Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Luo, W., Yang, W. et Berson, I. (dir.)
(2024). Narrowing the Digital Divide in Early Childhood: Technological Advances and Curriculum Reforms.
Early Education and Development, numéro thématique.
Elbaum, B., Perry, L. K. et Messinger, D. S.
(2024). Investigating children's interactions in preschool classrooms: An overview of research using automated sensing technologies.
Early Childhood Research Quarterly, 66(1er quartier), 147-156.
Khan, M. S., Mariam, E., Akhi, N. A., Jahan, e. et Yesmin, S.
(2024). Pashe Achhi: A Low-Tech Model of Learning and Psychosocial Support for Children and Caregivers.
Journal of Research in Childhood Education, 38(sup1), S77-S91.
Predy, M. et Carson, V.
(2024). Screen Time Policy in Alberta Childcare Centres.
Early Childhood Education Journal, 52(1), 13-20.
Romano, M., Perez, K. et Abarca, D.
(2024). The BabyTok Project: Examining the Feasibility and Acceptability of a Light-Touch Social Media Project for Infant-Toddler Teachers.
Early Childhood Education Journal, 52(1), 191-206.
Watkins, C. P. et Dehaene, S.
(2024). Can a Tablet Game That Boosts Kindergarten Phonics Advance 1st Grade Reading?
The Journal of Experimental Education, 92(1), 32-55.
Eliasson, S., Peterson, L. et Lantz-Andersson, A.
(2024). You Don’t Have to Re-invent the Wheel to Implement Technology Activities in Early Childhood Education.
Early Childhood Education Journal, 52(2), 387-399.
Janakiefski, L., Guicherit, I. C. et Saylor, M. M.
(2024). Preschoolers ask questions about unknown words on video chat and in live interactions at similar rates.
Journal of Experimental Child Psychology, 238, article 105780.
Lohmann, M.J., Riggleman, S. et Higgins, J. P.
(2024). Using a Mobile Device for Early Childhood Classroom Behavior Data Collection.
Early Childhood Education Journal, 52(2), 427-434.
Wang, H., Zhao, J., Yu, Z., Oan, h., Wu, S., Zhu, Q., Dong, Y., Liu, H., Zhang, Y. et Jiang, F.
(2024). Types of On-Screen Content and Mental Health in Kindergarten Children.
JAMA Pediatrics, 178(2), 125-132.
Abdul-Majied, S. et Figaro-Henry, S.
(2024). Zoom-ing with Padlet: Overcoming challenges to deliver emergency remote teaching to young learners in Trinidad.
Journal of Early Childhood Research, 22(1), 19-32.
Aram, D. et Shachar, C. A.
(2024). “Let’s Write Each Other Messages”: Association Between Involvement in Writing in a Preschool Online Forum and Early Literacy Progress.
Early Education and Development, 35(3), 511-530.
Chen, N., Hong, H.-Y., Chai, C. S. et Liang, J.-C.
(2024). Highlighting ECE Teachers’ Proximal Processes as Designers: An Investigation of Teachers’ Design Thinking Engagement, TPACK Efficacy, and Design Vitality.
Early Education and Development, 35(3),531-550.
Işıkoğlu, N. et Güzen, M.
(2024). The promise of digital storytelling for kindergarteners: language and technology skills.
Early Child Development and Care, 194(2),195-207.
Sundqvist, A., Barr, R., Heimann, M., Birberg-Thornberg, U. et Koch, F.-S.
(2024). A longitudinal study of the relationship between children's exposure to screen media and vocabulary development.
Acta Paediatrica, 113(3), 517-522.
Xie, H., Liu, C., Wang, S. et Wang, X.
(2024). Screen time and preschoolers’ pre-academic and behavioural competence: the moderating role of child characteristics.
Early Child Development and Care, 194(2), 260-280.
Brushe, M. E., Haag, D. G., Melhuish, E. C., Reilly, S. et Gregory, T.
(2024). Screen Time and Parent-Child Talk When Children Are Aged 12 to 36 Months.
JAMA Pediatrics, 178(4), 369-375.
Cheng, X., Yin, L., Lin, C., Shi, Z., Zheng, H., Zhu, L., Liu, X., Chen, K. et Dong, R.
(2024). Chatbot dialogic reading boosts comprehension for Chinese kindergarteners with higher language skills.
Journal, of Experimental Child Psychology, 240, article 105842.
Masarwa, B., Hel-Or, H. et Levy, S. T.
(2024). Kindergarten Children’s Learning of Computational Thinking With the “Sorting Like a Computer” Learning Unit.
Journal of Research in Childhood Education, 38(2), 165-188.
Padilla-Walker, L. M., Workman, K., Calley, A., Ashby, S., Holmgren, H. G., Archibald, C., Fraser, A. M. et Coyne, S. M.
(2024). Longitudinal associations between parents' prosocial behavior and media use and young children's prosocial development: The mediating role of children's media use.
Infancy, 29(2), 95-112.
Shawcroft, J., Coyne, S. M., Linder, L., Clifford, B. N. et McDaniel, B. T.
(2024). Attachment security and problematic media use in infancy: A longitudinal study in the United States.
Infancy, 29(2), 137-154.
Slobodin, O., Hetzroni, O. E., Mandel, M., Saad Nuttman, S., Gawi Damashi, Z., Machluf, E. et Davidovitch, M.
(2024). Infant screen media and child development: A prospective community study.
Infancy, 29(2), 155-174.
Wu, Z., Yang, D. et Tinmaz, H.
(2024). Chinese Kindergarten Teachers’ Opinions on Advanced Technology Use.
Journal of Research in Childhood Education, 38(2), 279-294.
Zviel Girshin, R., Rosenberg, N. et Kukliansky, I.
(2024). Early Childhood Robotics: Children’s Beliefs and Objective Capabilities to Read and Write Programs.
Journal of Research in Childhood Education, 38(2), 317-335.
Farangi, M. R. et Mehrpour, S.
(2024). Iranian preschoolers vocabulary development: Background television and socio-economic status.
Journal of Early Childhood Literacy, 24(2), 422-444.
Fridberg, M. et Redfors, A.
(2024). Teachers’ and children’s use of words during early childhood STEM teaching supported by robotics.
International Journal of Early Years Education, 32(2), 405-419.
Griffith, S. F., Bagner, D. M. et Hart, K. C.
(2024). Promoting healthy screen use in children with externalizing behavior.
Child Development Perspectives, 18(2), 64-72.
Gou, H. et Yang, Y.
(2024). The relationship between video games and social-emotional delay in Chinese rural preschoolers: A comparison of five types of media video games and social-emotional delay.
Child: Care, Health and Development, 50(4), article e13288.
Heydon, R., Akiwenzie, E., Cooper, E., Ghannoum, H., Havord-Wier, D., Johns, B., MacAlpine, K.-A., McKee, L., Nagle, J., Neeganagwedgin, E., Potts, D. P., Poczobut, S., Coelho, C. R., Stooke, A., Tran, A. et Zhang, Z.
(2024). Guidelines for virtual early childhood and family learning: An equity, diversity, inclusion, and decolonization-informed systematic review of the literature.
Journal of Early Childhood Research, 22(2), 180-194.
Lenhart, J. et Richter, T.
(2024). Media exposure and preschoolers' social-cognitive development.
British Journal of Developmental Psychology, 42(2), 234-256.
Li, X. et Yow, W. Q.
(2024). Younger, not older, children trust an inaccurate human informant more than an inaccurate robot informant.
Child Development, 95(3), 988-1000.
Magnusson, L. O.
(2024). ‘Look, my name! I can write’ - Literacy events and digital technology in the preschool atelier.
Journal of Early Childhood Literacy, 24(2), 253-275.
Saleem, T. et Khan, B. S. A.
(2024). Exploring the efficacy of children’s media use in enhancing L2 vocabulary acquisition.
International Journal of Early Years Education, 32(2), 453-468.
Sakkas, C., Samartzi, S. et Koumaras, H.
(2024). A prototype implementation of a virtual platform with robotic integration and machine learning capabilities for the execution of cognitive psychology experiments in children.
Journal of Educational and Developmental Psychology, 14(1), 135-155.
Tenenbaum, H. R. et Van Herwegen, J.
(2024). Young children’s science learning from a touchscreen app.
International Journal of Early Years Education, 32(2), 503-519.
Xie, W., Lu, J. et Lin, X.
(2024). Is screen exposure beneficial or detrimental to language development in infants and toddlers? A meta-analysis.
Early Child Development and Care, 194(4), 606-623.
Yang, S., Saïd, M., Peyre, H., Ramus, F., Taine, M., Law, E. C., Dufourg, M.-N., Heude, B., Charles, M.-A. et Bernard, J. Y.
(2024). Associations of screen use with cognitive development in early childhood: the ELFE birth cohort.
Journal of Child Psychology and Psychiatry, 65(5), 680-693.
Dong, C., Fotakopoulou, O. et Hatzigianni, M.
(2024). Chinese early childhood educators’ beliefs and experiences around using touchscreens with children under three years of age.
Early Child Development and Care, 194(7-8), 898-913.
Ethridge, E. A., Malek-Lasater, A. D. et Kwon, K. A.
(2024). Fostering Play Through Virtual Teaching: Challenges, Barriers, and Strategies.
Early Childhood Education Journal, 52(6), 957-967.
Fleming, D. J. et Culclasure, B.
(2024). Exploring Public Montessori Education: Equity and Achievement in South Carolina.
Journal of Research in Childhood Education, 38(3), 459-484.
Fitzpatrick, C., Pan, P. M., Lemieux, A., Harvey, E., Rocha, F. D. A. et Garon-Carrier, G.
(2024). Early-Childhood Tablet Use and Outbursts of Anger.
JAMA Pediatrics, 178(10), 1035-1040.
Flint, T. K. et Adams, M. S.
(2024). Of Ladles and Laptops: Exploring Preschool Children’s Digital Play.
Early Childhood Education Journal, 52(6), 1001-1010.
Kanders, K., Stupple-Harris, L., Smith, L. et Gibson, J. L.
(2024). Perspectives on the impact of generative AI on early-childhood development and education.
Infant and Child Development, 33(4), e2514.
Koch, F.-S., Sundqvist, A., Birberg Thornberg, U., Barr, R. et Heimann, M.
(2024). Toddler's memory and media—Picture book reading and watching video content are associated with memory at 2 years of age.
Infancy, 29(5), 729-749.
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.
Mallawaarachchi, S., Burley, J., Mavilidi, M., Howard, S. J., Straker, L., Kervin, L., Staton, S., Hayes, N., Machell, A., Torlinski, M., Brady, B., Thomas, G., Horwood, S., White, S. L. J., Zabatiero, J., Rivera, C. et Cliff, D.
(2024). Early Childhood Screen Use Contexts and Cognitive and Psychosocial Outcomes: A Systematic Review and Meta-analysis.
JAMA Pediatrics, 178(10), 1017-1026.
Masoumi, D., Bourbour, M. et Lindqvist, G.
(2024). Mapping Children’s Actions in the Scaffolding Process Using Interactive Whiteboard.
Early Childhood Education Journal, 52(6), 1209-1220.
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.
Pedrotti, B. G., Bandeira, D. R. et Frizzo, G. B.
(2024). Context of digital media use in early childhood: Factors associated with cognitive development up to 36 months of age.
Infant Behavior and Development, 76, article 101963.
Rico-González, M., Pino-Ortega, J. et Martínez-Bello, V.
(2024). Creating a Mark of Reference About the Use of Positioning Technology in Preschool-Aged Children Based on a Systematic Review.
Journal of Research in Childhood Education, 38(4), 616-631.
Wu, Y., Cao, X., Nielsen, M., Mao, Y. et Wang, F.
(2024). Dragging but not tapping promotes preschoolers’ numerical estimating with touchscreens.
Journal of Experimental Child Psychology, 246, article 105989.
Acker, A. et Nyland, B.
(2023). Using visual images to enhance perspectives of children’s experiences: a musical case study.
International Journal of Early Years Education, 31(2), 535-554.
Al-Zboon, E. et Al-Dababneh, K. A.
(2023). Using assistive technology in a curriculum for preschool children with developmental disabilities in Jordan.
Education 3-13, 51(1), 55-71.
Askouni, N., Fakou, E. et Vouvousira, S.
(2023). ‘My World, a click’: Preschool children photograph spaces of their daily lives.
Children & Society, 37(3), 943-965.
Bernard, J. Y., Poncet, L., Saïd, M., Yang, S., Dufourg, M. N., Gassama, M. et Charles, M. A.
(2023). Temps d’écran de 2 à 5 ans et demi chez les enfants de la cohorte nationale Elfe.
Bulletin Épidémioligique Hebdomadaire, (6), 98-105.
Bourbour, M.
(2023). Using digital technology in early education teaching: learning from teachers’ teaching practice with interactive whiteboard.
International Journal of Early Years Education, 31(1), 269-286.
Forsling, K.
(2023). Collegial Learning and Digital Literacy Education in a Swedish Preschool.
Early Childhood Education Journal, 51(1), 139-148.
Hatzigianni, M., Stephenson, T., Harrison, L.J., Waniganayake, M., Li, P., Barblett, L., Hadley, F., Andrews, R., Davis, B. et Irvine, S.
(2023). The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings.
International Journal of Child Care and Education Policy, 17, article 5.
Pereira, Í. S.P., Parente, M. C.C. et da Silva, M. C. V.
(2023). Digital literacy in early childhood education: what can we learn from innovative practitioners?
International Journal of Early Years Education, 31(1), 287-301.
Radesky, J. S., Kaciroti, N., Weeks, H. M., Schaller, A. et Miller, A. L.
(2023). Longitudinal Associations Between Use of Mobile Devices for Calming and Emotional Reactivity and Executive Functioning in Children Aged 3 to 5 Years.
JAMA Pediatrics, 177(1), 62-70.
Su, J., Yang, W. et Li, H.
(2023). A Scoping Review of Studies on Coding Curriculum in Early Childhood: Investigating Its Design, Implementation, and Evaluation.
Journal of Research in Childhood Education, 37(2), 341-361.
Arabiat, D., Al Jabery, M., Robinson, S., Whitehead, L. et Mörelius, E.
(2023). Interactive technology use and child development: A systematic review.
Child: Care, Health and Development, 49(4), 679- 715.
Chung-Oi, K.
(2023). Learning science through the Artec robotics program for preschools in Singapore.
The Journal of Educational Research, 116(2), 113-123.
Emen-Parlatan, M., Ördek-İnceoğlu, S., Gürgah-Oğul, I. et Aslan, D.
(2023). Technology and early mathematics skills: Effectiveness of I Love Math with Robots.
The Journal of Educational Research, 116(2), 90-99.
Karper, F. K., Caudle, L. A., Flowers Jr., C. E., Rainwater, T., Quinn, M. F. et The CRRAFT Partnership.
(2023). Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood.
Early Childhood Research Quarterly, 64(3rd quarter), 381-393.
Khalilollahi, A., Kasraian, D., Kemperman, A. D. A. M. et van Wesemael, P.
(2023). Application of the COM-B model to the correlates of children’s outdoor playing and the potential role of digital interventions: a systematic literature review.
Children’s Geographies, 21(3), 442-458.
Master, A., Tang, D., Forsythe, D., Alexander, T. M., Cheryan, S. et Meltzoff, A. N.
(2023). Gender equity and motivational readiness for computational thinking in early childhood.
Early Childhood Research Quarterly, 64(3rd quarter), 242-254.
Lee, B. Y.
(2023). Integrating iPads Into Early Childhood Classrooms.
Childhood Education, 99(3), 58-65.
O’Brien, L. M., Paratore, J. R., Salinas, A. et Blodgett, S.
(2023). Using connected teaching and learning to deepen children’s interdisciplinary learning.
Journal of Early Childhood Research, 21(2), 181-197.
Orr, E. et Caspi, R.
(2023). The association between media consumption and children’s play tendencies and socioemotional skills.
European Early Childhood Education Research Journal, 31(3), 437-453.
Su, J., Yang, W. et Zhong, Y.
(2023). Influences of Gender and Socioeconomic Status on Children’s Use of Robotics in Early Childhood Education: A Systematic Review.
Early Education and Development, 34(4), 910-926.
Yang, W., Gao, H., Jiang, Y. et Li., H.
(2023). Beyond computing: Computational thinking is associated with sequencing ability and self-regulation among Chinese young children.
Early Childhood Research Quarterly, 64(3rd quarter), 324-330.
Aarsand, P. et Sørenssen, I. K.
(2023). “And then it’s my turn”: Negotiating participation in tablet activities in early childhood education and care.
Journal of Early Childhood Literacy, 23(4), 642-664.
Berson, I. R., Berson, M. J., McKinnon, C., Aradhya, D., Alyaeesh, M., Luo, W. et Shapiro, B. R.
(2023). An exploration of robot programming as a foundation for spatial reasoning and computational thinking in preschoolers’ guided play.
Early Childhood Research Quarterly, 65(4), 57-67.
Clarke-Midura, J., Lee, V. R., Shumway, J. F., Silvis, D., Kozlowski, J. S. et Peterson, R.
(2023). Designing formative assessments of early childhood computational thinking.
Early Childhood Research Quarterly, 65(4), 68-80.
Cowan, J. et Flewitt, R.
(2023). Moving from paper-based to digital documentation in Early Childhood Education: democratic potentials and challenges.
International Journal of Early Years Education, 31(4), 888-906.
Edwards, S.
(2023). Early childhood education and care, artificial intelligence and the postdigital.
Australasian Journal of Early Childhood, 48(3), 179-181.
Erdreich, L.
(2023). Mediating intimacy: parent-teacher digital communication and perceptions of ‘proper intimacy’ among early childhood educators.
International Studies in Sociology of Education, 32(3), 589-609.
Fleer, M. et Rai, P.
(2023). Zoom play: Affectively mobilised collective play across Family Day Care settings.
European Early Childhood Education Research Journal, 31(5), 826-843.
Jing, M., Ye, T., Kirkorian, H. L. et Mares, M.-L.
(2023). Screen media exposure and young children's vocabulary learning and development: A meta-analysis.
Child Development, 94(5), 1398-1418.
Hoffman, E. B. et Mangino, A. A.
(2023). The digital literacies of early childhood educators: perceptions of collaborative online learning.
Journal of Early Childhood Teacher Education, 44(3), 386-407.
Holiday, S.
(2023). How they got to Sesame Street: Children’s Television Workshop’s appropriation of advertising tactics for effective childhood literacy education.
Journal of Early Childhood Literacy, 23(4), 529-557.
Kolak, J., Monaghan, P. et Taylor, G.
(2023). Language in educational apps for pre-schoolers. A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech.
Journal of Child Language, 50(4), 895-921.
Larsen, S. M., McCormick, K., Coburn, L. et Henry, C.
(2023). Learning to Integrate Technology auin Early Math Classrooms: An Empowering Collaborative Learning Experience.
Childhood Education, 99(4), 48-55.
Li, H., Zhang, T., Woolley, J. D., An, J. et Wang, F.
(2023). Exploring factors influencing young children’s learning from storybooks: Interactive and multimedia features.
Journal of Experimental Child Psychology, 233, article 105680.
Li, Y., Deng, T. et Kanske, P.
(2023). Affective empathy mediates the positive effect of prosocial video games on young children’s sharing behavior.
Cognitive Development, 67, article 101343.
Magnusson, L. O.
(2023). Digital technology and the subjects of literacy and mathematics in the preschool atelier.
Contemporary Issues in Early Childhood, 24(3), 333-345.
Misirli, A. et Komis, V.
(2023). Computational thinking in early childhood education: The impact of programming a tangible robot on developing debugging knowledge.
Early Childhood Research Quarterly, 65(4), 139-158.
Neumann, M. M.
(2023). Bringing Social Robots to Preschool: Transformation or Disruption?
Childhood Education, 99(4), 62-65.
Neumann, M. M., Koch, L.-C., Zagami, J., Reilly, D. et Neumann, D. L.
(2023). Preschool children's engagement with a social robot compared to a human instructor.
Early Childhood Research Quarterly, 65(4), 332-341.
Okumura, Y., Hattori, T., Fujita, S. et Kobayashi, T.
(2023). A robot is watching me!: Five-year-old children care about their reputation after interaction with a social robot.
Child Development, 94(4), 865-873.
Presser, A. E. L., Young, J. M., Rosenfeld, D., Clements, L. J., Kook, J. F., Sherwood, H. et Cerrone, M.
(2023). Data collection and analysis for preschoolers: An engaging context for integrating mathematics and computational thinking with digital tools.
Early Childhood Research Quarterly, 65(4), 42-56.
Scott, F., Marsh, J., Murris, K., Ng’ambi, D., Thomsen, B. S., Bannister, C., Bishop, J., Dixon, K., Giorza, T., Hetherington, A., Lawrence, C., Nutbrown, B., Parry, B., Peers, J. et Scholey, E.
(2023). An ecological perspective on children’s play with digital technologies in South Africa and the United Kingdom.
International Journal of Play, 12(3), 349-374.
Sørenssen, I. K. et Bergschöld, J. M.
(2023). Domesticated Smartphones in Early Childhood Education and Care settings. Blurring the lines between pedagogical and administrative use.
International Journal of Early Years Education, 31(4), 874-887.
Stavholm, E., Lagerlöf, P. et Wallerstedt, C.
(2023). The mediating role of concepts for collective reasoning about integrating play, teaching and digital media in preschool: A potential for enabled agency for early childhood teachers.
Journal of Early Childhood Research, 21(4), 484-497.
Neumann, M. M., Calteaux, I., Reilly, D. et Neumann, D. L.
(2023). Exploring teachers’ perspectives on the benefits and barriers of using social robots in early childhood education.
Early Child Development and Care, 193(13-14), 1503-1516.
Schoenacker, C., Missonnier, S. et Vlachopoulou, X.
(2023). Potentiel transitionnel des écrans durant la prime enfance : écran-doudou ou doudou-écran?
Spirale, 107(3), 162-169.
Mallawaarachchi, S. R., Anglim, J., Hooley, M. et Horwood, S.
(2022). Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis.
Early Childhood Research Quarterly, 60, 13‑33.
Latulipe, N., Raby, C., O’Connell, L. et St-Onge, G.
(2022). Développement de compétences dites du 21e siècle chez les enfants à l’éducation préscolaire grâce à la programmation et à la robotique : une recherche-action.
Revue hybride de l’éducation, 5(2), 190‑209.
Kerai, S., Almas, A., Guhn, M., Forer, B. et Oberle, E.
(2022). Screen time and developmental health: results from an early childhood study in Canada.
BMC Public Health, 22(1), article 310.
Baukiené, E., Jusiené, R., Praninskiene, R. et Lisauskiene, L.
(2022). The role of emotional reactivity in a relation between sleep problems and the use of screen-based media among toddlers and pre-schoolers.
Early Child Development and Care, 192(9), 1402‑1412.
Critten, V., Hagon, H. et Messer, D.
(2022). Can Pre-school Children Learn Programming and Coding Through Guided Play Activities ? A Case Study in Computational Thinking.
Early Childhood Education Journal, 50(6), 969‑981.
Daley, D. M.
(2022).  ‘I can do this by my own self’: how four preschool-aged children navigated mobile technologies at home.
Early Child Development and Care, 192(14), 2296-2310.
Disney, L. et Geng, G.
(2022). Investigating Young Children’s Social Interactions During Digital Play.
Early Childhood Education Journal, 50(8), 1449-1459.
Donohue, T. H. et Aladé, F.
(2022). Exploring Caregiver Perceptions of a One-to-One Tablet Program for Kindergartners. 
Early Childhood Education Journal, 50(8), 1279-1289.
Durnford, J. R., Balagtas, J. P. M., Azhari, A., Lim, M., Gabrieli, G., Bizzego, A. et Esposito, G.
(2022). Presence of parent, gender and emotional valence influences preschoolers’ PFC processing of video stimuli.
Early Child Development and Care, 192(7), 1020-1031.
Helm, A. F. et McDermott, J. M.
(2022). Impact of tablet use on young children’s inhibitory control and error monitoring.
Journal of Experimental Child Psychology, 222, article 105446.
Kaplan-Berkley, S.
(2022). Digital Tools and Streaming Media Converge to Inspire Social Interactions of Generation Alpha.
International Journal of Early Childhood, 51, 185-201.
Kucirkova, N. et Flewitt, R.
(2022). Understanding parents’ conflicting beliefs about children’s digital book reading.
Journal of Early Childhood Literacy, 22(2), 157-181.
Lee, J., Joswick, C., Pole, K. et Jocius, R.
(2022). Algorithm design for young children.
Contemporary Issues in Early Childhood, 23(2), 198-202.
Morris, A. J., Filippetti, M. L. et Rigato, S.
(2022). The impact of parents’ smartphone use on language development in young children.
Child Development Perspectives, 16(2), 103-109.
Neumann, M. M., Keioskie, M. K., Patterson, D. et Neumann, D. L.
(2022). Virtual, Augmented, and Mixed Reality : Benefits and Barriers for Early Childhood Education.
Childhood Education, 98(4), 68‑79.
Nolan, A., Edwards, S., Salamon, A., Straker, L., Grieshaber, S., Skouteris, H., Henderson, M., Highfield, K. et Bartlett, J.
(2022). Young children’s agency with digital technologies.
Children & Society, 36(4), 541-563.
Orben, A.
(2022). Digital diet: A 21st century approach to understanding digital technologies and development.
Infant and Child Development, 31(1), e2228.
Rai, J., Kuzik, N. et Carson, V.
(2022). Demographic, parental and home environment correlates of traditional and mobile screen time in preschool-aged children.
Child: Care, Health and Development, 48(4), 544-551.
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.
Siskind, D., Conlin, D., Hestenes, L., Kim, S.-A., Barnes, A. et Yaya-Bryson, D.
(2022). Balancing technology and outdoor learning: Implications for early childhood teacher educators.
Journal of Early Childhood Teacher Education, 43(3), 389-405.
Terroba, M., Ribera, J. M., Lapresa, D. et Anguera, M. T.
(2022). Observational analysis of the development of computational thinking in Early Childhood Education (5 years old) through an intervention proposal with a ground robot of programmed directionality.
European Early Childhood Education Research Journal, 30(3), 437-455.
Theodosiadou, S. et Kyridis, A.
(2022). Making sense of the image of TV in Greek preschoolers’ drawings.
Journal of Early Childhood Research, 20(1), 42-58.
Tidemann, I. D. et Melinder, A. M. D.
(2022). Infant behavioural effects of smartphone interrupted parent-infant interaction.
British Journal of Developmental Psychology, 40(3), 384-397.
Turcotte, C.
(2022). Les écrans chez les enfants d’âge préscolaire et leurs habiletés socioémotionnelles : exploration de différents types d’utilisation des écrans et du rôle modérateur de la médiation parentale
[mémoire de maîtrise, Université Laval]. Corpus.
Undheim, M.
(2022). Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review.
European Early Childhood Education Research Journal, 30(3), 472-489.
Wang, L., Shi, D., Geng, F., Hao, X., Chanjuan, F. et Li, Y.
(2022). Effects of cognitive control strategies on coding learning outcomes in early childhood.
The Journal of Educational Research, 115(2), 133-145.
Xie, L., Wang, Z., Yu, Z. et Fong, F. T. K.
(2022). Relationship between SES and preschoolers’ sociality: the mediating effect of household screen media experience.
Early Child Development and Care, 192(7), 1079-1091.
Yuan, T. et Patel, A.
(2022). “If Young Children Can Code, Why Can’t We Try?”: Computational Storytelling in Early Childhood Teacher Education.
Childhood Education, 98(6), 56-61.
Zheng, P. et Sun, J.
(2022). Preschool Children’s Use of Digital Devices and Early Development in Hong Kong: The Role of Family Socioeconomic Status.
Early Education and Development, 33(5), 893-911.
De Liaño, B. G.-G., Muñoz-Garcia, A., Pérez-Hernández, E. et Wolfe, J. M.
(2022). Quitting rules in hybrid foraging search: From early childhood to early adulthood.
Cognitive Development, 64, article 101232.
André, A. et Cochetel, O.
(2022). Effet du temps d’exposition aux écrans sur le graphisme des enfants de 5 à 6 ans. Une étude transversale conduite au cours de l’année scolaire 2019-2020 chez des enfants âgés de 5 à 6 ans, en grande section de maternelle, dans sept écoles d’Auvergne.
La nouvelle revue – Éducation et société inclusives, 3 (95), 191-214.
Radesky, J. S.
(2021). Young children’s online-offline balance.
Acta Paediatrica, 110(3), 748-749.
Strouse, G. A. et Samson, J. E.
(2021). Learning From Video: A Meta-Analysis of the Video Deficit in Children Ages 0 to 6 Years.
Child Development, 92(1), 20-38.
Escudero, P., Pino Escobar, G., Casey, C. G. et Sommer, K.
(2021). Four-Year-Old’s Online Versus Face-to-Face Word Learning via eBooks.
Frontiers in Psychology, 12, article 610975.
Carson, V. et Kuzik, N.
(2021). The association between parent–child technology interference and cognitive and social–emotional development in preschool-aged children.
Child: Care, Health and Development, 47(4), 477-483.
Cerniglia, L., Cimino, S. et Ammaniti, M.
(2021). What are the effects of screen time on emotion regulation and academic achievements? A three-wave longitudinal study on children from 4 to 8 years of age.
Journal of Early Childhood Research, 19(2), 145-160.
Courage, M. L., Frizzell, L. M., Walsh, C. S. et Smith, M.
(2021). Toddlers Using Tablets: They Engage, Play, and Learn.
Frontiers in Psychology, 12, article 564479.
Fantozzi, V. B.
(2021). “It’s Everyone’s iPad”: Tablet use in a play-based preschool classroom.
Journal of Early Childhood Research, 19(2), 115-127.
Hatch, B.
(2021). A New Paradigm for Early Childhood Education: Opening doors through virtual kindergarten.
Childhood Education, 97(2), 60-63.
Lehrl, S., Linberg, A., Niklas, F. et Kuger, S.
(2021). The Home Learning Environment in the Digital Age—Associations Between Self-Reported “Analog” and “Digital” Home Learning Environment and Children’s Socio-Emotional and Academic Outcomes.
Frontiers in Psychology, 12, article 592513.
Linder, L. K., McDaniel, B. T., Stockdale, L. et Coyne, S. M.
(2021). The impact of parent and child media use on early parent–infant attachment.
Infancy, 26(4), 551-569.
Marsh, J., Lahmar, J., Plowman, L., Yamada-Rice, D., Bishop, J. et Scott, F.
(2021). Under threes’ play with tablets.
Journal of Early Childhood Research, 19(3), 283-297.
Perone, S., Anderson, A. J. et Zelazo, P. D.
(2021). The influence of parental guidance on video https://doi.org/10.1016/j.cogdev.2021.101126game performance, exploration, and cortical activity in 5-year-old children.
Cognitive Development, 60, article 101126.
Rahiem, M. D. H.
(2021). Storytelling in early childhood education: Time to go digital.
International Journal of Child Care and Education Policy, 15(1), article 4.
Slutsky, R., Kragh-Müller, G., Rentzou, K., Tuul, M., Guven, M. G., Foerch, D. et Paz-Albo, J.
(2021). A cross-cultural study on technology use in preschool classrooms: early childhood teacher’s preferences, time-use, impact and association with children’s play.
Early Child Development and Care, 191(5), 713-725.
Waldman, M., McCoy, D. C., Seiden, J., Cuartas, J. et Fink, G.
(2021). Validation of motor, cognitive, language, and socio-emotional subscales using the Caregiver Reported Early Development Instruments: An application of multidimensional item factor analysis.
International Journal of Behavioral Development, 45(4), 368-377.
Yousuf, M. S., Harvey, H. L., Parahoo, S. K., Shawkat Ziadeh, B., Kilani, M. et Al-Kamil, E.
(2021). The effects of pediatric primary prevention programs on screen-time and reading habits of children in Jordan.
International Journal of Child Care and Education, 15(1), article 14.
Tania Tremblay Andréanne Gagné et Nathalie Bigras
(2021). Family Literacy Activities Mediate the Effects of Screen Time on Children’s Language Development. 
Psychology and Behavioral Sciences: International Journal, 17(1), en ligne.
Sun, H., Roberts, A. C. et Bus, A.
(2021). Bilingual children’s visual attention while reading digital picture books and story retelling.
Journal of Experimental Child Psychology, 215, article 105327.
Kewalramani, S., Palaiologou, I., Dardanou, M., Allen, K.-A. et Phillipson, S.
(2021). Using robotic toys in early childhood education to support children’s social and emotional competencies.
Australasian Journal of Early Childhood, 46(4), 355‑369.
Ling, L., Yelland, N., Hatzigianni, M. et Dickson-Deane, C.
(2021). Toward a conceptualization of the internet of toys.
Australasian Journal of Early Childhood, 46(3), 249‑262.
Ophir, Y., Rosenberg, H. et Tikochinski, R.
(2021). What are the psychological impacts of children's screen use? A critical review and meta-analysis of the literature underlying the World Health Organization guidelines.
Computers in Human Behavior, 124, article 106925.
Brown, S.
(2020). Pushing against hegemonic practices: emergent bilinguals respond to children’s literature.
European Early Childhood Education Research Journal, 28(2), 242-255.
Bulca, Y., Ozdurak, R. H. et Demirhan, G.
(2020). The effects of digital physical exercise videos on the locomotor skill learning of pre-school children.
European Early Childhood Education Research Journal, 28(2), 231-241.
Chen, B., Bernard, J. Y., Padmapriya, N., Ning, Y., Cai, S., Lança, C., Tan, K. H., Yap, F., Chong, Y.-S., Shek, L., Godfrey, K. M., Saw, S. M., Chan, S.-Y., Eriksson, J. G., Tan, C. S. et Müller-Riemenschneider, F.
(2020). Associations between early-life screen viewing and 24 hour movement behaviours: Findings from a longitudinal birth cohort study.
The Lancet Child & Adolescent Health, 4(3), 201-209.
Fleer, M.
(2020). Digital pop-ups: studying digital pop-ups and theorising digital pop-up pedagogies for preschools.
European Early Childhood Education Research Journal, 28(2), 214-230.
Fotakopoulou, O., Hatzigianni, M., Dardanou, M., Unstad, T. et O’Connor, J.
(2020). A cross cultural exploration of early childhood educators’ beliefs and experiences around the use of touchscreen technologies with children under 3 years of age.
European Early Childhood Education Research Journal, 28(2), 272-285.
Hills, D. et Thomas, G.
(2020). Digital technology and outdoor experiential learning.
Journal of Adventure Education and Outdoor Learning, 20(2), 155-169.
Hofslundsengen, H., Magnusson, M., Svensson, A.-K., Jusslin, S., Mellgren, E., Hagtvet, B. E. et Heilä-Ylikallio, R.
(2020). The literacy environment of preschool classrooms in three Nordic countries : Challenges in a multilingual and digital society.
Early Child Development and Care, 190(3), 414‑427.
Jusiené, R., Rakickiené, L., Breidokiené, R. et Laurinaityté, I.
(2020). Executive function and screen-based media use in preschool children.
Infant and Child Development, 29(1), 1-13.
Kewalramani, S., Palaiologou, I., Arnott, L. et Dardanou, M.
(2020). The integration of the internet of toys in early childhood education: a platform for multi-layered interactions.
European Early Childhood Education Research Journal, 28(2), 197-213.
Maryam, B., Sören, H. et Gunilla, L.
(2020). Putting Scaffolding Into Action : Preschool Teachers’ Actions Using Interactive Whiteboard.
Early Childhood Education Journal, 48(1), 79‑92.
Maureen, I. Y., van der Meij, H. et de Jong, T.
(2020). Enhancing Storytelling Activities to Support Early (Digital) Literacy Development in Early Childhood Education.
International Journal of Early Childhood, 52(1), 55-76.
Mayer, C., Wallner, S., Budde-Spengler, N., Braunert, S., Arndt, P. A. et Kiefer, M.
(2020). Literacy Training of Kindergarten Children With Pencil, Keyboard or Tablet Stylus : The Influence of the Writing Tool on Reading and Writing Performance at the Letter and Word Level.
Frontiers in Psychology, 10, 1-17.
Neumann, M. M.
(2020). Social Robots and Young Children’s Early Language and Literacy Learning.
Early Childhood Education Journal, 48(2), 157-170.
Oranç, C. et Küntay, A. C.
(2020). Children’s perception of social robots as a source of information across different domains of knowledge.
Cognitive Development, 54, article 100875.
Otterborn, A., Schönborn, K. J. et Hultén, M.
(2020). Investigating Preschool Educators’ Implementation of Computer Programming in Their Teaching Practice.
Early Childhood Education Journal, 48(3), 253-262.
Rhodes, S. M., Stewart, T. M. et Kanevski, M.
(2020). Immediate impact of fantastical television content on children’s executive functions.
British Journal of Developmental Psychology, 38(2), 268-288.
Snell, E. K., Hindman, A. H. et Wasik, B. A.
(2020). Exploring the use of texting to support family-school engagement in early childhood settings : Teacher and family perspectives.
Early Child Development and Care, 190(4), 447‑460.
Son, S.-H. C., Butcher, K. R. et Liang, L. A.
(2020). The Influence of Interactive Features in Storybook Apps on Children’s Reading Comprehension and Story Enjoyment.
The Elementary School Journal, 120(3), 422-452.
Undheim, M. et Jernes, M.
(2020). Teachers’ pedagogical strategies when creating digital stories with young children.
European Early Childhood Education Research Journal, 28(2), 256-271.
Vidal-Hall, C., Flewitt, R. et Wyse, D.
(2020). Early childhood practitioner beliefs about digital media: Integrating technology into a child-centred classroom environment.
European Early Childhood Education Research Journal, 28(2), 167-181.
Wang, Y., Park, Y.-H., Itakura, S., Henderson, A. M. E., Kanda, T., Furuhata, N. et Ishiguro, H.
(2020). Infants’ perceptions of cooperation between a human and robot.
Infant and Child Development, 29(2), article 2161.
Dashti, F. A. et Habeeb, K. M.
(2020). Impact of Shared iPads on Kindergarten Students’ Collaboration and Engagement in Visual Storytelling Activities.
Early Childhood Education Journal, 48(4), 521-531.
Lundtofte, T. E.
(2020). Young Children's Tablet Computer Play.
American Journal of Play, 12(2), 216-232.
Oakley, G., Wildy, H. et Berman, Y.
(2020). Multimodal digital text creation using tablets and open-ended creative apps to improve the literacy learning of children in early childhood classrooms.
Journal of Early Childhood Literacy, 20(4), 655‑679.
Poveda, D., Matsumoto, M., Sundin, E., Sandberg, H., Aliagas, C. et Gillen, J.
(2020). Space and practices: Engagement of children under 3 with tablets and televisions in homes in Spain, Sweden and England.
Journal of Early Childhood Literacy, 20(3), 500-523.
Schriever, V., Simon, S. et Donnison, S.
(2020). Guardians of play : Early childhood teachers’ perceptions and actions to protect children’s play from digital technologies.
International Journal of Early Years Education, 28(4), 351‑365.
Teichert, L.
(2020). Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son.
Journal of Early Childhood Literacy, 20(3), 524-550.
Jing, M. et Kirkorian, H. L.
(2020). Teaching With Televised Stories : A Story-Focused Narrative Preview Supports Learning in Young Children.
Child Development, 91(5), 1101-1118.
Lee, J.
(2020). Coding in early childhood.
Contemporary Issues in Early Childhood, 21(3), 266-269.
Gillen, J., Flewitt, R. et Sandberg, E. (dir.).
(2020). Children under three at home: The place of digital media in their literacy practices.
Journal of Early Childhood Literacy, 20(3), numéro thématique.
Vaughan-Lee, C.
(2019). The Power of Immersive Storytelling: A tool for transformative learning.
Childhood Education, 95(3), 23‑31.
Barton, E. E., Rigor, M. N., Pokorski, E. A., Velez, M. et Domingo, M.
(2019). Using Text Messaging to Deliver Performance Feedback to Preservice Early Childhood Teachers.
Topics in Early Childhood Special Education, 39(2), 88-102.
Chen, W. et Adler, J. L.
(2019). Assessment of Screen Exposure in Young Children, 1997 to 2014.
JAMA Pediatrics, 173(4), 391-393.
Fan, S. et Yost, H.
(2019). Keeping connected: exploring the potential of social media as a new avenue for communication and collaboration in early childhood education.
International Journal of Early Years Education, 27(2), 132‑142.
Hooker, T.
(2019). Using ePortfolios in early childhood education : Recalling, reconnecting, restarting and learning.
Journal of Early Childhood Research, 17(4), 376-391.
Horwood, S. et Anglim, J.
(2019). Problematic smartphone usage and subjective and psychological well-being.
Computers in Human Behavior, 97, 44-50.
Jauck, D. et Peralta, O.
(2019). Two-Year-Olds’ Symbolic Use of Images Provided by a Tablet: A Transfer Study.
Frontiers in Psychology, 10, 1-6.
Lim, S. et Cho, M.-H.
(2019). Parents’ Use of Mobile Documentation in a Reggio Emilia-Inspired School.
Early Childhood Education Journal, 47(34), 367-379.
Madigan, S., Browne, D., Racine, N., Mori, C. et Tough, S.
(2019). Association Between Screen Time and Children’s Performance on a Developmental Screening Test.
JAMA Pediatrics, 173(3), 244-250.
Mertala, P.
(2019). Digital technologies in early childhood education–a frame analysis of preservice teachers’ perceptions.
Early Child Development and Care, 189(8), 1228-1241.
Miller, J. L., Paciga, K. A., Kocurek, C. A. et Moller, A.
(2019). Interactive Digital Technologies and Early Childhood.
Frontiers in Psychology, 11, 1-2.
Petrová, Z. et Nemec, R.
(2019). Changing reading paths in a digital age: What are the consequences for meaning-making?
Journal of Pedagogy, 10(2), 65-85.
Redondo, B., Còzar-Gutiérrez, R., González-Calero, J. A. et Ruiz, R. S.
(2019). Integration of Augmented Reality in the Teaching of English as a Foreign Language in Early Childhood Education.
Early Childhood Education Journal, 48(2), 147-155.
Rosenfeld, D., Dominguez, X., Llorente, C., Pasnik, S., Moorthy, S., Hupert, N., Gerard, S. et Vidiksis, R.
(2019). A curriculum supplement that integrates transmedia to promote early math learning : A randomized controlled trial of a PBS KIDS intervention.
Early Childhood Research Quarterly, 49, 241-253.
Sakr, M. et Scollan, A.
(2019). The screen and the sand-timer : The integration of the interactive whiteboard into an early years free-flow learning environment.
Journal of Early Childhood Research, 17(3), 190-204.
Sheridan, K. M., Banzer, D., Pradzinski, A. et Wen, X.
(2019). Early Math Professional Development: Meeting the Challenge Through Online Learning.
Early Childhood Education Journal, 48(2), 223-231.
Skalická, V., Hygen, B. W., Stenseng, F., Kårstad, S. B. et Wichstrøm, L.
(2019). Screen time and the development of emotion understanding from age 4 to age 8: A community study.
British Journal of Developmental Psychology, 37(3), 427-443.
Tamana, S. K., Ezeugwu, V., Chikuma, J., Lefebvre, D. L., Azad, M. B., Moraes, T. J., Subbarao, P., Becker, A. B., Turvey, S. E., Sears, M. R., Dick, B. D., Carson, V., Rasmussen, C., CHILD study Investigators., Pei, J. et Mandhane, P. J.
(2019). Screen-time is associated with inattention problems in preschoolers: Results from the CHILD birth cohort study.
PLOS ONE, 14(4), 1-15.
Brown, C. P. et Englehardt, J.
(2019). Neoliberal technological devices and articulations of teaching young children: A case study of preservice teachers using iPads in their teacher education program.
Journal of Early Childhood Research, 17(2), 88-103.
Geneviève Cadoret Nathalie Bigras Lise Lemay Joanne Lehrer et Julie Lemire
(2018). Relationship between screen-time and motor proficiency in children: a longitudinal study.
Early Child Development and Care, 188 (2), 231-239.
Gallagher, A.
(2018). E-portfolios and relational space in the early education environment.
Journal of Pedagogy, 9(1), 23-44.
Jackson, D. B.
(2018). Does TV viewing during toddlerhood predict social difficulties and conduct problems?
Infant and Child Development, 27(4), 1-16.
Myrtil, M. J., Justice, L. M., Pelfrey, L., Logan, J. A., Xie, K. et Barnes, L.
(2018). Preschool Teachers’ Implementation Fidelity When Using a Technology-Mediated Language and Literacy Intervention.
Child & Youth Care Forum, 47(6), 771-786.
Ogelman, H. G., Güngör, H., Körükçü, Ö. et Sarkaya, H. E.
(2018). Examination of the relationship between technology use of 5–6-year-old children and their social skills and social status.
Early Child Development and Care, 188 (2), 168-182.
Sawyer, A. G. et Myers, J.
(2018). Seeking comfort: How and why preservice teachers use internet resources for lesson planning.
Journal of Early Childhood Teacher Education, 39(1), 16-31.
Zheng, Y. et Hardell, L.
(2018). Contemporary Mobile Technology and Child and Adolescent Development.
Child Development, 89(1), dossier thématique, 5-140.
Harris, K.
(2017). Once upon a time, there was a rainbow dinosaur.
The International Journal of Holistic Early Learning and Development, 4, 18-34.
McClure, E. R, Chentsova-Dutton, Y. E., Holochwost, S. J., Parrott, W. G. et Barr, R.
(2017). Look at That! Video Chat and Joint Visual Attention Development among Babies and Toddlers.
Child Development, 89(1), 27-36.
Moore, H. C.
(2017). “Look What I Made!” Open-Ended Apps that Spark Creativity.
YC, Young Children, 72(5), 21-27.
Neumann, M. M. et Neumann, D. L.
(2017). The Use of Touch-Screen Tablets at Home and Pre-School to Foster Emergent Literacy.
Journal of Early Childhood Literacy, 17(2), 203-220.
Pérez, J.-M., Assude, T., Suau, G. et Tambone, J.
(2017). Usages de la vidéo dans un dispositif de recherche : quelques effets sur les pratiques enseignantes inclusives.
La nouvelle revue de l’adaptation et de la scolarisation, 78, 171-184.
Vaughan, M. et Beers, C.
(2017). Using an exploratory professional development initiative to introduce iPads in the early childhood education classroom.
Early Childhood Education Journal, 45(3), 321-331.
Green, C.
(2016). Sensory tours as a method for engaging children as active researchers: Exploring the use of wearable cameras in early childhood research.
International Journal of Early Childhood, 48(3), 277-294.
COUNCIL ON COMMUNICATIONS AND MEDIA.
(2016). Media and young minds.
Pediatrics, 138(5), 1-8.
Kennedy, A. S. et Lees, A. T.
(2016). Preparing undergraduate pre-service teachers through direct and video-based performance feedback and tiered supports in early head start.
Early Childhood Education Journal, 44(4), 369-379.
Roskos, K. A., Sullivan, S., Simpson, D. et Zuzolo, N.
(2016). E-Books in the early literacy environment: Is there added value for vocabulary development?
Journal of Research in Childhood Education, 30(2), 226‑236.
Rowe, D. W. et Miller, M. E.
(2016). Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds.
Journal of Early Childhood Literacy, 16(4), 425-472.
Rvachew, S.
(2016). Technologie en éducation de la petite enfance.
Encyclopédie sur le développement des jeunes enfants.
Al-Harbi, S.S.
(2015). The influence of media in children's language development.
Journal of Educational and Developmental Psychology, 5(1), 1-5.
Hollingsworth, H. L. et Lim, C.-I.
(2015). Instruction Via Web-Based Modules in Early Childhood Personnel Preparation: A Mixed-Methods Study of Effectiveness and Learner Perspectives.
Early Childhood Education Journal, 43(2), 77‑88.
Lafton, T.
(2015). Digital literacy practices and pedagogical moments: Human and non-human intertwining in early childhood education.
Contemporary Issues in Early Childhood, 16(2), 124-152.
McKee, L. L. et Heydon, R. M.
(2015). Orchestrating literacies : Print literacy learning opportunities within multimodal intergenerational ensembles.
Journal of Early Childhood Literacy, 15(2), 227-255.
Sharkins, K. A., Newton, A. B., Albaiz, N. E. A. et Ernest, J. M.
(2015). Preschool children’s exposure to media, technology, and screen time: perspectives of caregivers from three early childcare settings.
Early Childhood Education Journal, 44(5), 437-444.
Yilmaz, G., Caylan, N. D. et Karacan, C. D.
(2015). An intervention to preschool children for reducing screen time: a randomized controlled trial.
Child: Care, Health and Development, 41(3), 443-449.
Alloway, T. P., Williams, S., Jones, B. et Cochrane, F.
(2014). Exploring the Impact of Television Watching on Vocabulary Skills in Toddlers.
Early Childhood Education Journal, 42, 343-349.
Neumann, M. et Neumann, D.
(2014). Touch screen tablets and emergent literacy.
Early Childhood Education Journal, 42(4), 231-239.
Salmon, L.
(2014). Factors that affect emergent literacy development when engaging with electronic books.
Early Childhood Education Journal, 42(2), 85-92.

Aucun résultat trouvé

Précédent Suivant