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

Article	Citations
International responses to COVID-19: challenges faced by early childhood professionals	72
What do young children have to say? Recognising their voices, wisdom, agency and need for companionship during the COVID pandemic	51
Children ‘under lockdown’: voices, experiences, and resources during and after the COVID-19 emergency. Insights from a survey with children and families in the Lombardy region of Italy	49
Using Artificial Intelligence (AI)-interfaced robotic toys in early childhood settings: a case for children’s inquiry literacy	46
COVID-19 and early childhood in Brazil: impacts on children’s well-being, education and care	34
‘Uncharted territory’: teachers’ perspectives on play in early childhood classrooms in Ireland during the pandemic	31
Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review	29
Corona pandemic in the United States shapes new normal for young children and their families	20
From schoolification of children to schoolification of parents? – educational policies in COVID times	15
Factors modifying children’s stress during the COVID-19 pandemic in Japan	15
Nature of science in early years science teaching	13
Exploring the effectiveness of STEM education on the creativity of 5-year-old kindergarten children	12
Toddlers’ stress during transition to childcare	12
Impact of pedagogical intervention on early childhood professionals’ emotional availability to children with different temperament characteristics	12
Arabic-English bilingual children’s early home literacy environments and parental language policies	12
Preschool children’s agency in education for sustainability: the case of Sweden	12
Voices of young children aged 3–7 years in educational research: an international systematic literature review	11
Young children’s assent and dissent in research: agency, privacy and relationships within ethical research spaces	11
The effect of STEAM education with tales on problem solving and creativity skills	11
The effects of STEM activities on the problem-solving skills of 6-year-old preschool children	10
Children’s critical thinking skills: perceptions of Norwegian early childhood educators	10
Multilingual childhoods of refugee children in Icelandic preschools: educational practices and partnerships with parents	9
Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support – do professional vision competencies moderate this relation?	8
Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships	8
Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play	8

Transactional relations and reciprocity between refugee mothers and their children: changes in child, parenting, and concept of child	7
Fraught with frights or full of fun: perspectives of risky play among six-to-eight-year olds	7
Research into multilingual issues in ECEC contexts: proposing a transdisciplinary research field	7
Potentialities of pedagogical documentation as an intertwined research process with children and teachers in slow pedagogies	7
It’s up to you if you want to take part. Supporting young children’s informed choice about research participation with simple visual booklets	7
An investigation into the relationship between self-perception and sexual development in children attending preschool education	6
Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations	6
Practitioners’ language-supporting strategies in multilingual ECE institutions in Luxembourg	6
The role of mother’s education and child gender for children’s vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway	6
The children’s voice – how do children participate in analog and digital portfolios?	6
Methodological and ethical challenges in cross-language qualitative research: the role of interpreters	6
Look who’s talking: eliciting the voice of children from birth to seven	6
Children’s working theories about Covid-19 in Aotearoa New Zealand	6
Men in early childhood education and care: on navigating a gendered terrain	6
Children’s perspectives about belonging in educational settings in five European countries	6
School readiness and pre-primary learning experiences of children of refugee backgrounds in Tanzania: the mediating role of family socio-economic status	6
Inclusion is the ideal, but what is the reality? Early years practitioners perceptions of the access and inclusion model in preschools in Ireland	6
Bridging the theory and practice of eliciting the voices of young children: findings from theLook Who’s Talkingproject	6
Young children’s interactions with a social robot during a drawing task	6
‘Quilting’ a play-based anti-bias curriculum for very young children: the Mosaic Approach	5
Learning in, and from, practice-based professional development initiatives in ECEC: a research agenda in Denmark	5
You are stuck here, at the office: Chilean ECEC principals’ pedagogical leadership in JUNJI and Integra Foundation	5
Beliefs of parents of preschool children about literacy: facilitative and conventional approaches	5
Pedagogical documentation and the refusal of method: troubling dogmas and inviting collective obligations	5
Parallel worlds? Parental rationalities of governing children in the context of the diversifying Czech pre-school system	5
Quality in home-based childcare providers: variations in process quality	5
Exploring parents’ perceptions of preschoolers’ risky outdoor play using a socio-ecological lens	4
Research in early childhood teacher domain-specific professional knowledge – a systematic review	4
Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care	4
Parental Involvement in early childhood education and care: exploring parents’ perspectives in rural China	4
English as a foreign language in ECE: itinerant teachers of English and collaborative practices for an integrated approach	4
Embracing the breadth of ethical complexities in early childhood research	4
Special Issue on Pedagogical Documentation – Researching a Powerful and Evolving Idea	4
Reading picture books including animal matters: making space for discussing anthropocentrism with young children	4
Pedagogical documentation as a curriculum tool: making children’s outdoor learning visible in a childcare centre in Singapore	4
Where are the children’s voices and choices in educational settings’ early reading policies? A reflection on early reading provision for under-threes	3
Sharing pedagogical documentation with others: exploring issues of addressivity and voice	3
Outdoor provision for babies and toddlers: exploring the practice/policy/research nexus in English ECEC settings	3
Quality early childhood education for all children?	3
Individualized education program development in early childhood education: a disabled children’s childhood studies perspective	3
Engineers and engineering through the eyes of preschoolers: a phenomenographic study of children’s drawings	3
Role of home mathematics activities and mothers’ maths talk in predicting children’s maths talk and early maths skills	3
‘Can we see our voices?’ Young children’s own contributions to authentic child participation as a pillar for sustainability under the United Nations Convention on the Rights of the Child (UNCRC)	3
A validation and reliability study of the Movement Environmental Rating Scale (MOVERS)	3
The role of ECEC teachers for the long-term social and academic adjustment of children with early externalizing difficulties: a prospective cohort study	3
Kindergarten practitioners’ perspectives on intergenerational programs in Norwegian kindergartens during the COVID-19 pandemic: exploring transitions and transformations in institutional practices	3
Parents’ understandings and practices regarding play and learning	3
What’s your image of the child?Examining trajectories of prospective ECE teachers’ beliefs during practicum	3
Young children as theory makers and co-creators of cultural practices: challenging the authenticity of Santa	3
Dealing with transition in formal meetings of parents and pedagogic staff	3

‘Why am I in all of these pictures?’ From Learning Stories to Lived Stories: the politics of children’s participation rights in documentation practices	3
Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool	3
He Whānau Manaaki kindergartens, Aotearoa New Zealand: a pandemic outreach in new political times	3
Do my words convey what children are saying? Researching school life with very young children: dilemmas for ‘authentic listening’	3