OOIR: Observatory of International Research

Papers

(The TQCC of European Early Childhood Education Research Journal is 3. 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 2020-04-01 to 2024-04-01.)

Article	Citations
International responses to COVID-19: challenges faced by early childhood professionals	66
What do young children have to say? Recognising their voices, wisdom, agency and need for companionship during the COVID pandemic	46
Children ‘under lockdown’: voices, experiences, and resources during and after the COVID-19 emergency. Insights from a survey with children and families in the Lombardy region of Italy	44
Using Artificial Intelligence (AI)-interfaced robotic toys in early childhood settings: a case for children’s inquiry literacy	39
COVID-19 and early childhood in Brazil: impacts on children’s well-being, education and care	33
‘Uncharted territory’: teachers’ perspectives on play in early childhood classrooms in Ireland during the pandemic	31
Weaving pedagogy in early childhood education: on openings and their foreclosure	27
Corona pandemic in the United States shapes new normal for young children and their families	22
Playing with science: manifestation of scientific play in early science inquiry	21
How do activity settings, preschool teachers’ activities, and children’s activities relate to the quality of children’s interactions in preschool? Findings from Austria	18
Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review	17
Factors modifying children’s stress during the COVID-19 pandemic in Japan	17
Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships	17
Barriers and facilitators for partnerships between parents with immigrant backgrounds and professionals in ECEC: a review based on empirical research	16
Expectations and emotions concerning infant transitions to ECEC: international dialogues with parents and teachers	16
From schoolification of children to schoolification of parents? – educational policies in COVID times	15
Impact of pedagogical intervention on early childhood professionals’ emotional availability to children with different temperament characteristics	12
Nature of science in early years science teaching	11
Meddling with Mosaic: reflections and adaptations	11
Arabic-English bilingual children’s early home literacy environments and parental language policies	10
Outdoors as an arena for science learning and physical education in kindergarten	10
The effect of STEAM education with tales on problem solving and creativity skills	9
Student–teacher dialectic in the co-creation of a zone of proximal development: an example from kindergarten mathematics	9
Culturally inclusive early childhood education for sustainability: a comparative document analysis between Australian and Korean curricula	9
Transactional relations and reciprocity between refugee mothers and their children: changes in child, parenting, and concept of child	8

Socio-cultural disparities in the quality of children's interactions in preschools	8
Quality of educator-infant conversational interactions among infants experiencing varying quantity of linguistic input	8
Early childcare as arenas of inclusion: the contribution of staff to recognising parents with refugee backgrounds as significant stakeholders	8
Toddlers’ stress during transition to childcare	8
‘We practise every day’: parents’ attitudes towards early science learning and education among a sample of urban families in Ireland	7
Preschool children’s agency in education for sustainability: the case of Sweden	7
Multilingual childhoods of refugee children in Icelandic preschools: educational practices and partnerships with parents	7
Early childhood educators’ experiences of bullying episodes: a qualitative approach	7
Voices of young children aged 3–7 years in educational research: an international systematic literature review	7
Young children’s assent and dissent in research: agency, privacy and relationships within ethical research spaces	7
Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships	7
Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support – do professional vision competencies moderate this relation?	7
The acceptance of Turkish kindergarten children toward children with disabilities	7
Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play	6
Defining quality in early childhood education: parents’ perspectives	6
The children’s voice – how do children participate in analog and digital portfolios?	6
Possibilities and challenges in sustained capacity-building in early childhood education and care (ECEC) institutions: ECEC leaders’ perspectives	6
Practitioners’ language-supporting strategies in multilingual ECE institutions in Luxembourg	6
Exploring the effectiveness of STEM education on the creativity of 5-year-old kindergarten children	6
Educator identity in a neoliberal context: recognising and supporting early childhood education and care educators	6
Potentialities of pedagogical documentation as an intertwined research process with children and teachers in slow pedagogies	6
Children’s working theories about Covid-19 in Aotearoa New Zealand	6
The effects of STEM activities on the problem-solving skills of 6-year-old preschool children	6
Fraught with frights or full of fun: perspectives of risky play among six-to-eight-year olds	6
‘A teacher’s hug can make you feel better’: listening to U.S. children’s voices on high-quality early childhood teaching	6
School readiness and pre-primary learning experiences of children of refugee backgrounds in Tanzania: the mediating role of family socio-economic status	5
Parallel worlds? Parental rationalities of governing children in the context of the diversifying Czech pre-school system	5
The role of mother’s education and child gender for children’s vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway	5
‘Teachers decide because they are adults’: the views of Turkish preschoolers about participation	5
You are stuck here, at the office: Chilean ECEC principals’ pedagogical leadership in JUNJI and Integra Foundation	5
Mathematics education beliefs and practices of Under 3s educators in Australia	5
Look who’s talking: eliciting the voice of children from birth to seven	5
Research into multilingual issues in ECEC contexts: proposing a transdisciplinary research field	5
What parents and teachers say about their relationships in ECEC: a study in rural China	5
The construction of child-caregiver relationship in childcare centre: adaptation of Parent Attachment Diary for professional caregivers	4
Bridging the theory and practice of eliciting the voices of young children: findings from the Look Who’s Talking project	4
High quality educators’ conceptualisation of children’s risk-taking in early childhood education: provoking educators to think more broadly	4
An investigation into the relationship between self-perception and sexual development in children attending preschool education	4
Learning in, and from, practice-based professional development initiatives in ECEC: a research agenda in Denmark	4
Exploring parents’ perceptions of preschoolers’ risky outdoor play using a socio-ecological lens	4
English as a foreign language in ECE: itinerant teachers of English and collaborative practices for an integrated approach	4
Men in early childhood education and care: on navigating a gendered terrain	4
Parental Involvement in early childhood education and care: exploring parents’ perspectives in rural China	4
Playful qualities oftoddling stylein adult–child interaction	3
Pedagogical documentation as a curriculum tool: making children’s outdoor learning visible in a childcare centre in Singapore	3
Young children’s interactions with a social robot during a drawing task	3
‘Quilting’ a play-based anti-bias curriculum for very young children: the Mosaic Approach	3
A validation and reliability study of the Movement Environmental Rating Scale (MOVERS)	3
Childminders’ Close Relationship Model of praxis: an ecocultural study in Ireland	3
Quality in home-based childcare providers: variations in process quality	3

Beliefs of parents of preschool children about literacy: facilitative and conventional approaches	3
He Whānau Manaaki kindergartens, Aotearoa New Zealand: a pandemic outreach in new political times	3
Do my words convey what children are saying? Researching school life with very young children: dilemmas for ‘authentic listening’	3
Understanding the intention of Chinese parents to enroll their children in early enrichment programs – A social media perspective	3
Pedagogical documentation and the refusal of method: troubling dogmas and inviting collective obligations	3
Outdoor provision for babies and toddlers: exploring the practice/policy/research nexus in English ECEC settings	3
‘Why am I in all of these pictures?’ From Learning Stories to Lived Stories: the politics of children’s participation rights in documentation practices	3
Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care	3
Examining images of teacher students	3
It’s up to you if you want to take part. Supporting young children’s informed choice about research participation with simple visual booklets	3
Exploring experiences of compassion in the daily rhythms of one early childhood community	3
Young children as theory makers and co-creators of cultural practices: challenging the authenticity of Santa	3
Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations	3
Sharing pedagogical documentation with others: exploring issues of addressivity and voice	3
Challenging gender stereotypes through a transformation of a fairy tale	3