Main Publications (Books)

- Matsumoto, H., Tsuneda, M., Kawata, M. & Akagi, K. (2012) 0 to 3: Child Development and Early Childhood Care and Education. Minerva-Shobo, Kyoto, Japan. (in Japanese)

- Matsumoto, H. & Dai-ichi Sodachi Nursery School. (2011) Creative Approaches to the Babies and Infants Development at the Early Childhood Care and Education. Hitonaru-Shobo, Tokyo, Japan. (in Japanese)

Main Publications (Papers)

- Matsumoto, H., Nishiu, H., Taniguchi, M. Kataoka, M., & Matsui, G. (2023) Pedagogical photo documentation for play in early childhood education and care. Early Years, 43(4-5), 794-810. DOI: 10.1080/09575146.2021.2017407

- Matsumoto, H.  & Tsuneda, M. (2021) Judith T Lysaker, Before words: wordless picture books and the development of reading in young children. Journal of Early Childhood Literacy, 21(1), 171-174. DOI: 10.1177/1468798420981757

- Matsumoto, H. & Tsuneda, M. (2019) Teachers’ Beliefs About Literacy Practices for Young Children in Early Childhood Education and Care Settings. International Journal of Early Years Education, 27(4), 441-456. DOI: 10.1080/09669760.2018.1547630

- Matsumoto, H. (2019) Enhancing young children’s learning through art appreciation with talking and moving in museums. Canterbury Arts Conference Yearbook 2017-2018, 50-57. 

- Matsumoto, H., Nishiu, H., Taniguchi, M., Kataoka, M. & Matsui, G. (2018) Capturing and Improving the Quality of Play in Early Childhood Education and Care Settings through Formative Assessment. Research on Early Childhood Care and Education in Japan, 56, 91-102. (in Japanese with English Abstract) DOI: 10.20617/reccej.56.1_91

- Suizu, S. & Matsumoto, H. (2015) Kindergarten teacher interventions in peer conflict among young children: with a focus on the role of ‘nagomase’ interventions. Research on Early Childhood Care and Education in Japan, 53(3), 33-43. (in Japanese with English Abstract)

- Matsumoto, H., Ito, T., Tsuneda, M. & Mihara, N. (2014) From Knowledge of Hiragana to Literacy Practices in Japanese Young Children: Functions of Literacy after Acquisition. Japanese Journal of Psychological Science, 35(2), 53-63. (in Japanese)

- Matsumoto, H. & Matsui, G. (2013) Approaches to Learning for the Children in Early Childhood Education and Care:  On the basis of Learning I & II. Memoirs of the Faculty of Education, Kagawa University, Pt.1, 139, 71-78. (in Japanese)

- Matsumoto, H., Matsui, G. & Nishiu, H. (2012) The Childcare Environment to Support the Cooperative Experience for Young Children: With a Focus on the Roles of Object. Research on Early Childhood Care and Education in Japan, 50(3), 53-63. (in Japanese with English Abstract)

- Matsumoto, H. (2012) Rethinking the role of psychology for the practice in childhood education and care: Beyond the problem solving approach to the creation of “good” questions. Japanese Journal of Psychological Science, 33(2), 1-6. (in Japanese)

- Matsumoto, H. (2006) Relationship between phonemic awareness and syllabic awareness during the initial stage of learning to read in Japanese children. Annual report (Research and Clinical Center for Child Development, Graduate school of Education, Hokkaido University), 28, 77-87.

- Matsumoto, H. (2004) Development of phonemic awareness and beginning process of learning to read in Japanese speaking children. Annual report (Research and Clinical Center for Child Development, Graduate school of Education, Hokkaido University), 26, 67-77.

Main Conference and other presented papers (International)

- Matsumoto, H., Matsui, G., & Okada, R. (2024) Encouraging Young Children’s Writing Development through the Transition from Kindergarten to Primary School.  23rd European Conference on Literacy and 7th Panhellenic Literacy Conference. (Conference Centre of Minoa Palace, Chania, Crete, Greece. 24th to 26th June 2024.)

- Matsumoto, H. (2023) Participatory approaches in early literacy research: transition from early years to Year 1. Presentation Symposium on Participatory Approaches in Literacy Research. United Kingdom Literacy Association 58th International Conference. (University of Exeter, Devon, UK. 23rd to 25th June 2023.)

- Matsumoto, H. (2023) How to ‘listen’ to children’s voices: cultural differences in participatory approaches. Lightning talk on United Kingdom Literacy Association SIG Mini-Conference; Participatory Approaches in Literacy Research. (Online; 19th Apr 2023.)

- Matsumoto, H. & Tsuneda, M. (2022) Encouraging Young Children’s Writing Development through Playful Activities in Early Childhood Education and Care Practices. United Kingdom Literacy Association 57th International Conference. (Burlington Macdonald Hotel, Birmingham, UK. 1st to 3rd July 2022.)

- Matsumoto, H. & Tsuneda, M. (2021) Being willing to engage in writing activities: empowering young children through early literacy practices. United Kingdom Literacy Association 56th International Conference. (Online. 2nd to 4th July 2021.)

- Tsuneda, M. & Matsumoto, H. (2020) Enhancing literacy learning beyond this pandemic: Reports from Japan. UKLA News, Autumn 2020, 5.

- Matsumoto, H. (2020) Parallel Sessions for Education. Journal of Kagawa University International Office, 11, 103-104.

- Matsumoto, H. (2019). Pedagogical Photo Documentation Addressed to Young Children in Early Childhood Education and Care Practices. Teachers' College of National Chiayi University 2019 International Conference on Artificial Intelligence Development and Its Impact on Educational Leadership and Innovation. (National Chiayi University, Taiwan. 19th Dec 2019.)

- Matsumoto, H. (2019). Play as learning tools or play as play?: Rethinking ‘play-based’ pedagogies in Early Childhood Education and Care. The 7th Chiayi-Kagawa University workshop on Early Childhood and Primary Education. (National Chiayi University, Taiwan. 30th Oct 2019.) 

- Matsumoto, H. & Tsuneda, M. (2019). What is the structure of ‘play-based’ pedagogies in the literacy practices for four-to-six-year-old children? United Kingdom Literacy Association 55th International Conference. (Sheffield Institute of Education, Sheffield Hallam University, Sheffield, UK. 12th to 14th July 2019.)

- Matsumoto, H. (2019). Play as learning tools or play as play?: Supporting young children’s learning dispositions through ECEC practices. TACTYC (Association for Professional Development in Early Years)  One  Day Conference and AGM 2019. (International Convention Centre Birmingham, UK. 15th June 2019.)

- Matsumoto, H. (2019). Pedagogical Photo Documentation Addressed to Children: For Listening to the Voices of Children, Parents and Guardians, and Practitioners through ECEC Practices. South East England Early Childhood Research and Practice Association. (Canterbury Christ Church University, UK. 23rd January 2019.)

- Matsumoto, H., Nishiu, H., Taniguchi, M., Kataoka, M. & Matsui, G. (2018). Capturing and Improving the Quality of Play in Early Childhood Education and Care Settings through Photo Documentation via Wall Displays for Children. TACTYC (Association for Professional Development in Early Years) 40th Anniversary Conference 2018. (University of Derby, UK. 2nd November 2018.)

- Matsumoto, H., Matsui, G. & Tsuneda, M. (2018). What do ECEC children enjoy learning through art appreciation in museums? European Early Childhood Education Research Association (EECERA) 28th Conference. (Budapest University of Technology and Economics, Budapest, Hungary. 28th to 31st August, 2018.)

- Matsumoto, H. (2018). Enhancing young children’s learning through art appreciation with talking and moving in museums. Canterbury Arts Conference 2018. (12th July, 2018.)

- Matsui, G., Matsumoto, H., Yoshikawa, N., & Yamaji, K. (2018). Support for the Parent-Child Relationship while Children are Being Dropped Off at and Picked Up from Day Care Centers. Pacific Early Childhood Education Research Association (PECERA) 2018 Conference. (Hilton Kuching, Sarawak, Malaysia. 6th-8th July, 2018.)

- Matsumoto, H., Matsui, G. & Tsuneda, M. (2017). Effects of art appreciation in museums on the enhancement of young children's educational experiences. The 6th Chiayi-Kagawa workshop on Education and Engineering. (Kagawa University, Japan. Nov 20, 2017.)

- Matsumoto, H., Matsui, G. & Tsuneda, M. (2017). What do ECEC children learn through art appreciation in museums? European Early Childhood Education Research Association (EECERA) 27th Conference. (University of Bologna, Bologna, Italy. August 29 to September 1, 2017.)

- Matsumoto, H. & Tsuneda, M. (2017). How do kindergarten and nursery teachers facilitate young children's literacy development through interaction during classroom activities? United Kingdom Literacy Association 53rd International Conference. (University of Strathclyde, Glasgow, UK. June 30 to July 2, 2017.)

- Matsumoto, H. (2016). ECEC teachers' beliefs about emergent literacy instruction for young children. The 5th Chiayi-Kagawa workshop on Education and Engineering “In search of collaborative avenues between National Chiayi University and Kagawa University” (National Chiayi University, Chiayi, Taiwan. Nov 28, 2016.)

- Matsumoto, H. & Tsuneda, M. (2016). Teachers' beliefs about emergent literacy instruction for young children: a comparison among nursery, kindergarten, and elementary school in Japan. 31st International Congress of Psychology (ICP) 2016. (PACIFICO Yokohama, Yokohama, Japan. July 24-29, 2016.) 

- Matsumoto, H. & Tsuneda, M. (2016). Japanese kindergarten and nursery teachers' beliefs regarding emergent literacy instruction for young children. United Kingdom Literacy Association 52nd International Conference. (The Mercure Hotel, Holland House Hotel & Spa, Bristol, UK. July 8-10, 2016.)

- Matsumoto, H. (2016). Current Perspectives on ECEC (Early Childhood Education and Care) in Japan: Play, Literacy, and Assessment. National Chiayi University One-day Conference “Improving Quality of Early Childhood Education” (National Chiayi University, Chiayi, Taiwan. May 28, 2016.)

- Matsui, G., Matsumoto, H., Kataoka, M., Tsuneda, M., Suizu, S. & Takahashi, Y. (2015). Quality of group play for using the case study method in Japan. European Early Childhood Education Research Association (EECERA) 2015 Conference. (Universitat Autonoma de Barcelona, Barcelona, Spain. September 7-10, 2015.)

- Matsumoto, H. & Tsuneda, M. (2014) From letter knowledge to literacy practices: Acquisition of literacy in Japanese children. United Kingdom Literacy Association 50th International Conference. (University of Sussex, Brighton, UK.  July 5, 2014.)

- Matsumoto, H. (2013) Phonemic Awareness and Learning to Read in Japanese Preschool Children. American Psychological Association 121st Annual Convention. (Honolulu, Hawai'i, USA. Hawaii Convention Center, July 31, 2013.)