Citations (37)
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Gloria Quinones & Maria Cooper. (2023) Infant–toddler teachers’ compassionate pedagogies for emotionally intense experiences. Early Years 43:4-5, pages 712-728.
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Valeria Scacchi. (2023) Reconceptualising professional learning and development through a Froebelian lens: early childhood educators’ perspectives on professional identities in the UK and Italy, where is the love?. Early Years 43:3, pages 590-605.
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Riikka Kess & Jóhanna Einarsdóttir. (2023) Educators’ narratives about everyday work of early childhood education and care in the culturally diverse North. Early Years 0:0, pages 1-15.
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Teresa K. Aslanian. (2022) Care as concubine: stretching the boundaries of care, politics and power in early childhood education and care. Gender and Education 34:8, pages 957-972.
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Angela Hodgkins. (2022) Exploring early childhood practitioners’ perceptions of empathy with children and families: initial findings. Educational Review 0:0, pages 1-19.
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Saigeetha Jambunathan, J. D. Jayaraman & Regina Adesanya. (2022) Comparison of beliefs about classroom ethical practices among early childhood teachers in India and the USA: an exploratory study. Education 3-13 50:2, pages 197-210.
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Minjung Lim, Jinhee Kim & Kyunghwa Lee. (2021) Subcontracted mothering: a discourse on professionalism in childcare in South Korea. European Early Childhood Education Research Journal 29:6, pages 895-909.
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Michael A. Peters, E. Jayne White, Marek Tesar, Andrew Gibbons, Sonja Arndt, Niina Rutanen, Sheila Degotardi, Andi Salamon, Kim Browne, Bridgette Redder, Jennifer Charteris, Kiri Gould, Alison Warren, Andrea Delaune, Olivera Kamenarac, Nina Hood & Sean Sturm. (2020) Infantologies. An EPAT collective writing project. Educational Philosophy and Theory 0:0, pages 1-19.
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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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Karen Thorpe, V. Sullivan, E. Jansen, P. McDonald, J. Sumsion & S. Irvine. (2020) A man in the centre: inclusion and contribution of male educators in early childhood education and care teaching teams. Early Child Development and Care 190:6, pages 921-934.
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Verity Campbell-Barr. (2019) Interpretations of child centred practice in early childhood education and care. Compare: A Journal of Comparative and International Education 49:2, pages 249-265.
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Asta Cekaite & Disa Bergnehr. (2018) Affectionate touch and care: embodied intimacy, compassion and control in early childhood education. European Early Childhood Education Research Journal 26:6, pages 940-955.
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Bjørn Ribers. (2018) The plight to dissent: professional integrity and ethical perception in the institutional care work of early childhood educators. European Early Childhood Education Research Journal 26:6, pages 893-908.
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Belinda Davis & Rosemary Dunn. (2018) Making the personal visible: emotion in the nursery. Early Child Development and Care 188:7, pages 905-923.
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Marianne Fenech & Mianna Lotz. (2018) Systems advocacy in the professional practice of early childhood teachers: from the antithetical to the ethical. Early Years 38:1, pages 19-34.
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Margaret Brennan. (2017) Reflect, ‘refract’ or reveal: sociocultural explorations of the place of teacher subjectivity in infant care. International Journal of Early Years Education 25:2, pages 156-170.
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Paulette Luff & Mallika Kanyal. (2015) Maternal thinking and beyond: towards a care-full pedagogy for early childhood. Early Child Development and Care 185:11-12, pages 1748-1761.
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Belinda Davis & Sheila Degotardi. (2015) Who cares? Infant educators’ responses to professional discourses of care. Early Child Development and Care 185:11-12, pages 1733-1747.
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Geoff Taggart. (2015) Sustaining care: cultivating mindful practice in early years professional development. Early Years 35:4, pages 381-393.
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Articles from other publishers (18)
Samara Madrid Akpovo, Sarah Neessen, Lydiah Nganga & Cassie Sorrells. (2021) Staying with discomfort: Early childhood teachers’ emotional themes in relation to children's peer-culture aggression. Contemporary Issues in Early Childhood 24:4, pages 484-499.
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Kellie Vella, Madeleine Dobson, Shannon Rodgers, Chimi Om, Filip Bircanin, Tshering Dema, Jonathan Pillai, Karen Murcia & Margot Brereton. (2023) Wired, wild, wonderful: A scoping review of early childhood nature connections fostered by digital technologies. International Journal of Child-Computer Interaction 38, pages 100619.
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Changyu Wang, Siru Liu, Hao Yang, Jiulin Guo, Yuxuan Wu & Jialin Liu. (2023) Ethical Considerations of Using ChatGPT in Health Care. Journal of Medical Internet Research 25, pages e48009.
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Tina Heather Bonnett & Chase Edwin Wade. (2022) Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada. International Journal of Early Childhood 55:2, pages 187-204.
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Ramazan Sak, Martin Skutil, İkbal Tuba Şahin-Sak, Pavel Zikl, Eşref Nas & Marie Herynková. (2023) Czech and Turkish Preschool Teachers’ Compassion and Psychological Well-being. Early Childhood Education Journal.
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Gunnar Magnus Eidsvåg. (2022) Sustainable Care: Care as a Communal Virtue in Early Childhood Education. ECNU Review of Education 5:4, pages 643-663.
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Geoff Taggart. (2022) Revolutionary Love: Early Childhood Education as Counter-Culture. Sustainability 14:8, pages 4474.
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Tanya Burr & Sheila Degotardi. (2021) From Birth to Three: Exploring Educators’ Understandings of Agency. Australasian Journal of Early Childhood 46:4, pages 322-334.
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Lynette Morris. (2020) Love as an act of resistance: Ethical subversion in early childhood professional practice in England. Contemporary Issues in Early Childhood 22:2, pages 124-139.
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Kaisa Vuorinen, Anne Birgitta Pessi & Lotta Uusitalo. (2020) Nourishing Compassion in Finnish Kindergarten Head Teachers: How Character Strength Training Influences Teachers’ Other-Oriented Behavior. Early Childhood Education Journal 49:2, pages 163-176.
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