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 2021-11-01 to 2025-11-01.)

Article	Citations
Executive Functioning and Early Math Skills in Young Children at Risk for Mathematical Difficulties: Evaluation of Interventions Efficacy and Transfer Effects	61
STEM Labs: A promising professional learning approach to promote teacher–child interaction quality and science and engineering practices	46
Head Start Educators’ Occupational Stress: Discovering Common Stressors and Underlying Causes Through the Improvement Science-Based Intervention Data	36
Home‐Rearing Environment and Early Math Achievement: Longitudinal Mediation Through Children’s Self-Regulation and Math Anxiety	25
Preschool Teachers’ Child-Directed Talk: Unlocking Opportunities for Language Learning and Knowledge-Building	21
Do Servant Leadership and Emotional Labor Matter for Kindergarten Teachers’ Organizational Commitment and Intention to Leave?	21
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	20
School-Based Early Childhood Education and Children’s Development in Urban Nepal	20
Evaluating Qualities of Pretend Play: Classroom Observations and Teacher Perceptions	18
The Effect of a Sibling Shared Reading Intervention on the Reading Development of Early School-Aged Children in Rural China	18
Cumulative Family Sociodemographic Risk and Preschoolers’ Language Skills Development: The Mediating Role of the Home Literacy Environment	18
Socioeconomic Status and Children’s English Language and Literacy Outcomes: The Mediating Role of Home Literacy Environment	17
The Link Between Black Preschoolers’ Effortful Control and Their Positive and Conflictual Teacher Interactions: Moderating Role of Family Involvement and Emotionally Supportive Classrooms	16
Understanding Young Children’s Learning and Development in the Wake of the Pandemic: Evidence from Acelero Head Start Programs	16
The Impact of Block Play on Young Children’s Production of Intrinsic Frame of Reference: A Quasi-Experiment	15
Chinese Preschool Teachers’ Use of Concept Development Strategies to Elicit Children’s Higher-Order Thinking During Whole-Group Science Teaching	15
How Early Digital Experience Shapes Young Brains During 0-12 Years: A Scoping Review	14
Media Use in Daily Routines and Young Children’s Social Skills	14
Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions	14
Catholic Schooling and Self-Discipline: Outcomes for Early Elementary Students	14
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
Preschool Children’s Evaluations of Prototypic and Accidental Moral Transgressions Differ by Economic Strata	13
A Systematic Review of Reported Assent Methodology in Early Childhood Research	13
Influence of Maternal Cognitions on Child Mental Health and Educational Experiences at Home During COVID-19	13
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
AI Literacy in Chinese Preschoolers: Evidence from Scale Validation Study	11
How Does Comprehensive Art Education Facilitate Children’s Creativity? A Mixed-Methods Study in China	10
Imaginative Children in the Classroom: Mixed-Methods Examining Teacher Reported Behavior, Play Observations and Child Assessments	10
School- Versus Center-Based Pre-K: Are There Differences in Student Achievement, Executive Function, and Social–Emotional Outcomes?	10
Young Children’s and Teachers’ Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China	9
Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context	9
Differences in Characteristics Between Head Start Participants and Non-Participants Among Head Start Eligible Families with Young Children	9
Highlighting ECE Teachers’ Proximal Processes as Designers: An Investigation of Teachers’ Design Thinking Engagement, TPACK Efficacy, and Design Vitality	9
Picturebooks Increase the Frequency and Diversity of Emotion Vocabulary in Children’s Language Environments: Modeling Potential Benefits to Emotional Literacy, with Pedagogical Resources	9
What Factors Drive School Districts to Adopt Universal Pre-Kindergarten (UPK): Evidence from Wisconsin	9
Digital Transformations in Early Learning: From Touch Interactions to AI Conversations	8
Questions that Fuel the Mind: Exploring the Associations between Teacher-Child Higher-Level Interaction and Preschoolers’ Development of Executive Functions	8
Short-Term Effects of an Outdoor Activities Intervention on Children’s Stress, Socio emotional, Behavioral, and Cognitive Regulation Skills	8
Cross-Lagged Associations Between Caregiver-Child and Teacher-Child Relationships and Approaches to Learning in Rural Preschoolers: The Moderating Role of Boarding Status	8
Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators	8
How the Type and Context of Children's Storybook Reading Relate to Select Empathy Skills: A Meta-Analysis	8
The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children’s Self-Regulatory Skills in Kindergarten and First Grade	7
Investigating the Determinants of School Readiness in Indonesian Preschool Children: Does Home Activity Play a Role?	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
Correction	7
Variations in Kindergarten Teachers’ Cognitive Activations in Math-related Activities by Child Factors	7
Nudging Early Educators’ Knowledge, Beliefs, and Practices: An Embedded Randomized Controlled Trial of Text Message Supports	7
What Factors are Associated with Young Children’s Language Learning Environment? A Systematic Review of Language Environment Analysis (LENA) Measures	7
Family Socioeconomic Status and Child Executive Functions: Exploring the Mediating Role of Child Routines	7
Self-Reported Depressive Symptoms Among Preschool Teachers: Associations with Children’s Social-Emotional, Cognitive, and Executive Functioning Skills	7
Chinese Preschoolers’ Pattern Creation: Performance and Predictors	7
Profiles and Predictors of Physical Abuse and Behavior Problems in Chinese Preschool-Aged Children	7
From Pre-Service Preparation to Professional Development: Early Childhood Teachers’ Learning Experiences, ECE Quality, and Child Development in China	6
Exploring Links Between Social Competence, Immigrant Background, and Children’s Preschool Adjustment	6
Spanish Validation of the Two-Factor Interpersonal Reactivity Index: Evidence for the Relationship Between Empathy, Social Competence, and Emotion Regulation	6
Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System	6
Fostering Dual Language Learners’ Participation in Head Start Classroom Conversations Through Code-Switching in Whole Group and Small Group Settings	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
Head Start in Low-Wealth, Rural Communities: Evidence from the Family Life Project	6
Which Interactive Features in Children’s Digital Picture Books Promote Reading Comprehension? A Meta-Analysis	6
Opportunities to Talk Matter in Shared Reading: The Mediating Roles of Children’s Engagement and Verbal Participation in Narrative Listening Comprehension	6
Childcare Providers and COVID-19: The Role of Regulatory Emotional Self-Efficacy in Sustaining Subjective Well-Being	6
Process Quality in Toddler Classrooms in Four European Countries	6
Children’s School Feelings and Adaptation During the Transition From Kindergarten to Primary School in China	6
Beyond Book Reading: New Pathways to Vocabulary Development Through Playful Learning	6
Aladdin’s Genie or Pandora’s Box for Early Childhood Education? Experts Chat on the Roles, Challenges, and Developments of ChatGPT	5
Children’s Learning Experiences in Rural Boarding Preschools: Classroom Quality and Associations with Developmental Outcomes	5
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
Concurrent Predictors of Science Performance in Latine Kindergarteners	5
A Validation Study of the Assessing Classroom Sociocultural Equity Scale (ACSES) in Pre-Kindergarten to Third Grade Classrooms	5
Digital Technology in Preschool Classrooms: A Qualitative Case Study	5

A Focus Group Study on Participatory Practices in Early Childhood Education and Care Across Four European Countries	5
Relative Contributions of Mothers, Fathers, and Other Caregivers’ Cognitive and Socioemotional Stimulation on Ghanaian Children’s School Readiness	5
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	5
Teacher–Child Agreement in Relationship Quality: Predictors and Associations with Child School Adjustment Among Chinese Kindergarteners	5
Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts	5
Investigating Preschool Teachers’ Pedagogical Content Knowledge of Number Comparison	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
Language Dominance and the School Readiness of Preschool-Age Spanish-English Dual Language Learners	5
The Effects of Student–Teacher Ethnoracial Matching on Chronic Absenteeism: Exploring the Role of Relational Dynamics in Early Education	5
Exploring Gender Disparity in Chinese Children’s Literature: The Impact of Authorship and Narrative Elements	5
Validation of the Chinese Empathy Questionnaire for Pre-School Children	5
Self-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms	5
Socioemotional Competencies of Indonesian Preschoolers: Comparisons between the Pre-Pandemic and Pandemic Periods and among DKI Jakarta, DI Yogyakarta and West Java Provinces	5
Instrument Development and Validation of the Home Child Care Version of the Assessment for Quality Improvement	5
Adaptive Caregiving Beliefs and Professional Competence Among Chinese Childcare Center Teachers: A Moderated Mediation Model	5
Parents’ Psychological Distress During COVID-19: Correlates and Relations with Parents’ Engagement in Early Education	5