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 2021-06-01 to 2025-06-01.)

Article	Citations
An exploratory study of Chilean early childhood teachers’ professional learning communities	21
What does it (not) mean to be “Froebelian”?: exploring Scottish early years professionals’ perspectives	19
Navigating ‘the bumpy road’ from research to practice: improving the impact of research on spatial reasoning practice with young children	10
Parent–child play and coping: experiences of parents and young children during the pandemic	9
A critical analysis of Chinese Early Childhood Education policy documents from the perspective of education for sustainable development	8
Encouraging and assessing preschool children’s musical creativity	8
Transition at a standstill: preschoolers’ motor development during the COVID-19 pandemic	7
Folk Pedagogies of Change: Developing an Early Years Education Development Strategy for China	6
Service children’s wellbeing in the context of three- to four-year-old Army children experiencing a parental deployment	6
Supporting childcare professionals in approaching multilingualism: insights from a collaborative process for professional development	6
Parents’ perspectives on inclusive practices in early childhood education and care: facilitators and barriers for children with Cerebral Palsy	6
Did you do something today, or did you solely play? Barriers and facilitators for the use of play in early childhood educational contexts	6
‘I can teach you that’: a study of musical interaction as a learning-generating practice in Swedish preschool everyday environments	5
School readiness: a qualitative analysis of early childhood education and first-grade teachers´ beliefs in Uruguay	5
Observing dressing in a collaborative or trusting environment: the right to participate in one's own care at the Emmi Pikler nursery school in Budapest	5
Learning from COVID: recognising the centrality of the relational in early years practice and research	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
Links between teachers’ planning, assessment and development time and implementation of curriculum in early childhood education	4
Infant/toddler mentor teachers’ professional learning through weekly co-planning meetings with preservice teachers	4
Children’s transitions in early childhood education and care: various combinations of dis-/continuities	4
The quality of nursery settings in Jamaica using ITERS-3; harnessing the lessons for improved practices in childcare facilities	4
Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education	4
Assessing four- and five-year old children’s play-based writing: use of a collaboratively-developed assessment tool	4
Obituary: Liz Brooker April 1946–August 2022	4

Learning intentions: a missing link to intentional teaching? Towards an integrated pedagogical framework	4
List of reviewers from October 2020 to December 2021	4
Harassment in ECEC institutions: 4- to 6-year-old children’s experiences	4
Exploring educators’ and parents’ perceptions of gender as a correlate of toddlers’ physical activity: two faces of the same coin?	3
‘We cry together every day’ – expressing complex emotion in research with early childhood practitioners	3
Home-based early intervention services for children with disabilities in Saudi Arabia: opportunities and challenges from a specialists perspective	3
Is there a place for love in an early childhood setting?	3
Fundamental motor skills enhancement in a preschool setting through a structured physical education programme	3
The role of placement and practicum in the professional readiness of ECEC educators working with infants and toddlers	3
Creating Conditions for Chinese Kindergarten Teachers’ Professional Development in a Play-based Setting	3
Early childhood education professionals’ mentalization: a pilot study	3
Construct validity of the sensory integration infant routines questionnaire (SIIRQ)	3
Universal mental health support in the early years in the context of the UK: early years professionals’ views	3
Using action research to infuse nature-based loose parts play into the Kindergarten Program	3
The characteristics of gifted children with learning disabilities according to preschool teachers	3
The effects of the COVID-19 pandemic on preschool teachers’ identity	3
Pedagogical photo documentation for play in early childhood education and care	3
Building professionalism through professional associations and unions	3
“Oh, you’ve never done that before?!” Preservice teachers being ‘stirred in’ to unfamiliar practices with infants and toddlers	3
Fostering children’s racialized identities in early childhood education	3
How kindergarten teachers in China create conditions for children’s mathematics concept learning	3
Mentoring processes in kindergarten student teachers’ training	3
Professionalization in early childhood education: how do educators craft their work?	3
The role of teachers in, and the importance of, self-discovery for developing science process skills	3
Toddlers’ attachment behaviours and the quality of their transitions from home to kindergarten	3
‘I can’t teach without ICT’: unpacking and problematising teachers’ perceptions of the use of ICT in kindergartens in China	3
Inclusive active play curriculum in pre-service Canadian early childhood education programs	2
The use of short-video mobile apps in early childhood: a case study of parental perspectives in China	2
Degrees of freedom: reflections on perceived barriers to outdoor learning practice for early education in England and Turkey	2
‘Nobody left behind’: barriers to engagement in early years digitally mediated leadership development	2
Quality in children’s digital picture books: seven key strands for educational reflections for shared dialogue-based reading in early childhood settings	2
How do early childhood education leaders shape professional learning communities?	2
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
The relationship between preschool teachers’ sense of teaching efficacy and turnover intention during the COVID-19 pandemic: a mediation model	2
Comparing teachers’ and parents’ perspectives on early childhood literacy education	2
Peer-mediated education and autism spectrum disorder (ASD) in preschool inclusive programs: the power of games	2
Children’s involvement in home-based childcare: are boys more susceptible to caregiver sensitivity than girls?	2
How does nature support early language learning? A systematic literature review	2
Preschool outdoor education environment quality predicts children’s environmental attitude, awareness and affinity towards nature (biophilia)	2
Latent analysis of the relationship between burnout experienced by Chinese preschool teachers and their professional engagement and career development aspirations	2
Early childhood preservice teachers’ learning about children’s metacognitive thinking processes and constructivist pedagogy	2
Enhancing preschool–home collaboration: lessons from virtual home visit experiences during the COVID-19 outbreak in China	2
A comparison between preschool children’s verbal participation during the shared reading of a wordless and a text-based rendition of Aesop’s fable The Lion and the Mouse	2
Norwegian ECEC teachers’ play practices with children aged 2-3 years	2
‘He will play because it is play’. Exploring Ghanaian early years parents’ ethno-theories about play and learning	2
The role of parents’ gender in parenting attitudes and parental permission to engage in risky play	2