Australasian Journal of Early Childhood

Papers
(The median citation count of Australasian Journal of Early Childhood is 0. 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 2021-05-01 to 2025-05-01.)
ArticleCitations
Editorial AJEC Vol 1 202523
“If we can’t advocate for ourselves, nobody else will”: Teacher agency during early childhood reform17
In whose best interests? Regulating childcare environments in Australia13
Using a multidisciplinary, multi-method and collaborative research design to investigate the health communication power of the early childhood sector13
Leadership competencies in early childhood education: Design and validation of a survey tool11
Associations of gross motor skills with self-regulation and executive function in preschool-aged children10
Educator perspectives on embedding Acknowledgement to Country practices in early learning centres in Australia8
Playgroup Families’ Experiences of Play-Based Remote Learning8
Cultural diversity in the Australian early childhood education workforce: What do we know, what don’t we know and why is it important?8
‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres8
Patterns of participation in early childhood education before and during the COVID-19 pandemic in Australia7
From Birth to Three: Exploring Educators’ Understandings of Agency6
‘When we sat together, it just worked’: Supporting individual and collaborative reflective practice in a team of early childhood educators6
Early childhood leadership: Risk and protective factors during the COVID-19 pandemic6
Australian family day care educators’ experiences of supporting children’s mental health, and their own mental health and wellbeing4
Moort dandjoo kaadadjiny: Growing up Aboriginal kids strong in their culture and identity4
Charting developmental trajectories from 12 to 36 months and associated early risk and protective factors4
Constant crossings: Teachers’ definitions of child wellbeing in early education, a reflective thematic analysis4
A case study of clinical supervision to support early childhood leaders in times of natural disasters: “It’s not a designer handbag”3
Initiatives supporting student retention in early childhood teacher education qualifications3
Using community-based participatory research to support the development of a co-located intergenerational program3
Promoting care for the wellbeing of early childhood professionals in Australia3
Who is studying what in Early Childhood Education and Care? Composite narratives of Australian educators engaging in further study3
Enhancing nutrition information utilisation, confidence, and role legitimacy and adequacy among early childhood education professionals through evidence-based online training3
Corrigendum to “Complexifying quality in early childhood contexts through a theory of quality ecologies”3
Supporting infants and toddlers in low socio-economic early childhood settings in Australia3
‘Why can’t I grow shorter, only taller?’—the body experience of growing up for Chinese children aged 5–63
Complexifying quality in early childhood contexts through a theory of quality ecologies3
Complexity and change: Contemporary research in early childhood2
Preparing preservice early childhood educators to use music in Australian settings: An audit of programmes2
Understanding relationships between epistemic cognition and executive functioning: Implications for measurement and practice in early childhood2
Taking a detailed look at early childhood educators’ worktime2
An exploration into early childhood physical literacy programs: A systematic literature review2
Leadership in Australia’s early childhood workforce policy: Silences and ambiguities as missed opportunities2
Revisiting the home learning environment: Introducing the home learning ecosystem2
Perspectives of play and play-based learning: What do adults think play is?2
The state of play-based learning in Queensland schools2
The Effectiveness of a Formative Play-Based Mathematics Assessment in Supporting the Early Childhood Intentional Pedagogue2
Ethnography and Bush Kinder Research: A Review of the Literature2
Professional learning for leadership in early years: Comparing Sweden and England1
Supporting Regional and Remote Children’s Participation in High Quality Early Years Services1
Early childhood education for sustainability: Outcomes for social and emotional learning1
Feasibility and initial psychometric properties of the observe, reflect, improve children’s learning tool (ORICL) for early childhood services: A tool for building capacity in infant and toddler educa1
Engaging visual diaries in early childhood nature play as pedagogical arousal1
Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development1
Considering Form and Function: A Commentary on the Review of the Early Years Learning Framework for Australia1
The risk of being researched: Re-envisioning educator research participation for high-quality early childhood education1
Early Childhood Education and Care: A sustainable system?1
Validity, reliability and viability of pre-school educators’ use of early years toolbox early numeracy1
The lost art of joy in early childhood education1
Early childhood educators’ solidarity and struggles for recognition1
Developmental evaluation of the HIPPY Age 3 program for socially disadvantaged families in Australia1
The role and influence of educational leaders in centres rated as providing high quality early childhood educational programs1
Children’s memories of starting school: Building and sharing transitions capital1
Understanding cultural artefacts to ensure seamless transitions in the Early Years1
Increasing the odds for success: Applying evidence-based professional learning to foster self-regulation and executive functioning in preschool classrooms1
Social-emotional learning and skills development in pre-school aged children attending playgroup in Australia: A scoping review of the perceived benefits0
AJEC special issue: Leadership0
Developing and Validating a Tool to Assess Young Children’s Early Literacy Engagement0
Mentoring in Aotearoa New Zealand early childhood education0
Smoke: Enablers and barriers for sustainable engagement with local Aboriginal communities0
Intentional Teaching for Risky Play: Practitioner Researchers Move Beyond Their Comfort Zones0
‘We’re not useless, we know stuff!’ Gathering children’s voices to inform policy0
Leadership and retention in early childhood education0
Factors predicting kindergarten teachers’ integration of science into their teaching in indigenous areas0
Educators and child health nurses: Working together to support responsive infant and young child feeding practices in early childhood education and care0
Encouraging diversity in the early childhood education and care workforce0
Being clear on what we value in early childhood research: A response to Edwards (2021)0
Editorial0
Editorial AJEC Vol 2, 20250
Context matters: Examining the linguistic aspects of educator-toddler talk0
Conversational leadership in toddler-educator talk and its potential to promote learning0
Grappling with complexity in the search for quality early childhood service delivery: Elevating interpersonal relationships and trust as a value for research0
Knowledge, attitudes, and practices of professionals working with young children with feeding difficulties0
Beyond workforce shortages: A call for holistic care and recognition in early childhood policy0
Highlighting real-time mother-infant participation and attention supportive behaviours: Proposing implications for purposeful educator-infant interactions0
Feasibility and Potential Benefits of the Observe, Reflect, Improve Children’s Learning (ORICL) Tool: Perspectives of Infant–Toddler Educators0
“I am the pilot, but i need a committed crew”: Researching early childhood education and care leadership by using the actantial model of power0
Australasian Journal of Early Childhood 2022 symposium special issue0
“If you haven’t got trust, they’re not going to come to you with anything:” Qualities of positional leader and early childhood teacher relationships that support agency0
Supporting educator well-being during the COVID-19 pandemic: A case study of leadership in early childhood education and care organisations0
Falling by the “wasteside”: Defining and moving towards educator well-being from the perspective of early childhood educators in Ontario, Canada0
A dynamic systems methodological approach to understanding the collaborative nature of joint attention in early childhood settings0
Inquiry-based project learning as an approach to foster wellbeing, sustained focus, and bi-cultural practice in early childhood education0
Supporting the health, education and wellbeing of children and families: A priority-setting study with the service system in Logan, Queensland0
Human–nature relationships in early childhood education for sustainability: Metaphysical analysis and reshaping0
Understanding the need and opportunity for a trauma-informed early childhood organisations (TIO) program using intervention mapping0
Language learning using Pacific picturebooks in an Aotearoa New Zealand kindergarten0
Becoming university qualified early childhood teachers: Studying with structured mentoring0
A funds of knowledge approach to supporting children’s academic learning: Complexities and enablers in the Australian early childhood context0
In this Editorial we celebrate the research contributions from the 2023 AJEC Research Symposium0
Diverse Practices of Early Childhood Educators0
Irreconcilable knowledges?: A way forward0
Leadership capacity development in the Australian early childhood sector. Re-energising through mentoring0
Leading through complexity in early childhood education and care0
Early childhood education and care, artificial intelligence and the postdigital0
Mentoring to build early childhood teacher capacity across career stages: The early childhood elevate mentoring program0
Noise levels in infant-toddler early childhood classrooms: Individual variation and relationships with social and physical features of the room0
Understanding reform discourses in complex times of change: Positions and practices of early childhood professionals from Victorian kindergarten settings0
Beyond stereotypes: Comparing Chinese and Australian parents’ perceptions of transition to school0
Empowering Aboriginal Families as Their Children’s First Teachers of Cultural Knowledge, Languages and Identity at Galiwin’ku FaFT Playgroup0
Australian early childhood educators’ perspectives on digital teaching of geometry: The pedagogical enablers and barriers0
Contexts and connections0
Promoting safety and belonging for children, families, and early childhood professionals during times of uncertainty0
Listening, empowering and innovating - Reflections from the AJEC Symposium 20230
The role of early childhood pedagogical leaders in schools: Leading change for ongoing improvement0
Supporting early childhood teacher well-being through the practice of mindful self-compassion0
Generating program theories for a trauma consultancy service in early learning settings: Insights on using realist methodology0
‘I can’t draw, sing or dance to save my life!’: Educator and parent implicit theories of creativity0
Leading the early years of school: A relational and responsive model of early childhood pedagogical leadership0
Unpacking the theory of practice architectures for research in early childhood education0
Unpacking and unpicking the challenge of 600 hours of preschool attendance0
The followership paradox: The undervalued power of effective followers in early childhood education0
Using robotic toys in early childhood education to support children’s social and emotional competencies0
Young children’s language socialisation to baby talk and ontology of infancy in a small rural Indo-Fijian community0
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