| Quality in Norwegian childcare for toddlers using ITERS-R |
12 |
| Learning through play - pedagogy and learning outcomes in early childhood mathematics |
9 |
| Would it really matter? The democratic and caring deficit in parental involvement' |
6 |
| Promoting zero violence from early childhood: a case study on the prevention of aggressive behavior in Cappont Nursery |
5 |
| Affectionate touch and care: embodied intimacy, compassion and control in early childhood education |
5 |
| (De)constructing parental involvement in early childhood curricular frameworks |
4 |
| Chinese and German teachers' and parents' conceptions of learning at play - similarities, differences, and (in)consistencies |
4 |
| Being a professional or practising professionally |
4 |
| A hierarchical model of children's research participation rights based on information, understanding, voice, and influence |
3 |
| The impact of play on child development - a literature review |
3 |
| ECE teachers? views on play-based learning: a systematic review |
3 |
| Mathematizing in preschool: children's participation in geometrical discourse |
3 |
| Affective-motivational aspects of early childhood teacher students' knowledge about mathematics |
3 |
| Transitions in ECEC services: the experience of children from migrant families |
3 |
| Gender differences in toddlers' language and participation in language activities in Norwegian ECEC institutions |
3 |
| Anger in preschool teachers: experience, regulation and connection to mental health |
3 |
| Remote parenting': parents' perspectives on, and experiences of, home and preschool collaboration |
3 |
| Dialogical agency: children's interactions with human and more-than-human |
3 |
| Pedagogical documentation: the search for children's voice and agency |
2 |
| The plight to dissent: professional integrity and ethical perception in the institutional care work of early childhood educators |
2 |
| Early childhood teachers' work and technology in an era of assessment |
2 |
| Relevance of child characteristics for the envisaged and real start of childcare attendance for the under-3s in Germany |
2 |
| Belonging and participation at stake. Polish migrant children about (mis)recognition of their needs in Norwegian ECECs |
2 |
| Improving the quality of preschool outdoor environments: getting children involved |
2 |
| Parents' views on male ECEC workers: a cross-country comparison |
2 |
| Parents' play beliefs and engagement in young children's play at home |
2 |
| Early science education in preschools - the contribution of professional development and professional exchange in team meetings |
2 |
| ECEC Professionalization - challenges of developing professional standards |
2 |
| Learning journey: a conceptual framework for analyzing children's learning in educational transitions |
2 |
| Inside school readiness: the role of socioemotional and behavioral factors in relation to school, teachers, peers and academic outcome in kindergarten and first grade |
2 |
| Is cognitive development at three years of age associated with ECEC quality in Norway? |
2 |
| Educational language practices described by preschool teachers in Norwegian kindergartens |
2 |
| Children's social play and affordance availability in preschool outdoor environments |
2 |
| Impact of a low-cost classroom dialogue-based intervention on preschool children's emotion understanding |
2 |
| Boys who score low in mathematics at toddler age: How are their math skills compared with those of low-performing girls? |
1 |
| Maneuvering suspicions of being a potential pedophile: experiences of male ECEC-workers in Sweden |
1 |
| Toddlers' social competence, play, movement skills and well-being: an analysis of their relationship based on authentic assessment in kindergarten |
1 |
| Toddlers' play in ECEC institutions from a gender perspective |
1 |
| An exploration of infant and toddler unstructured outdoor play |
1 |
| Let's Talk! An interactive intervention to support children's language development |
1 |
| Do you want to play with me today? Friendship stability among preschool children |
1 |
| Sources of teacher beliefs about developmentally appropriate practice: a structural equation model of the role of teacher efficacy beliefs |
1 |
| The role of and connection between systematization and representation when young children work on a combinatorial task |
1 |
| Young children's mathematical learning opportunities in family shopping experiences |
1 |
| Troubling the male role modelling theory: male teachers as role models for girls? |
1 |
| Dressing toddlers at the Emmi Pikler nursery school in Budapest: caregiver instrumental behavioral pattern |
1 |
| Building a structural model for understanding school readiness |
1 |
| The impact of Australian policy shifts on early childhood teachers' understandings of intentional teaching |
1 |
| Who is a friend? Voices of young immigrant children |
1 |
| (Un)equal from the start? A quantitative analysis of preschool children's participation in organised activities in Germany |
1 |
