OOIR: Observatory of International Research

Papers

(The TQCC of Early Education and Development is 5. 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
Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong	148
Preschool Parents’ Views of Distance Learning during COVID-19	48
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions	44
Online Learning and Parent Satisfaction during COVID-19: Child Competence in Independent Learning as a Moderator	30
Mindfulness for Preschoolers: Effects on Prosocial Behavior, Self-Regulation and Perspective Taking	26
Home Learning Environments for Young Children in the U.S. During COVID-19	24
Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts	24
Influences of Gender and Socioeconomic Status on Children’s Use of Robotics in Early Childhood Education: A Systematic Review	24
Aladdin’s Genie or Pandora’s Box for Early Childhood Education? Experts Chat on the Roles, Challenges, and Developments of ChatGPT	23
Profiles and Predictors of Young Children’s Digital Literacy and Multimodal Practices in Central China	21
Special Issue: Narrowing the Digital Divide in Early Childhood: Technological Advances and Curriculum Reforms	18
Early Childhood Special Education Teachers’ Job Burnout and Psychological Stress	18
Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough?	16
Family Environment Profile in China and Its Relation to Family Structure and Young Children’s Social Competence	16
Academics of the Early Primary Grades: Investigating the Alignment of Instructional Practices from Pre-K to Third Grade	16
Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences	15
Parenting Styles and Social Competence in Chinese Preschoolers: A Moderated Mediation Model of Singleton and Self-regulation	15
Stability and Change in Early Social Skills Development in Relation to Early School Performance: A Longitudinal Study of A Swedish Cohort	14
Early Childhood Professional Well-being as a Predictor of the Risk of Turnover in Early Head Start & Head Start Settings	14
An Exploratory Study about Patterns of Parental Home Literacy Activities during the COVID-19 Confinement among Spanish Families	14
Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum	14
Teacher and Classroom Predictors of Preschool Teacher Stress	13
Stories beyond Books: Teacher Storytelling Supports Children’s Literacy Skills	13
Parental Stress and Home Activities for Young Children during the Stay-at-home Quarantine Time in China	13
The Effects of COVID-19 on Young Children’s and Their Parents’ Activities at Home	12

Parental Behaviors and Involvement in Children’s Digital Activities among Israeli Jewish and Arab Families during the COVID-19 Lockdown	12
The Impact of Two-Child Policy on Early Education and Development in China	12
Preschoolers’ Profiles of Self-regulation, Social-emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary Scho	12
Summer Preschools for Syrian Refugee and Host Community Children in Turkey: A Model of Contextually Sensitive Early Intervention	12
Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability	12
Family SES and Self-Regulated Learning in Chinese Preschoolers: A Mediation Analysis of Parental Educational Expectation and Home-based Involvement	11
The Accessibility, Quality, and Administration of Childcare Services for Birth to 3 Years under China’s Universal Two-child Policy	11
Purposes, Places, and Participants: A Systematic Review of Teacher Language Practices and Child Oral Language Outcomes in Early Childhood Classrooms	10
Exploring the Role of Play Behaviors in the Links between Preschoolers’ Shyness and Teacher-Child Relationships	9
Mothers’ Reactions to Children’s Emotion Expressions in Different Cultural Contexts: Comparisons across Nepal, Korea, and Germany	9
Pathways to Low-Income Children’s Self-Regulation: Child Temperament and the Qualities of Teacher–Child Relationships	9
The Associations of Parental Support with First-Grade Primary School L2 Chinese Learners’ Ideal Selves, Motivation, Engagement, and Reading Test Performance in Hong Kong: A Person-Centered Approach	9
An Exploration of Early Childhood Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK) in Mainland China	9
Teachers’ Emotional Expressiveness and Coping Reactions to Students’ Emotions: Associations with Students’ Social-Emotional Competences and School Adjustment	8
Exploring Barriers to Early Childhood Teachers’ Implementation of a Supplemental Academic Language Curriculum	8
Preschool Children’s Use of Digital Devices and Early Development in Hong Kong: The Role of Family Socioeconomic Status	8
Are Chinese Parents Willing to Have a Second Child? Investigation on the Ideal and Realistic Fertility Willingness of Different Income Family	8
The Influence of Parent-grandparent Co-parenting on Children’s Problem Behaviors and Its Potential Mechanisms	8
The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions	8
Refugee Children’s Early Development during Attendance of Specialized Preschool Programs and Transition into First Grade in Germany	8
Preschool Education Demand in China by 2035: A Prediction Analysis	8
Home Environment and Development of English as A Second/Foreign Language for Young Children in Asian Contexts: A Systematic Review and Meta-analysis^*	8
Promoting Social Emotional Learning through Shared Book Reading: Examining Teacher’s Strategies and Children’s Responses in Kindergarten Classrooms	8
Social Mastery Motivation Mediates the Link between Parental Responsiveness and Children’s Social-emotional Competence	8
SES, Relative Deprivation, Perceived Kindergarten Support and Turnover Intention in Chinese Teachers during the COVID-19 Pandemic: A Moderated Mediation Model	8
Shared-Reading Onset and Emergent Literacy Development	8
Measuring Being “Developmentally on Track”: Comparing Direct Assessment and Caregiver Report of Early Childhood Development in Bangladesh, China, India and Myanmar	8
Children’s School Feelings and Adaptation During the Transition From Kindergarten to Primary School in China	7
Effectiveness of Puhui Kindergartens' Development in China: A Parental Evaluation	7
Translation and Validation of the Chinese Version of the Problematic Media Use Measure	7
Process Quality in Toddler Classrooms in Four European Countries	7
Leadership at Play in Preschool Children: A Systematic Synthesis of Nearly Nine Decades of Research	7
Examining the Factor Structure of the Classroom Assessment Scoring System Toddler (CLASS-T) in Early Head Start and Subsidized Child Care Classrooms	7
Examining Early Composing: Children’s Differential Writing Performance Based on Task Context and Scoring Conceptualization	7
Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System	7
Brief Stories of Successful Female Role Models in Science Help Counter Gender Stereotypes Regarding Intellectual Ability among Young Girls: A Pilot Study	6
School Readiness Beliefs of Dominican and Salvadoran Immigrant Parents	6
Meeting 24-hour movement behavior guidelines in young children: Improved quantity estimation and self-regulation	6
Children’s Connectedness with Siblings and Friends from Early to Middle Childhood during Play	6
Profiles of Dysregulation Moderate the Impact of PreschoolTeacher–Student Relationships on Elementary School Functioning	6
Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills	6
Mother-Toddler Shared Reading with Electronic versus Print Books: Mothers’ Language Use and Perspectives	6
Nudging Early Educators’ Knowledge, Beliefs, and Practices: An Embedded Randomized Controlled Trial of Text Message Supports	6
How Early Digital Experience Shapes Young Brains During 0-12 Years: A Scoping Review	6
Profiles of Approaches to Learning and the Relationship with Academic School Readiness in Chinese Preschoolers	6
Preschool Teachers’ Emotion Socialization and Child Social-Emotional Behavior in Two Countries	6
Assessing Quality Quickly: Validation of the Responsive Interactions for Learning - Educator (RIFL-Ed.) Measure	6
Do Servant Leadership and Emotional Labor Matter for Kindergarten Teachers’ Organizational Commitment and Intention to Leave?	6
Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1: A Longitudinal Analysis	5
Digital Financial Literacy of Young Chinese Children in Shanghai: A Mixed Method Study	5

Does Organizational Commitment Buffer the Relation between Work-to-family Conflict and Emotional Exhaustion in Chinese Preschool Teachers?	5
Effects of a Teacher Classroom Management program on preschool teachers’ practices and psychological factors: A randomized trial with teachers of children from economically disadvantaged families	5
Opportunities to Talk Matter in Shared Reading: The Mediating Roles of Children’s Engagement and Verbal Participation in Narrative Listening Comprehension	5
Linking Social-Emotional Competence to Behavioral and Academic Adjustment among Chinese Kindergarten Children: A Multilevel Approach	5
Variations in Pre-Kindergarten Classroom Quality Ratings across the School Year: Observation Ratings from New York City’s Pre-K for All	5
Imaginative Children in the Classroom: Mixed-Methods Examining Teacher Reported Behavior, Play Observations and Child Assessments	5
Mind Mapping during Interactive Book Reading in Early Childhood Classrooms: Does It Support Young Children’s Language Competence?	5
Measuring Preschool Teachers’ Social-emotional Practices: A Comparison of Two Measures	5
Promoting Preschoolers’ Social and Emotional Competencies Through Emotion-Focused Teaching	5
Habla Conmigo: Teachers’ Spanish Talk and Latine Dual Language Learners’ School Readiness Skills	5
Exploring the Associations among Chinese Kindergartners between Academic Achievement and Behavioral, Cognitive and Emotional Self-Regulation	5
Attachment behaviors toward teachers and social preference in preschool children	5
Socioemotional Competencies of Indonesian Preschoolers: Comparisons between the Pre-Pandemic and Pandemic Periods and among DKI Jakarta, DI Yogyakarta and West Java Provinces	5
Peer Interaction Patterns in Mixed-Age and Same-Age Chinese Kindergarten Classrooms: An Observation-based Analysis	5