Australasian Journal of Early Childhood

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 2022-06-01 to 2026-06-01.)
ArticleCitations
Teaching Practices, Self-Efficacy and the Physical Activity Environment in Aotearoa, New Zealand Early Childhood Education Centres17
“If we can’t advocate for ourselves, nobody else will”: Teacher agency during early childhood reform16
Editorial AJEC Vol 1 202514
Using a multidisciplinary, multi-method and collaborative research design to investigate the health communication power of the early childhood sector13
Associations of gross motor skills with self-regulation and executive function in preschool-aged children13
Leadership competencies in early childhood education: Design and validation of a survey tool10
Bicultural Pathways to Social and Emotional Learning in Aotearoa New Zealand9
Educator perspectives on embedding Acknowledgement to Country practices in early learning centres in Australia9
‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres8
Development, Feasibility, and Acceptability of a Screening Resource to Assess Mild Motor Delay in 4-Year-Old Children: A Mixed Methods Study8
Playgroup Families’ Experiences of Play-Based Remote Learning7
Child Safety in Early Childhood Teacher Education: Gaps in Australia’s Accelerated Graduate Diploma Programs6
The Opportunity for Nutrition Education to be a Mechanism for Climate Resilience: Experiences From a Facilitator-Led Programme in Diverse Contexts6
Patterns of participation in early childhood education before and during the COVID-19 pandemic in Australia6
Constant Crossings: Teachers’ Definitions of Child Wellbeing in Early Education, a Reflective Thematic Analysis5
Child and Teacher Wellbeing Under Pressure: ECE Policy in Aotearoa New Zealand (Commentary)5
Charting developmental trajectories from 12 to 36 months and associated early risk and protective factors5
Who is studying what in Early Childhood Education and Care? Composite narratives of Australian educators engaging in further study4
Initiatives supporting student retention in early childhood teacher education qualifications4
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 Review4
Enabling ‘Successful Knowledge Transfer’ in Early Childhood Settings – A Meta Strategic Leadership Approach4
Moort dandjoo kaadadjiny: Growing up Aboriginal kids strong in their culture and identity4
Country, Community, and Indigenous Languages – A Framework Used in an Early Learning Centre in Queensland to Develop Understandings Around First Nations Languages4
A case study of clinical supervision to support early childhood leaders in times of natural disasters: “It’s not a designer handbag”3
Using community-based participatory research to support the development of a co-located intergenerational program3
The state of play-based learning in Queensland schools3
The Effectiveness of a Formative Play-Based Mathematics Assessment in Supporting the Early Childhood Intentional Pedagogue3
Promoting care for the wellbeing of early childhood professionals in Australia3
Taking a detailed look at early childhood educators’ worktime3
An exploration into early childhood physical literacy programs: A systematic literature review3
Perspectives of play and play-based learning: What do adults think play is?3
Corrigendum to “Complexifying quality in early childhood contexts through a theory of quality ecologies”3
Enhancing nutrition information utilisation, confidence, and role legitimacy and adequacy among early childhood education professionals through evidence-based online training3
Complexifying quality in early childhood contexts through a theory of quality ecologies3
Leadership in Australia’s early childhood workforce policy: Silences and ambiguities as missed opportunities3
Educator Perspectives on Exploring Gender Diversity and LGBT Parented Families in Early Childhood Settings2
Developmental evaluation of the HIPPY Age 3 program for socially disadvantaged families in Australia2
Increasing the odds for success: Applying evidence-based professional learning to foster self-regulation and executive functioning in preschool classrooms2
Understanding the need and opportunity for a trauma-informed early childhood organisations (TIO) program using intervention mapping2
Early childhood education for sustainability: Outcomes for social and emotional learning2
Trialling the QTPA in Kindergarten: Making Visible the Professional Work of Teachers in ECEC2
Becoming university qualified early childhood teachers: Studying with structured mentoring2
Supporting Regional and Remote Children’s Participation in High Quality Early Years Services2
The Early Childhood Education and Care Workforce in Australia: Exploring Distinctions Between Degree-Qualified Teachers and Diploma-Qualified Educators From Employer Perspectives2
The lost art of joy in early childhood education2
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 educa2
Professional learning for leadership in early years: Comparing Sweden and England2
Assessment as Learning in Practice: Children’s and Educators’ Views on Digital and Paper Documentation2
Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development2
Engaging visual diaries in early childhood nature play as pedagogical arousal2
Teaching Early Writing: Educators’ Stories of Practice Within Early Childhood Settings1
Supporting the health, education and wellbeing of children and families: A priority-setting study with the service system in Logan, Queensland1
Digital Provision, Educators’ Attitudes and Use in Early Learning Settings: Ready to Implement the EYLF V2.0?1
‘We’re not useless, we know stuff!’ Gathering children’s voices to inform policy1
“It Makes You Feel Like Not Sending Your Kids to School”: Aboriginal Parents’ Experiences of the Transition to School1
Mentoring to build early childhood teacher capacity across career stages: The early childhood elevate mentoring program1
Exploring the Relationship Between Preschool Teachers’ Pedagogical Content Knowledge and Their Self-Efficacy Beliefs in Mathematics Education1
‘I can’t draw, sing or dance to save my life!’: Educator and parent implicit theories of creativity1
Understanding reform discourses in complex times of change: Positions and practices of early childhood professionals from Victorian kindergarten settings1
Editorial1
Promoting safety and belonging for children, families, and early childhood professionals during times of uncertainty1
Psychometric Properties of a Virtual Physical Literacy Assessment for Preschool-Aged Children1
Factors predicting kindergarten teachers’ integration of science into their teaching in indigenous areas1
Falling by the “ waste side”: Defining and moving towards educator well-being from the perspective of early childhood educators in Ontario, Canada1
Editorial1
Highlighting real-time mother-infant participation and attention supportive behaviours: Proposing implications for purposeful educator-infant interactions1
Mentoring in Aotearoa New Zealand early childhood education1
Teaching for Diversity in the Early Years: Promoting Educators’ Epistemic Reflexivities for Social Justice Using Social Lab Methodology1
The role of early childhood pedagogical leaders in schools: Leading change for ongoing improvement1
In this Editorial we celebrate the research contributions from the 2023 AJEC Research Symposium1
A dynamic systems methodological approach to understanding the collaborative nature of joint attention in early childhood settings1
“I am the pilot, but i need a committed crew”: Researching early childhood education and care leadership by using the actantial model of power1
Screen Time and Behaviour in Preschool-Aged Children: Relationships With Caregiver Perceptions1
Intentional Teaching for Risky Play: Practitioner Researchers Move Beyond Their Comfort Zones1
Australian early childhood educators’ perspectives on digital teaching of geometry: The pedagogical enablers and barriers1
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