Veille mensuelle

Légende : personne étudiante*, personne diplômée** et membre chercheur

⚜️Brault Foisy, L.-M., Bélanger, É. et Masson, S. (2025). Le contrôle inhibiteur au service de l’apprentissage des sciences : tour d’horizon de la littérature. Dans Duroisin, N. et Clerc, J. (dir.), Fonctions exécutives, apprentissages et réussite scolaire: Concepts, pratiques et outils (p. 47-78). Dunod. 

⚜️Dumais, C., Point, M. et Stanké, B. (2025). Des fondements et des opportunités du développement du langage de l’enfant de 4 ans et 5 ans à l’éducation préscolaire. Dans M. Blouin et C. Beaucher (dir.),L’intervention éducative à l’aune de la diversité et du bien-être (p. 139-169).  Presses de l’Université du Québec.

🍁Cleveland, G. (2025, 4 mars). Does Tax Credit Funding Work for Child Care? : Lessons from Australia. childcarepolicy.net

Cun, A. et Zhao, S. (2025).  “What we have done is baking together”: Asian Immigrant Parents’ Perspectives and Experiences Regarding Children’s Mental Health Related to Online Learning During the COVID-19 Pandemic. Early Childhood Education Journal, 53(4), 1215-1226.

Erol, G. et Arman, N. (2024). Silent victims of the COVID-19 pandemic may be infants who are at a risk of a neurodevelopmental delay: a cross-sectional study. Early Child Development and Care, 194(15-16), 1485-1496.

Lee, K., Gao, X., Zhang, D., Fong, Y., Ng, C. W., Bautista, A., Sun, J., Capio, C. M., Cheung, S. K., Siu, C., Lin, D., Lam, H. C., Ng, M. L. et Yum, Y. N. (2025). The impact of COVID-related school disruption on kindergarten children’s development. Early Child Development and Care, 195(1-2), 74-91.

McCormick, M., Goldberg, M., Swinth, E., Smith Todd, C., Carlis, L., Chavez, V. et Xia, S. (2025). Understanding Young Children’s Learning and Development in the Wake of the Pandemic: Evidence from Acelero Head Start Programs. Early Education and Development, 36(3), 515-541.

Kervin, L., Mantei, J. et Neilsen-Hewett, C. (2025). Mentoring to build early childhood teacher capacity across career stages: The early childhood elevate mentoring program. Australasian Journal of Early Childhood, 50(1), 81-96. 

Hall, C., Lindahl, E. et Roman, S. (2024, décembre). Increased flexibility in childcare arrangements: impacts on parents’ careers and children’s school performance. Institute for evaluation of labour market and education policy.

Bastianello, T., Silletti, F., Cassibba, R., Coppola, G., Musso, P., Rossini, V., Zusi, C., Unali, I., Florti, E., Majorano, M., Maffeis, C. et Lavelli, M. (2025). Short-Term Effects of an Outdoor Activities Intervention on Children’s Stress, Socio emotional, Behavioral, and Cognitive Regulation Skills. Early Education and Development, 36(3), 724-743.

⚜️ Lévesque, M.-P. (2024). Quels sont les effets de l’éducation par la nature sur le développement social des enfants de 3 à 6 ans ? [Essai doctoral, Université du Québec à Trois-Rivières], Cognito.

Senoz, E. G. et Kol, S. (2025). Playing outside, thriving inside: exploring the impact of outdoor play frequency on emotional intelligence in children aged 5-6. European Early Childhood Education Research Journal, 33(2), 287-301.

Speldewinde, C. (2025). ‘Don’t Pick, Don’t Lick’: Connecting Young Children’s Risky Play in Nature to Science Education in Australian Bush Kinders. Early Childhood Education Journal, 53(4), 1133-1144.

Grogan, A. M., Andrews, R. et Van Bergen, P. (2025). Educators’ Responses to Gender and Emotion in Educator-Child Reminiscing Vignettes. Early Education and Development, 36(3), 587-602.

Sorrells, C., Madrid Akpovo, S. et Leclerc, M. (2025). The infant/toddler teacher as willful subject: A critical narrative analysis of gendered discursive regimes in US-based early care and education. Contemporary Issues in Early Childhood, 26(1), 37-52. 

Wang, M. M., Cardarelli, A., Brenner, J., Leslie, S.-J. et Rhodes, M. (2025). Maladaptive but malleable: Gender-science stereotypes emerge early but are modifiable by language. Child Development, 96(2), 865-880. 

Kong, S. H. (2025). Music education training for kindergarten teachers: a workshop integrating Shulman’s pedagogical content knowledge and pedagogical reasoning and action model. Journal of Early Childhood Teacher Education, 46(1), 85-102.

Bogatić, K. et Višnjić Jevtić, A. (2025). Rethinking play and child-centredness within early childhood curriculum in Croatia. Journal of Childhood, Education & Society, 6(1), 71-87.

Henriksson, A., Fridberg, M. et Leden, L. (2025). Preschool Children’s Agency in Play-activities with Science Content. Early Childhood Education Journal, 53(4), 1303-1312.

Nhase, Z., Selepe, M. A. et Okeke, C. I. (2025). Understanding and implementing play as a learning pedagogy: Narratives of practitioners in early childhood mobile units. Journal of Childhood, Education & Society, 6(1), 99-113.

Wong, T. C.-Y., Leung, S. K.-Y. et Liang, L. (2025). Exploring Hong Kong student teachers’ perspectives on children’s play and learning. Journal of Childhood, Education & Society, 6(1), 38-54.

Zang, L., Zhu, M. et Ma, Y. (2025). Exploring children’s perceptions of family relationships in China through kinetic family drawing: insights from 5- to 6-year olds. European Early Childhood Education Research Journal, 33(2), 333-351.

Tamblyn, A., Sun, Y., North, A., Godsman, N., Skouteris, H. et Blewitt, C. (2025). Developing a social and emotional wellbeing intervention using the early childhood education and care environment: an Intervention Mapping approach. Early Child Development and Care, 195(1-2), 32-47.

Theodotou, E. (2025). Dancing With children or dancing for children? Measuring the effects of a dance intervention in children’s confidence and agency. Early Child Development and Care, 195(1-2), 64-73.

Welsh, J., Chilenski, S. M., Daniels, A.-M., Letcher, A. et Garcia, A. (2025). Evidence-Based Program Implementation Variability in New Contexts: The Head Start REDI Program. Early Childhood Education Journal, 53(4), 1-13.

Herbst, C. M. (2024, octobre). The declining relative quality of child care workforce. IZA Institute of Labor Economics.

Hur, E., Boyle, B., Ardeleanu, K., Jeon, L. et Bubier, I. (2025). What Drives Early Childhood Providers to Increase Quality? Using Expectancy-Value Theory to Understand Providers’ Motivations and Challenges in Quality Rating and Improvement Systems. Early Education and Development, 36(3), 542-567.

Dinh, H.T.-T. et Nakatsubo, F. (2025). Teacher-child Discourse in Vietnamese Preschool Classrooms: An Exploratory Case Study of Teachers’ Questions and Statements in the Planned Science Activity. Early Childhood Education Journal, 53(4), 1253-1263.

Yan, J., Zhang, X., Xiao, N., Zou, X., Li, H. et Wang, Y. (2025). Cross-Lagged Associations Between Caregiver-Child and Teacher-Child Relationships and Approaches to Learning in Rural Preschoolers: The Moderating Role of Boarding Status. Early Education and Development, 36(3), 663-679.

Binfield-Skøie, T. et Menning, S. F. (2025). Children’s participation when transitioning between early childhood education and care settings: potentials for readjusting institutional logics. European Early Childhood Education Research Journal, 33(2), 352-367.

Ghosh, S. et Kleine, L. (2025). School Entry-Age Effect on Student’s Affective-Motivational Attitudes in German Elementary Schools. Early Childhood Education Journal, 53(4), 1041-1052.

Kurian, N. (2025). AI’s empathy gap: The risks of conversational Artificial Intelligence for young children’s well-being and key ethical considerations for early childhood education and care. Contemporary Issues in Early Childhood, 26(1), 132-139. 

Latorre-Medina, M. J. et Abdelmaula-Mesaud, S. (2025). Artificial intelligence applied to early childhood education: A focus for educational research? Contemporary Issues in Early Childhood, 26(1), 140-153. 

Liang, Y., Kaldy, Z. et Blaser, E. (2025). My tablet’s about to go dead! 5- to 6-year-old children adjust their cognitive strategies depending on whether an external resource is reliably available. Cognitive Development, 73, article 101542.

Niklas, F., Birtwistle, E., Mues, A. et Wirth, A. (2025). Learning apps at home prepare children for school. Child Development, 96(2), 577-590. 

O’Connor, J., Fotakopoulou, O., Johnston, K., Kewalramani, S. et Ludgate, S. (2025). Resisting hyperreality? Talking to young children about YouTube and YouTube Kids. Contemporary Issues in Early Childhood, 26(1), 101-118. 

Rapti, S., Sapounidis, T. et Tselegkaridis, S. (2025). Investigating Educators’ and Students’ Perspectives on Virtual Reality Enhanced Teaching in Preschool. Early Childhood Education Journal, 53(4), 1107-1118.

Sando, O. J., Kleppe, R. et Sandseter, E. B. H. (2025). Risk willingness in play: exploring children’s behaviour in a virtual reality playground. European Early Childhood Education Research Journal, 33(2), 302-318.

Xiao, N., Dore, R., Sun, J., Purtell, K., Lin, T. J. et Justice, L. M. (2025). Media Use in Daily Routines and Young Children’s Social Skills. Early Education and Development, 36(3), 499-514.

Zhao, X. et Roberts, S. (2025). Australian early childhood educators’ perspectives on digital teaching of geometry: The pedagogical enablers and barriers. Australasian Journal of Early Childhood, 50(1), 5-18. 

⚜️Mejia-Cardenas, C., Rivard, M. et Mestari, Z. (2025). The Inclusion of Children with Autism in Day Care Centers: Staff Perceptions, Attitudes, and Knowledge. Early Childhood Education Journal, 53(4), 947-958.

Miller, A., Hegde, A. V., Jung Yeh, C. et Ballard, S. M. (2025). Pre-kindergarten teachers’ perceived preparedness to support children with asthma, cancer, and diabetes in the classroom. Journal of Early Childhood Teacher Education, 46(1), 43-65.

Xu, Z., Xu, L., Chen, J. et Wang, C. (2025). Impact of Perceived Organizational Support on Early Childhood Teachers’ Career Success in an Inclusive Education Context. Early Childhood Education Journal, 53(4), 1281-1289.

Friesen, R. S., Cheng, K. C., Cimetta, A. D., Marx, R. W., Cutshaw, C. A. et Yaden, D. B. (2025). Environmental Factors Predicting Young Children’s Secure Exploration. Early Childhood Education Journal, 53(4), 1-12.

Han, S.A., Kang, H. et Kim, S. (2025). Racial Stereotypes and Counter-Narratives in Children’s Literature: Critical Content Analysis Using AsianCrit. Early Childhood Education Journal, 53(4), 1171-1180.

Löthman, C. (2025). Managing newly arrived children’s double transition: Towards inclusionary practices in rural Swedish preschools. Contemporary Issues in Early Childhood, 26(1), 23-36. 

Whyman, T., Jones, L., Farrant, B., Michie, C., Ilich, N., Shapcott, J., Hill, D., McNamara, A., Bowie, M., Penny, M., Pell, C. et Green, O. (2025). Moort dandjoo kaadadjiny: Growing up Aboriginal kids strong in their culture and identity. Australasian Journal of Early Childhood, 50(1), 97-109. 

Baker, S., Gallegos, D., MacKenzie, T. et Eivers, A. (2024). The relationship between coming to school hungry and child development: analysis of the Australian Early Development Census. Early Child Development and Care, 194(15-16), 1511-1525.

Herbst, C. M. (2024, novembre). Effects of center-based child care on disadvantaged children: Evidence from randomized research design. IZA Institute of Labor Economics.

Hollingsworth, H. L. et Knight-McKenna, M. (2025). Deepening awareness of inequities: investigating an advocacy project in early childhood teacher education. Journal of Early Childhood Teacher Education, 46(1), 66-84.

Bianco, F., Cornaggia, A., Massaro, D., Marchetti, A. et Castelli, I. (2025). Desires and Beliefs: the Development of Second-Order Theory of Mind Reasoning in Preschoolers and in School-Age Children. Frontiers in psychology, 16, article 1525368.

Carrick, N. (2024). A tale of fantasy use in children’s picture books. Early Child Development and Care, 194(15-16), 1497-1510.

Guedes, C., Ferreira, T., de Lemos, M. S. et Cadima, J. (2025). Associations between executive functions at age 3 and children’s learning behaviors at age 6. International Journal of Behavioral Development, 49(2), 109-117. 

🍁Hilton, B. C. et Sabbagh, M. A. (2025). Preschoolers use probabilistic evidence to flexibly change or maintain expectations on an active search task. Child Development, 96(2), 881-890. 

Hofstee, M., Fukkink, R. G., Endendijk, J., Huijding, J., van der Velde, B. et Deković, M. (2025). Center-based childcare during infancy: The relations with functional brain networks and self-regulation in young children. International Journal of Behavioral Development, 49(2), 118-134. 

Lau, E. Y. H., Wu, X.-y., Siu, C. T. S., Williams, K. E. et Bautista, A. (2025). Examining the effectiveness of a video-based parent-child program on executive functions for children 5 to 6 years old: A randomized controlled trial. Child Development, 96(2), 781-796. 

Michel, E., Martin, G. et Pope, M. (2025). Predictions of pre-academic mathematical and literacy skills by kindergarten executive functions. Cognitive Development, 73, article 101532.

Montalvan Castilla, J. E. (2025). Children’s understanding and STEM-related experiences of solar energy and technologies in a smart kindergarten in Norway. European Early Childhood Education Research Journal, 33(2), 194-210.

Orr, E. et Caspi, R. (2025). Parents and More: The Multidimensional Factors Involved in Children’s Cognitive Achievements. Child Care in Practice, 31(1), 85-102.

Pramling, N. et Samuelsson, I. P. (2025). Engaging children in what-if thinking through read-aloud conversations in early childhood education for sustainability. European Early Childhood Education Research Journal, 33(2), 211-222.

Veer, I. M., Borghuis, J., Van Tuijl, C. et Luyten, H. (2025). Development of Selective Attention and Vocabulary in a Socio-Economically Diverse Sample of Preschoolers. Early Education and Development, 36(3), 680-707.

Zhang, J., Zhang, Y., Qi, Y., Gao, C., Shen, Z. et Chen, Y. (2025). How executive function contributed to young children’s mathematical achievement: The differential role of non-symbolic and symbolic numerical representation. Cognitive Development, 73, article 101545.

Asp, E., Räikkönen, E., Rutanen, N., Aro, T., Salmi, P. et Laakso, M.-L. (2025). Declared Practices of Language Facilitation in Early Childhood Education and Care with Children Younger than Two Years. Early Childhood Education Journal, 53(4), 1265-1279.

Barrett-Tatum, J. et Stilwell Lewis, D. (2025). Improving primary grade students’ content area vocabulary through research-based literacy instruction. Journal of Early Childhood Teacher Education, 46(1), 150-172.

Diamond, A. (2025). Young children’s language socialisation to baby talk and ontology of infancy in a small rural Indo-Fijian community. Australasian Journal of Early Childhood, 50(1), 66-80. 

Ferry, A. L., Corcoran, M. G., Williams, E., Curtis, S. M., Gale, C. J. et Twomey, K. E. (2025). Bigger versus smaller: Children’s understanding of size comparison words becomes more precise with age. Child Development, 96(2), 492-507. 

Jeong, Y. et Ha, S. (2025). Early developmental changes in infants’ vocal responses in interactions with caregivers. Infant Behavior and Development, 78, article 102022.

Rodríguez, C., Jiménez, J. E. et Balade, J. (2025). The Impact of Oral Language and Transcription Skills on Early Writing Production in Kindergarteners: Productivity and Quality. Early Childhood Education Journal, 53(4), 1-11.

Wu, D., Cai, L., Chen, J. J. et Li, H. (2025). Questioning to Elicit Inferential Responses: A Study of Teacher-Child Linguistic Interactions During Block Play Activities in Chinese Kindergartens. Early Education and Development, 36(3), 603-624.

Almqvist, L. et Finnman, J. (2025). Engagement in Activity Settings of First and Second Language Learners in Preschool – The Role of Qualified Preschool Teachers and Classroom Structure. Early Education and Development, 36(3), 744-765.

Cheung, P., Bourque, T., Ang, D. et Merkley, R. (2025). Early number acquisition in bilingual children. Cognitive Development, 73, article 101541.

Kim, S.J., Park, S., Hachey, A.C.et Li, I. (2025). Using Music Media to Facilitate Family Critical Media Literacy Practices: A Multiple Case Study with Preschool Bilingual Children. Early Childhood Education Journal, 53(4), 1013-1025.

Sander-Montant, A., Bissonnette, R. et Byers-Heinlein, K. (2025). Like mother like child: Differential impact of mothers’ and fathers’ individual language use on bilingual language exposure. Child Development, 96(2), 662-678. 

Schächinger Tenés, L. T., Weiner-Bühler, J. C., Grob, A. et Segerer, R. K. (2025). How to juggle languages: Verbal short-term memory as a key predictor of code-switching in dual language learning 3- to 6-year-olds. Cognitive Development, 73, article 101543.

Ahokas, J. R., Saarikallio, S., Welch, G., Parviainen, T. et Louhivuori, J. (2025).  Rhythm and Reading: Connecting the Training of Musical Rhythm to the Development of Literacy Skills. Early Childhood Education Journal, 53(4), 999-1012 (2025).

Perkins, R. M. et Sawyer, B. E. (2025). Context Matters: Factors that Influence Storytime Providers’ Knowledge, Beliefs, and Self-Efficacy. Early Childhood Education Journal, 53(4), 959-971.

Öksüz, H. İ., Yıldırım, K., Çetinkaya, F. Ç., Koşum, A. N. et Alkar, N. (2025). Read-aloud practices with children’s picture books in Turkish first-grade classrooms. Journal of Early Childhood Teacher Education, 46(1), 220-240.

Stellakis, N. et Galanis, G. (2025). A longitudinal case study of a preschool-age child’s acquisition of writing. Journal of Childhood, Education & Society, 6(1), 21-37.

⚜️Zhu, X. et Pesco, D. (2025). “Why is the bear sad?”: preparing preservice educators to support children’s inferencing during storybook reading. Journal of Early Childhood Teacher Education, 46(1), 27-42.

Bower, C. A., Zimmermann, L., Verdine, B. N., Spiewak Toub, T., Hirsh-Pasek, K. et Michnick Golinkoff, R. (2025). What does play have to do with it? A concrete and digital spatial intervention with 3-year-olds predicts spatial and math learning. Developmental Psychology, 61(3), 461-481. 

Kimzan, I. et Yüksek Usta, S. (2024). Children understand economics too: knowledge and experience of basic financial concepts. Early Child Development and Care, 194(15-16), 1540-1554.

Pieng, P., Weckbacher, L. M. et Okamoto, Y. (2025). Pentagon or “Five-Angle Shape”? Exploring the Effects of Shape Names on Young Children’s Geometric Shape Knowledge. Early Childhood Education Journal, 53(4), 1-13.

Scalise, N. R., Pak, K., Arrington, M. et Ramani, G. B. (2025). Early Mathematics Instruction and Teachers’ Self-Efficacy Beliefs: A Mixed-Methods Investigation. Early Childhood Education Journal, 53(4), 1119-1132.

🍁Wickstrom, H. et Pyle, A. (2025). Supporting Early Math Learning Along a Continuum of Guided Play. Early Childhood Education Journal, 53(4), 1053-1063.

Alhassan, S., Sudarsky, L., Dangol, G., Zhou, W., Turley, A., Sylvia, A. M. et Laws, H. (2025). Feasibility and Preliminary Efficacy of a Childcare Provider-led Activity Intervention on Toddlers’ Physical Activity Levels: A Pilot Randomized Controlled Study. Child Care in Practice, 31(1), 34-48.

Jones, R. A. et Tonge, K. L. (2025). A review of Australian early childhood teacher education. Is physical development missing? Journal of Early Childhood Teacher Education, 46(1), 185-199.

Qian, F., Xue, H., Liu, H., Luo, L. et Gao, B. (2025). Does off-campus training encourage numeracy skills and social-emotional skills? Evidence from China. Early Child Development and Care, 195(1-2), 126-146.

Thompson, P. A., Arnold, A. J., Ambike, S. et Claxton, L. J. (2025). Role differentiated bimanual manipulation during a lab-based free play task. Infant Behavior and Development, 78, article 102031.

Thurman, S. L. et Rose, R. (2025). Infants’ organization of pull-to-stand behaviors during play: A longitudinal investigation. Infant Behavior and Development, 78, article 102033.

Green, C. et Sun, H. (2025). Picturebooks Increase the Frequency and Diversity of Emotion Vocabulary in Children’s Language Environments: Modeling Potential Benefits to Emotional Literacy, with Pedagogical Resources. Early Education and Development, 36(3), 568-586.

Maftei, A. et Ghinieș, A. M. (2025). Preschoolers’ Emotional and Behavioral Responses Concerning Exclusion: Social Consensus Versus Authority Influences. Early Childhood Education Journal, 53(4), 1065-1078.

Phạm-Đào, H., Sevón, E., Koivula, M., Vuorenmaa, M. et Räikkönen, E. (2025). The association between children’s social-emotional well-being in early childhood education and care and social competence. Early Child Development and Care, 195(1-2), 108-125.

Tutkun, C. et Eskidemir Meral, S. (2025). Preschool children’s social skills, problem behaviors, academic self-esteem and teacher-child relationship: a serial mediation model. Frontiers in Psychology, 16, article 1453193.

Little, M. (2025). Exploring the Theory of Preschool Skill Convergence Through a National Survey of Kindergarten Teachers. Early Education and Development, 36(3), 625-639.

Bates, R.A. et Dynia, J.M. (2025). Changes in Stress Following Wage Increases for Early Childhood Educators. Early Childhood Education Journal, 53(4), 1195-1213.

Baumgartner, J., Ota, C., DiCarlo, C., Bauer, R. et Carson, R. (2025). Using Ecological Momentary Assessment to Examine the Relationship Between Childcare Teachers’ Stress, Classroom Behaviors, and Afterhours Professionalism Activities. Child Care in Practice, 31(1), 49-68.

Hagan-Haynes, K., McCarthy, V., Puma, J. et Farewell, C. (2025). Caring for the Caregiver: Work Mistreatment and Well-Being Among Early Childhood Education Staff in Colorado. Early Childhood Education Journal, 53(4), 1095-1105.

Musson Rose, D. et Loomis, A. (2025). Teacher Burnout, Student-Teacher Relational Closeness, and the Moderating Effect of Work Stress Focused Supervision. Early Childhood Education Journal, 53(4), 1027-1039.

Özcan, Ş.B. et Sak, R. (2025). Investigation of the Psychological Well-Being of Preschool Children, their Parents, and Teachers. Child Indicators Research, 18(1), 443-467.

Yan, L., Lin, Y., Li, W. et Hu, C. (2025). Exploring the interplay of mindfulness, self-efficacy, and burnout among Chinese preschool teachers: a network approach. Frontiers in Psychology, 16, article 1483099.

Cadima, J., Ferreira, T., Guedes, C., Alves, D., Grande, C., Leal, T., Piedade, F., Lemos, A., Agathokleous, A., Charalambous, V., Vrasidas, C., Michael, D., Ciucurel, M., Chirlesan, G., Marinescu, B., Duminica, D., Vatou, A., Tsitiridou-Evangelou, M., Zachopoulou, E. et Grammatikopoulos, V. (2025). Does Support for Professional Development in Early Childhood and Care Settings Matter? A Study in Four Countries. Early Childhood Education Journal, 53(4), 1181-1193.

Gustavsen, A. M. et Foshaug Vennebo, K. (2025). Group discussions: an active learning resource for school and kindergarten leaders? Educational Research, 67(1), 41-59.

Hegde, A. V., Resor, J., Dixon, J. B., Méndez, L. I., Lee, T. D., McMillan, V. J., Goodell, L. S. et Stage, V. C. (2025). North Carolina head start teachers’ needs, resources, experiences, and priority for science education and professional development. Journal of Early Childhood Teacher Education, 46(1), 123-149.

Jung, J. (2025). “I don’t have an answer for you. I need to hear your thoughts”: a teacher’s deliberate mentoring practice in coplanning with student teachers. Journal of Early Childhood Teacher Education, 46(1), 200-219.

Mankki, V. et Sintonen, S. (2025). Professional development opportunities and a newly built daycare center: incentives in ECEC teacher job advertisements in Finland. European Early Childhood Education Research Journal, 33(2), 243-257.

McCosh, T. A. et Clarke, L. R. (2025). Mentoring in Aotearoa New Zealand early childhood education. Australasian Journal of Early Childhood, 50(1), 37-49. 

Nelis, P., Pedaste, M. et Leijen, Ä. (2025). Supporting kindergarten staff’s agency in inclusion through long-term in-service training. Journal of Early Childhood Teacher Education, 46(1), 103-122.

Robson, J. et LeVoguer, M. (2025). Reflections from the higher education classroom: the role of playful pedagogy in the professional formation of early childhood students. European Early Childhood Education Research Journal, 33(2), 275-286.

Wu, X. E. et Bautista, A. (2025). Teacher’s perceptions of usefulness of online PD resources. Journal of Childhood, Education & Society, 6(1), 135-149.

Arndt, S. et Bartholomaeus, C. (2025). What about teachers’ cultures? Elevating early childhood teachers’ culture stories through a Kristevan lens. Contemporary Issues in Early Childhood, 26(1), 6-22. 

Brown, C. P., Barry, D. P., Ku, D. H. et Puckett, K. (2025). A case study of how first-year early childhood teachers figure their roles within the profession and whether to remain in it. Journal of Early Childhood Teacher Education, 46(1), 1-26.

Chen, C. et Gu, X. (2025). Understanding the Development of Professional Identity in Chinese Preservice Preschool Teachers: A Longitudinal Study. Early Childhood Education Journal, 53(4), 1291-1301.

Heland-Kurzak, K. (2025). Early years practitioners in Poland – thematic analysis on professional identities. Journal of Early Childhood Teacher Education, 46(1), 173-184.

Sakr, M. (2025). The everyday advocacy work of the baby room leader. Contemporary Issues in Early Childhood, 26(1), 119-131. 

Kim, S. et Jang, M. (2025). A study of teachers’ perceptions of early childhood language and literacy education: Importance-performance analysis. Journal of Childhood, Education & Society, 6(1), 88-98.

Liu, K., Ye, P., Gan, L. et Wang, X. (2025). ‘How are rainbows made?’: profiles of early childhood teachers’ beliefs and their associations with responses to young children’s causal questions. European Early Childhood Education Research Journal, 33(2), 223-242.

Zulauf-McCurdy, C. A., Woodward, D., Nazaire, O. R. et Meltzoff, A. N. (2025). What Do Teachers Do When Preschoolers “Misbehave”? Family Matters. Early Childhood Education Journal, 53(4), 1157-1169.

Eckstein-Madry, T., Piskernik, B., Schmidt, T. et Smidt, W. (2025). Latent leadership profiles of German preschool leaders and its prediction by characteristics of leaders and preschools. European Early Childhood Education Research Journal, 33(2), 258-274.

Olsvik, B. S. et Solstad, E. (2025). “My Identity is as a Professional Leader”; The Practice of Leadership of Child Welfare Managers in Norway. Child Care in Practice, 31(1), 18-33.

Dormal, M., Raikes, A. et Charles McCoy, D. (2025). Improving Measurement Efficiency of an Early Education Quality Monitoring Tool for Majority World Countries. Early Education and Development, 36(3), 640-662.

Ramirez, A. G., Patt, R., Delgado, A., Levine, D., Student, S. R., de Villiers, J., Hirsh-Pasek, K., Iglesias, A. et Golinkoff, R. M. (2025). A new screener predicts toddlers’ language development from age 2-3: The QUILS:TOD. Infant Behavior and Development, 78, article 102024.

Wilhelmsen, T., Rydland, V., Buøen, E. S., Drugli, M. B. et Lekhal, R. (2025). Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context. Early Education and Development, 36(3), 708-723.

Wolf, S., Jukes, M. C. H., Yoshikawa, H., Stern, J. et Kim, S. (2025). Examining the Validity of an Observational Tool of Classroom Support for Children’s Engagement in Learning. Early Childhood Education Journal, 53(4), 1325-1339.

Pham, H. et Gaffney, J. S. (2025). Unfinalizability: An exploration of a young child’s emergent identities through living stories. Contemporary Issues in Early Childhood, 26(1), 87-100. 

Alonso, A., Cabrera, N. J., Kerlow, M. A. et Reich, S. M. (2025). Mothers’ and fathers’ emotion socialization: Longitudinal relations with toddlers’ social competence. Infant Behavior and Development, 78, article 102034.

Madden-Rusnak, A., Micheletti, M., Bailey, L. et de Barbaro, K. (2025). Soothing touch matters: Patterns of everyday mother-infant physical contact and their real-time physiological implications. Infant Behavior and Development, 78, article 102021.

Peet, S. L., van Bakel, H. J. A., van den Akker, A. L. et Dirks, E. (2025). Parents’ and toddlers’ emotion regulation: the importance of emotion talk. Early Child Development and Care, 195(1-2), 92-107.

Yan, Z., Xu, J. et Yuan, H. (2024). The relationship of family leisure physical activities and children’s social competence: the mediating role of parent-child relationships and the moderating role of parenting styles. Early Child Development and Care, 194(15-16), 1555-1572.

La Nouvelle revue – Éducation et société inclusives a publié un numéro thématique sur la collaboration entre les écoles et les familles et les dynamiques d’inclusion.

Legede, C. A., Mamo, T. R., Debelo, D. B. et Yismaw, A. A. (2025). Parental engagement for quality pre-primary education: the case of Gambella Regional State, Ethiopia. European Early Childhood Education Research Journal, 33(2), 319-332.

Pages, R., Payne, T. et Knopf, H.T. (2025). Is the Whole Greater than the Sum of Its Parts? Impacts on Child Outcomes from a Home-Visiting Parenting Program and its Interaction with Preschool. Early Childhood Education Journal, 53(4), 1313-1324.