OOIR: Observatory of International Research

Papers

(The TQCC of Early Education and Development is 5. 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 2021-08-01 to 2025-08-01.)

Article	Citations
STEM Labs: A promising professional learning approach to promote teacher–child interaction quality and science and engineering practices	55
Executive Functioning and Early Math Skills in Young Children at Risk for Mathematical Difficulties: Evaluation of Interventions Efficacy and Transfer Effects	38
Do Servant Leadership and Emotional Labor Matter for Kindergarten Teachers’ Organizational Commitment and Intention to Leave?	35
Preschool Teachers’ Child-Directed Talk: Unlocking Opportunities for Language Learning and Knowledge-Building	34
Head Start Educators’ Occupational Stress: Discovering Common Stressors and Underlying Causes Through the Improvement Science-Based Intervention Data	24
A Randomized Controlled Trial of the Effectiveness and Mechanisms of Change in a School-Based Intervention Combining Universal and Indicated Prevention for Preschoolers’ Behavior Problems	22
The Effect of a Sibling Shared Reading Intervention on the Reading Development of Early School-Aged Children in Rural China	21
School-Based Early Childhood Education and Children’s Development in Urban Nepal	20
Socioeconomic Status and Children’s English Language and Literacy Outcomes: The Mediating Role of Home Literacy Environment	19
Understanding Young Children’s Learning and Development in the Wake of the Pandemic: Evidence from Acelero Head Start Programs	18
Catholic Schooling and Self-Discipline: Outcomes for Early Elementary Students	17
Quality of Caregiver–child Interactions in Early Child Care Centers in Bangladesh: Measurement and Training	16
Chinese Preschool Teachers’ Use of Concept Development Strategies to Elicit Children’s Higher-Order Thinking During Whole-Group Science Teaching	14
Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions	14
The Impact of Block Play on Young Children’s Production of Intrinsic Frame of Reference: A Quasi-Experiment	13
The Link Between Black Preschoolers’ Effortful Control and Their Positive and Conflictual Teacher Interactions: Moderating Role of Family Involvement and Emotionally Supportive Classrooms	13
Influence of Maternal Cognitions on Child Mental Health and Educational Experiences at Home During COVID-19	13
How Early Digital Experience Shapes Young Brains During 0-12 Years: A Scoping Review	13
Media Use in Daily Routines and Young Children’s Social Skills	13
A Majority-World Perspective on Early Childhood Teachers’ Understanding of Children’s Social-Emotional Development: An Exploratory, Cross-National Study in Nepal and Kenya	13
A Systematic Review of Reported Assent Methodology in Early Childhood Research	13
Preschool Children’s Evaluations of Prototypic and Accidental Moral Transgressions Differ by Economic Strata	12
Learning to Name Uppercase and Lowercase Letters in Preschoolers and Kindergarteners: An Investigation of the Effects of Child- and Letter-Related Factors	12
Validity, Reliability, and Relevance of a Measurement Tool for Childcare Providers’ Work-Related Stress and Job Satisfaction	12
Does Preschool Education Moderate the Associations Between Paternal, Maternal, and Allocaregivers’ Engagement and Children’s Literacy and Social Skills in African Countries?	12

Cross-Lagged Associations Between Caregiver-Child and Teacher-Child Relationships and Approaches to Learning in Rural Preschoolers: The Moderating Role of Boarding Status	11
Highlighting ECE Teachers’ Proximal Processes as Designers: An Investigation of Teachers’ Design Thinking Engagement, TPACK Efficacy, and Design Vitality	11
What Factors Drive School Districts to Adopt Universal Pre-Kindergarten (UPK): Evidence from Wisconsin	11
How Does Comprehensive Art Education Facilitate Children’s Creativity? A Mixed-Methods Study in China	11
Imaginative Children in the Classroom: Mixed-Methods Examining Teacher Reported Behavior, Play Observations and Child Assessments	11
Persistence Development across the Transition to School: A Latent Profile Transition Analysis	10
Young Children’s and Teachers’ Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China	10
Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators	10
Digital Transformations in Early Learning: From Touch Interactions to AI Conversations	10
Differences in Characteristics Between Head Start Participants and Non-Participants Among Head Start Eligible Families with Young Children	10
Short-Term Effects of an Outdoor Activities Intervention on Children’s Stress, Socio emotional, Behavioral, and Cognitive Regulation Skills	10
Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context	10
Picturebooks Increase the Frequency and Diversity of Emotion Vocabulary in Children’s Language Environments: Modeling Potential Benefits to Emotional Literacy, with Pedagogical Resources	10
Who, What, and Where: Classroom Contexts for Preschool Writing Experiences	10
Questions that Fuel the Mind: Exploring the Associations between Teacher-Child Higher-Level Interaction and Preschoolers’ Development of Executive Functions	9
Variations in Kindergarten Teachers’ Cognitive Activations in Math-related Activities by Child Factors	9
Correction	9
How the Type and Context of Children's Storybook Reading Relate to Select Empathy Skills: A Meta-Analysis	9
Self-Reported Depressive Symptoms Among Preschool Teachers: Associations with Children’s Social-Emotional, Cognitive, and Executive Functioning Skills	8
What Factors are Associated with Young Children’s Language Learning Environment? A Systematic Review of Language Environment Analysis (LENA) Measures	8
Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System	8
Profiles and Predictors of Physical Abuse and Behavior Problems in Chinese Preschool-Aged Children	8
Nudging Early Educators’ Knowledge, Beliefs, and Practices: An Embedded Randomized Controlled Trial of Text Message Supports	8
The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children’s Self-Regulatory Skills in Kindergarten and First Grade	8
Opportunities to Talk Matter in Shared Reading: The Mediating Roles of Children’s Engagement and Verbal Participation in Narrative Listening Comprehension	8
Family Socioeconomic Status and Child Executive Functions: Exploring the Mediating Role of Child Routines	7
Development of English Picture Vocabulary Test as an Assessment Tool for Very Young EFL Learners’ Receptive and Expressive Language Skills	7
Teachers’ Emotional Expressiveness and Coping Reactions to Students’ Emotions: Associations with Students’ Social-Emotional Competences and School Adjustment	7
Fostering Dual Language Learners’ Participation in Head Start Classroom Conversations Through Code-Switching in Whole Group and Small Group Settings	7
Chinese Preschoolers’ Pattern Creation: Performance and Predictors	7
Exploring Links Between Social Competence, Immigrant Background, and Children’s Preschool Adjustment	6
A Focus Group Study on Participatory Practices in Early Childhood Education and Care Across Four European Countries	6
Developmental Pattern, Latent Profiles, and Family Predictors of Chinese Preschoolers’ Sympathy	6
Spanish Validation of the Two-Factor Interpersonal Reactivity Index: Evidence for the Relationship Between Empathy, Social Competence, and Emotion Regulation	6
Childcare Providers and COVID-19: The Role of Regulatory Emotional Self-Efficacy in Sustaining Subjective Well-Being	6
The Effect of Self-Concept and Self-Efficacy on Learning Engagement and Subsequent Reading Performance: The Difference Between L1 and L2 Reading in First-Grade Students	6
Children’s School Feelings and Adaptation During the Transition From Kindergarten to Primary School in China	6
Exploring Gender Disparity in Chinese Children’s Literature: The Impact of Authorship and Narrative Elements	6
Head Start in Low-Wealth, Rural Communities: Evidence from the Family Life Project	6
Asian Immigrant Parent Involvement and Their Children’s Socio-Emotional and Academic Outcomes in Early Childhood: A Comparison with U.S.-Born Asian Parents	6
From Pre-Service Preparation to Professional Development: Early Childhood Teachers’ Learning Experiences, ECE Quality, and Child Development in China	6
Children’s Learning Experiences in Rural Boarding Preschools: Classroom Quality and Associations with Developmental Outcomes	6
Home Environment and Development of English as A Second/Foreign Language for Young Children in Asian Contexts: A Systematic Review and Meta-analysis^*	6
Socioemotional Competencies of Indonesian Preschoolers: Comparisons between the Pre-Pandemic and Pandemic Periods and among DKI Jakarta, DI Yogyakarta and West Java Provinces	6
Process Quality in Toddler Classrooms in Four European Countries	6
Validation of the Chinese Empathy Questionnaire for Pre-School Children	6
How Early Educators Make Emergent Curricula Work: A Qualitative Analysis with an Eye Toward Scale	5
The Mediating Role of Maternal Psychological Capital on the Relationship between Social Support and Parenting Competence: Evidence from Chinese Mothers	5
Preschool Behavioural and Emotional Outcomes Associated with Participation in Early Childhood Education and Care	5
Language Dominance and the School Readiness of Preschool-Age Spanish-English Dual Language Learners	5

Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts	5
The Effects of Student–Teacher Ethnoracial Matching on Chronic Absenteeism: Exploring the Role of Relational Dynamics in Early Education	5
Aladdin’s Genie or Pandora’s Box for Early Childhood Education? Experts Chat on the Roles, Challenges, and Developments of ChatGPT	5
Family SES and Self-Regulated Learning in Chinese Preschoolers: A Mediation Analysis of Parental Educational Expectation and Home-based Involvement	5
Instrument Development and Validation of the Home Child Care Version of the Assessment for Quality Improvement	5
Assessing Educator Responsivity in Outdoor Early Childhood Education and Care Settings: Validating the Outdoor Environment Version of the Responsive Interactions for Learning Measure	5
Self-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms	5
Relative Contributions of Mothers, Fathers, and Other Caregivers’ Cognitive and Socioemotional Stimulation on Ghanaian Children’s School Readiness	5
A Validation Study of the Assessing Classroom Sociocultural Equity Scale (ACSES) in Pre-Kindergarten to Third Grade Classrooms	5
Parents’ Psychological Distress During COVID-19: Correlates and Relations with Parents’ Engagement in Early Education	5