Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Geletu, G. M.
(2025). Conceptualisation and implementation of play-based curriculum and pedagogy in early childhood education in preschools in Oromia Regional State, Ethiopia.
Education 3-13, 53(2), 173-186.
Timmons, K., Bozek, E. et Sharp, E.
(2024). A Pan-Canadian document analysis: examining policies and practices that foster self-regulation in the early years.
International Journal of Early Years Education, 32(1), 220-245.
Visković, I. et Zeleničić, M.
(2024). Documenting the development and achievements of early and preschool children: Different curricular approaches.
Journal of Childhood, Education & Society, 5(1), 134-145.
Bleses, D., Jensen, P., Højen, A., Willemsen, M. M., Slot, P. et Justice, L. M.
(2024). Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?
Early Childhood Research Quarterly, 67(2^e quartier), 252-264.
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.
McCormick, M. P., MacDowell, C., Weiland, C., Hsueh, J. A., Maier, M., Pralica, M., Maves, S., Snow, C. et Sachs, J.
(2024). Instructional alignment is associated with PreK persistence: Evidence from the Boston Public Schools.
Early Childhood Research Quarterly, 67(2^equartier), 89-100.
Nathanaili, V.
(2024). Professional passive practice mentoring system in study program ‘Teaching for pre-school education’ in Albanian HEI-s.
European Early Childhood Education Research Journal, 32(2), 192-207.
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.
Colagrossi, A. L. R., de Magalhães-Barbosa, M. C., McCoy, D. C., Barnes, S. P., Temko, S., Bailey, R., Jones, S. M., Bianchi, L. M., da Cunha, A. J. L. A. et Prata-Barbosa, A.
(2024). Adaptation and Efficacy of a Social-Emotional Learning Intervention (SEL Kernels) in Early Childhood Settings in Southeastern Brazil: A Quasi-Experimental Study.
Early Education and Development, 35(4), 704-721.
Frydman, J. S. et Mayor, C.
(2024). A Scoping Review on the Use and Potential of School-Based Drama Therapy to Enhance Socio-emotional Skills in Early Childhood.
Early Childhood Education Journal, 52(4), 669-680.
Sun, Y., Bowden, M., Cameron, L., Skouteris, H. et Blewitt, C.
(2024). Understanding the need and opportunity for a trauma-informed early childhood organisations (TIO) program using intervention mapping.
Australasian Journal of Early Childhood, 49(2), 169-184.
Betancur, L., Choi, J. Y. et Rouse, H. L.
(2024). Prevalence and predictors of multiple, concurrent public early childhood education utilization among head start children.
Children and Youth Services Review, 163, article 107788.
Fang, H., Wu, Y., Dong, Y., Li, L., Gong, Y., Wang, J. et Wu, J.
(2024). Enhancing resilience in rural Chinese preschoolers: a randomized controlled trial of play-based picture-book reading intervention for 4-5-year-olds.
Early Child Development and Care, 194(7-8), 852-867.
Li, H. et Chen, J. J.
(2024). Evolution of the early childhood curriculum in China: the impact of social and cultural factors on revolution and innovation.
Early Child Development and Care, 187(10), 1471-1483.
Major, S. O., Palos, A. C., Gaspar, M. F. et Santos, A. I.
(2024). Do we get what we expect? A qualitative study of preschool teachers’ experiences with the Incredible Years® Teacher Classroom Management program.
Children and Youth Services Review, 163, article 107782.
Näslund-Hadley, E., Mateo-Berganza, M., Santos, H., Cabra, M. et Vélez, L.
(2024). Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia.
Early Childhood Education Journal, 52(6), 1135-1148.
Abdolmalaki, S., Khosravi, M., Nouri, N. et Ghaderi, M.
(2024). A model for play in the preschool curriculum: A phenomenological study.
Journal of Early Childhood Research, 22(4), 540-555.
Africa, E., Duncan, M. et Bath, L.
(2024). Fundamental movement skill proficiency of selected South African Montessorian pre-schoolers.
Journal of Early Childhood Research, 22(4), 503-514.
Butterworth, L. N., Denham, M. L. et Hestenes, L. L.
(2024). Exploring the Structural Inequalities of the Individualized Education Program: A Dis/Ability Critical Race Theory Perspective.
Topics in Early Childhood Special Education, 44(3), 217-228.
Davis, S., Packer, R. et Pierce, A.
(2024). Evaluating the effectiveness of supporting young quiet, shy and/or anxious primary school children in Wales, using two targeted intervention programmes.
Education 3-13, 52(8), 1033-1049.
Gharaibeh, M., Al-Bakkar, AM. M., Abdel-Rahman, S. Z. et Ahmed, A.
(2024). Stressors and difficulties in early intervention programs in Jordan from the employee’s perspective.
International Journal of Child Care and Education Policy, 18, article 11.
Guiang, J. A. D. et Dela Cruz, A. A.
(2024). Pre-Kindergarten transition program (PTP) for child development workers (CDWs).
European Journal of Education Studies, 11(11), 400-427.
Kutnick, P. et Colwell, J.
(2024). Promoting social competence and social inclusion in the preschool: a peer-based relational intervention.
Early Child Development and Care, 194(11-12), 1212-1229.
McMahon-Morin, P., Nasri, B., Verduyckt, I., Rezzonico, S. et Gingras, M. P.
(2024). Effect of a whole-group intervention on children’s participation in interactive book reading.
The Journal of Educational Research, 117(5), 316-330.
Minson, V. et Nuttall, J.
(2024). Assessment for learning within Australia’s Early Years Learning Framework: What is the place of Learning Stories?
Contemporary Issues in Early Childhood, 25(4), 429-444.
Ștefan, C. A., Cristescu, D. et Dănilă, I.
(2024). A Randomized Controlled Trial of the Effectiveness and Mechanisms of Change in a School-Based Intervention Combining Universal and Indicated Prevention for Preschoolers’ Behavior Problems.
Early Education and Development, 35(8), 1669-1694.
Wong, M. et Power, T. G.
(2024). The efficacy of the Peace Ambassador Project: Promoting children’s emotional intelligence to address aggression in the early childhood classroom.
Children and Youth Services Review, 166, article 107937.
Yang, H.-W., Vinh, M., Sharifnia, E., Amsbary, J., Clements, D. H., Lim, C.-I. et Sarama, J.
(2024). (Re)Conceptualizing STEM Learning and Teaching for Young Children With Disabilities.
Topics in Early Childhood Special Education, 44(3), 185-194.
Harmeyer, E., Weisenfeld, G. et Frede, E.
(2023). Including family child care (FCC) programs in publicly-funded pre-K: Conditions for success.
National Institute for Early Education Research.
Tamblyn, A., Skouteris, H., North, A., Sun, Y., May, T., Swart, E., Godsman, N. et Blewitt, C.
(2023). Physical and sensory environment interventions to support children’s social and emotional development in early childhood education and care settings: a systematic review.
Early Child Development and Care, 193(5), 708-724.
Varghese, C. A., Yeomans-Maldonado, G., Crawford, A., Landry, S., Johnson, U., Bhavsar, V. et McConnell, J.
(2023). Impacts of the beginning education: early childcare at home (BEECH) program for family child care providers and young children.
Early Childhood Research Quarterly, 62(1^st quarter), 287-303.
Kalvin, C., Bierman, K. L. et Erath, S. A.
(2023). Prevention and Intervention Programs Promoting Positive Peer Relations in Early Childhood.
Dans R. E. Tremblay, M. Boivin, Peters R. De V., (dir.). Boivin, M., (topic ed). Encyclopedia on Early Childhood Development [online].
Størksen, I., Rege, M., Solli, I. F., ten Braak, D., Lenes, R. et Geldhof, G. J.
(2023). The playful learning curriculum: A randomized controlled trial.
Early Childhood Research Quarterly, 64(3rd quarter), 36-46.
Corapci, F., Eroglu-Ada, F., Begum Kalkan, R. et Duman, E. A.
(2023). Classroom chaos and program quality in early child care and education programs: A study from Turkey.
Early Childhood Research Quarterly, 65(4), 32-41.
Lee, J. Y., Wright, C. A., Golinkoff, R. M. et Hirsh-Pasek, K.
(2023). Another case of the theory to practice gap: South Korean early childhood education and care.
Early Childhood Research Quarterly, 65(4), 385-395.
Pages, R., Bailey, D. H. et Duncan, G. J.
(2023). The impacts of Abecedarian and Head Start on educational attainment: Reasoning about unobserved mechanisms from temporal patterns of indirect effects.
Early Childhood Research Quarterly, 65(4), 261-274.
Park, S. O.
(2023). Transforming a cemetery into a garden of languages: A justice-oriented, family-centered framework for cultivating early bilingualism and emergent biliteracy.
Contemporary Issues in Early Childhood, 24(2), 97-123.
Brown, E. D., Blumenthal, M. A. et Allen, A. A.
(2022). The sound of self-regulation: Music program relates to an advantage for children at risk.
Early Childhood Research Quarterly, 60, 126‑136.
Ohlsson, A., Gericke, N. et Borg, F.
(2022). Integration of education for sustainability in the preschool curriculum: A comparative study between the two latest Swedish curricula.
Journal of Childhood, Education & Society, 3(1), 12‑27.
Aronsson, L.
(2022). The concept of language in the Swedish preschool curriculum: A theoretical and empirical examination of its productions.
Journal of Early Childhood Literacy, 22(1), 5-30.
Boyle, M. H., Olsho, L. E. W., Mendelson, M. R., Stidsen, C. M., Logan, C. W., Witt, M. B., Gola, A. A. H. et Copeland, K. A.
(2022). Physical Activity Opportunities in US Early Child Care Programs.
Pediatrics, 149(6), article 2020048850.
Carroll, A.V., Spring, K.E. et Wadsworth, D.D.
(2022). The Effect of a Teacher-Guided and -Led Indoor Preschool Physical Activity Intervention: A Feasibility Study.
Early Childhood Education Journal, 50(8), 1475-1483.
Carson, V., Predy, M., Hunter, S., Storey, K., Farmer, A. P., McIsaac, J.-L. et Flynn, J.
(2022). An Environmental Scan of Existing Canadian Childcare Resources Targeting Improvements in Health Behaviours.
Early Childhood Education Journal, 50(8), 1417-1428.
Cheng, X., Zhang, H., Cao, J. et Ma, Y.
(2022). The Effect of Mindfulness-Based Programs on Psychological Distress and Burnout in Kindergarten Teachers: A Pilot Study.
Early Childhood Education Journal, 50(7), 1197-1207.
Gaudette-Leblanc, A., Boucher, H., Bédard-Bruyère, F., Pearson, J. et Taralbusy, G. M.
(2022). Participation in an early childhood music programme and socioemotional development: A meta-analysis.
International Journal of Music in Early Childhood, 16(2), 131-153.
Houle, A. A., Besnard, T. et Bérubé, A.
(2022). Factors That Influence Parent Recruitment Into Prevention Programs in Early Childhood: A Mixed Studies Systematic Review.
Children and Youth Services Review, 133, article 106367.
Jin, Y., Krieg, S., Hamilton, A. et Su, J.
(2022). To teach creativity (or not) in early childhood arts curriculum: a case study in Chinese Beijing kindergartens.
International Journal of Early Years Education, 30(4), 940-955.
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.
Manera, L.
(2022). Art and aesthetic education in the Reggio Emilia Approach.
Education 3-13, 50(4), 483-493.
Paik, J. H., Duh, S., Lopez, C. et Rodriguez, R.
(2022). Emotion Knowledge and Theory of Mind among Chinese Preschoolers: A Curriculum-Based Approach.
Early Education and Development, 33(5), 764-785.
Ramanathan, G., Carter, D. et Wenner, J. A.
(2022). Framework for Scientific Inquiry in Preschool.
Early Childhood Education Journal, 50(7), 1263-1277.
Vretudaki, H. et Tafa, E.
(2022). Personal and fictional narratives development in kindergarten children. The effects of an intervention programme.
Early Child Development and Care, 192(16), 2545-2558.
Zudaire, I., Buil, R., Uriz, I. et Napal, M.
(2022). Mars Explorers: A Science Inquiry-Based Learning Project in Preschool.
International Journal of Early Childhood, 54(2), 297-320.
Castner, D. J., Fajerstein, L. et Butera, G.
(2022). The Good that’s Within You : A Case Study of Early Childhood Curriculum Practice.
Early Childhood Education Journal, 50(6), 1047‑1058.
Pompert, B., van der Meer-Wijnands, S. L. et De Waard, H.
(2022). Professionalisation in a play-based curriculum.
International Journal of Early Years Education, 30(3), 610‑625.
Vekić-Kljaić, V. et Mlinarević, V.
(2022). Documenting towards democratic early education curriculum in the Republic of Croatia.
European Early Childhood Education Research Journal, 30(6), 810-826.
Hu, J., Gordon, C., Yang, N. et Ren, Y.
(2021). “Once Upon A Star” : A Science Education Program Based on Personification Storytelling in Promoting Preschool Children’s Understanding of Astronomy Concepts.
Early Education and Development, 32(1), 7‑25.
Nesbitt, K. T. et Farran, D. C.
(2021). Effects of Prekindergarten Curricula: Tools of the Mind as a Case Study.
Monographs of the Society for Research in Child Development, 86(1), numéro thématique.
Barnett, W. S. et Jung, K.
(2021). Effects of New Jersey’s Abbott preschool program on children’s achievement, grade retention, and special education through tenth grade.
Early Childhood Research Quarterly, 56, 248-259.
Curenton, S. M. et Granda, C.
(2021). Building blocks of infant-toddler conversation skills: using the Conversation Compass© to drive innovation in Early Head Start classroom conversations.
Early Child Development and Care, 191(5), 789-799.
Elmquist, M., Finestack, L. H., Kriese, A., Lease, E. M. et Mcconnell, S. R.
(2021). Parent education to improve early language development: A preliminary evaluation of LENA StartTM.
Journal of Child Language, 48(4), 670-698.
Gray-Lobe, G., Pathak, P. et Walters, C.
(2021). The Long-Term Effects of Universal Preschool in Boston.
Discussion Paper #2021.05. School Effectiveness & Inequality Initiative.
Nian, Z.
(2021). Comparative Study on Curriculum Guidebook of Kindergarten.
Journal of Educational and Developmental Psychology, 11(1), 11-17.
Sciutto, M. J., Veres, D. A., Marinstein, T. L., Bailey, B. F. et Cehelyk, S. K.
(2021). Effects of a School-Based Mindfulness Program for Young Children.
Journal of Child and Family Studies, 30(6), 1516-1527.
Thomas, A.
(2021). Exploring schemas in the Welsh curriculum: A coming to know for practitioners and children.
Journal of Early Childhood Research, 19(1), 98-112.
Wackerle-Hollman, A., Spencer, T. D., Artman-Meeker, K., Spencer Kelley, E., Durán, L. et Foster, M. E.
(2021). Multi-tiered system of supports in early childhood: identifying gaps, considerations for application, and solutions.
Early Childhood Research Quarterly, 56, 201-212.
Adair-MacPherson, K.
(2021). 2021 Report of the Auditor General to the Nova Scotia House of Assembly OAGNS Planning and Implementation of the Pre-Primary Program.
Independent Auditor’s Report, Office of the Auditor General.
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.
Lin, X., Yang, W., Wu, L., Zhu, L., Wu, D. et Li, H.
(2021). Using an Inquiry-Based Science and Engineering Program to Promote Science Knowledge, Problem-Solving Skills and Approaches to Learning in Preschool Children.
Early Education and Development, 32(5), 695-713.
Nitsche, K., Leitão, S. et Parsons, R.
(2021). Does the Talkable programme improve caregiver knowledge and confidence in assisting their child’s language learning? A pilot study.
Australasian Journal of Early Childhood, 46(2), 150-162.
Gerlach, A., Gulamhusein, S., Varley, L. et Perron, M.
(2021). Structural Challenges & Inequities in Operating Urban Indigenous Early Learning and Child Care Programs in British Columbia.
Journal of Childhood Studies, 46(2), 1-19.
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.
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.
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.
Balladares, J., Kankaraš, M.
(2020). Attendance in early childhood education and care programs and academic proficiencies at age 15.
OCDE Publishing.
Howard, S. J., Vasseleu, E., Batterham, M. et Neilsen-Hewett, C.
(2020). Everyday Practices and Activities to Improve Pre-school Self-Regulation : Cluster RCT Evaluation of the PRSIST Program.
Frontiers in Psychology, 11, 1-15.
Joo, Y. S., Magnuson, K., Duncan, G. J., Schindler, H. S., Yoshikawa, H. et Ziol-Guest, K. M.
(2020). What Works in Early Childhood Education Programs? A Meta–Analysis of Preschool Enhancement Programs.
Early Education and Development, 31(1), 1‑26.
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.
Saçkes, M., Trundle, K. C. et Shaheen, M.
(2020). The Effect of Balanced Learning® Curriculum on Young Children’s Learning of Science.
Early Childhood Education Journal, 48(3), 305-312.
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.
Banerjee, R., Horn, E. et Palmer, S.
(2020). Morning or Afternoon: Does It Make a Difference in Early Childhood Programs?
Journal of Research in Childhood Education, 34(3), 447-462.
McCormick, K. I.
(2020). Book review : Power play: Explorado y empujando fronteras en una escuela en Tejas through a multilingual play-based early learning curriculum.
Contemporary Issues in Early Childhood, 21(4), 363‑365.
Wood, E.
(2020). Learning, development and the early childhood curriculum: A critical discourse analysis of the Early Years Foundation Stage in England.
Journal of Early Childhood Research, 18(3), 321-336.
Temiz, Z.
(2020). Comparison of working conditions in kindergartens and pre-primary classrooms in Turkey.
Education 3-13, 48(7), 875-888.
Yaya-Bryson, D., Scott-Little, C., Akman, B. et Cassidy, D. J.
(2020). A Comparison of Early Childhood Classroom Environments and Program Administrative Quality in Turkey and North Carolina.
International Journal of Early Childhood, 52(2), 233-248.
Association Canadienne de Santé Publique.
(2019). Pratiques prometteuses pour le jeu libre des enfants : Programmes, initiatives et politiques en émergence au Canada.
Association Canadienne de Santé Publique.
Diamond, A., Lee, C., Senften, P., Lam, A. et Abbott, D.
(2019). Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers.
PloS one, 14(9), 1-17.
Erkel, M. K., Abregu del Pino, V. F. et Bayer, A. M.
(2019). Exploring the Literacy Habits of Caregivers with Young Children Ages 11–25 Months Old in Lima, Peru : A Pilot Study for the LIBRE Project.
Early Childhood Education Journal, 47(6), 731-741.
Hughes-Scholes, C. H. et Gavidia-Payne, S.
(2019). Early Childhood Intervention Program Quality : Examining Family-Centered Practice, Parental Self-Efficacy and Child and Family Outcomes.
Early Childhood Education Journal, 47(6), 719-729.
Jenkins, J. M., Whitaker, A. A., Nguyen, T. et Yu, W.
(2019). Distinctions Without a Difference? Preschool Curricula and Children’s Development.
Journal of Research on Educational Effectiveness, 12(3), 514‑549.
Johnson, L. D.
(2019). Going to scale: exploring implementation of positive behaviour intervention and supports within and across different types of early childhood programmes.
Early Child Development and Care, 189(4), 523-540.
Kemple, K. M., Lee, I. et Ellis, S. M.
(2019). The Impact of a Primary Prevention Program on Preschool Children’s Social–Emotional Competence.
Early Childhood Education Journal, 47(6), 641-652.
McCoy, D. C., Gonzalez, K. et Jones, S.
(2019). Preschool Self‐Regulation and Preacademic Skills as Mediators of the Long‐Term Impacts of an Early Intervention.
Child development, 90(5), 1544-1558.
Porterfield, M. L. et Scott-Little, C.
(2019). Policy levers to promote cultural competence in early childhood programs in the USA : Recommendations from system specialists.
International Journal of Child Care and Education Policy, 13(1), 1-23.
Sezgin, E. et Demiriz, S.
(2019). Effect of play-based educational programme on behavioral self-regulation skills of 48-60-month-old children.
Early Child Development and Care, 189(7), 1100‑1113.
Joseé Trudel (doc)
(2019). Les rapports sociaux de sexe dès la petite enfance : une analyse de genre du Programme éducatif des services de garde du Québec, Accueillir la petite enfance.
Recherches féministes, 31(1), 105-121.
Ward, T., Goldingay, S. et Parson, J.
(2019). Evaluating a supported nature play programme, parents’ perspectives.
Early Child Development and Care, 189(2), 270-283.
Wang, X. C., Benson, K., Eggleston, C. et Lin, B.
(2019). A Guided, Exploration-Based Visual Arts Program for Preschoolers.
YC, Young Children, 74(1), 72-80.
Montrosse-Moorhead, B., Dougherty, S. M., La Salle, T. P., Weiner, J. M. et Dostal, H. M.
(2019). The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut.
Early Childhood Research Quarterly, 48, 134‑145.
Odom, S. L., Butera, G., Diamond, K. E., Hanson, M. J., Horn, E., Lieber, J., Palmer, S., Fleming, K. et Marquis, J.
(2019). Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children’s Success.
Topics in Early Childhood Special Education, 39(1), 19-31.
Blair, C., McKinnon, R. D. et Daneri, M. P.
(2018). Effect of the tools of the mind kindergarten program on children’s social and emotional development.
Early Childhood Research Quarterly, 43, 52-61.
Dietrichson, J., Kristiansen, I. L. et Nielsen, B. C. V.
(2018). Universal preschool programs and long-term child outcomes: A systematic review.
Uppsala, Suède: The Institute for Evaluation of Labour Market and Education Policy.
Friendly, M., Larsen, E., Feltham, L., Grady, B., Forer, B. et Jones, M.
(2018). Early childhood education and care in Canada 2016.
Toronto, ON: Childcare Resources and Research Unit.
Garnier, P.
(2018). Accueillir, éduquer, scolariser les jeunes enfants : des finalités sous tensions. Éléments d’analyse à partir de l’école maternelle en France.
Revue suisse des sciences de l’éducation, 40(3), 555-570.
Gershon, P. et Pellitteri, J.
(2018). Promoting Emotional Intelligence in preschool education: A review of programs.
International Journal of Emotional Education, 10(2), 26-41.
Masters, J. et Grogan, L.
(2018). A comparative analysis of nature kindergarten programmes in Australia and New Zealand.
International Journal of Early Years Education, 26(3), 233-248.
Menzer, M. et Winsler, A. (dir.).
(2018). Glimmers of Impact : Research on Early Childhood Arts Programs.
Early Childhood Research Quaterly, 45, dossier thématique (193-288).
Clasen, L. E. et Jensen de López, K.
(2017). BookFun – “There’s more to it than Reading a Book’ – Implementing a Danish Early Literacy Programme that Supports Professionalism, Language Development and Social Inclusion.
Journal of Early Childhood Literacy, 17(2), 254-279.
Kervin, L., Turbill, J. et Harden-Thew, K.
(2017). Invisible to visible: Mapping the continuum of literacy learning experiences in an early-years setting.
Journal of Early Childhood Literacy, 17(4), 465-484.
Lam, L. T. et Wong, E. M. Y.
(2017). Enhancing social-emotional well-being in young children through improving teachers’ social-emotional competence and curriculum design in Hong Kong.
International Journal of Child Care and Education Policy, 11(5), 1-14.
Sezgin, E. et Demiriz, S.
(2017). Effect of play-based educational programme on behavioral self-regulation skills of 48-60 month-old children.
Early Child Development and Care, 189(7), 1100-1113.
Fox, S.
(2016). Preschool – Two Years are Better Than One: Developing a Preschool Program for Australian 3 Year Olds – Evidence, Policy and Implementation.
Mitchell Institute Policy Paper No. 03/2016. Mitchell Institute, Melbourne.
Magnuson, K. A., Kelchen, R., Duncan, G. J., Schindler, H. S., Shager, H. et Yoshikawa, H.
(2016). Do the effects of early childhood education programs differ by gender? A meta-analysis.
Early Childhood Research Quarterly, 36, 521‑536.
OCDE
(2016). Regards sur l'éducation 2016 : Les indicateurs de l'OCDE.
Paris: Éditions OCDE.
Alexandra Paquette (étu)Joanne Lehrer et Nathalie Bigras
(2016). L’image de l’enfant de l’approche de Reggio Emilia et du programme éducatif Accueillir la petite enfance du Québec.
Revue Canadienne des Jeunes Chercheur(e)s en Éducation, 7(2), 89-96.
UNESCO.
(2016). New Horizons: A review of early childhood care and education in Asia and the Pacific.
Bangkok : UNESCO.
Wechsler, M., Kirp, D., Tinubu Ali T., Gardner, M., Maier, A., Melnick, H. et Shields, P. M.
(2016). The road to high-quality early. Learning lessons from the states.
Palo Alto, CA: Learning Policy Institute.
Ebbeck, M., Phoon, D. M. Y., Tan-Chong, E. C. K., Tan, M. A. B. et Goh, M. L. M.
(2015). A research study on secure attachment using the primary caregiving approach.
Early Childhood Education Journal, 43(3), 233-240.
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