Citations (74)
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Jaana Juutinen, Sara Margrét Ólafsdóttir & Johanna Einarsdóttir. (2023) Children’s belonging constructed through material relations in multicultural early education settings. Scandinavian Journal of Educational Research 0:0, pages 1-12.
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Gustavo González-Calvo & Marta Arias-Carballal. (2023) The school in times of pandemic: a personal and professional perspective. Education 3-13 0:0, pages 1-12.
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Cassi A. Breaux & Kristin Smith. (2023) Assent in applied behaviour analysis and positive behaviour support: ethical considerations and practical recommendations. International Journal of Developmental Disabilities 69:1, pages 111-121.
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Xianyu Meng, Marilyn Fleer, Liang Li & Marie Hammer. (2023) A cultural-historical study of emotions in play: catharsis and perezhivanie in an institutional care setting. Mind, Culture, and Activity 30:1, pages 57-71.
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Johanna Einarsdottir & Sara M. Ólafsdóttir. (2023) Who belongs in preschool? Perspectives of children and educators. Early Years 43:1, pages 151-165.
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Helen Bradford & Dominic Wyse. (2022) Two-year-old and three-year-old children’s writing: the contradictions of children’s and adults’ conceptualisations. Early Years 42:3, pages 293-309.
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Johanna Einarsdottir, Jaana Juutinen, Anette Emilson, Sara M. Ólafsdóttir, Berit Zachrisen & Sarah Meuser. (2022) Children’s perspectives about belonging in educational settings in five European countries. European Early Childhood Education Research Journal 30:3, pages 330-343.
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Xianyu Meng, Marilyn Fleer, Liang Li & Marie Hammer. (2022) Collective play: the new conditions for children’s development in an institutional care setting. International Journal of Early Years Education 30:2, pages 478-493.
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Carmen Huser, Sue Dockett & Bob Perry. (2022) Young children’s assent and dissent in research: agency, privacy and relationships within ethical research spaces. European Early Childhood Education Research Journal 30:1, pages 48-62.
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Jonna Larsson, Pia Williams & Ann Zetterqvist. (2021) The challenge of conducting ethical research in preschool. Early Child Development and Care 191:4, pages 511-519.
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Yeshe Colliver, Amael Arguel & Rauno Parrila. (2021) Formal literacy practices through play: exposure to adult literacy practices increases child-led learning and interest. International Journal of Early Years Education 29:1, pages 6-24.
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Sidsel Boldermo. (2020) Fleeting moments: young children’s negotiations of belonging and togetherness. International Journal of Early Years Education 28:2, pages 136-150.
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Lynda Kay. (2020) Pivoting the seesaw? Negotiating the tensions of balancing ethical and methodological considerations in designing research that involves children and young people. PRACTICE 2:1, pages 21-32.
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Helen Lewis. (2019) Supporting the development of young children’s metacognition through the use of video-stimulated reflective dialogue. Early Child Development and Care 189:11, pages 1842-1858.
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Jo Lunn Brownlee, Sue Walker, Laura Scholes & Eva Johansson. (2019) Reasoning about social inclusion over the early years of primary school: a focus on epistemic cognition. European Early Childhood Education Research Journal 27:5, pages 616-629.
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Ingibjorg Sigurdardottir, Pia Williams & Johanna Einarsdottir. (2019) Preschool teachers communicating values to children. International Journal of Early Years Education 27:2, pages 170-183.
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Ewa Maciejewska-Mroczek & Magdalena Radkowska-Walkowicz. (2019) Do ‘in vitro children’ exist? The ‘ontological choreography’ between public debates and private experiences in Poland. Children's Geographies 17:1, pages 36-48.
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Tanya Richardson. (2019) ‘Why haven’t I got one of those?’ A consideration regarding the need to protect non-participant children in early years research. European Early Childhood Education Research Journal 27:1, pages 5-14.
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Kari-Anne Jørgensen. (2018) ‘Children’s clans’; social organisation and interpretive reconstruction as aspects on development of peer-groups in outdoor play. Ethnography and Education 13:4, pages 490-507.
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Peter Elfer, Sue Greenfield, Sue Robson, Dilys Wilson & Antonia Zachariou. (2018) Love, satisfaction and exhaustion in the nursery: methodological issues in evaluating the impact of Work Discussion groups in the nursery. Early Child Development and Care 188:7, pages 892-904.
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Hallie R. Brown, Elizabeth A. Harvey, Shayl F. Griffith, David H. Arnold & Richard P. Halgin. (2017) Assent and Dissent: Ethical Considerations in Research With Toddlers. Ethics & Behavior 27:8, pages 651-664.
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Yeshe Colliver. (2017) From listening to understanding: interpreting young children’s perspectives. European Early Childhood Education Research Journal 25:6, pages 854-865.
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Betül Alaca, Claudia Rocca & Stefania Maggi. (2017) Understanding communities through the eyes and voices of children. Early Child Development and Care 187:7, pages 1095-1113.
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Yeshe Colliver & Marilyn Fleer. (2016) ‘I already know what I learned’: young children's perspectives on learning through play. Early Child Development and Care 186:10, pages 1559-1570.
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Angela Pyle & Erica Danniels. (2016) Using a picture book to gain assent in research with young children. Early Child Development and Care 186:9, pages 1438-1452.
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Fiona Mayne, Christine Howitt & Léonie Rennie. (2016) Meaningful informed consent with young children: looking forward through an interactive narrative approach. Early Child Development and Care 186:5, pages 673-687.
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Sue Robson. (2016) Are there differences between children’s display of self-regulation and metacognition when engaged in an activity and when later reflecting on it? The complementary roles of observation and reflective dialogue. Early Years 36:2, pages 179-194.
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Arttu Mykkänen, Elina Määttä & Sanna Järvelä. (2016) ‘What makes her succeed?’ Children's interpretations of their peers' successes in learning situations. International Journal of Early Years Education 24:1, pages 97-112.
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Hrönn Pálmadóttir & Jóhanna Einarsdóttir. (2015) Young children's views of the role of preschool educators. Early Child Development and Care 185:9, pages 1480-1494.
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Hrönn Pálmadóttir & Eva Marianne Johansson. (2015) Young children’s communication and expression of values during play sessions in preschool. Early Years 35:3, pages 289-302.
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Frances Hoyte, Sheila Degotardi & Jane Torr. (2015) What it is all about: topic choices in young children's play. International Journal of Play 4:2, pages 136-148.
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Anna-Lena Almqvist & Lena Almqvist. (2015) Making oneself heard – children's experiences of empowerment in Swedish preschools. Early Child Development and Care 185:4, pages 578-593.
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Frances Hoyte, Jane Torr & Sheila Degotardi. (2015) Creating pretence and sharing friendship: modal expressions in children's play. International Journal of Early Years Education 23:1, pages 17-30.
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Johanna Einarsdottir. (2014) Children's perspectives on the role of preschool teachers. European Early Childhood Education Research Journal 22:5, pages 679-697.
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Samantha Jayne Hulston. (2023) Embodied meaning‐making: using literacy‐as‐event to explore a young child's small world play. Literacy.
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Tanya Richardson. (2022) Body-worn cameras as a research tool in early years settings: Strengths and weaknesses. Journal of Early Childhood Research 21:1, pages 106-118.
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Katherine Mycock & Sophia J Gowers. (2022) Eliciting Looked After Children’s Views and Relationships Through Card-based Participatory Research Methods. Journal of Participatory Research Methods 3:3, Youth-themed Special Issue.
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