Thématiques
- Ansari, A., Fasih, T. et Humphry, E.(2024). Ten Years of Early Childhood Education (ECE) in Punjab (Pakistan): What Have We Learned?
Journal of Research in Childhood Education, 38(sup1), S161-S179.
- Alexandersen, N., Zachrisson, H. D., Røysamb, E., Wilhelmsen, T., Wang, M. V. et Brandlistuen, R. E.(2024). Preschool structural quality and student-teacher closeness are related to children's adjustment: sibling-informed design.
Early Childhood Research Quarterly, 66(1er quartier), 48-60.
- Melo, C., Pianta, R.C., LoCasale-Crouch, J., Romo, F. et Ayala, M. C.(2024). The Role of Preschool Dosage and Quality in Children’s Self-Regulation Development.
Early Childhood Education Journal, 52(1), 55-71.
- (2024). Measuring Quality in Two Early Childhood Education Contexts: Centre-Based Childcare and Four-Year-Old Preschool.
Journal of Education and Learning, 13(1), 32-50.
- Burns, S., Luo, Z., Brunsek, A., Jegatheeswaran, C. et Perlman, M.(2024). Exploring the role of educator personality on structural and process quality in early childhood education and care settings.
Early Childhood Research Quarterly, 67(2e quartier), 374-385.
- Eliassen, E., Brandlistuen, R. E. et Wang, M. V.(2024). The effect of ECEC process quality on school performance and the mediating role of early social skills.
European Early Childhood Education Research Journal, 32(2), 325-338.
- Grieshaber, S., Highfield, K., Duncan, A. et Neilsen-Hewett, C.(2024). Irreconcilable knowledges?: A way forward.
Australasian Journal of Early Childhood, 49(1), 5-16.
- Tang, A., Rankin, P., Staton, S. et Thorpe, K.(2024). Access to high-quality early care and education: Analysis of Australia's national integrated data.
Early Childhood Research Quarterly, 67(2e quartier), 352-362.
- Ali, U., Herbst, C. M. et Makridis, C. A.(2024). Minimum quality regulations and the demand for childcare labor.
Journal of Policy Analysis and Management, 43(3), 660-695.
- 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.
- Henderson, L., Nuttall, J., Wood, E. et Martin, J.(2024). Educational leadership in early childhood education: Participant vulnerability and a ‘rule of care’.
Journal of Early Childhood Research, 22(2), 297-312.
- Krafft, C., Raikes, A., Towfighian, S. N. et Mojgani, R. S.(2024). Quality and inequality in pre-primary and home environment inputs to early childhood development in Egypt.
Early Childhood Research Quarterly, 68(3e quartier), 24-34.
- (2024). Analyse des relations entre la qualité de l’environnement éducatif à l’éducation préscolaire et l’engagement des enfants dans les situations de développement et d’apprentissage en émergence de l’écrit
[thèse de doctorat, Université du Québec à Montréal]. Archipel.
- Morrissey, T. W. et Bowman, K. M.(2024). Early Care and Education Workforce Compensation, Program Quality, and Child Outcomes: A Review of the Research.
Early Education and Development, 35(5), 984-1013.
- Ngololo, E., Kasanda, C. et Van Rooy, G.(2024). (In)capacity to early learning provisioning in Namibia.
International Journal of Early Years Education, 32(2), 420-437.
- Tympa, E. et Karavida, V.(2024). State vs. private preschool setting: assessing school quality for a successful learning environment.
International Journal of Early Years Education, 32(2), 360-373.
- Weiland, C., McCormick, M., Duer, J., Friedman-Krauss, A., Pralica, M., Xia, S., Nores, M. et Mattera, S.(2024). The mixed-delivery pre-k opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems.
Early Childhood Research Quarterly, 68(3e quartier), 247-259.
- Yang, Y., Rao, N. et Sun, J.(2024). From Pre-Service Preparation to Professional Development: Early Childhood Teachers’ Learning Experiences, ECE Quality, and Child Development in China.
Early Education and Development, 35(5), 1080-1102.
- Campbell-Barr, V. et Bogatić, K.(2024). Global to local perspectives of early childhood education and care.
Early Child Development and Care, 187(10), 1461-1470.
- Carr, R. C., Jenkins, J. M., Watts, T. W., Peisner-Feinberg, E. S. et Dodge, K. A.(2024). Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina.
Child Development, 95(4), 1200-1217.
- Elicker, J., Gold, Z.S., Mishra, A.A. et Christ, S. L.(2024). Child Care Providers’ Quality Improvement within QRIS.
Child Youth Care Forum, 53(5), 1081-1109.
- Halle, T., Tang, J., Maxfield, E. T., Gerson, C. S., Verhoye, A., Madill, R., Piña, G., Gottesman, P. B., Solomon, B., Caballero-Acosta, S., Lin, Y.-C., Fuller, J. et Kelley, S.(2024). Expanding access to high-quality early care and education for families with low income in Maryland through child care subsidy policies.
Early Childhood Research Quarterly, 69(4e quartier), 1-12.
- Hohmann, U.(2024). ‘Each child must be assigned a key person’: Context and interpretation of a statutory requirement in English Early Childhood Education and Care settings.
Children & Society, 38(6), 2168-2183.
- Hunkin, E. et Grieshaber, S.(2024). Complexifying quality in early childhood contexts through a theory of quality ecologies.
Australasian Journal of Early Childhood, 49(3), 221-231.
- Lee, Y., Kim, K. et Yudron, M.(2024). School Readiness of Immigrant-Origin Children and Enriching Experiences.
Early Education and Development, 35(6), 1127-1140.
- Lopez, L. D., Castillo, A., Frechette, E., Jeon, S., Castle, S., Horm, D. et Kwon, K.-A.(2024). High-quality early care and education for low-income families: Toddlers’ cognitive and emotional functioning during the COVID-19 pandemic.
Infancy, 29(6), 983-1001.
- Marttila, J., Fukkink, R. et Silvén, M.(2024). Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention.
European Early Childhood Education Research Journal, 32(4), 545-561.
- Raikes, A., Sayre Mojgani, R., Heinzel-Nelson Alvarenga Lima, J., Davis, D., Cassell, C., Waldman, M. et Escalante, E.(2024). Profiles of Quality in Three Distinct Early Childhood Programs Using the Brief Early Childhood Quality Inventory (BEQI).
International Journal of Early Childhood, 56(2), 211-236.
- Tan, P. Z., Aralis, H., Ijadi-Maghsoodi, R., Wang, E., Kataoka, S. H., Miller, K., Sinclair, M., Gorospe, C. M., Delja, J. R., Barrera, W., Lee, S.-J., Mogil, C., Milburn, N. et Paley, B.(2024). Advancing equitable access to high quality early childhood education through a trauma- and resilience-informed community schools approach.
Early Childhood Research Quarterly, 69(4e quartier), 111-121.
- Freeborn, C., Mardhani-Bayne, A. et Soetaert, C.(2023). Quality and educator dispositions for indigenous families in the urban early learning and child care context: a scoping review.
International Journal of Child Care and Education Policy, 17, article 6.
- Navarro-Cruz, G. E., Dávila, B. A. , Amaya, A. et Orozco-Barajas, I.(2023). Accommodating life's demands: Childcare choices for student parents in higher education.
Early Childhood Research Quarterly, 62(1st quarter), 217-228.
- Oppermann, E., Lehrl, S. et Burghardt, L.(2023). Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school.
Early Childhood Research Quarterly, 63(2nd quarter), 133-144.
- Ryser, V.-A. et Heers, M.(2023). Early Child-care Arrangements and Both Parents’ Subjective Well-being.
Journal of Child and Families Studies, 32, 1002–1017.
- Schmitt, S. A., Elicker, J. A., Purpura, D. J., Duncan, R. J., Schmerold, K. L., Budrevich, A., Bryant, L. M. et Finders, J. K.(2023). The effects of a high quality state-run preschool program as rated by a Quality Rating and Improvement System on children's school readiness.
Early Childhood Research Quarterly, 62(1st quarter), 89-101.
- Slicker, G., Whitaker, A. A. et Tang, J.(2023). Center-based early care and education programs and quality indicators: A latent class analysis.
Early Childhood Research Quarterly, 63(2nd quarter), 59-72.
- Sluiter, R. M.V., Fekkes, M. et Fukkink, R. G.(2023). Comparing center-based with home-based child care: type of care moderates the association between process quality and child functioning.
Early Childhood Research Quarterly, 62(1st quarter), 102-114.
- 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(2nd quarter), 240-248.
- 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(1st quarter), 175-185.
- Markowitz, A. J. et Seyarto, M.(2023). Linking professional development to classroom quality: Differences by ECE sector.
Early Childhood Research Quarterly, 64(3rd quarter), 266-277.
- (2023). La qualité éducative, au cœur des services éducatifs à l’enfance!
Pour la petite enfance, 1(2), numéro thématique.
- Pascal, C. et Bertram, T.(2023). Evidencing practice: re-focusing on children’s flourishing, fulfilment and wellbeing.
European Early Childhood Education Research Journal, 31(3), 305-310.
- Barghaus, K. M., Henderson, C. M., Fantuzzo, J. W., Brumley, B., Coe, K., LeBoeuf, W. A. et Weiss, E. M.(2023). Classroom Engagement Scale: Validation of a Teacher-Report Assessment Used to Scale in the Kindergarten Report Card of a Large Urban School District.
Early Education and Development, 34(1), 306-328.
- Rucker, L., Zajicek, A. et Kerr, B.(2023). Variation in State Early Childhood Lead Educator Qualifications: Pre-service Versus In-service Qualification, Professional Organization, and Geographical Proximity.
Early Childhood Education Journal, 51, 67-77.
- Grantham-Caston, M. et DiCarlo, C. F.(2023). Leadership Styles in Childcare Directors.
Early Childhood Education Journal, 51, 105-114.
- Bustamante, A. S., Bermudez, V. N., Ochoa, K. D., Belgrave, A. B. et Vandell, D. L.(2023). Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds.
Developmental Psychology, 59(8), 1440-1451.
- Dýrfjörð, K., Hreinsdóttir, A, M., Visnjic-Jevtic, A. et Clark, A.(2023). Young children's perspectives of time: New directions for co-constructing understandings of quality in ECEC.
British Educational Research Journal, prepublication.
- Gibson, M., Press, F., Harrison, L., Wong, S., Cumming, T., Ryan, S., Crisp, K., Richardson, S., Gibbs, L., Cooke, M. et Brown, J.(2023). Shining a light on early childhood educators’ work. A report from the Australian study Exemplary early Childhood educators at Work: A Multi-Level Investigation.
Queensland University of Technology.
- Gomez, C. J., Whitaker, A. A. et Cannon, J. S.(2023). Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System.
Early Education and Development, 34(5), 1236-1253.
- Harrison, L. J., Andrews, R., Hadley, F., Irvine, S., Waniganayake, M., Barblett, L., Davis, B., Hatzigianni, M. et Li, H.(2023). Protocol for a mixed-methods investigation of quality improvement in early childhood education and care in Australia.
Children and Youth Services Review, 155, article 107278.
- Henry, A. J. L., Hatfield, B. E. et Chandler, K. D.(2023). Toddler teacher job strain, resources, and classroom quality.
International Journal of Early Years Education, 31(4), 844-858.
- 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.
- Palaiologou, I.(2023). Early childhood provision, practice and quality: the ambiguity of the meaning of quality.
International Journal of Early Years Education, 31(4), 839-843.
- Pietropoli, I. et Triventi, M.(2023). What drives early childhood education attendance? The role of structural factors and personal beliefs in Germany.
Children and Youth Services Review, 150, article 107035.
- Sewagegn, A. A., Bitew, W. B., Fenta, T. B. et Dessie, A. A.(2023). The status of early childhood care and education in northwest Ethiopia: an investigation from quality perspective.
International Journal of Early Years Education, 31(4), 987-1002.
- Smidt, W. et Embacher, E.-M.(2023). The importance of structural characteristics for interaction quality in Austrian preschools.
European Early Childhood Education Research Journal, 31(5), 752-771.
- Togsverd, L.(2023). “But we´re talking about Jonas?!” Danish ECEC Between Quality Cultures.
Journal of Pedagogy, 14(1), 59-78.
- Trifonova, M. P. et Peneva, L. D.(2023). Exploring the quality of early childhood education and care environment in Bulgarian kindergartens.
International Journal of Early Years Education, 31(4), 941-955.
- Woodman, L.(2023). Out of the shadows: An epistemological examination of family childcare in Canada.
Journal of Childhood, Education & Society, 4(2), 219-229.
- 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.
- Cadima, J., Aguiar, C., Guedes, C., Wysłowska, O., Salminen, J., Slot, P., Barata, M. C. et Lerkkanen, M.-K.(2023). Process Quality in Toddler Classrooms in Four European Countries.
Early Education and Development, 34(7), 1565-1589.
- McLean, C., McIsaac, J. L. D., Mooney, O., Morris, S. B. et Turner, J.(2023). A Scoping Review of Quality in Early Childhood Publicly-Funded Programs.
Early Childhood Education Journal, 51(7), 1267-1278.
- 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.
- Prusinski, E., Mahler, P. P., Collins, M. et Couch, H.(2023). Strengthening Early Childhood Education and Care in a “Childcare Desert”.
Early Childhood Education Journal, 51(7), 1317-1333.
- Xiao, N., Chen, J., Justice, L. M. et Zhang, X.(2023). Children’s Learning Experiences in Rural Boarding Preschools: Classroom Quality and Associations with Developmental Outcomes.
Early Education and Development, 34(7), 1612-1630.
- Zheng, C. et Yu, D.(2023). Features, measurement, and quality improvement in family childcare: a systematic literature review (SLR).
Early Child Development and Care, 193(15-16), 1667-1699.
- Maldonado-Carreño, C., Yoshikawa, H., Escallón, E., Ponguta, L. A., Nieto, A. M., Kagan, S. L., Rey- Guerra, C., Cristancho, J. C., Mateus, A., Caro, L. A., Aragon, C. A., Rodríguez, A. M. et Motta, A.(2022). Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia.
Child Development, 93(1), 254‑268.
- Audet, N. (dir.).(2022). Enquête québécoise sur l’accessibilité et l’utilisation des services de garde 2021. Portrait statistique.
Institut de la statistique du Québec.
- Buell, M., Fidel, R., Hustedt, J. T., Kuntz, S. et Slicker, G.(2022). From time-out to expulsion: A national review of states’ center-based child care licensing exclusionary discipline regulations.
Children and Youth Services Review, 141, article 106623.
- Castner, D. J.(2022). Fidelity in Teaching Young Children: Two Stories of Professional Integrity.
Journal of Research in Childhood Education, 36(2), 239-254.
- (2022). Apprentissage et garde des jeunes enfants au Canada : d’où partons-nous, où allons-nous ?
Institut de Recherche en Politiques Publiques.
- Dalgaard, N. T., Bondebjerg, A., Klokker, R., Viinholt, B. C. A. et Dietrichson, J.(2022). Adult/child ratio and group size in early childhood education or care to promote the development of children aged 0–5 years: A systematic review.
Campbell Systematic Reviews, 18(2), article 1239.
- Doromal, J. B., Bassok, D., Bellows, L. et Markowitz, A. J.(2022). Hard-to-staff centers : Exploring center-level variation in the persistence of child care teacher turnover.
Early Childhood Research Quarterly, 61(4th Quarter), 170‑178.
- Gu, W.(2022). La valeur des soins des enfants non rémunérés et de l’emploi rémunéré selon le sexe : quelles sont les répercussions du programme universel de services de garde à contribution réduite?
Statistique Canada.
- Kelty, N. E. et Wakabayashi, T.(2022). Assessing Quality in Classrooms that Blend State Pre-Kindergarten and Head Start Funding: The Case of Michigan.
Early Education and Development, 33(8), 1383-1394.
- Lohmander, M. K. (dir.).(2022). Quality early childhood education for all children?
European Early Childhood Education Research Journal, 30(5), numéro thématique.
- Losier, T., Orri, M., Boivin, M., Larose, S., Japel, C., Tremblay, R. E. et Côté, S. M.(2022). The Associations Between Child-Care Services During the Preschool Years and High School Graduation: A 20-Year Longitudinal Population-Based Study.
Journal of Developmental & Behavioral Pediatrics, 43(4), 206-215.
- Love, H. R. et Hancock, C. L.(2022). Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs.
Contemporary Issues in Early Childhood, 23(4), 483-499.
- Movahedazarhouligh, S., Banerjee, R. et Luckner, J.(2022). An Examination of Current Leadership Practices in Early Childhood and Early Childhood Special Education: A Mixed Methods Study.
Early Education and Development, 33(4), 700-722.
- Mowrey, S.C., Farran, D.C.(2022). Teaching Teams: The Roles of Lead Teachers, Teaching Assistants, and Curriculum Demand in Pre-kindergarten Instruction.
Early Childhood Education Journal, 50(8), 1329-1341.
- OECD(2022). Strengthening Early Childhood Education and Care in Luxembourg.
OECD Publishing.
- Phillips, D. A., Johnson, A. D. et Iruka, I. U.(2022). Early care and education settings as contexts for socialization : New directions for quality assessment.
Child Development Perspectives, 16(3), 127‑133.
- Richardson, B. et Langford, R.(2022). Care-full pedagogy: Conceptualizing feminist care ethics as an overarching critical framework to interrupt the dominance of developmentalism within post-secondary early childhood education programs.
Contemporary Issues in Early Childhood, 23(4), 408-420.
- Ringsmose, C., Duncan-Bendix, J. et Vikkelsø Nielsen, H.(2022). Cultures in Mind: Quality, Values, Standards, and Practices in ECEC in Denmark and the United States.
Journal of Research in Childhood Education, 36(4), 541-560.
- Schmitt, S. A., Mihalec-Adkins, B., Lipscomb, S. T., Pratt, M. E. et Horvath, G.(2022). Longitudinal relations among child care stability during the prekindergarten year and behavior problems.
Children and Youth Services Review, 138, article 106522.
- Statistique Canada.(2022). Enquête sur les modes d'apprentissage et de garde des jeunes enfants, 2022.
Statistique Canada.
- Sterling Honig, A.(2022). Essentials for excellence in quality early child care.
Early Child Development and Care, 192(12), 1940-1951.
- The Front Project.(2022). SUPPORTING ALL CHILDREN TO THRIVE. The importance of equity in early childhood education.
- von Hippel, P.T. et Cañedo, A. P.(2022). Is Kindergarten Ability Group Placement Biased ? New Data, New Methods, New Answers.
American Educational Research Journal, 59(4), 820‑857.
- 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.
- Zhou, A. et Fenech, M.(2022). The role and influence of educational leaders in centres rated as providing high quality early childhood educational programs.
Australasian Journal of Early Childhood, 47(2), 148-161.
- (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.
- Hooper, A., Hallam, R. et Skrobot, C.(2021). “Our quality is a little bit different” : How family childcare providers who participate in a Quality Rating and Improvement System and receive childcare subsidy define quality.
Contemporary Issues in Early Childhood, 22(1), 76-94.
- Love, H. R. et Horn, E.(2021). Definition, Context, Quality: Current Issues in Research Examining High-Quality Inclusive Education.
Topics in Early Childhood Special Education, 40(4), 205-216.
- Næsby, T.(2021). What makes good preschools good for all children.
Early Child Development and Care, 191(13), 2078-2092.
- Hu, B. Y., Li, Y., Wang, C., Wu, H. et Vitiello, G.(2021). Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills : A multilevel mediation analysis.
Early Childhood Research Quarterly, 55, 242‑251.
- Khalfaoui, A., García-Carrión, R. et Villardón-Gallego, L.(2021). A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education.
Early Childhood Education Journal, 49(1), 71‑81.
- Tilhou, R., Eckhoff, A. et Rose, B.(2021). A Collective Impact Organization for Early Childhood : Increasing Access to Quality Care by Uniting Community Sectors.
Early Childhood Education Journal, 49(1), 111‑123.
- Emploi et Développement social Canada(2021). Rapport de base national du Canada - La qualité dans l’éducation et l’accueil des jeunes enfant.
Sa Majesté la Reine du Chef du Canada.
- Norman, A. et Byrne, J.(2021). Symbolic gesturing: creating opportunities for emotional connections between practitioners and infants in day care.
Early Child Development and Care, 191(10), 1577-1589.
- Gidari, S. et Kakana, D.-M.(2021). The effectiveness of a teachers’ professional development program to improve the quality of the preschool environment.
European Journal of Education Studies, 8(8), 244-267.
- Helsabeck, N. P., Logan, J. A. R., Justice, L. M., Purtell, K. M. et Lin, T.-J.(2021). Pathways to Kindergarten: A Latent Class Analysis of Children’s Time in Early Education and Care.
Early Education and Development, 32(5), 764-788.
- Pekkurnaz, D., Aran, M. A. et Aktakke, N.(2021). Does quality matter in determining childcare prices? Evidence from private childcare provision in Turkey.
International Journal of Child Care and Education Policy, 15, article 11.
- Pence, A.(2021). Going Beyond: Implementing “Beyond Quality” through the Investigating Quality (IQ) Project.
Journal of Research in Childhood Education, 35(3), 520-533.
- Varmuza, P., Perlman, M. et Falenchuk, O.(2021). How stable is program quality in child care centre classrooms?
International Journal of Child Care and Education Policy, 15(1), article 15.
- Ministère de la Famille.(2021). Situation des centres de la petite enfance, des garderies et de la garde en milieu familial au Québec en 2017.
Analyse des rapports d’activités 2016-2017 soumis par les divisions des entreprises de services de garde éducatifs à l’enfance.
- Uppal, S. et Savage, U.(2021). Regards sur la société Canadienne. Le personnel des services de garde d’enfants au Canada.
Statistique Canada.
- 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.
- Peden, M., Eady, M., Okely, A. et Jones, R.(2021). Thinking Beyond the Norm: Using Alternate Theories in Early Childhood Education and Care Physical Activity Interventions.
Journal of Research in Childhood Education, 35(4), 642-650.
- Varmuza, P., Perlman, M. et Falenchuk, O.(2021). How stable is program quality in child care centre classrooms?
International Journal of Child Care and Education Policy, 15(1), article 15.
- Lombardi, C. M., Fisk, E. et Cook, K. D.(2021). Do child care characteristics during toddlerhood explain income-based gaps in reading and math skills at preschool?
Children and Youth Services Review, 131, article 106285.
- 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.
- Gouvernement du Canada.(2021). Rapport de base national du Canada - La qualité dans l’éducation et l’accueil des jeunes enfants.
Emploi et développement social Canada.
- 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.
- Walthery, P. et Chung, H.(2021). Sharing of childcare and wellbeing outcomes: an empirical analysis Second Report: Quantitative Analysis of the 2014/15 UK Time Use Study.
Government equalities Office.
- Frank, F. et Arim, R.(2021). Personnel autochtone et non autochtone des services d’apprentissage et de garde des jeunes enfants au Canada.
Statistique Canada.
- Bromer, J., Porter, T., Jones, C., Raonese-Barnes, M. et Orland, J.(2021). Quality in Home-Based Child Care: A Review of Selected Literature.
OPRE Report 2021-136. Office of Planning, Research and Evaluation.
- (2021). Review of Toronto Early Learning and Child Care Services: Their Unique Contribution to Toronto’s Equity, Inclusion and Poverty Reduction Goals.
- Walthery, P. et Chung, H.(2021). Sharing of childcare and wellbeing outcomes: an empirical analysis Second Report: Quantitative Analysis of the 2014/15 UK Time Use Study.
Government equalities Office.
- Gouvernement du Canada.(2021). Rapport de base national du Canada - La qualité dans l’éducation et l’accueil des jeunes enfants.
Emploi et développement social Canada.
- 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.
- Nocita, G. A.(2021). Quality of Early Childhood Education and Care: Examining Different Conceptualizations and Levels of Quality
[Thèse de doctorat, University of Toronto]. TSpace.
- 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.
- Brownwell, C. A. et Drummond, J.(2020). Early childcare and family experiences predict development of prosocial behaviour in first grade.
Early Child Development and Care, 190(5), 712-737.
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Early Education and Development, 31(2), 177‑199.
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