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 2022-05-01 to 2026-05-01.)

Article	Citations
Panel of Referees	72
Fear and Othering in the inclusive early childhood classroom: remnants from the past	45
Investigation of the effectiveness of the training given on home accidents and safety precautions	26
Harnessing abilities and talents: parents’ perspectives on responsive inclusive early childhood education	21
Young children’s interactions with a social robot during a drawing task	19
An exploratory study of children’s peer touch in a Swedish preschool: touch forms, bodily arrangements, and social constellations	17
Role of mentoring as a pathway for professional growth in early childhood teacher education	17
Capturing family soundscapes for a deeper understanding and knowledge of early childhood music education: the contributions made by LENA® technology	14
Finnish ECEC personnel’s views on the challenging nature of promoting social justice: a sustainability research perspective	14
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
The impact of earthquake anxiety on preschool teachers: coping strategies and educational implications	12
Special educators’ approaches to supporting autistic children in mainstream preschools: ethical and social perspectives	11
The learning early childhood education and care institution as an inclusion arena	11
Exploring children’s perceptions of family relationships in China through kinetic family drawing: insights from 5- to 6-year olds	10
Breaking the cycle of disadvantage in early childhood: integrating social work and education through participatory and reflective parenting support	9
Children’s critical thinking skills: perceptions of Norwegian early childhood educators	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
Migrant children transitioning from kindergarten to primary school in Germany: educators’ and parents’ views of school transition activities	8
Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool	8
Beyond words: inclusion through arts rich experiences	8
Evaluating popular STEM applications for young children	7
The visibility of ethics within early childhood research; revised standards for our international community of practice	7
Tensions, assumptions and situated ethics: attuning to the unpredictability of ethics in early childhood research participation	7

Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care	7
The effects of shared book reading on language and literacy development of ESL/EFL learners: a multi-level meta-analysis	7
Panel of Referees	7
Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Research	7
Enrichment and safety -the parents of young children constructing early childhood education and care institution in Finland	6
Parental attachment and emotion regulation in children: the mediating role of working memory	6
Correction	6
The social language environment – domain: ECEC teachers’ self-reported ratings of strategies in teaching literacy	6
Representational mind-mindedness in Danish early childcare professionals: the role of child gender	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
Developing a questionnaire to assess confidence of early years educators in using language support strategies	5
Educators’ perspectives on parental belonging in preschool communities	5
Transformation in early childhood education: proposing a community-based approach	5
Using teach ECE to observe the quality of online teaching during the pandemic: an exploratory study in a pre-school in Chile	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
EECERA ethical code for early childhood researchers	5
Attitudes towards reading amongst kindergarten and Grade 1 children	5
Understanding preschool teachers’ pedagogical leadership through individual and collective reflection	5
Conceptualizing diversity in ECEC policy: implications for the role of diverse preschool in Sweden	5
Noblesse oblige? Job position and early childhood leadership in China: the moderating role of school type	5
Educators’ responses to children’s grieving: exploring emotional configurations in flexibly scheduled early childhood education and care	5
A Significant Events Approach to Children’s Rights with children under three in early childhood education and care	4
What if children affected by sleep disorder and aggression could regulate their emotions?	4
Children’s participation rights in practice: exploring circle time as a space for participation in preschool classrooms	4
A funds of knowledge approach to explore how play-based pedagogies support mixed ethnic identity formation: listening to children’s perspectives	4
« Yeah, I am making new stuff! »: responsivity to and negotiations of agency during digital storytelling in preschool	4
Zoom play: Affectively mobilised collective play across Family Day Care settings	4
Exploring early childhood educators’ understanding of social sustainability in England: implications for policy and practice	4
The pathways to assent in early childhood research: what do parents of young children want?	4
The effects of teacher-led and teacher-guided interventions on preschool children’s motor competency	4
‘Play for inclusion in early childhood classrooms: understanding teachers’ perspectives and practices’	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
Measuring child perspectives: ethical and methodological considerations on the development and validation of a self-report questionnaire for children aged 5–10	3
‘Tell me the whole story’: moving from narrative comprehension to narrative production skills	3
A visual ethnography of parent-child interactions during ‘story-time’ in Chinese family settings	3
A decolonizing approach to early learning: toddlers’ and preschoolers’ engagement with the land and indigenous ways of knowing	3
Children’s participation when transitioning between early childhood education and care settings: potentials for readjusting institutional logics	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
Interprofessional collaboration in ECEC: a review of European countries with different levels of system integration	3
A cultural-historical perspective of young children gaining autonomy in the playground	3
Engaging children in what-if thinking through read-aloud conversations in early childhood education for sustainability	3
Professional development for ethical practice transformation	3
Professional development for praxis transformation in early childhood education and care: a systematic review	3
Complexities of men’s engagement in early childhood care and development in Africa	3
How can children best learn map skills? a step-by-step approach	3
Bridging kindergarten and school through play: the role of play pedagogies in supporting transitions in Norway	3

The impact of the ‘accelerated childhood’ culture in the UK's ECEC: practitioners’ and policy makers’ views during a professional development course	3
Conceptual PlayWorld: creating motivating conditions for new kindergarten practices in China to support engineering education	3
Editorial	3
A cultural-historical study of how a conceptual playworld creates conditions for personally meaningful mathematics in the Chinese kindergarten context	3
Safeguarding in early childhood education: rights-based, socio-cultural, and ecological perspectives from Australia, the United Kingdom, and New Zealand	3
Editorial	3
ChatGPT, care and the ethical dilemmas entangled with teaching and research in the early years	3
Cultural heritage in early childhood education: a systematic review	3
‘I am the boss of the team’: power dynamics and teacher perceptions of parental involvement in youeryuan of rural China	3
Our fundamental consideration of early childhood education and care: the need for dialogue	3
Effect of gender-neutral activities on preschool children’s gender stereotypes	3
The effect of home literacy environment on preschool children’s learning dispositions	3
Association between speech production and ECEC intensity: differences by family background	3
Risk willingness in play: exploring children’s behaviour in a virtual reality playground	3
Early childhood language access and deaf-ethnic identity in a double minority context: implications for inclusive early education	3
Reconceptualizing professional development through job-embedded approach: early childhood teachers’ views on benefits and challenges	3
Vocal fatigue of kindergarten teachers in China and its influential factors: a chain mediating model	3
Inclusion as an ethical construct – moving beyond action and practice to inclusion as a place of encounter	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
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
Practitioner inquiry: troubling certainty	3
Australian multilingual early childhood educators’ use of languages in early childhood education settings: findings of a qualitative (pilot) study	3
Robust children: exploring engagement with academic subjects, well-being and psychological safety in schoolchildren aged 6–9 years in Norway	3
What’s your image of the child?Examining trajectories of prospective ECE teachers’ beliefs during practicum	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
Teacher inquiry and learning stories: a site for pedagogical change	3
Exploring supportive practices in diverse educational childcare settings for children with high support needs in Canada	3