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h5 指数:20
h5 中位数:30

h5 指数是指在过去整整 5 年中所发表文章的 h 指数。h 指在 2018-2022 年间发表的 h 篇文章每篇至少都被引用过 h 次的最大值。隐藏

出版物的 h5 中位数，是指出版物的 h5 指数所涵盖的所有文章获得的引用次数的中位值。隐藏

#20 Early Childhood Education

标题/作者	引用次数	年份
‘The playing-exploring child’: Reconceptualizing the relationship between play and learning in early childhood education M Nilsson, B Ferholt, R Lecusay Contemporary Issues in Early Childhood 19 (3), 231-245	78	2018
The Organisation for Economic Co-operation and Development’s International Early Learning Study: What happened next P Moss, M Urban Contemporary Issues in Early Childhood 18 (2), 250-258	77	2017
The Organisation for Economic Co-operation and Development’s International Early Learning Study: What’s going on P Moss, M Urban Contemporary Issues in Early Childhood 20 (2), 207-212	40	2019
Critical racial literacy in homes, schools, and communities: Propositions for early childhood contexts K Nash, J Howard, E Miller, G Boutte, G Johnson, L Reid Contemporary Issues in Early Childhood 19 (3), 256-273	39	2018
Towards a holistic conceptualisation of early childhood educators’ work-related well-being T Cumming, S Wong Contemporary Issues in Early Childhood 20 (3), 265-281	36	2019
Learning history in early childhood: Teaching methods and children’s understanding Y Skjæveland Contemporary Issues in Early Childhood 18 (1), 8-22	34	2017
Reframing infant-toddler pedagogy through a lens of professional love: Exploring narratives of professional practice in early childhood settings in England J Page Contemporary Issues in Early Childhood 18 (4), 387-399	32	2017
Contesting early childhood professional identities: A cross-national discussion S Arndt, M Urban, C Murray, K Smith, B Swadener, T Ellegaard Contemporary Issues in Early Childhood 19 (2), 97-116	32	2018
Can we belong in a neo-liberal world? Neo-liberalism in early childhood education and care policy in Australia and New Zealand F Press, C Woodrow, H Logan, L Mitchell Contemporary Issues in Early Childhood 19 (4), 328-339	31	2018
Joint attention in infant-toddler early childhood programs: Its dynamics and potential for collaborative learning S Degotardi Contemporary Issues in Early Childhood 18 (4), 409-421	31	2017
Playing with place in early childhood: An analysis of dark emotion and materiality in children’s play L Procter, A Hackett Contemporary Issues in Early Childhood 18 (2), 213-226	30	2017
The social construction of the competent, self-governed child in documentation: Panels in the Swedish preschool J Liljestrand, A Hammarberg Contemporary Issues in Early Childhood 18 (1), 39-54	29	2017
Encounters with a pedagogista CD Vintimilla Contemporary Issues in Early Childhood 19 (1), 20-30	29	2018
Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers SM Linder, A Simpson Contemporary Issues in Early Childhood 19 (3), 274-296	28	2018
Understanding children’s perspectives of classroom writing practices through drawings A Baroutsis, L Kervin, A Woods, B Comber Contemporary Issues in Early Childhood 20 (2), 177-193	24	2019
When will Black children be well? Interrupting anti-Black violence in early childhood classrooms and schools G Boutte, N Bryan Contemporary Issues in Early Childhood 22 (3), 232-243	23	2021
Systematic documentation: Structures and tools in a practice of communicative documentation K Alnervik Contemporary Issues in Early Childhood 19 (1), 72-84	22	2018
The family–centre partnership disconnect: Creating reciprocity F Hadley, E Rouse Contemporary Issues in Early Childhood 19 (1), 48-62	22	2018
Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics Z Millei, KP Kallio Contemporary Issues in Early Childhood 19 (1), 31-47	20	2018
Leadership in early childhood education: The case for pedagogical praxis I Palaiologou, T Male Contemporary Issues in Early Childhood 20 (1), 23-34	20	2019

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