Biersteker, L., Dawes, A., Hendricks, L., & Tredoux, C. (2016). Center-based early childhood care and education program quality: A South African study. Early Childhood Research Quarterly, 36, 334–344. doi:10.1016/j.ecresq.2016.01.004
Doucet, F., Banerjee, M., & Parade, S. (2016). What should young Black children know about race? Parents of preschoolers, preparation for bias, and promoting egalitarianism. Journal of Early Childhood Research. doi:10.1177/1476718x16630763
Genuis, S. K., Willows, N., & Jardine, C. (2015). Through the lens of our cameras: Children’s lived experience with food security in a Canadian Indigenous community. Child: Care, Health & Development, 41(4), 600–610. doi:10.1111/cch.12182
Graham, A., Powell, M. A., & Taylor, N. (2015). Ethical research involving children: Encouraging reflexive engagement in research with children and young people. Children & Society, 29(5), 331–343. doi:10.1111/chso.12089
Halberstadt, A. G., Langley, H. A., Hussong, A. M., Rothenberg, W. A., Coffman, J. L., Mokrova, I., & Costanzo, P. R. (2016). Parents’ understanding of gratitude in children: A thematic analysis. Early Childhood Research Quarterly, 36, 439–451. doi:10.1016/j.ecresq.2016.01.014
Knight, L., McArdle, F., Cumming, T., Bone, J., Li, L., Peterken, C., & Ridgway, A. (2015). Intergenerational collaborative drawing: A research method for researching with/about young children. Australasian Journal of Early Childhood, 40(4), 21–29.
Leeson, C. (2014). Asking difficult questions: Exploring research methods with children on painful issues. International Journal of Research & Method in Education, 37(2), 206–222. doi:10.1080/1743727x.2013.820643
Li, K., Pan, Y., Hu, B., Burchinal, M., De Marco, A., Fan, X., & Qin, J. (2016). Early childhood education quality and child outcomes in China: Evidence from Zhejiang Province. Early Childhood Research Quarterly, 36, 427–438. doi:10.1016/j.ecresq.2016.01.009
Mayne, F., & Howitt, C. (2015). How far have we come in respecting young children in our research? A meta-analysis of reported early childhood research practice from 2009 to 2012. Australasian Journal of Early Childhood, 40(4), 30–38.
Moyer-Packenham, P. S., Shumway, J. F., Bullock, E., Tucker, S. I., Anderson-Pence, K. L., Westenskow, A., . . . & Jordan, K. (2015). Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps. Journal of Computers in Mathematics and Science Teaching, 34(1), 41–69. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/147356
Riggins, T., Geng, F., Blankenship, S. L., & Redcay, E. (2016). Hippocampal functional connectivity and episodic memory in early childhood. Developmental Cognitive Neuroscience, 19, 1958–69. doi:10.1016/j.dcn.2016.02.002
Servos, J. E., Dewar, B. A., Bosacki, S. L., & Coplan, R. J. (2016). Canadian early childhood educators’ perceptions of young children’s gender-role play and cultural identity. Journal of Early Childhood Research, 14(3), 324–332. doi:10.1177/1476718X15579740
Slot, P. L., Leseman, P. P. M., Verhagen, J., & Mulder, H. (2015). Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33, 64–76. doi:10.1016/j.ecresq.2015.06.001
Subramanian, M. (2015). Rethinking play: A postcolonial feminist critique of international early childhood education policy. International Journal of Educational Development, 45, 161–168. doi:10.1016/j.ijedudev.2015.10.001
Wang, J., Ortiz, T., Navarro, D., Maier, R., Wang, S., Wang, L., & Wang, L. (2016). An empirical study of early childhood support through partnership building. Evaluation and Program Planning, 59, 74–80. doi:10.1016/j.evalprogplan.2016.08.007
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