Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Carlbaum, S. et Rönnberg, L. (dir.).
(2024). Transforming Nordic Early Childhood Education and Care in times of Marketisation, Privatisation and Commercialisation.
Education Inquiry, numéro thématique.
Hinton, R., Scott, H., Powers, S. et Salamah, S.
(2024). Donor Coordination and Evidence Uptake in Early Childhood Education Policy.
Journal of Research in Childhood Education, 38(sup1), S191-S202.
Pirard, F., Zogmal, M. et Garnier, P.
(2024). Pratiques et politiques en petite enfance Perspectives internationales.
Peter Lang.
Wang, Y., Jiang, Y., Zhou, Y. et Liu, X.
(2024). Effectiveness of Puhui Early Education Services Policy in China: Evidence from the Triangulated Perspectives of Stakeholders.
Early Education and Development, 35(2), 328-342.
Armstrong, L.
(2024). Understanding reform discourses in complex times of change: Positions and practices of early childhood professionals from Victorian kindergarten settings.
Australasian Journal of Early Childhood, 49(1), 63-80.
Harrison, L. J., Redman, T., Brown, J. E., Lavina, L., Davis, B., Degotardi, S., Fordham, L., Hadley, F., Jones, C., Waniganayake, M. et Wong, S.
(2024). Unpacking and unpicking the challenge of 600 hours of preschool attendance.
Australasian Journal of Early Childhood, 49(1), 32-48.
Pirard, F., Peleman, B., Sharmahd, N., Van Laere, K., Reinertz, C. et Backes, J.
(2024). Belgium – ECEC Workforce Profile.
Dans P. Oberhuemer et I. Schreyer (dir.), Early childhood workforce profiles across Europe. 33 country reports with key contextual data. State Institute for Early Childhood Research and Media Literacy.
Zimmermann, K., Yang, Q., Ansari, A. et Purtell, K.
(2024). An examination of the use and outcomes of readiness assessments, retention policies, and title 1 funding for kindergarten children in the United States.
Early Childhood Research Quarterly, 67(2^e quartier), 78-88.
Slicker, G., Areizaga Barbieri, C. et Hustedt, J. T.
(2024). The Role of State Subsidy Policies in Early Education Programs’ Decisions to Accept Subsidies: Evidence from Nationally Representative Data.
Early Education and Development, 35(4), 859-877.
Yang, H.
(2024). What Factors Drive School Districts to Adopt Universal Pre-Kindergarten (UPK): Evidence from Wisconsin.
Early Education and Development, 35(4), 805-823.
Bennett, D. L., Wickham, S., Barr, B. et Taylor-Robinson, D.
(2024). Poverty and children entering care in England: A qualitative study of local authority policymakers’ perspectives of challenges in Children’s Services.
Children and Youth Services Review, 162, article 107689.
Eggers, T., Grages, C. et Pfau-Effinger, B.
(2024). Informalizing childcare during the COVID-19 pandemic: Policy responses to childcare and their implications for working parents in Denmark, England and Germany.
Children and Youth Services Review, 162, article 107695.
Kinkead-Clark, Z.
(2024). System quality in early childhood care and education in Jamaica: Implications for policy.
European Journal of Education, 59(2), article e12607.
Andersson, E.
(2024). Constructing and governing freedom - physical environments as a discursive practice in Swedish early childhood education.
Children’s Geographies, 22(5), 747-761.
Kinkead-Clark, Z.
(2024). Early childhood care and education in Jamaica. Stakeholders’ perceptions of global influences on a local space.
Early Child Development and Care, 187(10), 1484-1495.
Millei, Z. et Gallagher, J.
(2024). Ad-hoc numbers forming provision and policy: round and round of universal access in an Australian preschool.
Early Child Development and Care, 187(10), 1528-1542.
Lundkvist, M., Nyby, J., Autto, J. et Nygård, M.
(2024). From universalism to selectivity? The background, discourses and ideas of recent early childhood education and care reforms in Finland.
Early Child Development and Care, 187(10), 1543-1556.
Papakosma, M.
(2024). Conceptualizing diversity in ECEC policy: implications for the role of diverse preschool in Sweden.
European Early Childhood Education Research Journal, 32(4), 591-606.
Pisani, L., Dyenka, K., Sharma, P., Chhetri, N., Dang, S., Gayleg, K. et Wangdi, C.
(2024). Bhutan’s national ECCD impact evaluation: local, national, and global perspectives.
Early Child Development and Care, 187(10), 1511-1527.
Yuen, G. et Gallagher, M.
(2024). Hong Kong kindergartens in urban space: policy aspirations, historical trajectories, and contemporary disparities.
Children’s Geographies, 22(3), 350-365.
Brown, C.P., Ku, D.H. et Englehardt, J.
(2023). Mixed Understandings: A Case Study of How a Sample of Preschool Stakeholders Made Sense of the Changed Kindergarten.
Early Childhood Education Journal, 51(3), 545-557.
Christian, M.
(2023). Entre Vienne, Londres et Berlin-Est : Eva Schmidt-Kolmer et la genèse transnationale des crèches est-allemandes.
Recherches en éducation, 50.
Corti, F. et Alcidi, C.
(2023). How can Early Childhood Education and Care policies empower citizens? Recommendations for an effective EU agenda.
Centre for European Policy studies (CEPS) policy brief.
Erwin, E. J., Bacon, J. K. et Lavalni, P.
(2023). It’s about time! Advancing justice through joyful inquiry with young children.
Topics in Early Childhood Special Education, 43(1), 71-82.
Hahn, R. A. et Barnett, W. S.
(2023). Early Childhood Education: Health, Equity, and Economics.
Annual Review of Public Health, 44(1), 75-92.
Herbst, C.M.
(2023). Child care in the united states: Markets, policy, and evidence.
Journal of Policy Analysis and Management, 42(1), 255-304.
Little, M. et Gragson, A.
(2023). State leaders in early childhood education: Perspectives on instructional policy supports and alignment.
Early Childhood Research Quarterly, 63(2^nd quarter), 288-298.
Mistry, M.
(2023). Review of: Building systems that work for young children: international insights from innovative early childhood systems.
Education 3-13, 51(1), 187-188.
Murray, J.
(2023). Shifting landscapes in early childhood education.
International Journal of Early Years Education, 31(1), 1-9.
Raikes, A., Rao, N., Yoshikawa, H., Cohrssen, C., Behrman, J., Cappa, C., Devercelli, A., Lopez Boo, F., McCoy, D. et Ritcher, L.
(2023). Global tracking of access and quality in early childhood care and education.
International Journal of Child Care and Education Policy, 17, article 14.
van de Kuilen, L., Leseman, P.P.M. et de Wolf, I.M.
(2023). Influence of local ECEC policy on the quality of ECEC centers in the Netherlands.
Early Childhood Research Quarterly, 63(2^nd quarter), 240-248.
Bucher, E., Clark, K. et Larkin, K. A.
(2023). The Power in Our Collective Voices: Building Your Skills as an Early Childhood Advocate.
Young Children, 78(2), en ligne.
Friedman-Krauss, A. H. et Barnett, W. S.
(2023). The State(s) of Early Intervention and Early Childhood Special Education: Looking at Equity.
National Institute for Early Education Research.
Lyndon, H.
(2023). Embracing the breadth of ethical complexities in early childhood research.
European Early Childhood Education Research Journal, 31(2), 143-146.
Moses, A.
(2023). Equitable, Effective Early Childhood Education for All: Policy and Advocacy to Get Us There.
Young Children, 78(2), en ligne.
Opazo, M.-J., de la Fuente, L., Valenzuela, J. P. et Vanni, X.
(2023). You are stuck here, at the office: Chilean ECEC principals’ pedagogical leadership in JUNJI and Integra Foundation.
European Early Childhood Education Research Journal, 31(2), 191-204.
Townley, C., Grace, R., Woodrow, C., Baker, E., Staples, K., Locke, M. L. et Kaplun, C.
(2023). Educator perspectives on embedding Acknowledgement to Country practices in early learning centres in Australia.
Australasian Journal of Early Childhood, 48(2), 86-98.
Ruutiainen, V., Räikkönen, E. et Alasuutari, M.
(2023). Socioeconomic and attitudinal differences between service users of private and public early childhood education and care in the Finnish context.
International Journal of Child Care and Education Policy, 17, article 16.
Boyle, C.
(2023). The (in)credible fiscal prize: A critical examination of the discourse of evidence in early childhood intervention.
Contemporary Issues in Early Childhood, 24(4), 468-483.
D’Amico, L. K., Fan, X., Linder, S., Pawloski, T. et White, K. M.
(2023). Examining early childhood education through the lens of stakeholders: A statewide needs assessment.
Journal of Early Childhood Research, 21(3), 273-287.
Ferguson, D. E. et Dernikos, B. P.
(2023). Reorienting curriculum materials as agents of restorative justice in early literacy classrooms.
Contemporary Issues in Early Childhood, 24(2), 163-175.
Fowler, R. C.
(2023). Do states’ add-on endorsement policies provide shortcuts to early childhood education licensure?
Journal of Early Childhood Teacher Education, 44(3), 373-385.
González-Motos, S. et Saurí Saula, E.
(2023). State Nurseries are Not for Us: The Limitations of Early Childhood Policies Beyond Price Barriers in Barcelona.
International Journal of Early Childhood, 55, 295-312.
MacDonald, D. et Friendly, M.
(2023). Measuring Matters Assessing Canada’s progress toward $10-a-day child care for all.
Canadian Center for Policy Alternatives.
Michael-Luna, S. et Castner, D. J.
(2023). Removing the guardrails of democracy: Silencing critique of early childhood policy and practice.
Contemporary Issues in Early Childhood, 24(4), 500-506.
O'Regan, M., Halpenny, A. M. et Hayes, N.
(2023). ‘It all depends … ’ A Real Life Learning model informing childminding pedagogy in Ireland.
International Journal of Early Years Education, 31(4), 907-923.
Robertson, N., Bussey, K. A. et Morrissey, A.-M.
(2023). “If we can’t advocate for ourselves, nobody else will”: Teacher agency during early childhood reform.
Australasian Journal of Early Childhood, 48(4), 281-293.
Rucker, L., Zajicek, A. et Kerr, B.
(2023). How policy can help prepare early childhood teachers: the alignment between state childcare licensing policy and teacher qualification attainment.
Journal of Early Childhood Teacher Education, 44(3), 553-576.
Ruscoe, A., Barblett, L. et Barratt-Pugh, C.
(2023). Discourses in power: Policy and curriculum demands in the first year of compulsory school.
Contemporary Issues in Early Childhood, 24(3), 298-312.
Searle, B., Staton, S., Littlewood, R. et Thorpe, K.
(2023). Mealtimes in the context of poverty: Comparison of ECEC services providing food and those requiring food provided from home.
Child: Care, Health and Development, 49(6), 995-1005.
Vong, K. I., Vong, S. K., Liu, Q.-M. et Cheng, D. P.-W.
(2023). An exploratory study on normative cohesiveness of high-quality preschool teacher education in urban north-western China.
International Journal of Early Years Education, 31(4), 924-940.
Weisenfeld, G. G., Hodges, K. S. et Copeman Petig, A.
(2023). Qualifications and supports for teaching teams in state-funded preschool in the United States.
International Journal of Child Care and Education Policy, 17, article 18.
White, M.
(2023). Leadership in Australia’s early childhood workforce policy: Silences and ambiguities as missed opportunities.
Australasian Journal of Early Childhood, 48(4), 268-280.
Yu, R., Bjartveit, C. et Langford, R.
(2023). Provincial and Territorial Government Initiatives to Address Early Childhood Educator Recruitment and Retention Through Postsecondary Early Childhood Education Programs: Are they viable and sustainable?
Discussion Paper. Association of Early Childhood Educators of Ontario.
Udayanga, S.
(2023). Social exclusion, and mistrust of state-led early childhood care and education policies: a qualitative case study in the estate sector of Sri Lanka.
Early Child Development and Care, 193(13-14), 1385-1402.
McCoy, D. C.
(2022). Building a model of cultural universality with specificity for global early childhood development.
Child Development Perspectives, 16(1), 27‑33.
Slicker, G. et Hustedt, J. T.
(2022). Predicting participation in the child care subsidy system from provider features, community characteristics, and use of funding streams.
Children and Youth Services Review, 136, article 106392.
Oppong, S.
(2022). Raising a new generation in a postcolonial era through decolonised early childhood development and care services.
Contemporary Issues in Early Childhood, 23(2), 182-197.
Souto-Manning, M.
(2022). A call for a moratorium on damage-centered early childhood teacher education: envisioning just futures for our profession.
Journal of Early Childhood Teacher Education, 43(2), 213-235.
Willockx, D. et Dom, L.
(2022). Childcare 2030: On Using SDG’s as a Framework for Implementing Sustainability in Two Day-Care Centres in Flanders.
International Journal of Early Childhood, 54(1), 75-91.
Birbili, M. et Hedges, H.
(2022). Studying curriculum as culture: early childhood policy documents in Greece and New Zealand.
International Journal of Early Years Education, 30(4), 634-649.
Burchinal, M., Whitaker, A. A. et Jenkins, J. M.
(2022). The promise and purpose of early care and education.
Child Development, 16(3), 134‑140.
Deker, P. et kelly, K. (dir.).
(2022). Should Childcare Subsidies Be Universal Or Targeted?
Journal of Policy Analysis and Management, 41(3), section point/counterpoint.
Dodge, K. A.
(2022). Presidential Address: Forging a developmental science mission to improve population outcomes and eliminate disparities for young children.
Child Development, 93(2), 313-325.
Engdahl, I. et Furu, A.-C.
(2022). Early Childhood Education: A Vibrant Arena in the Complex Transformation of Society Towards Sustainability.
International Journal of Early Childhood, 54(1), 1-12.
Garner, P. W. et McCarron, G. P.
(2022). Developing leadership in early childhood education and care through the integration of theory, policy engagement, and advocacy.
Journal of Early Childhood Teacher Education, 43(1), 17-34.
Griffard, M. R., Sadler, J., Little, M. et Cohen-Vogel, L.
(2022). Governing early learning among the American states.
Children and Youth Services Review, 143, article 106625.
Guevara, J., Florito, J. et Camisassa, J.
(2022). Multiple Fragmentations: A Subnational Analysis of the Early Childhood Education and Care Workforce in Argentina.
International Journal of Early Childhood, 54(3), 473-489.
Hong, X., Jiang, Y., Luo, L. et Li, P. H.
(2022). The Impact of Two-Child Policy on Early Education and Development in China.
Early Education and Development, 33(3), 369-374.
Hunkin, E., Kilderry, A. et Nolan, A.
(2022). Affirmative discourse intervention: A framework for re-democratising engagement with education policy discourse.
Contemporary Issues in Early Childhood, 23(2), 166-181.
Kangas, J., Harju-Luukkainen, H., Brotherus, A., Gearon, L. F. et Kuusisto, A.
(2022). Outlining play and playful learning in Finland and Brazil: A content analysis of early childhood education policy documents.
Contemporary Issues in Early Childhood, 23(2), 153-165.
Karlıdağ-Dennis, E., Temiz, Z. et Cin, F. M.
(2022). Hegemony and the neoconservative politics of early education policymaking.
Children’s Geographies, 20(2), 220-233.
Kilgo, J. L.
(2022). Our Proud Heritage. The Evolution of Family-Centered Services in Early Childhood Special Education.
Young Children Journal, 77(4), en ligne.
Lister, R.
(2022). Reframing childhood: an overview of the British Academy Childhood Policy Programme.
Education 3-13, 50(8), 1011-1017.
Little, M., Drake, T. A., Cohen-Vogel, L. et Eagle. J.
(2022). When School Doesn’t Start at Age 5: Elementary Principal Leadership of Pre-K Programs in Schools.
The Elementary School Journal, 123(1), 176-202.
Murris, K. et Osgood, J. (dir.).
(2022). Risking Erasure? Posthumanist Research Practices and Figurations of (the) Child.
Contemporary Issues in Early Childhood, numéro thématique.
OECD.
(2022). Strengthening Early Childhood Education and Care in Luxembourg.
OECD Publishing.
Oppong, S.
(2022). Raising a new generation in a postcolonial era through decolonised early childhood development and care services.
Contemporary Issues in Early Childhood, 23(2), 182-197.
Peace-Hughes, T., Cohen, B. J., Jamieson, L. et Tisdall, E. K. M.
(2022). Children, childhoods and bilingualism: Exploring experiences, perspectives and policies.
Children & Society, 36(3), 301-304.
Redman, T., Harrison, L. J. et Djonov, E.
(2022). Education versus care for infants and toddlers: the Australian early childhood challenge.
Early Child Development and Care, 192(13), 2118-2127.
van den Berg, G. J. et Siflinger, B. M.
(2022). The effects of a daycare reform on health in childhood – Evidence from Sweden.
Journal of Health Economics, 81, article 102577.
Višnjić-Jevtić, A., Lepičnik Vodopivec, J., Pribišev Beleslin, T. et Šindić, A.
(2022). Unmasking Sustainability in Early Childhood Education: Teachers’ Voices from Bosnia and Herzegovina, Croatia, and Slovenia.
International Journal of Early Childhood, 54(1), 119-137.
Michael-Luna, S. et Silvester, J.
(2022). Book Review: Reshaping universal preschool: Critical perspectives on power and policy by Lucinda G Heimer and Ann Elizabeth Ramminger.
Contemporary Issues in Early Childhood, 23(3), 366-367.
Lee, S. F.
(2021). Governing ‘disadvantage’ through readiness : A Foucauldian policy genealogy of funded nursery places for two-year-olds.
Contemporary Issues in Early Childhood, 22(1), 33-46.
López, O. S.
(2021). In the interest of the public good: Texas pre-kindergarten compulsory law.
- Contemporary Issues in Early Childhood, 21(4), 356-360.
Westberg, J.
(2021). Designing preschools for an independent and social child: visions of preschool space in the Swedish welfare state.
Early Years, 41(5), 458-475.
Gordon Cleveland
(2021). Ontario’s kindergarten program a success story. How We All Benefit from Quality Public Full-Day Kindergarten
Full Report. Elementary Teachers’ Federation of Ontario.
Rudolph, N.
(2021). Revealing colonial power relations in early childhood policy making: An autoethnographic story on selective evidence.
Journal of Childhood, Education & Society, 2(1), 14-28.
Yuen, G.
(2021). Kindergarten Education Scheme in Hong Kong: Policy measures, rhizomatic connections and early childhood teacher education.
Children & Society, 35(2), 259-273.
Dieckmann, N. F., Gregory, R., Satterfield, T., Mayorga, M. et Slovic, P.
(2021). Characterizing public perceptions of social and cultural impacts in policy decisions.
Proceedings of the National Academy of Sciences, 118(24).
Direction générale de l’éducation, de la jeunesse, du sport et de la culture (Commission européenne).
(2021). Erasmus+ and Early Childhood Education and Care (ECEC).
Project results and analysis. Office des publications de l’Union européenne.
Hedges, H.
(2021). What counts and matters in early childhood: Narratives of interests and outcomes.
Journal of Early Childhood Research, 19(2), 179-194.
Owojori, M. G. et Gbenga-Akanmu, T. O.
(2021). Government commitments and teaching strategies for effective quality early childhood education in South Western Nigeria.
International Journal of Child Care and Education Policy, 15(1), 13.
Street, M.
(2021). Theorising child well-being: Towards a framework for analysing Early Childhood Education policy in England.
Journal of Early Childhood Research, 19(2), 211-224.
Ünver, Ö., Bircan, T. et Nicaise, I.
(2021). A multilevel approach to ECEC policies and intensity of formal childcare participation of young children in Europe.
Children and Youth Services Review, 122, article 105798.
Saltmarsh, S. et Lee, I.-F.
(2021). Playing with happiness: Biopolitics, childhood and representations of play.
Contemporary Issues in Early Childhood, 22(4), 296-311.
Nolan, G. M.
(2021). Leadership in Early Childhood Education and Care: Gender, Class, and Women who Care(s)?
[Thèse de doctorat, Trinity College Dublin, Irlande]. Trinity’s Access to Research Archive.
Williams, H. P.
(2021). The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States.
International Journal of Child Care and Education Policy, 15(1), article 16.
Saltmarsh, S. et Lee, I.-F.
(2021). Playing with happiness: Biopolitics, childhood and representations of play.
Contemporary Issues in Early Childhood, 22(4), 296‑311.
Parazelli, M., Auclair, D. et Brault, M.-C.
(2021). Pourquoi le programme québécois « Agir tôt » est-il controversé ?
Enfances Familles Générations. Revue interdisciplinaire sur la famille contemporaine, 38, article 11889.
Childcare Resource and Research Unit.
(2021). Services éducatifs et de garde à l’enfance au Canada 2019.
Friedman-Krauss, A, H., Barnett, W. S., Garver, K. A., Hodges, K. S., Weisenfeld, G. G. et 11). Gardiner, B. A.
(2021). The State of Preschool Yearbook 2020.
The National Institute for Early Education Research.
Neuman, S. B., Celano, D. et Portillo, M.
(2021). Getting Books in Children’s Hands : Creating a Citywide Book Distribution Policy Using a Mixed-Methods Geospatial Approach.
American Educational Research Journal, 58(4), 815-849.
Lavoie, C., Blanchet-Cohen, N. et Bacon, M.
(2021). Vers l’autochtonisation : pratiques éducatives inspirantes à l’ère de la réconciliation.
Éducation et francophonie, 49(1), numéro thématique.
Johansson, E. M. et Puroila, A. M. (dir.).
(2021). Politics of belonging: Processes of Participation, Inclusion and Social Justice in Early Years Educational Settings.
Revue Internationale de l’Enfance Préscolaire, 53(1), numéro thématique.
(2021). Review of Toronto Early Learning and Child Care Services: Their Unique Contribution to Toronto’s Equity, Inclusion and Poverty Reduction Goals
Statistique Canada.
(2021). Enquête sur les modes d'apprentissage et de garde des jeunes enfants, 2020.
Statistique Canada.
Euro Child.
(2021). Snapshot of early childhood development data and policies in nine countries. A cross country analysis.
First Years First Priority.
Johansson, E. M. et Puroila, A. M. (dir.).
(2021). Politics of belonging: Processes of Participation, Inclusion and Social Justice in Early Years Educational Settings.
Revue Internationale de l’Enfance Préscolaire, 53(1), numéro thématique.
Lavoie, C., Blanchet-Cohen, N. et Bacon, M.
(2021). Vers l’autochtonisation : pratiques éducatives inspirantes à l’ère de la réconciliation.
Éducation et francophonie, 49(1), numéro thématique.
Neuman, S. B., Celano, D. et Portillo, M.
(2021). Getting Books in Children’s Hands: Creating a Citywide Book Distribution Policy Using a Mixed-Methods Geospatial Approach.
American Educational Research Journal, 58(4), 815-849.
(2021). Sommaire et analyse des principales conclusions.
CHILDCARECANADA .
Friedman-Krauss, A, H., Barnett, W. S., Garver, K. A., Hodges, K. S., Weisenfeld, G. G. et Gardiner, B. A.
(2021). The State of Preschool Yearbook 2020.
The National Institute for Early Education Research.
Banghart, P., Hill, Z., Guerra, G., Covington, D. et Tout, K.
(2021). Supporting Families’ Access to Child Care and Early Education: A Descriptive Profile of States’ Consumer Education Websites.
OPRE Research Report #2021-161. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
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.
Ackerman, D. J.
(2020). Comparing the Content of, and Home Language Use Policies for Six GOLD®-Based Kindergarten Entry Assessments.
Early Education and Development, 31(5), 676-700.
Ackerman, D. J. et Lambert, R.
(2020). Introduction to the Special Issue on Kindergarten Entry Assessments : Policies, Practices, Potential Pitfalls, and Psychometrics.
Early Education and Development, 31(5), 629-631.
Alexiadou, N. et Altmann, U. S.
(2020). Early childhood education research in Europe: Contexts, policies, and ideas.
Education Inquiry, 11(2), 89-93.
Australian Children’s Education and Care Quality Authority (ACECQA).
(2020). Quality ratings by socio-economic status of areas.
Sydney : ACECQA.
Beach, J.
(2020). An examination of Regulatory and Other Measures to Support Quality Early Learning and Child Care in Alberta.
Muttart Foundation.
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.
Caldwell, J. et Sinha, V.
(2020). (Re) Conceptualizing Neglect: Considering the Overrepresentation of Indigenous Children in Child Welfare Systems in Canada.
Child Indicators Research, 13(2), 481-512.
Farewell, C. V., Powers, J. N., Maiurro, E., Scarbro, S., Quinlan, J. et Puma, J.
(2020). Implementation of policy, system, and environment changes in early childhood education settings.
International Journal of Child Care and Education Policy, 14(1), 1-12.
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.
Garrity, S. M. et Longstreth, S. L.
(2020). Using the Teaching and Guidance Policy Essentials Checklist to Develop Culturally and Linguistically Appropriate Behavior Guidance Policies.
Early Childhood Education Journal, 48(1), 71‑77.
Gromada, A., Rees, G. et Chzhen, Y.
(2020). Des mondes d’influence: comprendre ce qui détermine le bien-être des enfants dans les pays riches.
Bilan Innocenti](16).
Haut Conseil de la famille, de l’enfance et de l’âge (HCFEA).
(2020). Note d’étape de la perception des orientations du Conseil de l’enfance et de l’adolescence du HCFEA relative aux droits de l’enfant.
Paris : HCFEA.
Houri, A. K. et Miller, F. G.
(2020). A Systematic Review of Universal Screeners Used to Evaluate Social-Emotional and Behavioral Aspects of Kindergarten Readiness.
Early Education and Development, 31(5), 653-675.
Knauf, H.
(2020). Learning stories, pedagogical work and early childhood education: a perspective from German preschools.
Education Inquiry, 11(2), 94-109.
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.
Little, M., Cohen-Vogel, L., Sadler, J. et Merrill, B.
(2020). Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina.
Early Education and Development, 31(5), 796-815.
Margaret and Wallace McCain Family Foundation Inc.
(2020). Ten Reasons to Expand Public Kindergarten.
Margaret and Wallace McCain Family Foundation Inc.
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(). Sommaire et analyse des principales conclusions.
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