OOIR: Observatory of International Research

Papers

(The median citation count of Australasian Journal of Early Childhood is 1. 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
“If we can’t advocate for ourselves, nobody else will”: Teacher agency during early childhood reform	16
Teaching Practices, Self-Efficacy and the Physical Activity Environment in Aotearoa, New Zealand Early Childhood Education Centres	16
Editorial AJEC Vol 1 2025	14
Associations of gross motor skills with self-regulation and executive function in preschool-aged children	13
Using a multidisciplinary, multi-method and collaborative research design to investigate the health communication power of the early childhood sector	12
Leadership competencies in early childhood education: Design and validation of a survey tool	11
Bicultural Pathways to Social and Emotional Learning in Aotearoa New Zealand	9
Educator perspectives on embedding Acknowledgement to Country practices in early learning centres in Australia	9
Development, Feasibility, and Acceptability of a Screening Resource to Assess Mild Motor Delay in 4-Year-Old Children: A Mixed Methods Study	8
Playgroup Families’ Experiences of Play-Based Remote Learning	8
‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres	8
Patterns of participation in early childhood education before and during the COVID-19 pandemic in Australia	7
Early childhood leadership: Risk and protective factors during the COVID-19 pandemic	6
Child Safety in Early Childhood Teacher Education: Gaps in Australia’s Accelerated Graduate Diploma Programs	6
The Opportunity for Nutrition Education to be a Mechanism for Climate Resilience: Experiences From a Facilitator-Led Programme in Diverse Contexts	6
Charting developmental trajectories from 12 to 36 months and associated early risk and protective factors	5
Child and Teacher Wellbeing Under Pressure: ECE Policy in Aotearoa New Zealand (Commentary)	5
Vocabulary Development of Toddlers in Australia: Does Early Childhood Education and Care Quality and Attendance Make a Difference?	4
Non-Resident Fathers’ Contributions to Social–Emotional Development in Early Years: A Scoping Review	4
Moort dandjoo kaadadjiny: Growing up Aboriginal kids strong in their culture and identity	4
Country, Community, and Indigenous Languages – A Framework Used in an Early Learning Centre in Queensland to Develop Understandings Around First Nations Languages	4
Supporting infants and toddlers in low socio-economic early childhood settings in Australia	4
Who is studying what in Early Childhood Education and Care? Composite narratives of Australian educators engaging in further study	4
Constant Crossings: Teachers’ Definitions of Child Wellbeing in Early Education, a Reflective Thematic Analysis	4
Enhancing nutrition information utilisation, confidence, and role legitimacy and adequacy among early childhood education professionals through evidence-based online training	3

Promoting care for the wellbeing of early childhood professionals in Australia	3
Perspectives of play and play-based learning: What do adults think play is?	3
Complexifying quality in early childhood contexts through a theory of quality ecologies	3
The state of play-based learning in Queensland schools	3
Enabling ‘Successful Knowledge Transfer’ in Early Childhood Settings – A Meta Strategic Leadership Approach	3
‘Why can’t I grow shorter, only taller?’—the body experience of growing up for Chinese children aged 5–6	3
Taking a detailed look at early childhood educators’ worktime	3
An exploration into early childhood physical literacy programs: A systematic literature review	3
Using community-based participatory research to support the development of a co-located intergenerational program	3
A case study of clinical supervision to support early childhood leaders in times of natural disasters: “It’s not a designer handbag”	3
Initiatives supporting student retention in early childhood teacher education qualifications	3
Corrigendum to “Complexifying quality in early childhood contexts through a theory of quality ecologies”	3
Revisiting the home learning environment: Introducing the home learning ecosystem	3
Supporting Regional and Remote Children’s Participation in High Quality Early Years Services	2
Trialling the QTPA in Kindergarten: Making Visible the Professional Work of Teachers in ECEC	2
Engaging visual diaries in early childhood nature play as pedagogical arousal	2
Children’s memories of starting school: Building and sharing transitions capital	2
Developmental evaluation of the HIPPY Age 3 program for socially disadvantaged families in Australia	2
Becoming university qualified early childhood teachers: Studying with structured mentoring	2
Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development	2
Leadership in Australia’s early childhood workforce policy: Silences and ambiguities as missed opportunities	2
Early childhood education for sustainability: Outcomes for social and emotional learning	2
Educator Perspectives on Exploring Gender Diversity and LGBT Parented Families in Early Childhood Settings	2
The Early Childhood Education and Care Workforce in Australia: Exploring Distinctions Between Degree-Qualified Teachers and Diploma-Qualified Educators From Employer Perspectives	2
Increasing the odds for success: Applying evidence-based professional learning to foster self-regulation and executive functioning in preschool classrooms	2
The lost art of joy in early childhood education	2
The Effectiveness of a Formative Play-Based Mathematics Assessment in Supporting the Early Childhood Intentional Pedagogue	2
Feasibility and initial psychometric properties of the observe, reflect, improve children’s learning tool (ORICL) for early childhood services: A tool for building capacity in infant and toddler educa	2
Professional learning for leadership in early years: Comparing Sweden and England	2
Assessment as Learning in Practice: Children’s and Educators’ Views on Digital and Paper Documentation	2
Digital Provision, Educators’ Attitudes and Use in Early Learning Settings: Ready to Implement the EYLF V2.0?	1
Factors predicting kindergarten teachers’ integration of science into their teaching in indigenous areas	1
Supporting the health, education and wellbeing of children and families: A priority-setting study with the service system in Logan, Queensland	1
Exploring the Relationship Between Preschool Teachers’ Pedagogical Content Knowledge and Their Self-Efficacy Beliefs in Mathematics Education	1
‘I can’t draw, sing or dance to save my life!’: Educator and parent implicit theories of creativity	1
Falling by the “ waste side”: Defining and moving towards educator well-being from the perspective of early childhood educators in Ontario, Canada	1
Promoting safety and belonging for children, families, and early childhood professionals during times of uncertainty	1
Teaching for Diversity in the Early Years: Promoting Educators’ Epistemic Reflexivities for Social Justice Using Social Lab Methodology	1
In this Editorial we celebrate the research contributions from the 2023 AJEC Research Symposium	1
The role of early childhood pedagogical leaders in schools: Leading change for ongoing improvement	1
“It Makes You Feel Like Not Sending Your Kids to School”: Aboriginal Parents’ Experiences of the Transition to School	1
Understanding reform discourses in complex times of change: Positions and practices of early childhood professionals from Victorian kindergarten settings	1
Screen Time and Behaviour in Preschool-Aged Children: Relationships With Caregiver Perceptions	1
A dynamic systems methodological approach to understanding the collaborative nature of joint attention in early childhood settings	1
Teaching Early Writing: Educators’ Stories of Practice Within Early Childhood Settings	1
Encouraging diversity in the early childhood education and care workforce	1
Understanding the need and opportunity for a trauma-informed early childhood organisations (TIO) program using intervention mapping	1
‘We’re not useless, we know stuff!’ Gathering children’s voices to inform policy	1
Mentoring to build early childhood teacher capacity across career stages: The early childhood elevate mentoring program	1
Intentional Teaching for Risky Play: Practitioner Researchers Move Beyond Their Comfort Zones	1

Australian early childhood educators’ perspectives on digital teaching of geometry: The pedagogical enablers and barriers	1
Mentoring in Aotearoa New Zealand early childhood education	1
Editorial	1