Early Years

Article	Citations
Digital games and digital play in early childhood: a cultural-historical approach	17
Perceived challenges of early childhood educators in promoting unstructured outdoor play: an ecological systems perspective	11
Teaching STEM through play: conditions created by the conceptual PlayWorld model for early childhood teachers	8
Socioeconomic status differences in the linguistic environment: a study with Spanish-speaking populations in Argentina	7
Normalised diversity: educators’ beliefs about children’s belonging in Swedish early childhood education	6
School readiness and home environments: comparison study of naturalized citizens and majority groups in Tanzania	6
What is the capacity of A in the contexts of STEM?	6
The characteristics of gifted children with learning disabilities according to preschool teachers	6
Studying teacher professional development: how a Chinese kindergarten teacher brings play practices into the program	5
Educators’, children’s and mothers’ use of temporal language in reminiscing and future talk conversations	5
Babies and toddlers outdoors: a narrative review of the literature on provision for under twos in ECEC settings	5
Enhancing preschool–home collaboration: lessons from virtual home visit experiences during the COVID-19 outbreak in China	5
‘Are we becoming professionals?’ Pre-service early childhood teachers’ perceptions of the professionalism of early childhood teachers in Hong Kong	4
Links between teachers’ planning, assessment and development time and implementation of curriculum in early childhood education	4
Education and an Ethics of Care when working with Refugee Families during COVID-19	4
Early years educators in baby rooms: an exploratory study on professional identities	4
Identifying play skills that predict children’s language in the beginning of the first year of school	4
An exploratory study of early childhood coaches’ practices and professional learning needs	4
Learning intentions: a missing link to intentional teaching? Towards an integrated pedagogical framework	4
Teaching as a new mission: Swedish preschool teachers’ collegial discussions	4
Effects of a professional development program on emergent literacy-promoting practices and environments in early childhood education and care	3
Parental death in young children’s lives: health professionals’ and kindergarten teachers’ contributions in meaning-making	3
‘I can’t teach without ICT’: unpacking and problematising teachers’ perceptions of the use of ICT in kindergartens in China	3
Thinking out of feeling: Vygotsky and the emotional transition from early childhood to school age in Korean Language	3
Peer Victimization among pupils in leisure-time centres: teachers’ reflections on their professional work	3

Investigating multi-tasking and task rotation as aspects of the complexity of early childhood educators’ work	3
Who belongs in preschool? Perspectives of children and educators	3
Mental state language in Chinese educator-infant conversational interactions during structured and free play	3
Exploring and mapping young children’s digital emergent writing on tablets	3
Infant–toddler teachers’ compassionate pedagogies for emotionally intense experiences	3
The effects of board games on math skills in children attending prekindergarten and kindergarten: A systematic review	3
Observing dressing in a collaborative or trusting environment: the right to participate in one's own care at the Emmi Pikler nursery school in Budapest	3
Leadership development and system building in early childhood education and care: current issues and recommendations	3
Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated?	3
Understanding holistic and unique childhoods: knowledge generation in the early years with autistic children, families and practitioners	3
Promoting culturally sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach	3
‘He will play because it is play’. Exploring Ghanaian early years parents’ ethno-theories about play and learning	3
Reflecting on ‘quality’ in early childhood education: practitioners’ perspectives and voices	2
Professional support for teachers and children in diverse classrooms	2
Children’s transitions in early childhood education and care: various combinations of dis-/continuities	2
Teacher–child interactions during picture book reading in Chinese preschool classrooms: a comparative study of novice and experienced teachers	2
Exploring public and private preschool teachers’ beliefs and practices regarding gifted children from three to six years old in Riyadh, Saudi Arabia	2
Un-naming names: Using Vygotsky’s language games and Halliday’s grammar to study how children learn how names are made and unmade	2
Adjustment to preschool after COVID-19 in Turkey: teachers’ perspectives	2
Re-mediation in early childhood teachers’ reasoning about their role in play: an empirical study of the learning process of a work team	2
The use of short-video mobile apps in early childhood: a case study of parental perspectives in China	2
Crisis and adaptability: a model of early childhood teacher resilience across five countries	2
Encouraging and assessing preschool children’s musical creativity	2
Professional vision of early childhood teachers: relations to knowledge, work experience and teacher child-interaction	2
STEAM education with young learners: five different design processes	2
Young children’s writing in traditional and digital contexts	2
Making toddlers’ numerical competence visible – without relying solely on verbal utterances	2
Early childhood education and care context and cortisol from saliva and hair among 3–6-year-old children	2
Early childhood education professionals’ mentalization: a pilot study	2
Evaluating the impact of book gifting on the reading behaviours of parents and young children	2
Creating Conditions for Chinese Kindergarten Teachers’ Professional Development in a Play-based Setting	1
Educators’ narratives about everyday work of early childhood education and care in the culturally diverse North	1
Autonomous and responsible? Parental rationalities for their involvement in ECEC in the Czech Republic	1
The concept of death in 4 to 5 year old Hong Kong Chinese children	1
Fostering children’s racialized identities in early childhood education	1
Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers	1
Professionalization in early childhood education: how do educators craft their work?	1
The preschool teacher’s assumptions about a child’s ability or disability: finding a pedagogical password for inclusion	1
‘We cry together every day’ – expressing complex emotion in research with early childhood practitioners	1
Supporting self-organised professional development in the Japanese context through the Early Childhood Education Quality (ECEQ) initiative	1
Latent analysis of the relationship between burnout experienced by Chinese preschool teachers and their professional engagement and career development aspirations	1
Understanding the leadership perceptions of ECE leaders in Israel	1
International perspectives on wellbeing and democratic living in early childhood curricula	1
Workforce diversity and quality improvement policies in early childhood education in East Asia	1
“Oh, you’ve never done that before?!” Preservice teachers being ‘stirred in’ to unfamiliar practices with infants and toddlers	1
Pedagogical photo documentation for play in early childhood education and care	1
“We’ve got to fight; that’s the story of our lives”: advocacy experience of immigrant families of children with autism spectrum disorder	1
An exploration of factors affecting the baseline assessment scores of children attending morning or afternoon sessions in nursery settings in Wales	1
Beneficial or debilitating: a qualitative inquiry into Chinese preschool teachers’ workload-related stress mindset	1
Building a competent early childhood education and care workforce in the Asia-Pacific region	1

Exploring leadership in private ECEC in Chile: perspectives from the field	1
An ethnographic study on the role of village culture and family relations in the transition from home to preschool education	1
Reframing listening for belonging and participation in early childhood care and education settings: a case in South Africa	1
“Placing oneself on the other side”: how teachers' dispositions toward research can be constructed through pedagogical documentation. A case study in Spain	1
The family-teacher partnership: What is the nature of this relationship when children are schooled in hospital?	1
Reconceptualising professional learning and development through a Froebelian lens: early childhood educators’ perspectives on professional identities in the UK and Italy, where is the love?	1
Supporting ‘successful knowledge transfer’ for early childhood professionals – An emerging conceptual framework in an Australian context	1
How does nature support early language learning? A systematic literature review	1
A critical analysis of Chinese Early Childhood Education policy documents from the perspective of education for sustainable development	1
Principals’ vision of social learning in school-age educare	1
Child–educator disagreements in Finnish early childhood education and care: young children’s possibilities for influence	1
Applying a cumulative risk and protective framework to assess early learning in Ghana	1
Early childhood education and care traditions and policy in an expanding Europe	1
Job stress and teacher burnout in preschools – Preliminary assessment of the buffer effect of job resources in the stressor-strain model in a lower-middle-income country	1
Degrees of freedom: reflections on perceived barriers to outdoor learning practice for early education in England and Turkey	1
‘It’s the little bits that you have enabled me to see’. Reconceptualising the voices of babies using the video interaction dialogue model with early years educators	1
Possibilities for re-envisioning the work of the teacher in early childhood education. Notes for a polyphonic and participatory university practice	1
bell hooks and Picture Books: Equity in Early Childhood Education	1
Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education	1
The quality of nursery settings in Jamaica using ITERS-3; harnessing the lessons for improved practices in childcare facilities	1
Folk Pedagogies of Change: Developing an Early Years Education Development Strategy for China	1
Strengthening infant and toddler pedagogy through an online specialised postgraduate qualification: building on initial teacher education and teaching experience	1
Early childhood mathematics: a case study	0
Harassment in ECEC institutions: 4- to 6-year-old children’s experiences	0
Moments of togetherness: humour and playful interactions in the toddler peer group	0
Considerations of quality: examining theoretical perspectives informing infant and toddler pedagogy in Aotearoa/New Zealand	0
(Care)fully reconstituting cruel professionalism with and for early childhood educators: how caring activism can resist uncaring conditions	0
Rehabilitate Defectology! Teaching Foundation Reading as Compensation	0
Preschool children’s understanding of the musical concept of tempo by engaging in strategies from mathematical generalisation	0
Chinese early childhood teachers’ perspectives on mathematics education in play-based contexts	0
Beyond the rules, behind a smile: children’s oppositional actions in nurseries	0
Home-based early intervention services for children with disabilities in Saudi Arabia: opportunities and challenges from a specialists perspective	0
Resisting ‘Universal Nursery Policy Project’ in Chile: Early Childhood Education Professional Associations and Unions reconceptualizing neoliberal professionalism	0
Building professionalism in early childhood development in South Africa: professional associations and unions	0
Introducing cultural-historical genetic-analytical model for studying child’s play: the matryoshka principle – situations within situations covered by situations	0
Children’s involvement in home-based childcare: are boys more susceptible to caregiver sensitivity than girls?	0
The ‘it’ factor: expectations of ‘good’ early childhood teachers in Australia	0
Barriers to involvement in parenting activities in school-based preschools in disadvantaged neighbourhoods in Canada	0
Transition to primary school from preschool education: an ethnographic study	0
International perspectives on early childhood education curriculum development: reflections on a documentary review	0
Images of the profession of pre-primary teacher in the drawings of Czech female student teachers	0
Parent–child play and coping: experiences of parents and young children during the pandemic	0
Unlock the father–child relationship during lockdown: an investigation of socioemotional experiences of Wuhan preschool children and parents under COVID-19	0
Early literacy, early numeracy and executive functions of French Kindergartners in Montessori and conventional environments	0
Quality in children’s digital picture books: seven key strands for educational reflections for shared dialogue-based reading in early childhood settings	0
Nurturing the nurturer: enacting transformative infant-toddler teacher preparation through reflective practice	0
The impact of a relationship-building strategy on teachers’ perceptions of preschooler behavior: a 2 X 10 approach	0
Fostering excellence: professional associations and the cultivation of teachers’ professional identities	0
Young children’s expression of gender and sexuality a multimodal research method	0
Early childhood preservice teachers’ learning about children’s metacognitive thinking processes and constructivist pedagogy	0
The process of becoming a nursery caregiver: the interactive perspective	0
Empowering little learners: revolutionizing distance learning DL for Tabuk Region kindergarten students with disabilities	0
What does it (not) mean to be “Froebelian”?: exploring Scottish early years professionals’ perspectives	0
Using action research to infuse nature-based loose parts play into the Kindergarten Program	0
Preschool teachers’ perceptions on the use of questioning strategy during storytelling to develop children’s critical thinking in Central China	0
Effects of caring climate on career commitment for preschool teachers: the mediating roles of interpersonal trust and cooperative learning	0
Parents’ perspectives on inclusive practices in early childhood education and care: facilitators and barriers for children with Cerebral Palsy	0
Obituary: Liz Brooker April 1946–August 2022	0
Early care and education professionals’ perspectives on mealtime in the US and Taiwan	0
Is there a place for love in an early childhood setting?	0
An analysis of the factors affecting access to the early childhood education and care: a systematic literature review and bibliometric analysis	0
Editorial	0
‘Nobody left behind’: barriers to engagement in early years digitally mediated leadership development	0
The policy-research-practice triangle in New Zealand early childhood education: Complexities, impossibilities and silences	0
Using picturebooks to support student teachers to address complex social justice issues in early childhood education settings	0
Exploring educators’ and parents’ perceptions of gender as a correlate of toddlers’ physical activity: two faces of the same coin?	0
How do early childhood education leaders shape professional learning communities?	0
Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps	0
Participation and influence of welfare associations in early childhood education in legislative procedures in Germany	0
Telling stories of learning and beyond: using the learning story approach to help kindergarten teachers to conceptualise play-based teaching and learning in China	0
‘I can teach you that’: a study of musical interaction as a learning-generating practice in Swedish preschool everyday environments	0
The development of Birth to Five Matters guidance : reflections on the critical agency and collective advocacy of an English early childhood coalition	0
If you give them the chance, they will thrive: exploring literacy development through the arts in early childhood education	0
List of reviewers from 2022	0
The effects of number naming systems and age factor variables on counting skills: Turkish and Dutch children	0
Developing social and cognitive skills among Arab parents of preschool children with behavioral disorders	0
Relationships between teacher–child relationships, resilience, and emotional competence: an empirical study of left-behind children in regional China	0
Parent–professional partnership in promoting school readiness skills for children with disabilities entering first grade	0
Impact of Kindergarten Teachers’ Scientific Processing Skills Training on Children’s Science and Mathematics Development	0
Pedagogical boundary work: when the welfare state becomes entangled with family affairs	0

An exploratory study of Chilean early childhood teachers’ professional learning communities	0
Cell phones as ‘super props’: children’s language development in sociodramatic play	0
Pre-primary educators’ views on peace education as a strategy for building a sustainable society in Tanzania	0
Transition at a standstill: preschoolers’ motor development during the COVID-19 pandemic	0
Building professionalism: Chilean ECEC leaders’ views on their participation in professional associations	0
Pedagogical coaches in childcare: opening the black box between input and output	0
Build an effective, efficient and equitable early care and education (ECE) system: a case study of system development and evaluation	0
Dialogical conceptualisations of leadership in social enterprise early years group	0
The relationship between preschool teachers’ sense of teaching efficacy and turnover intention during the COVID-19 pandemic: a mediation model	0
An infant-toddler field experience in resistance to settler colonialism in teacher preparation: perspectives and practices of teachers and teacher candidates	0
Educational interventions for deaf and hard-of-hearing children in preschool: a systematic review	0
Shadowing methodology and the role of the Educational Leader	0
List of reviewers from 2023	0
Can we play with science? Preschool teachers’ discussion about play-responsive teaching and how science content can be introduced into play with support of digital tools	0
How does emotional intelligence develop in early childhood?: a meta-analysis of two perspectives on emotional intelligence	0
On becoming an infant-toddler pedagogue: perceived contributions of heuristic play in initial professional education	0
List of reviewers from October 2020 to December 2021	0
Play-pedagogy in a primary school classroom in India: a case against academisation of early years education	0
Assessing four- and five-year old children’s play-based writing: use of a collaboratively-developed assessment tool	0
The role of parents’ gender in parenting attitudes and parental permission to engage in risky play	0
Editorial	0
Service children’s wellbeing in the context of three- to four-year-old Army children experiencing a parental deployment	0
Fundamental motor skills enhancement in a preschool setting through a structured physical education programme	0
Pathways to educational integration: affordances and constraints on migrant children's participation in Swedish preschool teaching activities	0
The effects of the COVID-19 pandemic on preschool teachers’ identity	0
Infant/toddler mentor teachers’ professional learning through weekly co-planning meetings with preservice teachers	0
Peer-mediated education and autism spectrum disorder (ASD) in preschool inclusive programs: the power of games	0
Measuring the impact of concept knowledge and laboratory intervention on pre-service kindergarten teachers’ pedagogical content knowledge in science education	0
Participation profiles in Chilean ECE professional associations and unions: assemblages of agency and professional field orientation	0
Supporting childcare professionals in approaching multilingualism: insights from a collaborative process for professional development	0
Working with families: an investigation of early childhood educators’ emotional labour and wellbeing	0
A case study of young children’s play negotiations in free play	0
Learning from COVID: recognising the centrality of the relational in early years practice and research	0
Ongoing attachments with stuffed toys: conceptualizing childhood and teaching through transitional objects	0
The role of placement and practicum in the professional readiness of ECEC educators working with infants and toddlers	0
Exploring the experiences of parents and young children during the COVID-19 outbreak	0
Evaluating Turkish preschool teachers’ knowledge of early mathematical development	0
Culturally sustaining picture books about sensitive topics for young readers	0
Supervisory discussions during the early childhood education and care student teacher practicum period – the cultural scripts, phases and discourses	0
Country-specific narratives of the professional preparation of infant–toddler teachers in Hong Kong China, Aotearoa New Zealand and the USA	0
‘It’s not cardboard, it’s a house’: cartographies of agentic assemblage in the early childhood classroom	0
Toddler-educator decontextualised talk and its value for toddlers’ learning	0
Norwegian ECEC teachers’ play practices with children aged 2-3 years	0
‘It is not that we decide that now we do that ’: A case study on preschool teachers´ didactical leadership as expressed during collegial meetings	0
Supporting educators’ emotional work with infants and their families around transitions at the start of the day	0
Dividing times: the views of early adopters of a new assessment framework on mathematics in England	0
“Disregarded and undervalued”: early childhood teacher’s experiences of stress and anxiety during the COVID-19 pandemic	0
Inclusive active play curriculum in pre-service Canadian early childhood education programs	0
Preparing and supporting professionals working with infants and toddlers	0
Construct validity of the sensory integration infant routines questionnaire (SIIRQ)	0
China’s preschool teacher workforce development 2010–2020: crossing the river by feeling the stones	0
Early Support for the Development of Children with Autistic Spectrum Disorder: a Case Study	0
Preventing violence against children (0–3 years) in nurseries: effectiveness of participatory training	0
Universal mental health support in the early years in the context of the UK: early years professionals’ views	0
Birth to 3: a critical space for early childhood workforce transformation in South Africa	0
An empirical study of perlocutionary acts in the pragmatic development of preschool children—based on self-built oral language corpora for preschool children	0