Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Jónsdóttir, F., Dockett, S. et Einarsdóttir, J.
(2025). Transition from preschool to primary school for diverse groups of children in Iceland. A praxeological study.
Education 3-13, 53(2), 198-211.
Luo, S. et Yuan, S.
(2025). Young children's perceptions and experiences of school readiness during the transition from preschool to primary school in China.
Children & Society, 39(1), 247-266.
Fyffe, L., Sample, P. L., Lewis, A., Rattenborg, K. et Bundy, A. C.
(2024). Entering Kindergarten After Years of Play: A Cross-Case Analysis of School Readiness Following Play-Based Education.
Early Childhood Education Journal, 52(1), 167-179.
Lyons, M. E.
(2024). Within-Classroom Play: Cultivating Autonomy, Competence, and Relatedness During the Transition to Kindergarten.
Early Childhood Education Journal, 52(1), 155-165.
Allee, K. A., Clark, M. H., Bai, H. et Roberts, S. K.
(2024). Direct and Indirect Impacts of Voluntary Pre-Kindergarten on Kindergarten Readiness and Achievement.
Early Childhood Education Journal, 52(2), 319-331.
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.
Copeland, K. A., Porter, L., Gorecki, M. C., Reyner, A., White, C. et Kahn, R. S.
(2024). Early Correlates of School Readiness Before and During the COVID-19 Pandemic Linking Health and School Data.
JAMA Pediatrics, 178(3), 294-303.
Gath, M. E., Herold, L., Hunkin, E., McNair, L. J., Redder, B., Rutanen, N. et White, E. J.
(2024). Infants’ emotional and social experiences during and after the transition to early childhood education and care.
Journal of Early Childhood Research, 22(1), 88-105.
Kang, V. Y., Coba-Rodriguez, S. et Kim, S.
(2024). “We need to prepare and adjust”: The school readiness beliefs and practices of Korean families with preschool-aged children.
Early Childhood Research Quarterly, 67(2^e quartier), 55-66.
Murphy, K., Giordano, K. et Deloach, T.
(2024). Pre-K and Kindergarten Teacher Perception of School Readiness During the COVID-19 Pandemic.
Early Childhood Education Journal, 52(3), 551-561.
Revilla, Y. L., Raittila, R., Sevon E. et Rutanen, N.
(2024). Newcomer object ownership negotiations when transitioning from home care to early childhood education and care in Finland.
European Early Childhood Education Research Journal, 32(2), 311-324.
Sun, J., Justice, L. M., Jiang, H., Purtell, K. M., Lin, T.-J. et Ansari, A.
(2024). Big little leap: The role of transition difficulties in children's skill development during kindergarten.
Early Childhood Research Quarterly, 67(2^e quartier), 139-147.
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.
Cook, K. D., Ehrlich Loewe, S., Kabourek, S., Francis, J., Schaper, A., Thomson, D., Halle, T. et Kauerz, K.
(2024). How Do Combinations of Transition Activities Available to Children and Families Predict Successful Kindergarten Transitions?
Early Education and Development, 35(4), 740-765.
Kong, P.A., Zhang, X., Sachdev, A. et Yu, X.
(2024). Learning the Rules: Chinese Immigrant Parents’ Involvement During Their Children’s Transition to Kindergarten.
Early Childhood Education Journal, 52(4), 681-691.
Logan, J. A. R., Piasta, S. B., Purtell, K. M., Nichols, R. et Schachter, R. E.
(2024). Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement.
Child Development, 95(2), 609-624.
Bakopoulou, I.
(2024). The impact of the COVID-19 pandemic on early years transition to school in the UK context.
Education 3-13, 52(5), 648-661.
Cardenas, J. F. et Colwell, M. J.
(2024). Maternal Well-Being and the Transition to Childcare: Impact of Caregiver Support.
International Journal of Early Childhood, 56(1), 41-57.
Homerin, N. et Dodds, R. L.
(2024). The transition from early intervention to preschool for children with multiple disabilities: a narrative review.
Early Child Development and Care, 194(3), 350-365.
Babić, N.
(2024). Continuity and discontinuity in education: example of transition from preschool to school.
Early Child Development and Care, 187(10), 1596-1609.
Boylan, F., Barblett, L., Lavina, L. et Ruscoe, A.
(2024). Transforming transitions to primary school: using children’s funds of knowledge and identity.
European Early Childhood Education Research Journal, 32(4), 704-718.
Dor, A.
(2024). Exploring Parent-Teacher Communication: Understanding Mutual Perspectives and Support During the Transition to First Grade.
Journal of Educational and Developmental Psychology, 14(2), 29-38.
Edelmann, D., Schletti, C. et Beeler, K.
(2024). Cultural fit between family and school during the transition to school - Findings from a longitudinal qualitative-ethnographic study on socially privileged fami-lies.
Swiss Journal of Educational Research, 46(2), 118-129.
Gaspar, C. et Jahromi, L.
(2024). Parent perspectives of early childhood special education transition - a systematic review.
Infants & Young Children, 37(3), 193-215.
Gözüm, A. İ. C., Özberk, E. H., Kaya, Ü. Ü. et Aktulun, Ö. U.
(2024). Number Sense Across the Transition from Preschool to Elementary School: A Latent Profile Analysis.
Early Childhood Education Journal, 52(6), 1221-1243.
Kinkead-Clark, Z.
(2024). Select Caribbean teachers’ perspectives on the socio-emotional skills children need to successfully transition to primary school.
Early Child Development and Care, 187(9), 1403-1412.
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.
Joanne Lehrer Nathalie Bigras et Isabelle Laurin
(2024). Multi-voice narratives of the transition process : analysing content, context, documents, and emotions.
Dans A.-W. Dunlop, S. Peters et S. L. Kagan (dir.), The Bloomsbury Handbook of Early Childhood Transitions Research (p. 391-402). Bloomsbury.
Mitchell, A. E., Armstrong, R., McBryde, C., Morawska, A., Etel, E., Hurrion, E. M., McAuliffe, T. et Johnston, L.
(2024). Children born very or extremely preterm transitioning to school: a cross-sectional study examining predictors of school readiness, school adjustment, and support needs.
Early Child Development and Care, 194(7-8), 835-851.
Palacios, N. et Paulick, J.
(2024). Supporting Latinx immigrant children and families in the transition to elementary school.
Child Development Perspectives, 18(3), 155-162.
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.
Magnusson, L.O. et Elm, A.
(2024). The Entangled Intersection of Children’s and Educators’ Engagement in the Educational Environment of a Preschool.
Early Childhood Education Journal, 52(8), 1923-1932.
Moonjoo, W.
(2024). Transition to Kindergarten: How Home Visits Shape the Experiences of Teachers and Parents
[Thèse de doctorat, University of Wisconsin-Madison]. Librairies SEARCH.
Moreau, D. et Laurent, A.
(2024). Le programme-cycle de l’éducation préscolaire : rupture ou continuité avec les programmes d’éducation préscolaire 4 ans et 5 ans ?
Revue des sciences de l’éducation, 49(3), en ligne.
Chang, Y.-C., Hunt, N. et Dodds, R.
(2023). Building Better Bridges – Perceptions of transition from early intervention programs to preschool from culturally and linguistically diverse parents, early interventionist, and preschool special educators.
Infants & Young Children, 36(2), 164-174.
Garber, K. L., Foster, T. J., Little, M. H., Cohen-Vogel, L., Bratsch-Hines, M. et Burchinal, M. R.
(2023). Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills.
Early Education and Development, 34(2),426-448.
Kälin, S., Roebers, C. M. et Oeri, N.
(2023). Persistence Development across the Transition to School: A Latent Profile Transition Analysis.
Early Education and Development, 34(1), 71-85.
Ma, J.
(2023). Role adjustment as the unit of analysis for researching child development during the transition to school.
Infant and Child Development, 32(1), e2373.
Özger, B. Y.
(2023). Experiences of the disadvantaged children receiving family and school support in transition to preschool: ‘Mom! Leave my backpack and turn back home!’.
Education 3-13, 51(2), 349-363.
Yelland, N. et Waghorn, E.
(2023). STEM learning ecologies: collaborative pedagogies for supporting transitions to school.
International Journal of Early Years Education, 31(1), 216-235.
Zhang, L., Li, H. et Cai, Y.
(2023). Profiles of Approaches to Learning and the Relationship with Academic School Readiness in Chinese Preschoolers.
Early Education and Development, 34(3), 666-684.
Zhang, B., Zhou, Y., Jiang, Y., Zheng, C., Li, H. et Lan, S.
(2023). Determinants of Preschool Choice: Understanding How Middle-income Parents Choose Kindergartens in Shanghai.
Journal of Child Family Studies, 32, 989–1001.
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.
Hartle, L., Lorio, C. M. et Kosharek, C.
(2023). Establishing innovative partnerships to support transitions from early intervention to preschool in the United States of America: lessons from parent and provider experiences.
Education 3-13, 51(4), 597-606.
Ahnert, L., Eckstein-Madry, T., Datler, W., Deichmann, F. et Piskernik, B.
(2023). Stress during transition from home to public childcare.
Applied Developmental Science, 27(4), 320-335.
Andersson Søe, M., Schad, E. et Psouni, E.
(2023). Transition to Preschool: Paving the Way for Preschool Teacher and Family Relationship-Building.
Child Youth Care Forum, 52(6), 1249-1271.
Ansari, A., Zimmermann, K., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., Yang, Q. et Ruzek, E. A.
(2023). The First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups.
American Educational Research Journal, 60(6), 1139-1173.
Beasley, J., Smith, N. et Scott-Little, C.
(2023). Through Their Cultural Lens: A Qualitative Approach to Understanding Mexican Immigrant Families’ Experiences with the Transition to School.
Early Childhood Education Journal, 51(8), 1401-1412.
Fung, W. K., Hoa Chung, K. et Lam, C. B.
(2023). The Longitudinal Associations of Household Economic Pressure and Home Chaos with Children’s Executive Functioning, Word Reading, and School Readiness.
Child Youth Care Forum, 52(6), 1299-1321.
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.
Odgaard, A. B.
(2023). Questioning continuity: On children’s transition from day-care to kindergarten class in Denmark.
Journal of Pedagogy, 14(1), 103-116.
Rouse, E., Garner, R. et Nicholas, M.
(2023). Transition into school-aged care – how do services support children starting school?
European Early Childhood Education Research Journal, 31(5), 722-738.
White, E. J., Westbrook, F., Hawkes, K., Lord, W. et Redder, B.
(2023). (In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC.
Contemporary Issues in Early Childhood, 24(4), 376-393.
Wong, M. et Power, T. G.
(2023). Control/value appraisals and achievement emotions in primary school children in Hong Kong: The mediating role of academic coping.
Children and Youth Services Review, 154, article 107128.
Kaplan, G., Mart, S. et Diken, İ. H.
(2022). Transition to school process of children with disadvantages: A literature review.
Journal of Childhood, Education & Society, 3(1), 28‑47.
Coba-Rodriguez, S. et Jarrett, R. L.
(2022). An investigation of the perspectives of low-income Latina mothers with preschoolers transitioning to kindergarten.
Journal of Early Childhood Literacy, 22(1), 31-65.
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.
Gutknecht, D. et Kramer, M.
(2022). Microtransitions à la crèche : comment aménager les moments intermédiaires dans le quotidien.
LEP.
Hall, G. J., Putzeys, S. et Miller-Cotto, D.
(2022). Early experiences and school readiness: A within and between exploration of the Opportunity Propensy Model.
Cognitive Development, 64, article 101226.
Kay, L.
(2022). ‘What works’ and for whom? Bold Beginnings and the construction of the school ready child.
Journal of Early Childhood Research, 20(2), 172-184.
Kay, L.
(2022). ‘What works’ and for whom? Bold Beginnings and the construction of the school ready child.
Journal of Early Childhood Research, 20(2), 172-184.
Lago, L. et Elvstrand, H.
(2022). Children on the borders between institution, home and leisure: space to fend for yourself when leaving the school-age educare centre.
Early Child Development and Care, 192(11), 1715-1727.
Lenes, R., Størksen, I., McClelland, M. et Idsøe, T.
(2022). The role of mother’s education and child gender for children’s vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway.
European Early Childhood Education Research Journal, 30(3), 403-422.
Liu, L., O’Gorman, L., Dillon-Wallace, J. et Petriwskyj, A.
(2022). Beyond stereotypes: Comparing Chinese and Australian parents’ perceptions of transition to school.
Australasian Journal of Early Childhood, 47(1), 7-19.
Ma, J., Hammer, M. et Veresov, N.
(2022). Cultural-historical study of crises in child role adjustment during transition to school within a bi-cultural context.
Early Child Development and Care, 192(8), 1243-1256.
Merideth, C., Cavanaugh, B., Romas, S., Ralston, N., Arias, E., Tarasawa, B. et Waggoner, J.
(2022). Family Perceptions of Participating in a Structured Summer Kindergarten Transition Program.
Early Childhood Education Journal, 50(8), 1383-1394.
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.
Rademacher, A., Goagoses, N., Schmidt, S., Zumbach, J. et Koglin, U.
(2022). Preschoolers’ Profiles of Self-regulation, Social-emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary School.
Early Education and Development, 33(7), 1137-1151.
Ressel, K., Ashdown, B. K., Ethier, C., Bowers, S., Cohn, J. et Capobianco, N.
(2022). An Early Childhood Education Program in Rural Guatemala Prepares Students for 1st Grade.
Journal of Research in Childhood Education, 36(3), 449-465.
Sands, M. M. et Meadan, H. A.
(2022). Successful Kindergarten Transition for Children with Disabilities: Collaboration Throughout the Process.
Early Childhood Education Journal, 50(7). 1133-1141.
Seabra-Santos, M., Major, S., Patras, J., Pereira, M., Pimentel, M., Baptista, E., Cruz, F., Santos, M., Homem, T., Azevedo, A. F. et Gaspar, M. F.
(2022). Transition to Primary School of Children in Economic Disadvantage: Does a Preschool Teacher Training Program Make a Difference?
Early Childhood Education Journal, 50, 1071-1081.
Shou, E. et Nanakida, A.
(2022). Children’s Media Use: Does It Matter for Social Adjustment during the Early School Transition?
Child Indicators Research, 15(6), 2267–2288.
Soni, A., Reyes Soto, M. et Lynch, P.
(2022). A review of the factors affecting children with disabilities successful transition to early childhood care and primary education in sub-Saharan Africa.
Journal of Early Childhood Research, 20(1), 59-79.
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.
Jiang, H., Justice, L., Purtell, K. M., Lin, T.-J. et Logan, J.
(2021). Prevalence and prediction of kindergarten-transition difficulties.
Early Childhood Research Quarterly, 55, 15-23.
Silinskas, G., Aunola, K., Lerkkanen, M.-K. et Raiziene, S.
(2021). Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1.
Frontiers in Psychology, 11, article 610870.
Stéphanie Duval Joanne Lehrer, Florence Pirard et Marie Housen
(2021). La pandémie, source de risques et d’opportunités pour la mise en place de pratiques de transition collaboratives lors de l'entrée à l'école.
Revue internationale du CRIRES: innover dans la tradition de Vygotsky, 5(1), article 41066.
Ernstberger, M.
(2021). Transition Of Children To The First Day Care – How Does Migration Background Influence Children’s Settling Process?
European Journal of Education Studies, 8(1), 89-113.
Fridani, L.
(2021). Mothers’ perspectives and engagements in supporting children’s readiness and transition to primary school in Indonesia.
Education 3-13, 49(7), 809-820.
Nystad, K., Drugli, M. B., Lydersen, S., Lekhal, R. et Buøen, E. S.
(2021). Toddlers’ stress during transition to childcare.
European Early Childhood Education Research Journal, 29(2), 157-182.
Packer, R., Thomas, A., Jones, C. et Watkins, P.
(2021). Voices of transition: sharing experiences from the primary school.
Education 3-13, 49(7), 832-844.
Ehrlich, S. B., DeMeo Cook, K., Thomson, D., Kauerz, K., Barrows, M. R., Halle, T., Gordon, M. F., Soli, M., Schaper, A., Her, S. et Guerra, G.
(2021). Understanding Cross-Systems Transitions from Head Start to Kindergarten: A Review of the Knowledge Base and a Theory of Change.
OPRE Report # 2021-128, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
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.
Coba-Rodriguez, S., Cambray-Engstrom, E. et Jarrett, R. L.
(2020). The Home-based Involvement Experiences of Low-income Latino Families with Preschoolers Transitioning to Kindergarten : Qualitative Findings.
Journal of Child and Family Studies, 29(10), 2678-2696.
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.
Ma, J.
(2020). Qualitative change in social situation of development as the starting point of children’s role adjustment during the transition to school.
Early Child Development and Care, 190(5), 750-765.
Sheridan, S. M., Koziol, N., Witte, A. L., Iruka, I. et Knoche, L. L.
(2020). Longitudinal and Geographic Trends in Family Engagement During the Pre-kindergarten to Kindergarten Transition.
Early Childhood Education Journal, 48(3), 365-377.
Tokić, I. S. et Borovac, T.
(2020). Children’s symbolic play during the transition to school.
International Journal of Early Years Education, 28(3), 232-245.
Viskovic, I. et Višnjić-Jevtić, A.
(2020). Transition as a shared responsibility.
International Journal of Early Years Education, 28(3), 262-276.
White, E. J., Rutanen, N., Marwick, H., Amorim, K. S., Karagiannidou, E. et Herold, L. K. M.
(2020). Expectations and emotions concerning infant transitions to ECEC : International dialogues with parents and teachers.
European Early Childhood Education Research Journal, 28(3), 363-374.
Bernal, R., Attanasio, O., Peña, X. et Vera-Hernández, M.
(2019). The effects of the transition from home-based childcare to childcare centers on children’s health and development in Colombia.
Early Childhood Research Quarterly, 47, 418-431.
Coelho, V., Barros, S., Burchinal, M. R., Cadima, J., Pessanha, M., Pinto, A. I., Peixoto, C. et Bryant, D. M.
(2019). Predictors of parent-teacher communication during infant transition to childcare in Portugal.
Early Child Development and Care, 189(13), 2126-2140.
Couzon, N.
(2019). Préparer les enfants des CPE à la transition vers la maternelle.
Réseau d’information sur le réussite éducative (RIRE).
Goulet, T.
(2019). Reducing Stress around the Transition to Kindergarten.
The International Journal of Holistic Early Learning and Development, 1(1), 1-8.
Ma, J.
(2019). The complex trajectory of children’s transition to school within a bi-cultural context: a case of a Chinese immigrant child in Australia.
European Early Childhood Education Research Journal, 27(1), 81-99.
Nicholson, P.
(2019). Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school.
Education 3-13, 47(4), 450-461.
Picchio, M. et Mayer, S.
(2019). Transitions in ECEC services: the experience of children from migrant families.
European Early Childhood Education Research Journal, 27(2), 285-296.
Puccioni, J., Baker, E. R. et Froiland, J. M.
(2019). Academic socialization and the transition to kindergarten : Parental beliefs about school readiness and involvement.
Infant and Child Development, 28(6), 1-25.
Tao, S. S., Lau, E. Y. H. et Yiu, H. M.
(2019). Parental Involvement After the Transition to School: Are Parents’ Expectations Matched by Experience?
Journal of Research in Childhood Education, 33(4), 637-653.
Viens, C.
(2019). Évaluation de l’implantation des concertations territoriales et locales pour soutenir une première transition harmonieuse vers l’école.
Direction de santé publique de la Montérégie, Centre intégré de santé et de services sociaux de la Montérégie-Centre.
Bérubé, A., Ruel, J., April, J. et Moreau, A. C.
(2018). Family preparation for school entry and the role of transition practices.
The Journal of Educational Research, 111(4), 398-403.
Centre de transfert pour la réussite educative du Québec (CTREQ).
(2018). Les transitions scolaires de la petite enfance à l’âge adulte.
Réseau d’information pour la réussite éducative (RIRE).
Downes, P., Nairz-Wirth, E. et Anderson, J.
(2018). Reconceptualising system transitions in education for marginalised and vulnerable groups.
European Journal of Education: Research, Development and Policy, 53(4), 441-611.
Groupe de travail régional en transition scolaire.
(2018). Cadre de référence montérégien pour soutenir une première transition harmonieuse vers l’école. Une vision partagée et des pratiques concertées pour une entrée scolaire de qualité.
Direction de santé publique de la Montérégie.
Hugo, K., McNamara, K., Sheldon, K., Moult, F., Lawrence, K., Forbes, C., Martin, N. et Miller, M. G.
(2018). Developing a Blueprint for Action on the Transition to School: Implementation of an Action Research Project Within a Preschool Community.
International Journal of Early Childhood, 50(2), 241-257.
Lehrer, J. S.
(2018). Written communication with families during the transition from childcare to school: how documents construct and position children, professionals, and parents.
European Early Childhood Education Research Journal, 26(2), 285-308.
Joanne Lehrer Nathalie Bigras
(2018). Preparing children and families for the transition to school: The role of early childhood educators.
International Journal of Transitions in Childhood, 10, 3-23.
Li, J.-B. et Lau, E. Y. H.
(2018). Teacher–Student Conflict and Preschoolers’ Adjustment in the Transition to Primary School: The Role of Child Self-Regulation and Parents’ Positive Relations with Others.
Early Education and Development, 30(3), 423-437.
Martarelli, C. S., Feurer, E., Dapp, L. C. et Roebers, C. M.
(2018). Profiles of executive functions and social skills in the transition to school: A person-centred approach.
Infant and Child Development, 27(6), 1-17.
Rantavuori, L.
(2018). The problem-solving process as part of professionals’ boundary work in preschool to school transition.
International Journal of Early Years Education, 26(4), 422-435.
Walsh, B. A., Romo, G. et Jeon, H.-J.
(2018). Parental Perspectives on Transition to Kindergarten Videos to Promote Family Involvement.
Early Childhood Education Journal, 46(6), 655-663.
Wilder, J. et Lillvist, A.
(2018). Learning journey: a conceptual framework for analyzing children’s learning in educational transitions.
European Early Childhood Education Research Journal, 26(5), 688-700.
Yim, E. P.
(2018). Supporting the kindergarten-primary school transition in Hong Kong: reform in a teacher training programme.
International Journal of Early Years Education, 26(4), 436-449.
Alatalo, T., Meier, J. et Frank, E.
(2017). Information sharing on children’s literacy learning in the transition from Swedish preschool to school.
Journal of Research in Childhood Education, 31(2), 240-254.
Babić, N.
(2017). Continuity and discontinuity in education: example of transition from preschool to school.
Early Child Development and Care, 187(10), 1596-1609.
Benner, A. D., Thornton, A. et Crosnoe, R.
(2017). Children’s exposure to sustainability practices during the transition from preschool into school and their learning and socioemotional development.
Applied Developmental Science, 21(2), 121-134.
Cook, K. D., Dearing, E. et Zachrisson, H. D.
(2017). Information sharing between teachers and early education programs during school entry in Norway: Associations with children’s school adjustment and success in the first year.
International Journal of Child Care and Education Policy, 11(14), 1-20.
Kang, J., Horn, E. M. et Palmer, S.
(2017). Influences of family involvement in kindergarten transition activities on children’s early school adjustment.
Early Childhood Education Journal, 45(6), 789-800.
Joanne Lehrer Nathalie Bigras et Isabelle Laurin
(2017). Family-early childhood educator relationships as children prepare to start school.
Dans S. Dockett, P. Perry et W. Griebel (Dir.) Families and the Transition to School, (p. 195-210). Springer.
Joanne Lehrer Nathalie Bigras et Isabelle Laurin
(2017). Le rôle des centres de la petite enfance dans la préparation de la transition vers la maternelle des enfants et de leurs familles.
Revue INITIO, 6, 6-30.
Joanne Lehrer Nathalie Bigras Isabelle Laurin
(2017). Relations entre la famille et des intervenants lors de la transition d’un centre de la petite enfance vers la maternelle : une étude de cas québécoise.
Dans S. Rayna et P. Garnier (dir.), Transitions dans la petite enfance. Recherche en Europe et au Québec (p. 121-145). Peter Lang.
Little, M. H.
(2017). School-based kindergarten transition practices and child outcomes: Revisiting the issue.
The Elementary School Journal, 118 (2), 335-356.
Ogay, T.
(2017). L’entrée à l’école, berceau de l’alliance éducative entre l’école et les familles ? Le rôle perturbateur des implicites de l’école.
Revue Suisse des Sciences de l’Éducation, 39(2), 337-352.
Pirard, F., Crépin, F., Morgante, A. et Housen, M.
(2017). Le vécu de parents en situation de précarité à l’entrée à l’école maternelle en Fédération Wallonie Bruxelles.
Dans S. Rayna et P. Garnier (dir.), Transitions dans la petite enfance. Recherche en Europe et au Québe (p. 81-101). Peter Lang.
Eskelä-Haapanen, S., Lerkkanen, M. K., Rasku-Puttonen, H. et Poikkeus, A. M.
(2016). Children’s beliefs concerning school transition.
Early Child Development and Care, 187(9), 1446-1459.
Harper, L. J.
(2016). Supporting young children’s transitions to school: Recommendations for families.
Early Childhood Education Journal, 44(6), 653-659.
Huser, C., Dockett, S. et Perry, B.
(2016). Transition to school: Revisiting the bridge metaphor.
European Early Childhood Education Research Journal, 24(3), 439-449.
Welsh, M. E., Miller, F. G., Kooken, J., Chafouleas, S. M. et McCoach, D. B.
(2016). The kindergarten transition: Behavioral trajectories in the first formal year of school.
Journal of Research in Childhood Education, 30(4), 456-473.
Abry, T., Latham, S., Bassok, D. et LoCasale-Crouch, J.
(2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment.
Early Childhood Research Quarterly, 31, 78-88.
Amerijckx, G. et Humblet, P. C.
(2015). The transition to preschool: a problem or an opportunity for children? A sociological perspective in the context of a ‘split system’.
European Early Childhood Education Research Journal, 23(1), 99‑111.
Cadima, J., Doumen, S., Verschueren, K. et Buyse, E.
(2015). Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate.
Early Childhood Research Quarterly, 32, 1‑12.
Davis, J. M., Ravenscroft, J. et Bizas, N.
(2015). Transition, Inclusion and Partnership: Child-, Parent- and Professional-led Approaches in a European Research Project.
Child Care in Practice, 21(1), 33‑49.
Kinkead-Clark, Z.
(2015). ‘Ready for big school’: making the transition to primary school – a Jamaican perspective.
International Journal of Early Years Education, 23(1), 67‑82.
Maher, M. et Bellen, L.
(2015). Smoothing Children’s Transition into Formal Schooling: Addressing Complexities in an Early Literacy Initiative in Remote Aboriginal Communities, Northern Territory, Australia.
Early Childhood Education Journal, 43(1), 9‑17.
Miller, K.
(2015). The Transition to Kindergarten: How Families from Lower-Income Backgrounds Experienced the First Year.
Early Childhood Education Journal, 43(3), 213‑221.
Puccioni, J.
(2015). Parents’ Conceptions of School Readiness, Transition Practices, and Children’s Academic Achievement Trajectories.
The Journal of Educational Research, 108(2), 130‑147.
Sasser, T. R., Bierman, K. L. et Heinrichs, B.
(2015). Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors.
Early Childhood Research Quarterly, 30(Part A), 70-79.
Iruka, I. U., Gardner-Neblett, N., Matthews, J. S. et Winn, D.-M. C.
(2014). Preschool to kindergarten transition patterns for African American boys.
Early Childhood Research Quarterly, 29(2), 106-117.
McIntyre, L., Eckert, T., Arbolino, L., DiGennaro Reed, F. et Fiese, B.
(2014). The transition to kindergarten for typically developing children: a survey of school psychologists’ involvement.
Early Childhood Education Journal, 42(3), 203-210.
Gascon, H., Julien-Gauthier, F., Tétreault, S. et Garant, M.
(2014). L’entrée à la maternelle de l’enfant ayant un trouble du spectre de l’autisme : une transition à planifier.
Canadian Journal of Education/Revue canadienne de l’éducation, 37(4), 1‑29.
Petriwskyj, A., Thorpe, K. et Tayler, C.
(2014). Towards inclusion: provision for diversity in the transition to school.
International Journal of Early Years Education, 22(4), 359‑379.
Robinson, C. et Diamond, K.
(2014). A quantitative study of Head Start children’s strengths, families’ perspectives, and teachers’ ratings in the transition to kindergarten.
Early Childhood Education Journal, 42(2), 77-84.
Dockett, S. et Perry, B.
(2013). Trends and tensions: Australian and international research about starting school.
International Journal of Early Years Education, 21(2-3), 163-177.
Dockett, S. et Perry, B.
(2013). Siblings and buddies: providing expert advice about starting school.
International Journal of Early Years Education, 21(4), 348-361.
Stéphanie Duval et Caroline Bouchard
(2013). La transition de l’éducation préscolaire vers l’enseignement primaire et l’ajustement socioscolaire des élèves de première année.
Initio, Hors-Série 1, 18-29.
Stéphanie Duval et Caroline Bouchard
(2013). La transition de l’éducation préscolaire vers l’enseignement primaire. L’importance de s’en soucier.
Revue préscolaire, 51(2), 28-33.
Stéphanie Duval et Caroline Bouchard
(2013). Soutenir la préparation à l’école et à la vie des enfants issus de milieux défavorisés ou en difficulté.
Ministère de la Famille et des Ainés.

Aucun résultat trouvé

Précédent Suivant