OOIR: Observatory of International Research

Papers

(The TQCC of Early Years is 2. 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
What does it (not) mean to be “Froebelian”?: exploring Scottish early years professionals’ perspectives	12
Mature play needs a mature player: experimental investigation of the effective scaffolding in the preschoolers’ play	11
Parent–child play and coping: experiences of parents and young children during the pandemic	11
Challenges, struggles and needs in assessment: voices of early childhood teachers	10
Pre-service and in-service preschool teachers’ abilities to analyze and respond to children’s preconceptions: evidence from situational judgement tests	10
Navigating ‘the bumpy road’ from research to practice: improving the impact of research on spatial reasoning practice with young children	9
An exploratory study of Chilean early childhood teachers’ professional learning communities	9
Encouraging and assessing preschool children’s musical creativity	9
Transition at a standstill: preschoolers’ motor development during the COVID-19 pandemic	9
Parents’ perspectives on inclusive practices in early childhood education and care: facilitators and barriers for children with Cerebral Palsy	8
A critical analysis of Chinese Early Childhood Education policy documents from the perspective of education for sustainable development	8
‘I can teach you that’: a study of musical interaction as a learning-generating practice in Swedish preschool everyday environments	8
Content validity, aims and risks of self-assessment in centre-based childcare in the Netherlands: a mixed methods study	7
Did you do something today, or did you solely play? Barriers and facilitators for the use of play in early childhood educational contexts	7
Supporting early years professional development to enhance high-quality conversational interactions in early childhood care and education settings: the ShREC approach	7
Infant/toddler mentor teachers’ professional learning through weekly co-planning meetings with preservice teachers	5
Moments of togetherness: humour and playful interactions in the toddler peer group	5
Crisis and adaptability: a model of early childhood teacher resilience across five countries	5
Learning from COVID: recognising the centrality of the relational in early years practice and research	5
Bridging teachers’ beliefs and confidence: A DAP-TPACK framework for AR-integrated STEM education	5
Investigating the School Adjustment Process of Children in a Multicultural Preschool Classroom in the Context of Teacher and Peer Relations	5
School readiness: a qualitative analysis of early childhood education and first-grade teachers´ beliefs in Uruguay	5
Service children’s wellbeing in the context of three- to four-year-old Army children experiencing a parental deployment	5
Using art criticism to investigate aesthetic appreciation in children with high and low aesthetic judgment	5
The quality of nursery settings in Jamaica using ITERS-3; harnessing the lessons for improved practices in childcare facilities	5

Supporting childcare professionals in approaching multilingualism: insights from a collaborative process for professional development	5
’We are teachers too’: reclaiming professionalism in early childhood education from within	4
Online reflective supervision training with early care and education supervisors	4
Physical touch as a pedagogical action for male preschool teachers and children in ECEC	4
Peer interactions and communicative engagement in a Montessori preschool: a case study in a mixed-age classroom	4
Taiwanese parents’ perspectives on the implementation of self‐determination for children with developmental delays in a family setting	4
Digital storytelling in early childhood education: teachers’ experiences	4
Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education	4
‘We cry together every day’ – expressing complex emotion in research with early childhood practitioners	4
Is there a place for love in an early childhood setting?	4
Children’s transitions in early childhood education and care: various combinations of dis-/continuities	4
Wellbeing and adjustment processes in Early Childhood Education and Care centers in the post-Covid-19 era: the teachers’ perspective	4
Obituary: Liz Brooker April 1946–August 2022	4
Using action research to infuse nature-based loose parts play into the Kindergarten Program	4
Connecting teachers’ emotional support and young children’s self-regulated learning	4
Home-based early intervention services for children with disabilities in Saudi Arabia: opportunities and challenges from a specialists perspective	4
Fundamental motor skills enhancement in a preschool setting through a structured physical education programme	3
How kindergarten teachers in China create conditions for children’s mathematics concept learning	3
Universal mental health support in the early years in the context of the UK: early years professionals’ views	3
Examining the relationship between four to six year olds' school readiness levels and their parents’ tolerance of risky play	3
Promoting professionalism and quality in preschool practice with the youngest children through action research	3
Compliance to compassion: how COVID-19 changed the way educators use social media to collaborate with families	3
A systematic review of technology-assisted preschoolers’ language learning: technologies, theoretical foundations, and implications	3
The effects of the COVID-19 pandemic on preschool teachers’ identity	3
The role of placement and practicum in the professional readiness of ECEC educators working with infants and toddlers	3
Exploring educators’ and parents’ perceptions of gender as a correlate of toddlers’ physical activity: two faces of the same coin?	3
Professionalization in early childhood education: how do educators craft their work?	3
Reconceptualising the third teacher: a study of trainee experiences of work-based learning on level 3 early years programmes	3
Fostering children’s racialized identities in early childhood education	3
Mentoring processes in kindergarten student teachers’ training	3
Promotion of traditional music culture in preschool piano education: integration of traditional music features	3
Construct validity of the sensory integration infant routines questionnaire (SIIRQ)	3
Can we play with science? Preschool teachers’ discussion about play-responsive teaching and how science content can be introduced into play with support of digital tools	2
When environmental knowledge falls short: how collectivism shapes pro-environmental attitudes and behaviors of early childhood educators	2
Standing at the door: a sociomaterial approach to understanding parental involvement in ECEC	2
Early childhood preservice teachers’ learning about children’s metacognitive thinking processes and constructivist pedagogy	2
Children’s involvement in home-based childcare: are boys more susceptible to caregiver sensitivity than girls?	2
The role of parents’ gender in parenting attitudes and parental permission to engage in risky play	2
Influencers of high-quality infant and toddler programmes: structural and process quality in Aotearoa New Zealand	2
Early childhood education professionals’ mentalization: a pilot study	2
The role of teachers in, and the importance of, self-discovery for developing science process skills	2
“Oh, you’ve never done that before?!” Preservice teachers being ‘stirred in’ to unfamiliar practices with infants and toddlers	2
How does nature support early language learning? A systematic literature review	2
‘He will play because it is play’. Exploring Ghanaian early years parents’ ethno-theories about play and learning	2
Preschool teachers' pedagogical knowledge, awareness and perspectives of early childhood mathematics education	2
‘Nobody left behind’: barriers to engagement in early years digitally mediated leadership development	2
Ukrainian refugee children in Czech early childhood settings: why some families are more successful than others when integrating into a new environment	2
Quality in children’s digital picture books: seven key strands for educational reflections for shared dialogue-based reading in early childhood settings	2
‘I can’t teach without ICT’: unpacking and problematising teachers’ perceptions of the use of ICT in kindergartens in China	2
Norwegian ECEC teachers’ play practices with children aged 2-3 years	2

Closing the equity gap? An overview of progress toward implementing South Africa’s national integrated early childhood development policy	2
How do early childhood education leaders shape professional learning communities?	2
Initial teacher training and early childhood education in Spain: the commitment to inclusion and eco-social issues	2
Inclusive active play curriculum in pre-service Canadian early childhood education programs	2
The relationship between preschool teachers’ sense of teaching efficacy and turnover intention during the COVID-19 pandemic: a mediation model	2
How parents read young learners’ digital engagement: a posthumanist inquiry into the temporality of co-evolving learning practices in AI game space	2
Toddlers’ attachment behaviours and the quality of their transitions from home to kindergarten	2
Creating Conditions for Chinese Kindergarten Teachers’ Professional Development in a Play-based Setting	2
Building professionalism through professional associations and unions	2
Preschool outdoor education environment quality predicts children’s environmental attitude, awareness and affinity towards nature (biophilia)	2