European Early Childhood Education Research Journal is an authoritative publication in the field of early childhood education research in Europe, carefully crafted by the European Association for Early Childhood Education Research. As the official publication of the association, the magazine is committed to promoting and disseminating the latest research results and theoretical developments in early childhood education throughout Europe and even globally. The European Association for Early Childhood Education Research is an international academic organization whose members include early childhood education experts, scholars, and practitioners from around the world. The association provides a platform for researchers and practitioners in the field of early childhood education to exchange ideas, share experiences, and collaborate on research through organizing academic conferences, seminars, and publishing research reports.Many high-quality research papers and reports on early childhood education have been published, providing important reference materials for researchers, educators, and policy makers in the field of early childhood education. Through it, readers can learn about the latest research trends and practical experiences in early childhood education in Europe and other regions, thereby better understanding and addressing the challenges and opportunities faced by early childhood education.
《欧洲早期儿童教育研究杂志》是欧洲幼儿教育研究领域的权威出版物，由欧洲幼儿教育研究协会精心打造。作为该协会的官方出版物，杂志致力于在整个欧洲乃至全球范围内推广和传播幼儿教育的最新研究成果和理论发展。欧洲幼儿教育研究协会是一个国际性的学术组织，其成员包括来自世界各地的幼儿教育专家、学者和实践者。协会通过举办学术会议、研讨会和发布研究报告等方式，为幼儿教育领域的研究人员和从业人员提供了一个交流思想、分享经验和合作研究的平台。刊登了许多有关幼儿教育的高质量研究论文和报告，为幼儿教育领域的研究人员、教育工作者和政策制定者提供了重要的参考资料。通过它读者可以了解欧洲及其他地区幼儿教育的最新研究动态和实践经验，从而更好地理解和应对幼儿教育面临的挑战和机遇。
Sources of teacher beliefs about developmentally appropriate practice: a structural equation model of the role of teacher efficacy beliefs
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1579547
Let’s Talk! An interactive intervention to support children’s language development
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1579549
ECE teachers’ views on play-based learning: a systematic review
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1678717
Practitioner research: with intent
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2018.1556538
The physical indoor environment in ECEC settings: children’s well-being and physical activity
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1634238
Early science education in preschools – the contribution of professional development and professional exchange in team meetings
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1651937
Participatory pedagogy for values education in early childhood education
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1600811
Improving the quality of preschool outdoor environments: getting children involved
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1600808
Do you want to play with me today? Friendship stability among preschool children
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1579545
Contested spaces in early childhood research: advocating a dialogic approach
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1579543
Dialogical agency: children’s interactions with human and more-than-human
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1600802
Troubling the male role modelling theory: male teachers as role models for girls?
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1678931
Boys who score low in mathematics at toddler age: How are their math skills compared with those of low-performing girls?
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1651952
Participatory pedagogies: Instituting children’s rights in day to day pedagogic development
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1608116
Food practices and risk constructions in Norwegian and French kindergartens
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1634236
Familiar play: age-coded heteronormativity in Swedish early childhood education
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1634239
Researching children’s learning and play in a Chinese context: children’s perspectives on their play and learning
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1634241
Anger in preschool teachers: experience, regulation and connection to mental health
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1634234
The development of a rights-based approach to participation: from peripheral involvement to central participation of children, parents and professionals
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1600801
Building parents’ understandings of quality early childhood education and care and early learning and development: changing constructions to change conversations
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1651972
The potential of using a combination of storytelling and drama, when teaching young children science
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1678923
The effect of three interactive reading approaches on language ability: an exploratory study in early childhood education
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1634242
Profiling parental orientation to early childhood curriculum
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1651969
Dressing toddlers at the Emmi Pikler nursery school in Budapest: caregiver instrumental behavioral pattern
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1678928
Temporal settings in kindergarten: a lens to trace historical and current cultural formation ideals?
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2018.1556534
Pre-service teachers’ views on science teaching in Early Childhood Education in Spain
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1678720
Infancy pedagogy and praxis
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1634232
Images of early childhood educators: how are they characterised?
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1678712
Pedagogical documentation as a strategy to develop praxeological knowledge: the case of the observatory of childhood culture – OBECI
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1600803
Dynamics of enculturation: results and consequences of engagement in ECE practices
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1634231
Panel of Referees
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1634246
Panel of referees
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293x.2019.1556526
Panel of Referees
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293x.2019.1651974
Constructing positions of support: acknowledging workplace discourses in the midst of early childhood reform
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2018.1556537
Developing ‘Negotiation capital’: influence and imagination in three and four-year-old triadic collaborative play in nursery
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1539432
Pedagogical documentation: the search for children’s voice and agency
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1600807
Conversation and learning in early childhood education: what works best for children’s cognitive development and how to improve pupil engagement?
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1634240
Reasoning about social inclusion over the early years of primary school: a focus on epistemic cognition
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1651958
The relation between Chinese parents’ child-based worth and young children’s behavioral problems: a serial multiple mediator model
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1678934
‘Why haven’t I got one of those?’ A consideration regarding the need to protect non-participant children in early years research
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2018.1556530
Editorial
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1651928
The community with the bad brain? – neuroscience as discourse in early childhood intervention
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1634233
A professionalisation programme towards children’s risk-taking in play in childcare contexts: moral friction on developing attitudes and collegial expectations
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1678715
Promoting science education in early childhood: a research in a nursery school
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1600809
Preschool teachers’/principals’ feelings matter: their metaphoric perceptions on academicians
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1651973
Context based participatory professional development of educational teams: educators and assistants learning in companionship
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1600804
Estonian and Finnish preschool teachers’ conceptions of learning
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2018.1556533
Editorial
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293X.2019.1556525
Panel of Referees
来源期刊：European Early Childhood Education Research JournalDOI：10.1080/1350293x.2019.1582899
