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 2020-11-01 to 2024-11-01.)

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