OOIR: Observatory of International Research

Papers

(The TQCC of Early Years is 2. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-03-01 to 2024-03-01.)

Article	Citations
Digital games and digital play in early childhood: a cultural-historical approach	13
Perceived challenges of early childhood educators in promoting unstructured outdoor play: an ecological systems perspective	10
Beyond the veil of parents: deconstructing the concept of parental involvement in early childhood education and care	9
Developing a pedagogy of play: toddlers’ conceptual learning in a PlayWorld	7
Teaching STEM through play: conditions created by the conceptual PlayWorld model for early childhood teachers	7
What is the capacity of A in the contexts of STEM?	6
Socioeconomic status differences in the linguistic environment: a study with Spanish-speaking populations in Argentina	6
Everyday interactions between staff and children aged 1-5 in Norwegian ECEC	6
Enhancing preschool–home collaboration: lessons from virtual home visit experiences during the COVID-19 outbreak in China	5
Use of the portage curriculum to impact child and parent outcome in an early intervention program in Lebanon	4
The characteristics of gifted children with learning disabilities according to preschool teachers	4
A trajectory of belonging: negotiating conflict and identity in an early childhood centre	4
Attachment theory, cortisol and care for the under-threes in the twenty-first century: constructing evidence-informed policy	4
School readiness and home environments: comparison study of naturalized citizens and majority groups in Tanzania	4
‘Are we becoming professionals?’ Pre-service early childhood teachers’ perceptions of the professionalism of early childhood teachers in Hong Kong	4
An ecological analysis of the Classroom Assessment Scoring System in K-1 Mexican classrooms	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
Babies and toddlers outdoors: a narrative review of the literature on provision for under twos in ECEC settings	4
Early years educators in baby rooms: an exploratory study on professional identities	4
Normalised diversity: educators’ beliefs about children’s belonging in Swedish early childhood education	4
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
Identifying play skills that predict children’s language in the beginning of the first year of school	3
An exploratory study of early childhood coaches’ practices and professional learning needs	3

Thinking out of feeling: Vygotsky and the emotional transition from early childhood to school age in Korean Language	3
Learning intentions: a missing link to intentional teaching? Towards an integrated pedagogical framework	3
Parental death in young children’s lives: health professionals’ and kindergarten teachers’ contributions in meaning-making	3
Children’s rights in the field of early education	3
Educators’, children’s and mothers’ use of temporal language in reminiscing and future talk conversations	3
‘I can’t teach without ICT’: unpacking and problematising teachers’ perceptions of the use of ICT in kindergartens in China	3
Exploring the use of a rating scale to support professional learning in early years pre-school staff: the experience of one local authority in Wales	3
Seeking space for entanglements with young children in immanent material relationality	2
Stretchy time or screen time: how early years practitioners conceptualise time in relation to children’s digital play	2
Infant–toddler teachers’ compassionate pedagogies for emotionally intense experiences	2
ECEC teachers’ paradoxical views on the new Chilean System for Teacher Professional Development	2
Teaching as a new mission: Swedish preschool teachers’ collegial discussions	2
Teacher–child interactions during picture book reading in Chinese preschool classrooms: a comparative study of novice and experienced teachers	2
Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated?	2
Exploring and mapping young children’s digital emergent writing on tablets	2
Reflecting on ‘quality’ in early childhood education: practitioners’ perspectives and voices	2
Children’s transitions in early childhood education and care: various combinations of dis-/continuities	2
Peer Victimization among pupils in leisure-time centres: teachers’ reflections on their professional work	2
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	2
Leadership development and system building in early childhood education and care: current issues and recommendations	2
“We’ve got to fight; that’s the story of our lives”: advocacy experience of immigrant families of children with autism spectrum disorder	2
Access and equity policies in early childhood education: the case of Chile	2
Studying teacher professional development: how a Chinese kindergarten teacher brings play practices into the program	2
Professional support for teachers and children in diverse classrooms	2
Effects of a professional development program on emergent literacy-promoting practices and environments in early childhood education and care	2
‘I want to join the play’. Young children’s wants and needs of empathy when experiencing peer rejections in ECEC	2
Professional vision of early childhood teachers: relations to knowledge, work experience and teacher child-interaction	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