OOIR: Observatory of International Research

Papers

(The TQCC of European Early Childhood Education Research Journal 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 2021-11-01 to 2025-11-01.)

Article	Citations
Panel of Referees	38
Harnessing abilities and talents: parents’ perspectives on responsive inclusive early childhood education	30
Capturing family soundscapes for a deeper understanding and knowledge of early childhood music education: the contributions made by LENA® technology	26
Investigation of the effectiveness of the training given on home accidents and safety precautions	24
Fear and Othering in the inclusive early childhood classroom: remnants from the past	19
Finnish ECEC personnel’s views on the challenging nature of promoting social justice: a sustainability research perspective	19
From the uncertain times to today: unveiling the early childhood education research with keywords	16
An exploratory study of children’s peer touch in a Swedish preschool: touch forms, bodily arrangements, and social constellations	16
Unleashing the potential: illuminating pedagogical strategies employed by early childhood educators in stem education for cultivating algorithmic thinking skills in young learners	13
My world of machines: an integrated STEM education curriculum for early childhood teachers	13
Young children’s interactions with a social robot during a drawing task	12
It’s up to you if you want to take part . Supporting young children’s informed choice about research participation with simple visual booklets	11
Role of mentoring as a pathway for professional growth in early childhood teacher education	11
The impact of earthquake anxiety on preschool teachers: coping strategies and educational implications	10
The learning early childhood education and care institution as an inclusion arena	10
Special educators’ approaches to supporting autistic children in mainstream preschools: ethical and social perspectives	10
Exploring children’s perceptions of family relationships in China through kinetic family drawing: insights from 5- to 6-year olds	9
Special Issue on Pedagogical Documentation – Researching a Powerful and Evolving Idea	9
Pedagogical documentation as a strategy for planning and communicating children’s learning and pedagogical day-to-day life	9
Children’s critical thinking skills: perceptions of Norwegian early childhood educators	8
Migrant children transitioning from kindergarten to primary school in Germany: educators’ and parents’ views of school transition activities	8
Educators’ perceptions of Australia’s early childhood education and care quality assurance rating system	8
‘How are rainbows made?': profiles of early childhood teachers' beliefs and their associations with responses to young children's causal questions	8
Tensions, assumptions and situated ethics: attuning to the unpredictability of ethics in early childhood research participation	7
Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool	7

The effects of shared book reading on language and literacy development of ESL/EFL learners: a multi-level meta-analysis	7
Evaluating popular STEM applications for young children	7
Correction	7
The visibility of ethics within early childhood research; revised standards for our international community of practice	7
Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care	7
Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Research	7
Relations between reading skill level in fifth grade and functional language skills at toddler age	6
EECERA ethical code for early childhood researchers	6
The social language environment – domain: ECEC teachers’ self-reported ratings of strategies in teaching literacy	6
Curriculum design and content in Czech pre-primary education: approaches and experiences of student teachers	6
Relationships between socioecological characteristics and families’ playground use in different seasons in Finland	6
The development of early childhood teachers’ sociodramatic and imaginative play skills through a drama-based professional development program	6
Parental attachment and emotion regulation in children: the mediating role of working memory	6
Enrichment and safety -the parents of young children constructing early childhood education and care institution in Finland	6
Educators’ responses to children’s grieving: exploring emotional configurations in flexibly scheduled early childhood education and care	5
Conceptualizing diversity in ECEC policy: implications for the role of diverse preschool in Sweden	5
Bridging early childhood education and inclusive practices in classrooms that serve children with disabilities: a narrative portrait	5
Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations	5
The effects of teacher-led and teacher-guided interventions on preschool children’s motor competency	5
Educators’ perspectives on parental belonging in preschool communities	5
Using teach ECE to observe the quality of online teaching during the pandemic: an exploratory study in a pre-school in Chile	5
Transformation in early childhood education: proposing a community-based approach	5
« Yeah, I am making new stuff! »: responsivity to and negotiations of agency during digital storytelling in preschool	5
Noblesse oblige? Job position and early childhood leadership in China: the moderating role of school type	5
Exploring children’s well-being in daycare: how do children feel all day?	5
Attitudes towards reading amongst kindergarten and Grade 1 children	5
A Significant Events Approach to Children’s Rights with children under three in early childhood education and care	4
The role of active methodologies in the socio-emotional development of children at risk: a case study in 3 public schools in the Basque Country	4
Editorial	4
Professional development for praxis transformation in early childhood education and care: a systematic review	4
A decolonizing approach to early learning: toddlers’ and preschoolers’ engagement with the land and indigenous ways of knowing	4
Practitioner inquiry: troubling certainty	4
The pathways to assent in early childhood research: what do parents of young children want?	4
Exploring parents’ perceptions of preschoolers’ risky outdoor play using a socio-ecological lens	4
What if children affected by sleep disorder and aggression could regulate their emotions?	4
Professional development for ethical practice transformation	4
Inviting inquiry on pedagogical documentation in Singapore: perspectives of parents and teachers	4
Zoom play: Affectively mobilised collective play across Family Day Care settings	4
Understanding preschool teachers’ pedagogical leadership through individual and collective reflection	4
A cultural-historical perspective of young children gaining autonomy in the playground	4
Australian multilingual early childhood educators’ use of languages in early childhood education settings: findings of a qualitative (pilot) study	4
What’s your image of the child?Examining trajectories of prospective ECE teachers’ beliefs during practicum	4
Complexities of men’s engagement in early childhood care and development in Africa	3
A cultural-historical study of how a conceptual playworld creates conditions for personally meaningful mathematics in the Chinese kindergarten context	3
Engaging children in what-if thinking through read-aloud conversations in early childhood education for sustainability	3
Editorial	3
The role of pedagogical documentation in child and parent participation: an investigation of educator and parent perspectives in a Reggio Emilia-inspired preschool	3
Pedagogical practices for the infant-toddler’s first day of transition from home care to early childhood education and care	3
Teachers’ interactions with children in micro-level transitions in Norwegian preschools	3
Editorial	3

‘Tell me the whole story’: moving from narrative comprehension to narrative production skills	3
Interprofessional collaboration in ECEC: a review of European countries with different levels of system integration	3
ChatGPT, care and the ethical dilemmas entangled with teaching and research in the early years	3
The relation between structural family characteristics and parental attitudes with respect to the use of ECEC for one- and two-year-old children in Germany	3
Tracking possible differences between female- and male staff in promoting physical activity towards girls and boys in the outdoor playground of the kindergarten	3
A visual ethnography of parent-child interactions during ‘story-time’ in Chinese family settings	3
The effect of home literacy environment on preschool children’s learning dispositions	3
Teacher inquiry and learning stories: a site for pedagogical change	3
Conceptual PlayWorld: creating motivating conditions for new kindergarten practices in China to support engineering education	3
The impact of the ‘accelerated childhood’ culture in the UK's ECEC: practitioners’ and policy makers’ views during a professional development course*	3
Reconceptualizing professional development through job-embedded approach: early childhood teachers’ views on benefits and challenges	3
Professional development opportunities and a newly built daycare center: incentives in ECEC teacher job advertisements in Finland	3
Reflections from the higher education classroom: the role of playful pedagogy in the professional formation of early childhood students	3
Cultural heritage in early childhood education: a systematic review	3
Effect of gender-neutral activities on preschool children’s gender stereotypes	3
Preschool children’s agency in education for sustainability: the case of Sweden	3
The inclusion of children with disabilities in early childhood education: interdisciplinary research and dialogue	3
Risk willingness in play: exploring children’s behaviour in a virtual reality playground	3
Children’s participation when transitioning between early childhood education and care settings: potentials for readjusting institutional logics	3
Vocal fatigue of kindergarten teachers in China and its influential factors: a chain mediating model	3
How can children best learn map skills? a step-by-step approach	3