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Maria Papandreou & Angeliki Vellopoulou. (2023) Redefining interaction and participation in digital times: early childhood teachers’ understandings in Greece. Early Child Development and Care 193:11-12, pages 1301-1316.
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Christina Tatham-Fashanu. (2023) A third space pedagogy: embracing complexity in a super-diverse, early childhood education setting. Pedagogy, Culture & Society 31:4, pages 863-881.
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Namrita Batra. (2023) ‘We will call you madamii’: a researcher’s journey from being viewed as a madame to a madamii by children in a rural village in India. Ethnography and Education 18:3, pages 323-338.
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Pi-Sui Hsu, Eric Monsu Lee, Thomas J. Smith & Carol Kraft. (2023) Exploring youths’ attitudes toward science in a Makerspace-infused after-school program. Interactive Learning Environments 31:1, pages 355-369.
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Maria Birbili & Helen Hedges. (2022) Studying curriculum as culture: early childhood policy documents in Greece and New Zealand. International Journal of Early Years Education 30:4, pages 634-649.
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Maria Papandreou & Maria Tsiouli. (2022) Noticing and understanding children’s everyday mathematics during play in early childhood classrooms. International Journal of Early Years Education 30:4, pages 730-747.
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Pi-Sui Hsu, Eric Monsu Lee & Thomas J. Smith. (2022) Exploring the Influence of Equity-Oriented Pedagogy on Non-Dominant Youths’ Attitudes Toward Science Through Making. RMLE Online 45:8, pages 1-16.
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Fortunate Madondo & Joseph Tsikira. (2022) Traditional Children’s Games: Their Relevance on Skills Development among Rural Zimbabwean Children Age 3–8 Years. Journal of Research in Childhood Education 36:3, pages 406-420.
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Punita Chowbey & Ruth Barley. (2022) Building resilience: young children from minority ethnic backgrounds starting school in a multi-ethnic society. British Journal of Sociology of Education 43:3, pages 415-432.
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Judith ’t Gilde & Monique Volman. (2021) Finding and using students’ funds of knowledge and identity in superdiverse primary schools: a collaborative action research project. Cambridge Journal of Education 51:6, pages 673-692.
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Delma Ramos & Judy Marquez Kiyama. (2021) Tying it All Together: Defining the Core Tenets of Funds of Knowledge. Educational Studies 57:4, pages 429-449.
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Helen Hedges. (2021) The place of interests, agency and imagination in funds of identity theory. Mind, Culture, and Activity 28:2, pages 111-124.
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Alison Altidor-Brooks, Alesia Malec & Shelley Stagg Peterson. (2020) Young children’s use of narrative strategies and the role of the teacher as side coach in dramatic play. Education 3-13 48:6, pages 661-673.
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Harriet Broadfoot & Chris Pascal. (2020) Exploring experiences of compassion in the daily rhythms of one early childhood community. European Early Childhood Education Research Journal 28:4, pages 457-474.
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Ji Yeong I & Ji-Won Son. (2020) Preservice Teachers’ Lesson Plan Adaptation for Emergent Bilinguals. The New Educator 16:3, pages 247-264.
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Yan Chen, Thomas J. Smith, Cindy S. York & Hayley J. Mayall. (2020) Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective. Computer Assisted Language Learning 33:1-2, pages 1-25.
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Alfredo Bautista, Malikka Habib, Anthony Eng & Rebecca Bull. (2019) Purposeful play during learning centre time: from curriculum to practice. Journal of Curriculum Studies 51:5, pages 715-736.
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Jackie Marsh, Elizabeth Wood, Liz Chesworth, Bobby Nisha, Beth Nutbrown & Bryony Olney. (2019) Makerspaces in early childhood education: Principles of pedagogy and practice. Mind, Culture, and Activity 26:3, pages 221-233.
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Aria Razfar & Ambareen Nasir. (2019) Repositioning English Learners’ Funds of Knowledge for Scientific Practices. Theory Into Practice 58:3, pages 226-235.
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Mariona Llopart & Moisès Esteban-Guitart. (2018) Funds of knowledge in 21st century societies: inclusive educational practices for under-represented students. A literature review. Journal of Curriculum Studies 50:2, pages 145-161.
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Weipeng Yang & Hui Li. (2018) A school-based fusion of East and West: a case study of modern curriculum innovations in a Chinese kindergarten. Journal of Curriculum Studies 50:1, pages 17-37.
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Marilyn Fleer, Helen Hedges, Freya Fleer-Stout & Le Thi Bich Hanh. (2018) Researcher intersubjectivity: a methodology for jointly building an interactive electronic early childhood quality involvement/rating scale. International Journal of Research & Method in Education 41:1, pages 69-88.
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Helen Skouteris, Susan Edwards, Heather Morris, Rachael Cox, Louise Baur, Luke Wolfenden & Terry T. K. Huang. (2017) Early childhood education and health working in partnership: the critical role early childhood educators can play in childhood obesity prevention. Early Child Development and Care 187:8, pages 1239-1243.
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Anne Karabon. (2017) They’re lovin’ it: how preschool children mediated their funds of knowledge into dramatic play. Early Child Development and Care 187:5-6, pages 896-909.
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David Subero, Ellen Vujasinović & Moises Esteban-Guitart. (2017) Mobilising funds of identity in and out of school. Cambridge Journal of Education 47:2, pages 247-263.
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Ignasia Renatus Mligo. (2016) Teachers’ perceptions and concerns about the implementation of the 2005 preschool curriculum in Tanzania. Early Years 36:4, pages 353-367.
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Liz Chesworth. (2016) A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives. International Journal of Early Years Education 24:3, pages 294-308.
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Helen Hedges & Maria Cooper. (2016) Inquiring minds: theorizing children’s interests. Journal of Curriculum Studies 48:3, pages 303-322.
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Susan Edwards, Helen Skouteris, Amy Cutter-Mackenzie, Leonie Rutherford, Mandy O’Conner, Ana Mantilla, Heather Morris & Sue Elliot. (2016) Young children learning about well-being and environmental education in the early years: a funds of knowledge approach. Early Years 36:1, pages 33-50.
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Chanel Kit Ho Fung. (2015) “Active Child” and “Active Teacher”: Complementary Roles in Sustaining Child-centered Curriculum. Childhood Education 91:6, pages 420-431.
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Helen Hedges. (2015) Sophia's funds of knowledge: theoretical and pedagogical insights, possibilities and dilemmas. International Journal of Early Years Education 23:1, pages 83-96.
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Donna Gronn, Anne Scott, Susan Edwards & Michael Henderson. (2014) ‘Technological me’: young children’s use of technology across their home and school contexts. Technology, Pedagogy and Education 23:4, pages 439-454.
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Moisès Esteban-Guitart & Ignasi Vila. (2013) La modificación de las creencias sobre las familias de origen inmigrante por parte de docentes después de participar en el proyecto educativo “fondos de conocimiento”. Culture and Education 25:2, pages 241-254.
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Helen Hedges & Joy Cullen. (2012) Participatory learning theories: a framework for early childhood pedagogy. Early Child Development and Care 182:7, pages 921-940.
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Helen Hedges. (2011) Connecting ‘snippets of knowledge’: teachers’ understandings of the concept of working theories. Early Years 31:3, pages 271-284.
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