617.
Gowers, S. J. (2022)
(2022). Making everyday meanings visible: Investigating the use of multimodal map texts to articulate young children’s perspectives.
Journal of Early Childhood Research, 20(2), 259-273.
Hacıibrahimoğlu, B. Y.
(2022). Preschool children’s behavioural intentions towards and perceptions of peers with disabilities in a preschool classroom.
Early Child Development and Care, 192(16), 2513-2529.
Kurt, Ş. H.
(2022). Perceptions of Children and Childhood in the Context of New Childhood Sociology.
Child Indicators Research, 15(3), 7317-46.
Lillard, A. S.
(2022). Pretending at hand: How children perceive and process puppets.
Cognitive Development, 63, article 101202.
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.
Marchal-Gaillard, V., Marzin-Janvier, P., Boilevin, J. M. et Grimault-Leprince, A.
(2022). Contribution of Early Childhood Education to a Sustainable Society: Influences from Home in Preschool Children’s Understanding of Composting in France.
Early Childhood Education Journal, 50(7), 1247-1261.
McNair, L. J.
(2022). The relationship between young children’s transitions and power: ‘Why are all the doors locked? I don’t feel free … I am not in charge of me anymore'.
Children’s Geographies, 20(5), 661-673.
Miller Marsh, M., Mariyam, M., Durant, K. et Zhulamanova, I.
(2022). “Do you talk normal?”: Piecing together learning experiences with emergent bilingual preschoolers.
Journal of Early Childhood Research, 20(2), 185-198.
Muller, M.
(2022).  Pre-service teachers engage young children in equity work.
Journal of Early Childhood Teacher Education, 43(3), 347-362.
Nguyen, A.
(2022). “Children Have the Fairest Things to Say”: Young Children’s Engagement with Anti-Bias Picture Books.
Early Childhood Education Journal, 50(5), 743-759.
Okanda, M. et Taniguchi, K.
(2022). How do children answer questions from a physically present humanoid robot?
Infant and Child Development, 31(3), article 2300.
Sivertsen, A. H. et Moe, B.
(2022). Four- to six-year-old children’s experiences of participating in different physical environments and activities in early childhood education and care institutions in Norway.
International Journal of Primary, Elementary and Early Years Education, 50(7), 857‑867.
Spiteri, J.
(2022). How Can Environmental Sustainability Be Achieved? The Perceptions of Young Children as Expressed Through Their Drawings.
International Journal of Early Childhood, 54(1), 13-31.
Strycharz-Banaś, A., Dalli, C. et Meyerhoff, M.
(2022). ‘I’m a big boy, you’re a baby’. Negotiating labels, group boundaries and identities in an early childhood community of practice.
International Journal of Early Years Education, 30(1), 41-54.
Theodosiadou, S. et Kyridis, A.
(2022). Making sense of the image of TV in Greek preschoolers’ drawings.
Journal of Early Childhood Research, 20(1), 42-58.
Velten, K.
(2022). Self-efficacy experiences in day care and primary school from the children’s perspective: A starting point for the reflection of didactic and methodological competences of adult educators.
Journal of Early Childhood Research, 20(2), 131-143.
Watt, S. et Fraser, M.
(2022). Raconte-moi ta ville : consultations citoyennes auprès d’enfants de 4 à 12 ans dans le cadre de l’élaboration du Plan d’urbanisme et de mobilité de la Ville de Montréal.
Concertation Montréal.
Witt, S., Seehagen, S. et Zmyj, N.
(2022). The influence of group membership on false-belief attribution in preschool children.
Journal of Experimental Child Psychology, 222, article 105467.
Xia, M., Poorthuis, A. M. G., Zhou, Q. et Thomaes, S.
(2022). Young children’s overestimation of performance: A cross-cultural comparison.
Child Development, 93(2), e207-e221.
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.
Zhang, B., Deng, Z., Zhang, H. et Chen, Y.
(2022). Do preschoolers always trust the majority? The influence of familiarity and expertise of a dissenter in a Chinese sample.
Infant and Child Development, 31(3), e2303.
Mertala, P.
(2022). What, where, when and how: Finnish children’s perceptions of learning in preschool.
Early Child Development and Care, 192(13), 2023-2035.
Baird, K. et Grace, R.
(2021). Young children’s perspectives on their social interactions within early childhood settings.
Early Child Development and Care, 191(11), 1669-1683.
Barratt-Pugh, C., Ruscoe, A. et Fellowes, J.
(2021). Motivation to Write: Conversations with Emergent Writers.
Early Childhood Education Journal, 49(2), 223-234.
Çetin, Z. et Güneş, N.
(2021). Drawing as a means of self-expression: a case study.
Early Child Development and Care, 191(1), 136-147.
Benevento, A.
(2021). How Do Children and Their Mothers Make Sense of Photographs Containing Other Children?
Journal of Childhood Studies, 46(1), 13-33.
Boseovski, J. J. et Lapan, C.
(2021). Traits or circumstances? Children’s explanations of positive and negative behavioral outcomes.
Cognitive Development, 58, article 101019.
Coates, E. et Coates, A.
(2021). Images in words and pictures: Issues arising from a shared experience of talking and drawing.
Children & Society, 35(2), 244-258.
Keung, C. P. C. et Fung, C. K. H.
(2021). Pursuing quality learning experiences for young children through learning in play: how do children perceive play?
Early Child Development and Care, 191(4), 583-597.
Segal-Drori, O. et Shabat, A. B.
(2021). Preschoolers’ views on integration of digital technologies.
Journal of Childhood, Education & Society, 2(1), 29-42.
Spiteri, J.
(2021). Can you hear me? Young children’s understanding of environmental issues.
International Studies in Sociology of Education, 30(1-2), 191-213.
Azunre, G. A. et Sowrirajan, T. M.
(2021). The mosaic approach as a tool to facilitate participatory planning with children: Insights from Milan, Italy.
Education 3-13, 49(5), 529-544.
Davidson, A. J. et Welliver, M. E.
(2021). Internal state language and resolution strategies in preschoolers’ narratives about sad experiences.
Early Child Development and Care, 191(6), 876-890.
de Bordes, P. F., Hasselman, F. et Cox, R. F. A.
(2021). Children’s perception of facial expressions.
Developmental Psychology, 57(4), 506-518.
Deitcher, D. B., Aram, D., Khalaily-Shahadi, M. et Dwairy, M.
(2021). Promoting Preschoolers’ Mental-Emotional Conceptualization and Social Understanding: A Shared Book-Reading Study.
Early Education and Development, 32(4), 501-515.
Hamamoto, H., Mizobata, R., Ishikawa, M. et Itakura, S.
(2021). Examining the social influence of reputation for partner productivity level on the collaborative task performance of young children.
Infant and Child Development, 30(2), article 2213.
Hao, J. et Du, X.
(2021). Preschoolers’ Helping Motivations: Altruistic, Egoistic or Diverse?
Frontiers in Psychology, 12, article 614868.
Iannuccilli, M., Dunfield, K. A. et Byers-Heinlein, K.
(2021). Bilingual children judge moral, social, and language violations as less transgressive than monolingual children.
Journal of Experimental Child Psychology, 208, article 105130.
Khunyakari, R.
(2021). Cultural metaphors as means to contextualised understanding of child and childhood.
Children & Society, 35(4), 613-629.
Lehrl, S., Linberg, A., Niklas, F. et Kuger, S.
(2021). The Home Learning Environment in the Digital Age—Associations Between Self-Reported “Analog” and “Digital” Home Learning Environment and Children’s Socio-Emotional and Academic Outcomes.
Frontiers in Psychology, 12, article 592513.
Sturdivant, T. D.
(2021). Racial Awareness and the Politics in Play: Preschoolers and Racially Diverse Dolls in a US Classroom.
International Journal of Early Childhood, 53(2), 139‑157.
Tiplady, L. S. E. et Menter, H.
(2021). Forest School for wellbeing: an environment in which young people can ‘take what they need.’
Journal of Adventure Education and Outdoor Learning, 21(2), 99-114.
Våpenstad, E. V. et Bakkenget, B.
(2021). Pre-verbal Children’s Participation in a New Key. How Intersubjectivity Can Contribute to Understanding and Implementation of Child Rights in Early Childhood.
Frontiers in Psychology, 12, article 668015.
Weckström, E., Karlsson, L., Pöllänen, S. et Lastikka, A.-L.
(2021). Creating a culture of participation: Early childhood education and care educators in the face of change.
Children & Society, 35(4), 503-518.
Yurt, Ö. et Keleş, S.
(2021). How about a risky play? Investigation of risk levels desired by children and perceived mother monitoring.
Early Child Development and Care, 191(5), 749-759.
Konerman, R., Elliott, S., Pugh, R., Luthy, T. et Carr, V.
(2021). Children's Agency and Action in Nature Preschool: A Tale of Two Programs.
Children, Youth and Environments, 31(2), 139-150.
Burr, T. et Degotardi, S.
(2021). From Birth to Three: Exploring Educators’ Understandings of Agency.
Australasian Journal of Early Childhood, 46(4), 322-334.
Coyne, S. M., Linder, J. R., Booth, M., Keenan‐Kroff, S., Shawcroft, J. E. et Yang, C.
(2021). Princess Power: Longitudinal Associations Between Engagement With Princess Culture in Preschool and Gender Stereotypical Behavior, Body Esteem, and Hegemonic Masculinity in Early Adolescence.
Child Development, 92(6), 2413-2430.
Julie Lachapelle Annie Charron Nathalie Bigras
(2021). L’engagement de l’enfant au regard de ses apprentissages et de son développement à l’éducation préscolaire.
Revue canadienne des jeunes chercheurs et chercheures en éducation, 12(1), 62-70.
Julie Lachapelle Annie Charron Nathalie Bigras
(2021). L’engagement de l’enfant au regard de ses apprentissages et de son développement à l’éducation préscolaire.
Revue canadienne des jeunes chercheurs et chercheures en éducation, 12(1), 62-70.
Body, A., Lau, E., Josephidou, J.
(2020). Engaging Children in Meaningful Charity: Opening-up the Spaces within Which Children Learn to Give.
Children & Society, 34(3), 189-203.
Breuer, M. et Tal, C.
(2020). Perspectives of teachers, children and parents on the transition to first grade.
Journal of Childhood, Education and Society, 1(1), 3-18.
Cho, H. et Wang, X. C.
(2020). Fluid identity play: A case study of a bilingual child’s ethnic identity construction across multiple contexts.
Journal of Early Childhood Research, 18(2), 200-213.
Hatzigianni, M., Stevenson, M., Bower, M., Falloon, G. et Forbes, A.
(2020). Children’s views on making and designing.
European Early Childhood Education Research Journal, 28(2), 286-300.
Heberle, A. E. et Carter, A. S.
(2020). Is poverty on young minds? Stereotype endorsement, disadvantage awareness, and social-emotional challenges in socioeconomically disadvantaged children.
Developmental Psychology, 56(2), 336‑349.
Kinkead-Clark, Z., Burns, S. et Abdul-Majied, S.
(2020). Actualizing children’s rights through early childhood care and education : A focus on the Caribbean.
Journal of Early Childhood Research, 18(1), 58‑72.
Loizou, E.
(2020). An early childhood education curriculum that responds to children’s voices on transition to first grade.
Early Child Development and Care, 190(5), 670-684.
Manassakis, E. S.
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