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data-toggle="tab" href="#talks" role="tab" style="border: none;"><span>3</span> Talks</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Books-Chapters" data-toggle="tab" href="#bookschapters" role="tab" style="border: none;"><span>1</span> Books Chapters</a></li></ul></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Joanne Lehrer</h3></div><div class="js-work-strip profile--work_container" data-work-id="85515192"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85515192/L_image_de_l_enfant_de_l_approche_de_Reggio_Emilia_et_du_programme_%C3%A9ducatif_Accueillir_la_petite_enfance_du_Qu%C3%A9bec"><img alt="Research paper thumbnail of L’image de l’enfant de l’approche de Reggio Emilia et du programme éducatif Accueillir la petite enfance du Québec" class="work-thumbnail" src="https://attachments.academia-assets.com/90190890/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85515192/L_image_de_l_enfant_de_l_approche_de_Reggio_Emilia_et_du_programme_%C3%A9ducatif_Accueillir_la_petite_enfance_du_Qu%C3%A9bec">L’image de l’enfant de l’approche de Reggio Emilia et du programme éducatif Accueillir la petite enfance du Québec</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Le concept de l’image de l’enfant illustre les croyances d’un individu, d’un groupe, d’une societ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Le concept de l’image de l’enfant illustre les croyances d’un individu, d’un groupe, d’une societe envers la definition de l’enfance. La conception de l’image de l’enfant influence le type d’education qui leur est offert. A Reggio Emilia, une pedagogie particuliere est developpee s’articulant autour de la vision d’un enfant competent. L’approche vise l’exploration et valorise les relations sociales. Le programme educatif quebecois valorise l’implication de l’enfant dans son milieu de garde. Il presente l’enfant comme un etre ayant des besoins et il vise la stimulation. L’inspiration de l’approche de Reggio Emilia en service de garde au Quebec engendre donc une demarche reflexive quant a l’image de l’enfant preconisee.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="71335f5e5a77932d377b4882568a7f1c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90190890,"asset_id":85515192,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90190890/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85515192"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85515192"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85515192; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276273"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77276273/A_Critical_Investigation_of_Policy_Research_and_Programs_that_Aim_to_Support_Children_s_Transition_to_Kindergarten_in_Quebec"><img alt="Research paper thumbnail of A Critical Investigation of Policy, Research, and Programs that Aim to Support Children’s Transition to Kindergarten in Quebec" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77276273/A_Critical_Investigation_of_Policy_Research_and_Programs_that_Aim_to_Support_Children_s_Transition_to_Kindergarten_in_Quebec">A Critical Investigation of Policy, Research, and Programs that Aim to Support Children’s Transition to Kindergarten in Quebec</a></div><div class="wp-workCard_item"><span>Journal of Childhood Studies</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article critically examines Quebec policy and programs related to children’s transition to k...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article critically examines Quebec policy and programs related to children’s transition to kindergarten, with a particular focus on “hard to reach” families (Hong, 2009; Mapp et Hong, 2010): those that are low-income, have limited levels of formal education, are part of racialized groups, speak a mother tongue other than English or French, and/or are recent immigrants. A conceptual analysis of parent pedagogicalization (Popkewitz, 2003) and of the difference between the transition to school and school readiness is followed by a review of the literature on children from “hard to reach” families beginning school. Five themes are identified in the literature: socio-demographic characteristics and academic achievement, the neighbourhood environment, transition practices, parent perspectives, and classroom processes. The article concludes with implications for policy, practice, and further research in order to support children’s transition to kindergarten from a strength-based, as o...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276273"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276273"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276273; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77276273]").text(description); $(".js-view-count[data-work-id=77276273]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77276273; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77276273']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77276273]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276273,"title":"A Critical Investigation of Policy, Research, and Programs that Aim to Support Children’s Transition to Kindergarten in Quebec","internal_url":"https://www.academia.edu/77276273/A_Critical_Investigation_of_Policy_Research_and_Programs_that_Aim_to_Support_Children_s_Transition_to_Kindergarten_in_Quebec","owner_id":857220,"coauthors_can_edit":true,"owner":{"id":857220,"first_name":"Joanne","middle_initials":null,"last_name":"Lehrer","page_name":"JoanneLehrer","domain_name":"uqo","created_at":"2011-10-19T00:03:35.318-07:00","display_name":"Joanne Lehrer","url":"https://uqo.academia.edu/JoanneLehrer"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276272"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276272/Re_Situating_Canadian_Early_Childhood_Education_2014_Veronica_Pacini_Ketchabaw_and_Larry_Prochner_editors"><img alt="Research paper thumbnail of Re-Situating Canadian Early Childhood Education (2014) Veronica Pacini-Ketchabaw & Larry Prochner, editors" class="work-thumbnail" src="https://attachments.academia-assets.com/84681320/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276272/Re_Situating_Canadian_Early_Childhood_Education_2014_Veronica_Pacini_Ketchabaw_and_Larry_Prochner_editors">Re-Situating Canadian Early Childhood Education (2014) Veronica Pacini-Ketchabaw & Larry Prochner, editors</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">I was thrilled to be offered the opportunity to review Re-Situating Canadian Early Childhood Educ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">I was thrilled to be offered the opportunity to review Re-Situating Canadian Early Childhood Education, edited by Veronica Pacini-Ketchabaw and Larry Prochner. I was familiar with the work of many of the authors and the topic of reconceptualist early childhood education (ECE), particularly in Canada, is of great personal interest. However, my own positioning as a reader in Québec interfered with my ability to fully appreciate the book. The book begins with a foreword by Daphney Curry and Gaile Cannella, followed by an introduction by the editors, and nine chapters by Canadian early childhood researchers. The anthology concludes with a chapter by Beth Blue Swadener, Lacey Peters, and Sonya Gaches. I mention the U.S. authors by name because the unfortunately misleading title, as well as the preface, introduction, and conclusion, had a negative impact on my perception of the work as a whole. The foreword, introduction, and concluding chapters are excellent examples of reconceptualist ECE scholarly work. The reconceptualist movement in ECE has, over the course of the last three decades, used critical, poststructural, postmodern, postcolonial, feminist, and post-humanist theories to uncover and challenge social inequity and injustices within ECE, politicizing the field and troubling dominant narratives. Unfortunately, these three chapters don't seem to belong in a book with the word Canadian in the title. The foreword, by two U.S. researchers, presents the field of reconceptualist or critical ECE studies, suggesting that "multiple universalisms . . . should be called into question" (p. xi) and that social power relations be unmasked. However, in tracing a history of this movement, these authors appear not to recognize their own U.S.-centric perspective. While they cite some authors from other Englishspeaking countries, such as Australia, New Zealand, and Canada, the tone of the chapter assumes that all readers either live in the United States or are familiar with that country's ECE practices, or lack thereof, making the call to de-centre traditionally marginalized knowledges appear hypocritical. The introduction, by the editors of the anthology (two prominent Canadian researchers), offers a similar history of the reconceptualist movement from a U.S. perspective, although these authors cite work from Sweden, as well. The history of the reconceptualist movement in Canada is mentioned briefly in a footnote, where readers are directed to a previous chapter by Pacini-Ketchabaw and Pence (2005). Ironically, it is only in the concluding chapter, in the section on cross-national perspectives that a brief overview of Canadian reconceptualist ECE scholarly work beyond the current</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7c053d822f875d826164c4b82605ce55" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84681320,"asset_id":77276272,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84681320/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276272"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276272"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276272; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276271"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276271/R%C3%A9cits_m%C3%A9tar%C3%A9cits_et_contrer%C3%A9cits_des_relations_parent_intervenant_pendant_la_transition_vers_la_maternelle_en_milieux_marginalis%C3%A9s"><img alt="Research paper thumbnail of Récits, métarécits et contrerécits des relations parent-intervenant pendant la transition vers la maternelle en milieux marginalisés" class="work-thumbnail" src="https://attachments.academia-assets.com/84699808/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276271/R%C3%A9cits_m%C3%A9tar%C3%A9cits_et_contrer%C3%A9cits_des_relations_parent_intervenant_pendant_la_transition_vers_la_maternelle_en_milieux_marginalis%C3%A9s">Récits, métarécits et contrerécits des relations parent-intervenant pendant la transition vers la maternelle en milieux marginalisés</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">В юго-восточной части Свердловской области (Каменский район) изучены лесные сообщества, исключенн...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">В юго-восточной части Свердловской области (Каменский район) изучены лесные сообщества, исключенные из сельскохозяйственной деятельности после экономических реформ 1990-х годов. Проведен сравнительный анализ состояния этих лесов по геоботаническим описаниям, выполненным в 2011-2012 гг., и архивным (1992-1993 гг.). Общий массив использованных данных включает 34 описания. Доля синантропных видов в составе сообществ за прошедший период изменилась мало и не превышает пятой части видового состава. Основа синантропной фракции -апофиты, участие адвентивных видов незначительно. Зарегистрировано внедрение в состав сообществ инвазивного вида (Malus baccata (L.) Borkh.). В центральной и восточной частях Каменского района происходит восстановление первичных березовых лесов. Ключевые слова: фиторазнообразие, мелколиственные леса Зауралья, индекс синантропизации.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0cfe2d17bd6fd26ace540933f9ea5284" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84699808,"asset_id":77276271,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84699808/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276271"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276271"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276271; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276270"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276270/Parent_and_Child_Perceptions_of_Grade_One_Childrens_Out_of_School_Play"><img alt="Research paper thumbnail of Parent and Child Perceptions of Grade One Children's Out of School Play" class="work-thumbnail" src="https://attachments.academia-assets.com/84681318/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276270/Parent_and_Child_Perceptions_of_Grade_One_Childrens_Out_of_School_Play">Parent and Child Perceptions of Grade One Children's Out of School Play</a></div><div class="wp-workCard_item"><span>Exceptionality Education International</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The transition from kindergarten to Grade 1 is marked by a sudden decrease in children’s play tim...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The transition from kindergarten to Grade 1 is marked by a sudden decrease in children’s play time (Broström, 2005; Hartmann & Rollett, 1994). This study sought to examine 69 Montreal-area Grade 1 children’s beliefs about out of school play, as well as their parents’ (N = 56) perceptions of their play. Findings indicate that parents value play for their child’s development and education, for building relationships and self-esteem, for processing emotional experiences, for relaxation, and for fun. Many parents expressed a preference for active outdoor play, as well as pretend and creative play, board games, and puzzles, explaining that they discouraged television and video games, aggressive play, and play with sexual themes. Children reported enjoying active outdoor play, toys, construction and art activities, and video game play, with parents, siblings, friends, and pets. Limitations to play included lack of neighbourhood children, parents or siblings who did not play, and restricti...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f67bc5383400170f102749f083051d0c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84681318,"asset_id":77276270,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84681318/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276270"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276270"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276270; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77276269]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276269,"title":"Contesting the evidence","internal_url":"https://www.academia.edu/77276269/Contesting_the_evidence","owner_id":857220,"coauthors_can_edit":true,"owner":{"id":857220,"first_name":"Joanne","middle_initials":null,"last_name":"Lehrer","page_name":"JoanneLehrer","domain_name":"uqo","created_at":"2011-10-19T00:03:35.318-07:00","display_name":"Joanne Lehrer","url":"https://uqo.academia.edu/JoanneLehrer"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276268"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276268/Early_Childhood_Educators_Perceptions_of_Their_Emotional_State_Relationships_with_Parents_Challenges_and_Opportunities_During_the_Early_Stage_of_the_Pandemic"><img alt="Research paper thumbnail of Early Childhood Educators’ Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic" class="work-thumbnail" src="https://attachments.academia-assets.com/84681316/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276268/Early_Childhood_Educators_Perceptions_of_Their_Emotional_State_Relationships_with_Parents_Challenges_and_Opportunities_During_the_Early_Stage_of_the_Pandemic">Early Childhood Educators’ Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic</a></div><div class="wp-workCard_item"><span>Early Childhood Education Journal</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article presents a study about the impact of COVID-19 on childcare center educators in Quebe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed due to the pandemic between March 16 and May 31, 2020, in areas considered "hot" (highly affected by the pandemic). During this time, some centers were transformed into "emergency childcare services" available to parents considered to be essential workers. Therefore, few children attended, and most educators worked remotely. In May 2020, 372 educators completed an online questionnaire regarding their emotional state, challenges, and learning opportunities. Results indicate that half of the respondents reported a decrease in their level of well-being at work and an increase in their stress level. Educators working remotely were more likely to report a lower level of stress than when working with children at daycare (36.1% vs 19.7%). Despite these findings, educators estimated that the parents who used their emergency childcare service presented either high (37.7%) or average (32.2%) levels of wellbeing. The factors that educators identified as facilitating their interactions with families included parental recognition of their work (11.68%) and direct contact with them (12.62%). While many tasks accomplished at home were done for the first time during this period (i.e., creating video capsules for children and parents, virtual meetings with children and colleagues), a large majority of respondents reported that these tasks made them feel useful. Working at their own pace (34.7%) was seen as the principal advantage of remote working. Finally, 28.84% mentioned that the reduced ratio (1:2 or 1:3) was a facilitating factor that they would like to maintain during the upcoming reopening phase. 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</script> <div class="js-work-strip profile--work_container" data-work-id="77276259"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77276259/Preparing_to_Start_School_Parent_and_Early_Childhood_Educator_Narratives"><img alt="Research paper thumbnail of Preparing to Start School: Parent and Early Childhood Educator Narratives" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77276259/Preparing_to_Start_School_Parent_and_Early_Childhood_Educator_Narratives">Preparing to Start School: Parent and Early Childhood Educator Narratives</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter presents a narrative multi-case study that draws on a postocolonial and postmodern n...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter presents a narrative multi-case study that draws on a postocolonial and postmodern narrative theoretical framework and methodology. The narratives recounted by three mothers, four educators, and home-childcare communication documents concerning the children&#39;s upcoming transition to school and educator-parent relationships are presented. For example, Marie-Eve’s narrative is centred around her own sense of comfort at the childcare centre; focuses on the difficulties of transitioning between educators for her son, Mateo; and explains why she believes that he will do well in school. She also identifies home routines to modify once her son starts school. Anne, Mateo’s educator, describes Marie-Eve’s involvement in centre activities, and blames Marie-Eve’s difficulty with Mateo’s transition from group to group on the fact that she is a single mother of an only child. Nicholas has two different educators, Suzanne and Nadia. His mother Audrey is thrilled with her experienc...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276259"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276259"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276259; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77276259]").text(description); $(".js-view-count[data-work-id=77276259]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77276259; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77276259']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77276259]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276259,"title":"Preparing to Start School: Parent and Early Childhood Educator Narratives","internal_url":"https://www.academia.edu/77276259/Preparing_to_Start_School_Parent_and_Early_Childhood_Educator_Narratives","owner_id":857220,"coauthors_can_edit":true,"owner":{"id":857220,"first_name":"Joanne","middle_initials":null,"last_name":"Lehrer","page_name":"JoanneLehrer","domain_name":"uqo","created_at":"2011-10-19T00:03:35.318-07:00","display_name":"Joanne Lehrer","url":"https://uqo.academia.edu/JoanneLehrer"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276257"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77276257/Le_r%C3%B4le_des_centres_de_la_petite_enfance_dans_la_pr%C3%A9paration_de_la_transition_vers_la_maternelle_des_enfants_et_de_leurs_familles"><img alt="Research paper thumbnail of Le rôle des centres de la petite enfance dans la préparation de la transition vers la maternelle des enfants et de leurs familles" class="work-thumbnail" src="https://attachments.academia-assets.com/84681313/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77276257/Le_r%C3%B4le_des_centres_de_la_petite_enfance_dans_la_pr%C3%A9paration_de_la_transition_vers_la_maternelle_des_enfants_et_de_leurs_familles">Le rôle des centres de la petite enfance dans la préparation de la transition vers la maternelle des enfants et de leurs familles</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Cet article presente les resultats d’une etude multicas sur le role des centres de la petite enfa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Cet article presente les resultats d’une etude multicas sur le role des centres de la petite enfance (CPE) au Quebec dans la preparation de la transition vers la maternelle des enfants et de leurs familles. La recherche s’appuie sur un modele de co-construction de la transition vers l’ecole et sur une vision d’une relation partagee des relations avec les familles. L’analyse des entretiens avec les educatrices et les meres de sept enfants de quatre ans revele trois themes de discussion : la preparation de l’enfant, le soutien au parent, et les rituels de transition. Ces themes font reference aux pratiques de transition formelles et informelles, aux attitudes et aux perceptions au sujet des besoins des enfants pour etre « prets » pour l’ecole et sur le fonctionnement de la maternelle.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="34ebe04068eb34d4c62be573dfed7de6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84681313,"asset_id":77276257,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84681313/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276257"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276257"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276257; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276253"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276253/Parents_and_Teachers_Perceptions_of_Transition_Practices_in_Kindergarten"><img alt="Research paper thumbnail of Parents' and Teachers' Perceptions of Transition Practices in Kindergarten" class="work-thumbnail" src="https://attachments.academia-assets.com/84903842/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276253/Parents_and_Teachers_Perceptions_of_Transition_Practices_in_Kindergarten">Parents' and Teachers' Perceptions of Transition Practices in Kindergarten</a></div><div class="wp-workCard_item"><span>Exceptionality education international</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The de velopmental model of transition Pianta and colleagues outlined emphasizes the interconnect...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The de velopmental model of transition Pianta and colleagues outlined emphasizes the interconnected relationships among the child, teacher, family, peers, and community that are developed across time (Pianta & Kraft -Sayre, 2003). Thi s study focused on the use of transition practices as perceived by parents and teachers. Parents (8 groups) and 23 teachers of 95 children engaged in focus group discussions at the beginning and during the kindergarten year. Overall, teachers reported similar school-mandated practices, such as gradual entry, small group meetings on the fir st day of school, and a parent orientation meeting on the night before school starts. The se transition practices were welcomed by parents and were consistent with the majority of transition practices reported in other kindergarten studies in North America (e.g., La Paro, Pianta, & Cox 2000; Nelson, 2004; Yeom, 1998). Both parents and teachers valued communication; however, parents oft en found it diffic ult to navig...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="795be88186e725290781eef04b195fae" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84903842,"asset_id":77276253,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84903842/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276253"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276253"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276253; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77276253]").text(description); $(".js-view-count[data-work-id=77276253]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77276253; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77276253']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "795be88186e725290781eef04b195fae" } } $('.js-work-strip[data-work-id=77276253]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276253,"title":"Parents' and Teachers' Perceptions of Transition Practices in Kindergarten","internal_url":"https://www.academia.edu/77276253/Parents_and_Teachers_Perceptions_of_Transition_Practices_in_Kindergarten","owner_id":857220,"coauthors_can_edit":true,"owner":{"id":857220,"first_name":"Joanne","middle_initials":null,"last_name":"Lehrer","page_name":"JoanneLehrer","domain_name":"uqo","created_at":"2011-10-19T00:03:35.318-07:00","display_name":"Joanne Lehrer","url":"https://uqo.academia.edu/JoanneLehrer"},"attachments":[{"id":84903842,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84903842/thumbnails/1.jpg","file_name":"index-based_insurance.pdf","download_url":"https://www.academia.edu/attachments/84903842/download_file","bulk_download_file_name":"Parents_and_Teachers_Perceptions_of_Tran.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84903842/index-based_insurance-libre.pdf?1650938062=\u0026response-content-disposition=attachment%3B+filename%3DParents_and_Teachers_Perceptions_of_Tran.pdf\u0026Expires=1740568713\u0026Signature=LXC6SSXZcyBycg0tVAJI5uV2lPAKIZD9JneBpvC70Xn-f8U~hcJorZEgWq01QJfAYM9Y1DKARV7onlRapbLtl3mW6s9oDRztQ4T6HITdlVjma8mS52TTXYQI8713HBP9F3lIOyW~GCnbemNb1rrUARJh3WUSwM65eWoJynyu1HZlt4bSFQKTbVXv3njeZ1rcj-Vls4-QqMX3rSC447-uVGlOhpCAp4~FtruN-3D6vt6efbaCpoUsWsx~oqXBlLJxuJ3~Xi1SDovNzmQHieGyDqFHRcN4F6XkJpIE1nQ7-RwNrK9qU94aGB4ojfB20hzd2kpL-J9yLBTfC5~T0Zs5Dg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276250"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77276250/Book_Review_HALL_E_L_and_RUDKIN_J_K_Seen_and_heard_Children_s_Rights_in_Early_Childhood_Education"><img alt="Research paper thumbnail of Book Review: HALL, E. L., & RUDKIN, J. K. Seen & heard: Children’s Rights in Early Childhood Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77276250/Book_Review_HALL_E_L_and_RUDKIN_J_K_Seen_and_heard_Children_s_Rights_in_Early_Childhood_Education">Book Review: HALL, E. L., & RUDKIN, J. K. Seen & heard: Children’s Rights in Early Childhood Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">HALL, E. L. & RUDKIN, J. K. Seen & heard: Children’s rights in early childhood education. London,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">HALL, E. L. & RUDKIN, J. K. Seen & heard: Children’s rights in early childhood education. London, ON: Althouse Press. (2011). 115 pp. $28.95 (Paperback). (ISBN 978-0-920354-72-8).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276250"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276250"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276250; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77276250]").text(description); $(".js-view-count[data-work-id=77276250]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77276250; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77276250']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77276250]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276250,"title":"Book Review: HALL, E. L., \u0026 RUDKIN, J. K. Seen \u0026 heard: Children’s Rights in Early Childhood Education","internal_url":"https://www.academia.edu/77276250/Book_Review_HALL_E_L_and_RUDKIN_J_K_Seen_and_heard_Children_s_Rights_in_Early_Childhood_Education","owner_id":857220,"coauthors_can_edit":true,"owner":{"id":857220,"first_name":"Joanne","middle_initials":null,"last_name":"Lehrer","page_name":"JoanneLehrer","domain_name":"uqo","created_at":"2011-10-19T00:03:35.318-07:00","display_name":"Joanne Lehrer","url":"https://uqo.academia.edu/JoanneLehrer"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276246"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276246/Preparing_children_and_families_for_the_transition_to_school_The_role_of_early_childhood_educators"><img alt="Research paper thumbnail of Preparing children and families for the transition to school : The role of early childhood educators" class="work-thumbnail" src="https://attachments.academia-assets.com/84681308/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276246/Preparing_children_and_families_for_the_transition_to_school_The_role_of_early_childhood_educators">Preparing children and families for the transition to school : The role of early childhood educators</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study presents the results of a narrative inquiry into the roles of early childhood educator...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study presents the results of a narrative inquiry into the roles of early childhood educators and centres in preparing four-year-old children and their parents for their upcoming transition to kindergarten (the first year of school), in Montreal, Quebec, Canada. Participants were seven mothers and the seven educators working with their children. Results revealed four themes: preparing the child; supporting the parent; transition rituals; and a rupture. Educators and parents described formal transition practices, often discussed in the literature, as well as informal transition practices, rarely acknowledged in research studies; and educator and parent attitudes and perceptions regarding what children need in order to be ‘ready’ for school as well as what will happen once they begin school.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0dc3edf923020d78e58b6792245d45d5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84681308,"asset_id":77276246,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84681308/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276246"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276246"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276246; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276244"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276244/Mediation_or_moderation_Mechanisms_through_which_childcare_quantity_type_and_quality_influence_childrens_externalizing_and_internalizing_behaviours"><img alt="Research paper thumbnail of Mediation or moderation? Mechanisms through which childcare quantity; type and quality influence children's externalizing and internalizing behaviours" class="work-thumbnail" src="https://attachments.academia-assets.com/84699797/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276244/Mediation_or_moderation_Mechanisms_through_which_childcare_quantity_type_and_quality_influence_childrens_externalizing_and_internalizing_behaviours">Mediation or moderation? Mechanisms through which childcare quantity; type and quality influence children's externalizing and internalizing behaviours</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The objective of this study was to examine how childcare quantity, type, and quality are related ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The objective of this study was to examine how childcare quantity, type, and quality are related in predicting externalising and internalising behaviours of 36-month-old children attending childcare from infancy. The association between childcare attendance and children’s behavioural difficulties appears to be better understood when taking into account childcare quantity, type, and structural and process quality (e.g. Jacob, 2009). However few studies have considered dynamic relationships between these variables. The ecological systems theory (Bronfenbrenner 1979, 2005, Bronfenbrenner & Morris, 1998) nests child development in the centre of a multi-layered ecological system. Based on this, Mashburn and Pianta (2010) have conceptualised how some childcare variables. The sample included 70 children who attended the same childcare service from the age of 10 months. At 24 months-old, data on the childcare quantity, type and quality were collected through questionnaires and observation s...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2ee738e63e3291761fb44c57aa0f641e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84699797,"asset_id":77276244,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84699797/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276244"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276244"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276244; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77276244]").text(description); $(".js-view-count[data-work-id=77276244]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77276244; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77276244']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2ee738e63e3291761fb44c57aa0f641e" } } $('.js-work-strip[data-work-id=77276244]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276244,"title":"Mediation or moderation? 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In the midst of this “throwntogethness” (Massey, 2005), how do we bring our situated knowings and desires to these discursive material relational mashups? How do we engage with the throwntogetherness that is the Canadian ECEC field as we knit together alternative ways of being, doing, and acting, figuring out what resonates in localized situations (Osgood, 2006)? To begin to answer these questions, we think with feminist theory (Bezanson; 2018; Langford et al., 2016; Prentice, 2009); the politics of the event of place, (Massey, 2005) and relational and spatial networked discursive entanglements (Massey, 2005; Nichols et al., 2012; Ingold, 1995;...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="99f06eb9a8487d9a064221f694ec15b3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84681306,"asset_id":77276241,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84681306/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276241"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276241"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276241; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276239"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77276239/Pr%C3%A9parer_les_familles_vuln%C3%A9rables_%C3%A0_fr%C3%A9quenter_un_service_de_garde_%C3%A9ducatif"><img alt="Research paper thumbnail of Préparer les familles vulnérables à fréquenter un service de garde éducatif" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77276239/Pr%C3%A9parer_les_familles_vuln%C3%A9rables_%C3%A0_fr%C3%A9quenter_un_service_de_garde_%C3%A9ducatif">Préparer les familles vulnérables à fréquenter un service de garde éducatif</a></div><div class="wp-workCard_item"><span>La revue internationale de l'éducation familiale</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Cette etude longitudinale documente l’evolution des habiletes et des pratiques de communication d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Cette etude longitudinale documente l’evolution des habiletes et des pratiques de communication des parents issus de familles ayant des besoins complexes avant, pendant et apres que leur enfant frequente un service de garde ou se deroule un stage novateur. Mis en place au sein d’un programme d’education a l’enfance il vise a preparer les futures educatrices a etablir des relations avec les familles, en partenariat avec un centre jeunesse. Seize parents et quatre formatrices ont participe a l’etude. Les donnees proviennent d’un questionnaire sur les interactions des parents avec le personnel de la Halte-garderie. Les resultats suggerent que les habiletes relationnelles des parents avec le personnel de la Halte-garderie se sont ameliorees entre le debut et la fin du programme et que les habilites parentales se sont aussi ameliorees de facon significative. La discussion aborde le type de soutien offert aux familles a la Halte-garderie qui influe positivement sur la qualite des relations entretenues entre les etudiantes-stagiaires et les parents en situation de vulnerabilite ainsi qu’entre les parents et leurs enfants.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276239"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276239"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276239; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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La conception de l’image de l’enfant influence le type d’education qui leur est offert. A Reggio Emilia, une pedagogie particuliere est developpee s’articulant autour de la vision d’un enfant competent. L’approche vise l’exploration et valorise les relations sociales. Le programme educatif quebecois valorise l’implication de l’enfant dans son milieu de garde. Il presente l’enfant comme un etre ayant des besoins et il vise la stimulation. L’inspiration de l’approche de Reggio Emilia en service de garde au Quebec engendre donc une demarche reflexive quant a l’image de l’enfant preconisee.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="71335f5e5a77932d377b4882568a7f1c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90190890,"asset_id":85515192,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90190890/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85515192"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85515192"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85515192; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276273"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77276273/A_Critical_Investigation_of_Policy_Research_and_Programs_that_Aim_to_Support_Children_s_Transition_to_Kindergarten_in_Quebec"><img alt="Research paper thumbnail of A Critical Investigation of Policy, Research, and Programs that Aim to Support Children’s Transition to Kindergarten in Quebec" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77276273/A_Critical_Investigation_of_Policy_Research_and_Programs_that_Aim_to_Support_Children_s_Transition_to_Kindergarten_in_Quebec">A Critical Investigation of Policy, Research, and Programs that Aim to Support Children’s Transition to Kindergarten in Quebec</a></div><div class="wp-workCard_item"><span>Journal of Childhood Studies</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article critically examines Quebec policy and programs related to children’s transition to k...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article critically examines Quebec policy and programs related to children’s transition to kindergarten, with a particular focus on “hard to reach” families (Hong, 2009; Mapp et Hong, 2010): those that are low-income, have limited levels of formal education, are part of racialized groups, speak a mother tongue other than English or French, and/or are recent immigrants. A conceptual analysis of parent pedagogicalization (Popkewitz, 2003) and of the difference between the transition to school and school readiness is followed by a review of the literature on children from “hard to reach” families beginning school. Five themes are identified in the literature: socio-demographic characteristics and academic achievement, the neighbourhood environment, transition practices, parent perspectives, and classroom processes. The article concludes with implications for policy, practice, and further research in order to support children’s transition to kindergarten from a strength-based, as o...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276273"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276273"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276273; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77276273]").text(description); $(".js-view-count[data-work-id=77276273]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77276273; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77276273']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77276273]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276273,"title":"A Critical Investigation of Policy, Research, and Programs that Aim to Support Children’s Transition to Kindergarten in Quebec","internal_url":"https://www.academia.edu/77276273/A_Critical_Investigation_of_Policy_Research_and_Programs_that_Aim_to_Support_Children_s_Transition_to_Kindergarten_in_Quebec","owner_id":857220,"coauthors_can_edit":true,"owner":{"id":857220,"first_name":"Joanne","middle_initials":null,"last_name":"Lehrer","page_name":"JoanneLehrer","domain_name":"uqo","created_at":"2011-10-19T00:03:35.318-07:00","display_name":"Joanne Lehrer","url":"https://uqo.academia.edu/JoanneLehrer"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276272"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276272/Re_Situating_Canadian_Early_Childhood_Education_2014_Veronica_Pacini_Ketchabaw_and_Larry_Prochner_editors"><img alt="Research paper thumbnail of Re-Situating Canadian Early Childhood Education (2014) Veronica Pacini-Ketchabaw & Larry Prochner, editors" class="work-thumbnail" src="https://attachments.academia-assets.com/84681320/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276272/Re_Situating_Canadian_Early_Childhood_Education_2014_Veronica_Pacini_Ketchabaw_and_Larry_Prochner_editors">Re-Situating Canadian Early Childhood Education (2014) Veronica Pacini-Ketchabaw & Larry Prochner, editors</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">I was thrilled to be offered the opportunity to review Re-Situating Canadian Early Childhood Educ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">I was thrilled to be offered the opportunity to review Re-Situating Canadian Early Childhood Education, edited by Veronica Pacini-Ketchabaw and Larry Prochner. I was familiar with the work of many of the authors and the topic of reconceptualist early childhood education (ECE), particularly in Canada, is of great personal interest. However, my own positioning as a reader in Québec interfered with my ability to fully appreciate the book. The book begins with a foreword by Daphney Curry and Gaile Cannella, followed by an introduction by the editors, and nine chapters by Canadian early childhood researchers. The anthology concludes with a chapter by Beth Blue Swadener, Lacey Peters, and Sonya Gaches. I mention the U.S. authors by name because the unfortunately misleading title, as well as the preface, introduction, and conclusion, had a negative impact on my perception of the work as a whole. The foreword, introduction, and concluding chapters are excellent examples of reconceptualist ECE scholarly work. The reconceptualist movement in ECE has, over the course of the last three decades, used critical, poststructural, postmodern, postcolonial, feminist, and post-humanist theories to uncover and challenge social inequity and injustices within ECE, politicizing the field and troubling dominant narratives. Unfortunately, these three chapters don't seem to belong in a book with the word Canadian in the title. The foreword, by two U.S. researchers, presents the field of reconceptualist or critical ECE studies, suggesting that "multiple universalisms . . . should be called into question" (p. xi) and that social power relations be unmasked. However, in tracing a history of this movement, these authors appear not to recognize their own U.S.-centric perspective. While they cite some authors from other Englishspeaking countries, such as Australia, New Zealand, and Canada, the tone of the chapter assumes that all readers either live in the United States or are familiar with that country's ECE practices, or lack thereof, making the call to de-centre traditionally marginalized knowledges appear hypocritical. The introduction, by the editors of the anthology (two prominent Canadian researchers), offers a similar history of the reconceptualist movement from a U.S. perspective, although these authors cite work from Sweden, as well. The history of the reconceptualist movement in Canada is mentioned briefly in a footnote, where readers are directed to a previous chapter by Pacini-Ketchabaw and Pence (2005). Ironically, it is only in the concluding chapter, in the section on cross-national perspectives that a brief overview of Canadian reconceptualist ECE scholarly work beyond the current</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7c053d822f875d826164c4b82605ce55" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84681320,"asset_id":77276272,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84681320/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276272"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276272"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276272; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276271"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276271/R%C3%A9cits_m%C3%A9tar%C3%A9cits_et_contrer%C3%A9cits_des_relations_parent_intervenant_pendant_la_transition_vers_la_maternelle_en_milieux_marginalis%C3%A9s"><img alt="Research paper thumbnail of Récits, métarécits et contrerécits des relations parent-intervenant pendant la transition vers la maternelle en milieux marginalisés" class="work-thumbnail" src="https://attachments.academia-assets.com/84699808/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276271/R%C3%A9cits_m%C3%A9tar%C3%A9cits_et_contrer%C3%A9cits_des_relations_parent_intervenant_pendant_la_transition_vers_la_maternelle_en_milieux_marginalis%C3%A9s">Récits, métarécits et contrerécits des relations parent-intervenant pendant la transition vers la maternelle en milieux marginalisés</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">В юго-восточной части Свердловской области (Каменский район) изучены лесные сообщества, исключенн...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">В юго-восточной части Свердловской области (Каменский район) изучены лесные сообщества, исключенные из сельскохозяйственной деятельности после экономических реформ 1990-х годов. Проведен сравнительный анализ состояния этих лесов по геоботаническим описаниям, выполненным в 2011-2012 гг., и архивным (1992-1993 гг.). Общий массив использованных данных включает 34 описания. Доля синантропных видов в составе сообществ за прошедший период изменилась мало и не превышает пятой части видового состава. Основа синантропной фракции -апофиты, участие адвентивных видов незначительно. Зарегистрировано внедрение в состав сообществ инвазивного вида (Malus baccata (L.) Borkh.). В центральной и восточной частях Каменского района происходит восстановление первичных березовых лесов. Ключевые слова: фиторазнообразие, мелколиственные леса Зауралья, индекс синантропизации.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0cfe2d17bd6fd26ace540933f9ea5284" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84699808,"asset_id":77276271,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84699808/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276271"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276271"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276271; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276270"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276270/Parent_and_Child_Perceptions_of_Grade_One_Childrens_Out_of_School_Play"><img alt="Research paper thumbnail of Parent and Child Perceptions of Grade One Children's Out of School Play" class="work-thumbnail" src="https://attachments.academia-assets.com/84681318/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276270/Parent_and_Child_Perceptions_of_Grade_One_Childrens_Out_of_School_Play">Parent and Child Perceptions of Grade One Children's Out of School Play</a></div><div class="wp-workCard_item"><span>Exceptionality Education International</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The transition from kindergarten to Grade 1 is marked by a sudden decrease in children’s play tim...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The transition from kindergarten to Grade 1 is marked by a sudden decrease in children’s play time (Broström, 2005; Hartmann & Rollett, 1994). This study sought to examine 69 Montreal-area Grade 1 children’s beliefs about out of school play, as well as their parents’ (N = 56) perceptions of their play. Findings indicate that parents value play for their child’s development and education, for building relationships and self-esteem, for processing emotional experiences, for relaxation, and for fun. Many parents expressed a preference for active outdoor play, as well as pretend and creative play, board games, and puzzles, explaining that they discouraged television and video games, aggressive play, and play with sexual themes. Children reported enjoying active outdoor play, toys, construction and art activities, and video game play, with parents, siblings, friends, and pets. Limitations to play included lack of neighbourhood children, parents or siblings who did not play, and restricti...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f67bc5383400170f102749f083051d0c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84681318,"asset_id":77276270,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84681318/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276270"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276270"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276270; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276269"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77276269/Contesting_the_evidence"><img alt="Research paper thumbnail of Contesting the evidence" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77276269/Contesting_the_evidence">Contesting the evidence</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276269"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276269"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276269; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77276269]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276269,"title":"Contesting the evidence","internal_url":"https://www.academia.edu/77276269/Contesting_the_evidence","owner_id":857220,"coauthors_can_edit":true,"owner":{"id":857220,"first_name":"Joanne","middle_initials":null,"last_name":"Lehrer","page_name":"JoanneLehrer","domain_name":"uqo","created_at":"2011-10-19T00:03:35.318-07:00","display_name":"Joanne Lehrer","url":"https://uqo.academia.edu/JoanneLehrer"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276268"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276268/Early_Childhood_Educators_Perceptions_of_Their_Emotional_State_Relationships_with_Parents_Challenges_and_Opportunities_During_the_Early_Stage_of_the_Pandemic"><img alt="Research paper thumbnail of Early Childhood Educators’ Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic" class="work-thumbnail" src="https://attachments.academia-assets.com/84681316/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276268/Early_Childhood_Educators_Perceptions_of_Their_Emotional_State_Relationships_with_Parents_Challenges_and_Opportunities_During_the_Early_Stage_of_the_Pandemic">Early Childhood Educators’ Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic</a></div><div class="wp-workCard_item"><span>Early Childhood Education Journal</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article presents a study about the impact of COVID-19 on childcare center educators in Quebe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed due to the pandemic between March 16 and May 31, 2020, in areas considered "hot" (highly affected by the pandemic). During this time, some centers were transformed into "emergency childcare services" available to parents considered to be essential workers. Therefore, few children attended, and most educators worked remotely. In May 2020, 372 educators completed an online questionnaire regarding their emotional state, challenges, and learning opportunities. Results indicate that half of the respondents reported a decrease in their level of well-being at work and an increase in their stress level. Educators working remotely were more likely to report a lower level of stress than when working with children at daycare (36.1% vs 19.7%). Despite these findings, educators estimated that the parents who used their emergency childcare service presented either high (37.7%) or average (32.2%) levels of wellbeing. The factors that educators identified as facilitating their interactions with families included parental recognition of their work (11.68%) and direct contact with them (12.62%). While many tasks accomplished at home were done for the first time during this period (i.e., creating video capsules for children and parents, virtual meetings with children and colleagues), a large majority of respondents reported that these tasks made them feel useful. Working at their own pace (34.7%) was seen as the principal advantage of remote working. Finally, 28.84% mentioned that the reduced ratio (1:2 or 1:3) was a facilitating factor that they would like to maintain during the upcoming reopening phase. The discussion uses the</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aa642c1230eab870cd38ddd1940b5758" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84681316,"asset_id":77276268,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84681316/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276268"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276268"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276268; 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</script> <div class="js-work-strip profile--work_container" data-work-id="77276259"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77276259/Preparing_to_Start_School_Parent_and_Early_Childhood_Educator_Narratives"><img alt="Research paper thumbnail of Preparing to Start School: Parent and Early Childhood Educator Narratives" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77276259/Preparing_to_Start_School_Parent_and_Early_Childhood_Educator_Narratives">Preparing to Start School: Parent and Early Childhood Educator Narratives</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter presents a narrative multi-case study that draws on a postocolonial and postmodern n...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter presents a narrative multi-case study that draws on a postocolonial and postmodern narrative theoretical framework and methodology. The narratives recounted by three mothers, four educators, and home-childcare communication documents concerning the children&#39;s upcoming transition to school and educator-parent relationships are presented. For example, Marie-Eve’s narrative is centred around her own sense of comfort at the childcare centre; focuses on the difficulties of transitioning between educators for her son, Mateo; and explains why she believes that he will do well in school. She also identifies home routines to modify once her son starts school. Anne, Mateo’s educator, describes Marie-Eve’s involvement in centre activities, and blames Marie-Eve’s difficulty with Mateo’s transition from group to group on the fact that she is a single mother of an only child. Nicholas has two different educators, Suzanne and Nadia. His mother Audrey is thrilled with her experienc...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276259"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276259"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276259; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77276259]").text(description); $(".js-view-count[data-work-id=77276259]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77276259; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77276259']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77276259]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276259,"title":"Preparing to Start School: Parent and Early Childhood Educator Narratives","internal_url":"https://www.academia.edu/77276259/Preparing_to_Start_School_Parent_and_Early_Childhood_Educator_Narratives","owner_id":857220,"coauthors_can_edit":true,"owner":{"id":857220,"first_name":"Joanne","middle_initials":null,"last_name":"Lehrer","page_name":"JoanneLehrer","domain_name":"uqo","created_at":"2011-10-19T00:03:35.318-07:00","display_name":"Joanne Lehrer","url":"https://uqo.academia.edu/JoanneLehrer"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276257"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77276257/Le_r%C3%B4le_des_centres_de_la_petite_enfance_dans_la_pr%C3%A9paration_de_la_transition_vers_la_maternelle_des_enfants_et_de_leurs_familles"><img alt="Research paper thumbnail of Le rôle des centres de la petite enfance dans la préparation de la transition vers la maternelle des enfants et de leurs familles" class="work-thumbnail" src="https://attachments.academia-assets.com/84681313/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77276257/Le_r%C3%B4le_des_centres_de_la_petite_enfance_dans_la_pr%C3%A9paration_de_la_transition_vers_la_maternelle_des_enfants_et_de_leurs_familles">Le rôle des centres de la petite enfance dans la préparation de la transition vers la maternelle des enfants et de leurs familles</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Cet article presente les resultats d’une etude multicas sur le role des centres de la petite enfa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Cet article presente les resultats d’une etude multicas sur le role des centres de la petite enfance (CPE) au Quebec dans la preparation de la transition vers la maternelle des enfants et de leurs familles. La recherche s’appuie sur un modele de co-construction de la transition vers l’ecole et sur une vision d’une relation partagee des relations avec les familles. L’analyse des entretiens avec les educatrices et les meres de sept enfants de quatre ans revele trois themes de discussion : la preparation de l’enfant, le soutien au parent, et les rituels de transition. Ces themes font reference aux pratiques de transition formelles et informelles, aux attitudes et aux perceptions au sujet des besoins des enfants pour etre « prets » pour l’ecole et sur le fonctionnement de la maternelle.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="34ebe04068eb34d4c62be573dfed7de6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84681313,"asset_id":77276257,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84681313/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276257"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276257"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276257; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276253"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276253/Parents_and_Teachers_Perceptions_of_Transition_Practices_in_Kindergarten"><img alt="Research paper thumbnail of Parents' and Teachers' Perceptions of Transition Practices in Kindergarten" class="work-thumbnail" src="https://attachments.academia-assets.com/84903842/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276253/Parents_and_Teachers_Perceptions_of_Transition_Practices_in_Kindergarten">Parents' and Teachers' Perceptions of Transition Practices in Kindergarten</a></div><div class="wp-workCard_item"><span>Exceptionality education international</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The de velopmental model of transition Pianta and colleagues outlined emphasizes the interconnect...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The de velopmental model of transition Pianta and colleagues outlined emphasizes the interconnected relationships among the child, teacher, family, peers, and community that are developed across time (Pianta & Kraft -Sayre, 2003). Thi s study focused on the use of transition practices as perceived by parents and teachers. Parents (8 groups) and 23 teachers of 95 children engaged in focus group discussions at the beginning and during the kindergarten year. Overall, teachers reported similar school-mandated practices, such as gradual entry, small group meetings on the fir st day of school, and a parent orientation meeting on the night before school starts. The se transition practices were welcomed by parents and were consistent with the majority of transition practices reported in other kindergarten studies in North America (e.g., La Paro, Pianta, & Cox 2000; Nelson, 2004; Yeom, 1998). Both parents and teachers valued communication; however, parents oft en found it diffic ult to navig...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="795be88186e725290781eef04b195fae" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84903842,"asset_id":77276253,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84903842/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276253"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276253"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276253; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77276253]").text(description); $(".js-view-count[data-work-id=77276253]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77276253; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77276253']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "795be88186e725290781eef04b195fae" } } $('.js-work-strip[data-work-id=77276253]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276253,"title":"Parents' and Teachers' Perceptions of Transition Practices in Kindergarten","internal_url":"https://www.academia.edu/77276253/Parents_and_Teachers_Perceptions_of_Transition_Practices_in_Kindergarten","owner_id":857220,"coauthors_can_edit":true,"owner":{"id":857220,"first_name":"Joanne","middle_initials":null,"last_name":"Lehrer","page_name":"JoanneLehrer","domain_name":"uqo","created_at":"2011-10-19T00:03:35.318-07:00","display_name":"Joanne Lehrer","url":"https://uqo.academia.edu/JoanneLehrer"},"attachments":[{"id":84903842,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84903842/thumbnails/1.jpg","file_name":"index-based_insurance.pdf","download_url":"https://www.academia.edu/attachments/84903842/download_file","bulk_download_file_name":"Parents_and_Teachers_Perceptions_of_Tran.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84903842/index-based_insurance-libre.pdf?1650938062=\u0026response-content-disposition=attachment%3B+filename%3DParents_and_Teachers_Perceptions_of_Tran.pdf\u0026Expires=1740568713\u0026Signature=LXC6SSXZcyBycg0tVAJI5uV2lPAKIZD9JneBpvC70Xn-f8U~hcJorZEgWq01QJfAYM9Y1DKARV7onlRapbLtl3mW6s9oDRztQ4T6HITdlVjma8mS52TTXYQI8713HBP9F3lIOyW~GCnbemNb1rrUARJh3WUSwM65eWoJynyu1HZlt4bSFQKTbVXv3njeZ1rcj-Vls4-QqMX3rSC447-uVGlOhpCAp4~FtruN-3D6vt6efbaCpoUsWsx~oqXBlLJxuJ3~Xi1SDovNzmQHieGyDqFHRcN4F6XkJpIE1nQ7-RwNrK9qU94aGB4ojfB20hzd2kpL-J9yLBTfC5~T0Zs5Dg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276250"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77276250/Book_Review_HALL_E_L_and_RUDKIN_J_K_Seen_and_heard_Children_s_Rights_in_Early_Childhood_Education"><img alt="Research paper thumbnail of Book Review: HALL, E. L., & RUDKIN, J. K. Seen & heard: Children’s Rights in Early Childhood Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77276250/Book_Review_HALL_E_L_and_RUDKIN_J_K_Seen_and_heard_Children_s_Rights_in_Early_Childhood_Education">Book Review: HALL, E. L., & RUDKIN, J. K. Seen & heard: Children’s Rights in Early Childhood Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">HALL, E. L. & RUDKIN, J. K. Seen & heard: Children’s rights in early childhood education. London,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">HALL, E. L. & RUDKIN, J. K. Seen & heard: Children’s rights in early childhood education. London, ON: Althouse Press. (2011). 115 pp. $28.95 (Paperback). (ISBN 978-0-920354-72-8).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276250"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276250"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276250; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77276250]").text(description); $(".js-view-count[data-work-id=77276250]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77276250; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77276250']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77276250]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276250,"title":"Book Review: HALL, E. L., \u0026 RUDKIN, J. K. Seen \u0026 heard: Children’s Rights in Early Childhood Education","internal_url":"https://www.academia.edu/77276250/Book_Review_HALL_E_L_and_RUDKIN_J_K_Seen_and_heard_Children_s_Rights_in_Early_Childhood_Education","owner_id":857220,"coauthors_can_edit":true,"owner":{"id":857220,"first_name":"Joanne","middle_initials":null,"last_name":"Lehrer","page_name":"JoanneLehrer","domain_name":"uqo","created_at":"2011-10-19T00:03:35.318-07:00","display_name":"Joanne Lehrer","url":"https://uqo.academia.edu/JoanneLehrer"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276246"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276246/Preparing_children_and_families_for_the_transition_to_school_The_role_of_early_childhood_educators"><img alt="Research paper thumbnail of Preparing children and families for the transition to school : The role of early childhood educators" class="work-thumbnail" src="https://attachments.academia-assets.com/84681308/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276246/Preparing_children_and_families_for_the_transition_to_school_The_role_of_early_childhood_educators">Preparing children and families for the transition to school : The role of early childhood educators</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study presents the results of a narrative inquiry into the roles of early childhood educator...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study presents the results of a narrative inquiry into the roles of early childhood educators and centres in preparing four-year-old children and their parents for their upcoming transition to kindergarten (the first year of school), in Montreal, Quebec, Canada. Participants were seven mothers and the seven educators working with their children. Results revealed four themes: preparing the child; supporting the parent; transition rituals; and a rupture. Educators and parents described formal transition practices, often discussed in the literature, as well as informal transition practices, rarely acknowledged in research studies; and educator and parent attitudes and perceptions regarding what children need in order to be ‘ready’ for school as well as what will happen once they begin school.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0dc3edf923020d78e58b6792245d45d5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84681308,"asset_id":77276246,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84681308/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276246"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276246"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276246; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77276246]").text(description); $(".js-view-count[data-work-id=77276246]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77276246; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77276246']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276244"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77276244/Mediation_or_moderation_Mechanisms_through_which_childcare_quantity_type_and_quality_influence_childrens_externalizing_and_internalizing_behaviours"><img alt="Research paper thumbnail of Mediation or moderation? Mechanisms through which childcare quantity; type and quality influence children's externalizing and internalizing behaviours" class="work-thumbnail" src="https://attachments.academia-assets.com/84699797/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77276244/Mediation_or_moderation_Mechanisms_through_which_childcare_quantity_type_and_quality_influence_childrens_externalizing_and_internalizing_behaviours">Mediation or moderation? Mechanisms through which childcare quantity; type and quality influence children's externalizing and internalizing behaviours</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The objective of this study was to examine how childcare quantity, type, and quality are related ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The objective of this study was to examine how childcare quantity, type, and quality are related in predicting externalising and internalising behaviours of 36-month-old children attending childcare from infancy. The association between childcare attendance and children’s behavioural difficulties appears to be better understood when taking into account childcare quantity, type, and structural and process quality (e.g. Jacob, 2009). However few studies have considered dynamic relationships between these variables. The ecological systems theory (Bronfenbrenner 1979, 2005, Bronfenbrenner & Morris, 1998) nests child development in the centre of a multi-layered ecological system. Based on this, Mashburn and Pianta (2010) have conceptualised how some childcare variables. The sample included 70 children who attended the same childcare service from the age of 10 months. At 24 months-old, data on the childcare quantity, type and quality were collected through questionnaires and observation s...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2ee738e63e3291761fb44c57aa0f641e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84699797,"asset_id":77276244,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84699797/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276244"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276244"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276244; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77276244]").text(description); $(".js-view-count[data-work-id=77276244]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77276244; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77276244']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2ee738e63e3291761fb44c57aa0f641e" } } $('.js-work-strip[data-work-id=77276244]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77276244,"title":"Mediation or moderation? 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In the midst of this “throwntogethness” (Massey, 2005), how do we bring our situated knowings and desires to these discursive material relational mashups? How do we engage with the throwntogetherness that is the Canadian ECEC field as we knit together alternative ways of being, doing, and acting, figuring out what resonates in localized situations (Osgood, 2006)? To begin to answer these questions, we think with feminist theory (Bezanson; 2018; Langford et al., 2016; Prentice, 2009); the politics of the event of place, (Massey, 2005) and relational and spatial networked discursive entanglements (Massey, 2005; Nichols et al., 2012; Ingold, 1995;...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="99f06eb9a8487d9a064221f694ec15b3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84681306,"asset_id":77276241,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84681306/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276241"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276241"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276241; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77276239"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77276239/Pr%C3%A9parer_les_familles_vuln%C3%A9rables_%C3%A0_fr%C3%A9quenter_un_service_de_garde_%C3%A9ducatif"><img alt="Research paper thumbnail of Préparer les familles vulnérables à fréquenter un service de garde éducatif" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77276239/Pr%C3%A9parer_les_familles_vuln%C3%A9rables_%C3%A0_fr%C3%A9quenter_un_service_de_garde_%C3%A9ducatif">Préparer les familles vulnérables à fréquenter un service de garde éducatif</a></div><div class="wp-workCard_item"><span>La revue internationale de l'éducation familiale</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Cette etude longitudinale documente l’evolution des habiletes et des pratiques de communication d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Cette etude longitudinale documente l’evolution des habiletes et des pratiques de communication des parents issus de familles ayant des besoins complexes avant, pendant et apres que leur enfant frequente un service de garde ou se deroule un stage novateur. Mis en place au sein d’un programme d’education a l’enfance il vise a preparer les futures educatrices a etablir des relations avec les familles, en partenariat avec un centre jeunesse. Seize parents et quatre formatrices ont participe a l’etude. Les donnees proviennent d’un questionnaire sur les interactions des parents avec le personnel de la Halte-garderie. Les resultats suggerent que les habiletes relationnelles des parents avec le personnel de la Halte-garderie se sont ameliorees entre le debut et la fin du programme et que les habilites parentales se sont aussi ameliorees de facon significative. La discussion aborde le type de soutien offert aux familles a la Halte-garderie qui influe positivement sur la qualite des relations entretenues entre les etudiantes-stagiaires et les parents en situation de vulnerabilite ainsi qu’entre les parents et leurs enfants.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77276239"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77276239"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77276239; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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</script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="10500646" id="bookschapters"><div class="js-work-strip profile--work_container" data-work-id="43468486"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/43468486/Learning_to_Do_Reflective_Practice_Does_an_Intensive_Preservice_Practicum_Help_Educator_Candidates_Become_Reflective_Practitioners"><img alt="Research paper thumbnail of Learning to Do Reflective Practice: Does an Intensive Preservice Practicum Help Educator-Candidates Become Reflective Practitioners?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/43468486/Learning_to_Do_Reflective_Practice_Does_an_Intensive_Preservice_Practicum_Help_Educator_Candidates_Become_Reflective_Practitioners">Learning to Do Reflective Practice: Does an Intensive Preservice Practicum Help Educator-Candidates Become Reflective Practitioners?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/JoanneLehrer">Joanne Lehrer</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uchilefau.academia.edu/RodrigoQuirozSaavedra">Rodrigo Quiroz Saavedra</a></span></div><div class="wp-workCard_item"><span>Critical Issues in Early Childhood Teacher Education Volume 2-International Perspectives</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter presents an innovative practicum program, situated within both the local context of ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter presents an innovative practicum program, situated within both the local context of early childhood educator training in Québec, as well as the broader context of challenges suggested by the research literature related to supporting children and families with complex support needs. We present a mixed methods case study that aims to explore how the educator-candidates evolved as reflective practitioners during and after their placements. 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