OOIR: Observatory of International Research

Papers

(The TQCC of Early Years is 3. 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 2021-12-01 to 2025-12-01.)

Article	Citations
What does it (not) mean to be “Froebelian”?: exploring Scottish early years professionals’ perspectives	24
An exploratory study of Chilean early childhood teachers’ professional learning communities	23
Mature play needs a mature player: experimental investigation of the effective scaffolding in the preschoolers’ play	16
Parent–child play and coping: experiences of parents and young children during the pandemic	11
Challenges, struggles and needs in assessment: voices of early childhood teachers	10
A critical analysis of Chinese Early Childhood Education policy documents from the perspective of education for sustainable development	9
Pre-service and in-service preschool teachers’ abilities to analyze and respond to children’s preconceptions: evidence from situational judgement tests	9
Encouraging and assessing preschool children’s musical creativity	9
Navigating ‘the bumpy road’ from research to practice: improving the impact of research on spatial reasoning practice with young children	9
Transition at a standstill: preschoolers’ motor development during the COVID-19 pandemic	8
The quality of nursery settings in Jamaica using ITERS-3; harnessing the lessons for improved practices in childcare facilities	7
Parents’ perspectives on inclusive practices in early childhood education and care: facilitators and barriers for children with Cerebral Palsy	7
Service children’s wellbeing in the context of three- to four-year-old Army children experiencing a parental deployment	7
Crisis and adaptability: a model of early childhood teacher resilience across five countries	7
Supporting early years professional development to enhance high-quality conversational interactions in early childhood care and education settings: the ShREC approach	7
Learning from COVID: recognising the centrality of the relational in early years practice and research	6
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	6
Supporting childcare professionals in approaching multilingualism: insights from a collaborative process for professional development	6
‘I can teach you that’: a study of musical interaction as a learning-generating practice in Swedish preschool everyday environments	6
School readiness: a qualitative analysis of early childhood education and first-grade teachers´ beliefs in Uruguay	6
Using art criticism to investigate aesthetic appreciation in children with high and low aesthetic judgment	6
Moments of togetherness: humour and playful interactions in the toddler peer group	6
Infant/toddler mentor teachers’ professional learning through weekly co-planning meetings with preservice teachers	6
Did you do something today, or did you solely play? Barriers and facilitators for the use of play in early childhood educational contexts	6
Bridging teachers’ beliefs and confidence: A DAP-TPACK framework for AR-integrated STEM education	6

Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education	5
List of reviewers from October 2020 to December 2021	5
‘We cry together every day’ – expressing complex emotion in research with early childhood practitioners	5
Links between teachers’ planning, assessment and development time and implementation of curriculum in early childhood education	5
Obituary: Liz Brooker April 1946–August 2022	5
Assessing four- and five-year old children’s play-based writing: use of a collaboratively-developed assessment tool	5
’We are teachers too’: reclaiming professionalism in early childhood education from within	5
Children’s transitions in early childhood education and care: various combinations of dis-/continuities	5
Online reflective supervision training with early care and education supervisors	5
Compliance to compassion: how COVID-19 changed the way educators use social media to collaborate with families	4
Using action research to infuse nature-based loose parts play into the Kindergarten Program	4
Is there a place for love in an early childhood setting?	4
Taiwanese parents’ perspectives on the implementation of self‐determination for children with developmental delays in a family setting	4
Construct validity of the sensory integration infant routines questionnaire (SIIRQ)	4
Reconceptualising the third teacher: a study of trainee experiences of work-based learning on level 3 early years programmes	4
Connecting teachers’ emotional support and young children’s self-regulated learning	4
The characteristics of gifted children with learning disabilities according to preschool teachers	4
Fundamental motor skills enhancement in a preschool setting through a structured physical education programme	4
Mentoring processes in kindergarten student teachers’ training	4
Fostering children’s racialized identities in early childhood education	4
Peer interactions and communicative engagement in a Montessori preschool: a case study in a mixed-age classroom	4
Home-based early intervention services for children with disabilities in Saudi Arabia: opportunities and challenges from a specialists perspective	4
Universal mental health support in the early years in the context of the UK: early years professionals’ views	4
How kindergarten teachers in China create conditions for children’s mathematics concept learning	3
Exploring educators’ and parents’ perceptions of gender as a correlate of toddlers’ physical activity: two faces of the same coin?	3
The role of teachers in, and the importance of, self-discovery for developing science process skills	3
Promoting professionalism and quality in preschool practice with the youngest children through action research	3
‘I can’t teach without ICT’: unpacking and problematising teachers’ perceptions of the use of ICT in kindergartens in China	3
Creating Conditions for Chinese Kindergarten Teachers’ Professional Development in a Play-based Setting	3
A systematic review of technology-assisted preschoolers’ language learning: technologies, theoretical foundations, and implications	3
Examining the relationship between four to six year olds' school readiness levels and their parents’ tolerance of risky play	3
The role of placement and practicum in the professional readiness of ECEC educators working with infants and toddlers	3
Early childhood education professionals’ mentalization: a pilot study	3
Quality in children’s digital picture books: seven key strands for educational reflections for shared dialogue-based reading in early childhood settings	3
Toddlers’ attachment behaviours and the quality of their transitions from home to kindergarten	3
Professionalization in early childhood education: how do educators craft their work?	3
The effects of the COVID-19 pandemic on preschool teachers’ identity	3
Pedagogical photo documentation for play in early childhood education and care	3
Norwegian ECEC teachers’ play practices with children aged 2-3 years	3
“Oh, you’ve never done that before?!” Preservice teachers being ‘stirred in’ to unfamiliar practices with infants and toddlers	3
Building professionalism through professional associations and unions	3