Early Years

Article	Citations
An exploratory study of Chilean early childhood teachers’ professional learning communities	20
Transition at a standstill: preschoolers’ motor development during the COVID-19 pandemic	18
Encouraging and assessing preschool children’s musical creativity	10
What does it (not) mean to be “Froebelian”?: exploring Scottish early years professionals’ perspectives	10
Navigating ‘the bumpy road’ from research to practice: improving the impact of research on spatial reasoning practice with young children	9
Parents’ perspectives on inclusive practices in early childhood education and care: facilitators and barriers for children with Cerebral Palsy	8
Parent–child play and coping: experiences of parents and young children during the pandemic	8
A critical analysis of Chinese Early Childhood Education policy documents from the perspective of education for sustainable development	7
Moments of togetherness: humour and playful interactions in the toddler peer group	6
‘I can teach you that’: a study of musical interaction as a learning-generating practice in Swedish preschool everyday environments	6
Infant/toddler mentor teachers’ professional learning through weekly co-planning meetings with preservice teachers	5
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	5
Crisis and adaptability: a model of early childhood teacher resilience across five countries	5
Supporting childcare professionals in approaching multilingualism: insights from a collaborative process for professional development	5
Folk Pedagogies of Change: Developing an Early Years Education Development Strategy for China	5
Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education	4
Learning intentions: a missing link to intentional teaching? Towards an integrated pedagogical framework	4
The quality of nursery settings in Jamaica using ITERS-3; harnessing the lessons for improved practices in childcare facilities	4
School readiness: a qualitative analysis of early childhood education and first-grade teachers´ beliefs in Uruguay	4
Links between teachers’ planning, assessment and development time and implementation of curriculum in early childhood education	4
Did you do something today, or did you solely play? Barriers and facilitators for the use of play in early childhood educational contexts	4
Service children’s wellbeing in the context of three- to four-year-old Army children experiencing a parental deployment	4
List of reviewers from October 2020 to December 2021	4
Learning from COVID: recognising the centrality of the relational in early years practice and research	4
Harassment in ECEC institutions: 4- to 6-year-old children’s experiences	3

Children’s transitions in early childhood education and care: various combinations of dis-/continuities	3
The characteristics of gifted children with learning disabilities according to preschool teachers	3
Mentoring processes in kindergarten student teachers’ training	3
Fostering children’s racialized identities in early childhood education	3
Exploring educators’ and parents’ perceptions of gender as a correlate of toddlers’ physical activity: two faces of the same coin?	3
Editorial	3
Assessing four- and five-year old children’s play-based writing: use of a collaboratively-developed assessment tool	3
Using action research to infuse nature-based loose parts play into the Kindergarten Program	3
Fundamental motor skills enhancement in a preschool setting through a structured physical education programme	3
Professionalization in early childhood education: how do educators craft their work?	3
Universal mental health support in the early years in the context of the UK: early years professionals’ views	3
The effects of the COVID-19 pandemic on preschool teachers’ identity	3
Is there a place for love in an early childhood setting?	3
Obituary: Liz Brooker April 1946–August 2022	3
‘We cry together every day’ – expressing complex emotion in research with early childhood practitioners	3
The role of placement and practicum in the professional readiness of ECEC educators working with infants and toddlers	3
Home-based early intervention services for children with disabilities in Saudi Arabia: opportunities and challenges from a specialists perspective	3
Pedagogical photo documentation for play in early childhood education and care	3
Construct validity of the sensory integration infant routines questionnaire (SIIRQ)	3
‘Nobody left behind’: barriers to engagement in early years digitally mediated leadership development	2
Early childhood preservice teachers’ learning about children’s metacognitive thinking processes and constructivist pedagogy	2
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	2
‘I can’t teach without ICT’: unpacking and problematising teachers’ perceptions of the use of ICT in kindergartens in China	2
Parental death in young children’s lives: health professionals’ and kindergarten teachers’ contributions in meaning-making	2
The role of teachers in, and the importance of, self-discovery for developing science process skills	2
‘He will play because it is play’. Exploring Ghanaian early years parents’ ethno-theories about play and learning	2
How do early childhood education leaders shape professional learning communities?	2
The relationship between preschool teachers’ sense of teaching efficacy and turnover intention during the COVID-19 pandemic: a mediation model	2
Children’s involvement in home-based childcare: are boys more susceptible to caregiver sensitivity than girls?	2
Early childhood education professionals’ mentalization: a pilot study	2
Creating Conditions for Chinese Kindergarten Teachers’ Professional Development in a Play-based Setting	2
Quality in children’s digital picture books: seven key strands for educational reflections for shared dialogue-based reading in early childhood settings	2
The role of parents’ gender in parenting attitudes and parental permission to engage in risky play	2
Inclusive active play curriculum in pre-service Canadian early childhood education programs	2
Latent analysis of the relationship between burnout experienced by Chinese preschool teachers and their professional engagement and career development aspirations	2
How does nature support early language learning? A systematic literature review	2
“Oh, you’ve never done that before?!” Preservice teachers being ‘stirred in’ to unfamiliar practices with infants and toddlers	2
Building professionalism through professional associations and unions	2
Toddlers’ attachment behaviours and the quality of their transitions from home to kindergarten	2
Norwegian ECEC teachers’ play practices with children aged 2-3 years	2
Preschool outdoor education environment quality predicts children’s environmental attitude, awareness and affinity towards nature (biophilia)	2
Professional vision of early childhood teachers: relations to knowledge, work experience and teacher child-interaction	1
The policy-research-practice triangle in New Zealand early childhood education: Complexities, impossibilities and silences	1
Impact of kindergarten teachers’ scientific processing skills training on children’s science and mathematics development	1
Measuring the impact of concept knowledge and laboratory intervention on pre-service kindergarten teachers’ pedagogical content knowledge in science education	1
An infant-toddler field experience in resistance to settler colonialism in teacher preparation: perspectives and practices of teachers and teacher candidates	1
Beyond the rules, behind a smile: children’s oppositional actions in nurseries	1
China’s preschool teacher workforce development 2010–2020: crossing the river by feeling the stones	1
Adjustment to preschool after COVID-19 in Turkey: teachers’ perspectives	1
Education and an Ethics of Care when working with Refugee Families during COVID-19	1

Degrees of freedom: reflections on perceived barriers to outdoor learning practice for early education in England and Turkey	1
The use of short-video mobile apps in early childhood: a case study of parental perspectives in China	1
Birth to 3: a critical space for early childhood workforce transformation in South Africa	1
Value in time: associations between early childhood educators’ time stress and curriculum implementation	1
Preschool children’s understanding of the musical concept of tempo by engaging in strategies from mathematical generalisation	1
Normalised diversity: educators’ beliefs about children’s belonging in Swedish early childhood education	1
Unlock the father–child relationship during lockdown: an investigation of socioemotional experiences of Wuhan preschool children and parents under COVID-19	1
International perspectives on early childhood education curriculum development: reflections on a documentary review	1
Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated?	1
An exploratory study of early childhood coaches’ practices and professional learning needs	1
Peer-mediated education and autism spectrum disorder (ASD) in preschool inclusive programs: the power of games	1
Enhancing preschool–home collaboration: lessons from virtual home visit experiences during the COVID-19 outbreak in China	1
A comparison between preschool children’s verbal participation during the shared reading of a wordless and a text-based rendition of Aesop’s fable The Lion and the Mouse	1
Barriers to involvement in parenting activities in school-based preschools in disadvantaged neighbourhoods in Canada	1
The preschool teachers’ union in Iceland: a critical analysis of influence and challenges	1
The development of Birth to Five Matters guidance : reflections on the critical agency and collective advocacy of an English early childhood coalition	1
The effects of board games on math skills in children attending prekindergarten and kindergarten: A systematic review	1
International perspectives on wellbeing and democratic living in early childhood curricula	1
Early childhood education and care traditions and policy in an expanding Europe	1
On becoming an infant-toddler pedagogue: perceived contributions of heuristic play in initial professional education	1
Comparing teachers’ and parents’ perspectives on early childhood literacy education	1
Dialogical conceptualisations of leadership in social enterprise early years group	1
Possibilities for re-envisioning the work of the teacher in early childhood education. Notes for a polyphonic and participatory university practice	0
Nurturing the nurturer: enacting transformative infant-toddler teacher preparation through reflective practice	0
Understanding the complicated process of early childhood curriculum innovation from the lens of actor–network theory: a case study in a Chinese kindergarten	0
Fostering excellence: professional associations and the cultivation of teachers’ professional identities	0
Infant–toddler teachers’ compassionate pedagogies for emotionally intense experiences	0
Country-specific narratives of the professional preparation of infant–toddler teachers in Hong Kong China, Aotearoa New Zealand and the USA	0
Exploring public and private preschool teachers’ beliefs and practices regarding gifted children from three to six years old in Riyadh, Saudi Arabia	0
Pre-primary educators’ views on peace education as a strategy for building a sustainable society in Tanzania	0
Early care and education professionals’ perspectives on mealtime in the US and Taiwan	0
Principals’ vision of social learning in school-age educare	0
Investigating multi-tasking and task rotation as aspects of the complexity of early childhood educators’ work	0
The ‘it’ factor: expectations of ‘good’ early childhood teachers in Australia	0
Educational interventions for deaf and hard-of-hearing children in preschool: a systematic review	0
Child–educator disagreements in Finnish early childhood education and care: young children’s possibilities for influence	0
Exploring leadership in private ECEC in Chile: perspectives from the field	0
Building professionalism in early childhood development in South Africa: professional associations and unions	0
Early literacy, early numeracy and executive functions of French Kindergartners in Montessori and conventional environments	0
Teacher–child interactions during picture book reading in Chinese preschool classrooms: a comparative study of novice and experienced teachers	0
Physical activity in preschool: the role of employees’ motives and participation in children’s physical activity	0
Effects of teachers’ experience and beliefs on the frequency of math teaching*	0
Building professionalism: Chilean ECEC leaders’ views on their participation in professional associations	0
Supervisory discussions during the early childhood education and care student teacher practicum period – the cultural scripts, phases and discourses	0
Preschool teachers’ perceptions of a curriculum-integrated video-based yoga program	0
Pathways to educational integration: affordances and constraints on migrant children's participation in Swedish preschool teaching activities	0
Empowering little learners: revolutionizing distance learning DL for Tabuk Region kindergarten students with disabilities	0
Educators’ narratives about everyday work of early childhood education and care in the culturally diverse North	0
‘It’s not cardboard, it’s a house’: cartographies of agentic assemblage in the early childhood classroom	0
Understanding the leadership perceptions of ECE leaders in Israel	0
The impact of a relationship-building strategy on teachers’ perceptions of preschooler behavior: a 2 X 10 approach	0
Preparing and supporting professionals working with infants and toddlers	0
Supporting self-organised professional development in the Japanese context through the Early Childhood Education Quality (ECEQ) initiative	0
The process of becoming a nursery caregiver: the interactive perspective	0
Professional support for teachers and children in diverse classrooms	0
Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers	0
Cell phones as ‘super props’: children’s language development in sociodramatic play	0
Introducing cultural-historical genetic-analytical model for studying child’s play: the matryoshka principle – situations within situations covered by situations	0
Supporting educators’ emotional work with infants and their families around transitions at the start of the day	0
“Placing oneself on the other side”: how teachers' dispositions toward research can be constructed through pedagogical documentation. A case study in Spain	0
Early childhood mathematics: a case study	0
The concept of death in 4 to 5 year old Hong Kong Chinese children	0
Young children’s writing in traditional and digital contexts	0
Educators’, children’s and mothers’ use of temporal language in reminiscing and future talk conversations	0
Shadowing methodology and the role of the Educational Leader	0
STEAM education with young learners: five different design processes	0
Rehabilitate Defectology! Teaching Foundation Reading as Compensation	0
‘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	0
Strengthening infant and toddler pedagogy through an online specialised postgraduate qualification: building on initial teacher education and teaching experience	0
List of reviewers from 2024	0
Dividing times: the views of early adopters of a new assessment framework on mathematics in England	0
Developing social and cognitive skills among Arab parents of preschool children with behavioral disorders	0
Preventing violence against children (0–3 years) in nurseries: effectiveness of participatory training	0
Participation profiles in Chilean ECE professional associations and unions: assemblages of agency and professional field orientation	0
Build an effective, efficient and equitable early care and education (ECE) system: a case study of system development and evaluation	0
“We’ve got to fight; that’s the story of our lives”: advocacy experience of immigrant families of children with autism spectrum disorder	0
Do kindergarten teachers’ art skills matter? Evidence from the triangulated perspectives of Chinese stakeholders	0
If you give them the chance, they will thrive: exploring literacy development through the arts in early childhood education	0
Studying teacher professional development: how a Chinese kindergarten teacher brings play practices into the program	0
bell hooks and Picture Books: Equity in Early Childhood Education	0

“Disregarded and undervalued”: early childhood teacher’s experiences of stress and anxiety during the COVID-19 pandemic	0
Images of the profession of pre-primary teacher in the drawings of Czech female student teachers	0
Reframing listening for belonging and participation in early childhood care and education settings: a case in South Africa	0
Mental state language in Chinese educator-infant conversational interactions during structured and free play	0
Transition to primary school from preschool education: an ethnographic study	0
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?	0
Relationships between teacher–child relationships, resilience, and emotional competence: an empirical study of left-behind children in regional China	0
List of reviewers from 2022	0
Early Support for the Development of Children with Autistic Spectrum Disorder: a Case Study	0
Ongoing attachments with stuffed toys: conceptualizing childhood and teaching through transitional objects	0
The effects of number naming systems and age factor variables on counting skills: Turkish and Dutch children	0
The moderating role of school culture in teacher–child interactions and child outcomes in a disadvantaged area of southwestern China	0
Evaluating Turkish preschool teachers’ knowledge of early mathematical development	0
Re-mediation in early childhood teachers’ reasoning about their role in play: an empirical study of the learning process of a work team	0
Effects of caring climate on career commitment for preschool teachers: the mediating roles of interpersonal trust and cooperative learning	0
List of reviewers from 2023	0
Digital games and digital play in early childhood: a cultural-historical approach	0
Toddler-educator decontextualised talk and its value for toddlers’ learning	0
Does work-to-family conflict influence teacher relational attitude in pre-school classrooms? A stressor–strain–outcome perspective	0
How does emotional intelligence develop in early childhood?: a meta-analysis of two perspectives on emotional intelligence	0
A case study of young children’s play negotiations in free play	0
Babies and toddlers outdoors: a narrative review of the literature on provision for under twos in ECEC settings	0
Perceived challenges of early childhood educators in promoting unstructured outdoor play: an ecological systems perspective	0
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	0
Young children’s expression of gender and sexuality a multimodal research method	0
‘Are we becoming professionals?’ Pre-service early childhood teachers’ perceptions of the professionalism of early childhood teachers in Hong Kong	0
Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps	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
Early childhood education and care context and cortisol from saliva and hair among 3–6-year-old children	0
(Care)fully reconstituting cruel professionalism with and for early childhood educators: how caring activism can resist uncaring conditions	0
Building a competent early childhood education and care workforce in the Asia-Pacific region	0
Exploring and mapping young children’s digital emergent writing on tablets	0
An analysis of the factors affecting access to the early childhood education and care: a systematic literature review and bibliometric analysis	0
Beneficial or debilitating: a qualitative inquiry into Chinese preschool teachers’ workload-related stress mindset	0
An ethnographic study on the role of village culture and family relations in the transition from home to preschool education	0
Leadership development and system building in early childhood education and care: current issues and recommendations	0
Preschool teachers’ perceptions on the use of questioning strategy during storytelling to develop children’s critical thinking in Central China	0
Chinese early childhood teachers’ perspectives on mathematics education in play-based contexts	0
Making toddlers’ numerical competence visible – without relying solely on verbal utterances	0
Autonomous and responsible? Parental rationalities for their involvement in ECEC in the Czech Republic	0
Culturally sustaining picture books about sensitive topics for young readers	0
School readiness and home environments: comparison study of naturalized citizens and majority groups in Tanzania	0
Teaching STEM through play: conditions created by the conceptual PlayWorld model for early childhood teachers	0
Doing space of participation in children’s peer relations in early childhood education	0
Exploring the experiences of parents and young children during the COVID-19 outbreak	0
Resisting ‘Universal Nursery Policy Project’ in Chile: Early Childhood Education Professional Associations and Unions reconceptualizing neoliberal professionalism	0
Thinking out of feeling: Vygotsky and the emotional transition from early childhood to school age in Korean Language	0
Working with families: an investigation of early childhood educators’ emotional labour and wellbeing	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
Pedagogical coaches in childcare: opening the black box between input and output	0
Participation and influence of welfare associations in early childhood education in legislative procedures in Germany	0
Parent–professional partnership in promoting school readiness skills for children with disabilities entering first grade	0
Using picturebooks to support student teachers to address complex social justice issues in early childhood education settings	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
The preschool teacher’s assumptions about a child’s ability or disability: finding a pedagogical password for inclusion	0
Considerations of quality: examining theoretical perspectives informing infant and toddler pedagogy in Aotearoa/New Zealand	0
Play-pedagogy in a primary school classroom in India: a case against academisation of early years education	0
Pedagogical boundary work: when the welfare state becomes entangled with family affairs	0