Journal of OMEP: l' Organisation Mondiale pour l'Education Préscolaire 

Revista de la OMEP: Organización Mundial por la Educación Preescolar

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Diaz, C. (2001). La realidad de la adquisición del lenguaje oral y escrito en una muestra de escuela del sector sur de Santiago. 33(1) p. 9

Mayfield, M. I. (1999). Family literacy programmes: intergenerational and international. 31(2) p. 91

Nelson, A. N. & Zobairi, N. (1999). Multiple literacies: the whole mind at work. 31(2) p. 82

Nyland, B. (1999). Listening to infants: emotional literacy and the child care setting. 31(2) p. 99

Raban, B. & Ure, C. (1999). Literacy in three langauges: a challange for Sinagpore preschools. 31(2) p. 45

Saracho, O. (2001). Teacher’s perceptions of their roles in promoting literacy in the context of play in a Spanish-speaking kindergarten. 33(2) p. 18

Saracho, O. N. (1999). Helping families develop emergent literacy startegies. 31(2) p. 25

Sodermna, A. K.; et. al. (1999). Gender differences that affect emerging literacy in first grade children: U. S., India and Taiwan. 31(2) p. 9

Westbrook, J. (1999). Two points of view: Young children’s literacy development in print and the audio visual image. 31(2) p. 37



Assuncao Folque, M. & Blatchford, I.S. (2011). Fostering Communities of learning in two portuguese Pre-School classrooms applying the movimento da escola moderna pedagocy. 43 (3) p. 227

Mosvold, R. & Bjuland, R. (2011). An activity theory view on learning studies. 43 (3) p. 261

Smith, A. B. (2009). A case study of learning architecture and reciprocity. 41(1) p. 33

Tayler, C. (2011). Changing policy, changing culture: steps toward early learning quality improvement in Australia. 43 (3) p. 211


Bates, L. (2007). The play’s the thing literary adaptation for children’s theatre. 39(2) p. 37

Barret, M.S., Everrett, M.C., Smigiel, H.M. (2012). Meaning, value and engagement in the arts: Findings from a participatory investigation of young australian children's perceptions of the arts. 44 (2) p. 185



Sträng, M. H. & Åberg-Bengtsson, L. (2009). 'From the mountain and then?' Five-year-olds visiting the 'way of the water' exhibition at a science centre. 41(1) p. 13



Rao, N. (2006). SARS, preschool routines and children’s behavior: observations from preschools in Hong Kong. 38(2) p. 11

Tafa, E. (2000). Kindergarten teacher’s perceptions of intervention strategies for young children with mild learning and behavior problem. 32(2) p. 45


Conducta Social

Lillvist, A.; Sandberg, A.; et.a l. (2009). The construct of social competende- how preschool teachers define social competence in young children. 41(1) p. 51

 Ying Hu, B., Szente, J. (2010). An introduction to chinese early childhood inclusion. 42 (1) p. 59

Cuido de Niños

Ahuja, A. (2000). Alternate child care options preferences of the hill community. 32(2) p. 91

Boyer, W. (2000). Care for the care giver and intarpersonal journey. 32(1) p. 41

Broström, S. ; Hansen, O. H. (2011). Care and Education in the Danish Crèche. 42 (2) p. 87



Jafar, A. (2004). The art of storytelling for cross cultural understanding. 36(1) p. 35

Hännikäinen, M. (2011). 1 to 3 year old children in daycare centers in Finlandia: an overview of eight doctoral dissertations. 42 (2) p. 101

Ødegaard, E. E. (2007). What’s up on the teachers’ agenda? A study of didactic projects and cultural values in mealtime conversations with very young children. 39(2) p. 45

Ostrem, S. (2008). The public/ Private Dichotomy: a threat to children’s fellow citizenship. 40(1) p. 15

Test, J. E. (2006). Infant and toddler teachers as transmitters of culture. 38(1) p. 47



Alvestad, M. & Duncan, J. (2006). “The value is enormous, it’s priceless I think!” New Zeland preschool teachers’ understandings of the early childhood curriculum in New Zeland. 38(1) p. 31

Broström, S. (2006). Curriculum in preschool. 38(1) p. 65

Samuelsson, I. P.; Sheridam, S. & Williams, P. (2006). Five Preschool Curricula: comparative perspective. 38(1) p. 11

Vallberg, A. C. (2006). Early childhood curricula in Sweden. 38(1) p. 77

Yuejuam, P. & Yan, L. (2008). A comparison of curricular practices in Chinese Kindergartens: the influence of curriculum reform. 40(2) p. 33


Derecho de los niños

Abdella, R.; Hoot, J. & Tadesse, S. (2006). Seldom heard voices: child prostitutes in Ethiopia. 38(2) p. 81

Folster, K.; et. al. (1999). The place of children in our fast changing societies: great possibilities and fatal dangers 31(1) p. 1

Piscitelli, B.; et. al. (1999). Children have rights: lessons for teachers nad the wider world. 31(1) p. 60

Temblay, C. (2000). Evaluation of mother knowledge in preventing child sexual abuse. 32(2) p. 83

Desarrollo Sostenible

Chan, B., Choy, G. & Lee, A. (2009). Harmony as the bases for education for sustainable development: a case example of Yew Chung international schools.  41(2) p. 35

Elliot, S. & Davis, J. (2009). Exploring the resistance: an australian perspective on educationg for sustainability in early childhood. 41(2) p. 65

Hagglund, S., Samuelsson, I. P. (2009). Early Childhood education and learning for sustainable development and citizenship. 41(2) p. 49

Johansson, E. (2009). The preschool child of today -the world- citizen of tomorrow? 41(2) p. 79

Pearson, E. &Degotardi, S. (2009). Education for sustainable development in early childhood education: a global solution to local concerns? 41(2) p. 97

Siraj-BLatchford, J. (2009). Editorial: education for sustainable development in early childhood. 41(2) p. 9

  Destrezas de Vida

Mbebeb, F. E. (2009). Developing productive lifeskills in children: priming entrepreneurial mindsets through socialisation in family occupations. 41(2) p. 23


Naughton, G.; Hughes, P. & Smith, K. (2007). Rethinking approaches to working with children who challenge: action learning for emancipator practice. 39(1) p. 39

Smith, A. B. (2004). How do infants and toddlers learn the rules? Family discipline and young children. 36(2) p. 27



Biesta, G. (2011). From learning cultures to educational cultures: values and judgements educational research and educational improvement. 43 (3) p. 199

Fung, K.H. & Chung Lam, C. (2012). The tension between parents' informed choice and school transparency: Consumerism in the Hong Kong Education Voucher Scheme. 44 (1) p. 32

Educación Infantil

Pramling Samuelsson, I. (2011). Why we should begin early with ESD: The role of early childhood education. 43 (2) p. 103


Bentolila, A. (1999). Extraits de communication et de couverte de l’ecrit a l’ecole maternealle. 31(2) p. 6

Croikshank, M. (2001). The emergent writing process of a preschool child. 33(2) p. 10

Gauthier, M. T. (1999). Entrer dans l’ecrit a l’ecole maternelle. 31(2) p. 75

Lavoie, N. & Levesque, J. Y. (1999). Programme experimental de développement de compétances auprés de parent qui éprovent des difficultés a lire et a ecrive, dans de situations d’eveil au amnde de l’ecrit chez leurs enfants d’age prescolaire. 31(2) p. 17



Miyabara, J. & Meyers, C. (2008). Early learning and development stadards in East Asia and the Pacific: experiences from eight countries. 40(2) p. 17



Ezquerra Muñoz, M. P. (2006). Creencias y prácticas de los maestros de educación infantil en torno a la organización del espacio escolar. 38(2) p. 57

Johnson, E. (2004). Learning encounters in preschool: interaction between atmosphere view of children and of learning. 36(2) p. 9

Pilar, M. (2008). Lo que creemos no es siempre lo que hacemos: los educadores infantiles y la organización del espacio mediante rincones. 40(1) p. 53



Germanos, V. (2001). The needs of non-english speaking background children with a disability. 33(1) p. 26

Matthew, N. &Clow, S. (2007). Putting disabled children in the picture promoting inclusive children’s books and media. 39(2) p. 65

Romo, V. (2004). Diversidad y discriminación: algunas consideraciones para el trabajo con niños y niñas pequeñas. 36(2) p. 75

Tetreault, S. (2001). Obstacles a l’inclusion scolaire enfants d’age prescolaire ayant des besoins speciaux. 33(2) p. 44

Walker, S. & Berthelsen, D. (2008). Children with autism spectrum disorder in early childhood education programs: a social constructivist perspective on inclusion. 40(1) p. 33



Davies, B. (2011). Open listening: Creative evolution in Early childhood settings. 43 (2) p. 119
Fleer, M. (2011). Kindergartens in cognitive times: Imagination as a dialectical relation between play and learning. 43 (3) p. 245
Engldahl, I. (2015). Early childhood education for sustainability: The OMEP world Project. 47 (3) p. 347
Vist, T. (2011). Music experience in early childhood: Potential for emotion knowledge? 43 (3) p. 277

Internacional, Educación

Caderman, K. (2008). Not weaving but drowning? The in New Zeland early childhood pedagogies. 40(2) p. 119

Cantrell, M. (2000). Chinese education and American education. 32(1) p. 49

Guid, D. (2000). The relationship between early childhood education and primary school academic achievement in Solomon Islands. 32(1) p. 1

Kienapple, K.; Lyon, M. & Mcsorley, A. (2007). Provision of early intervention: a case study of one Canadian provience. 39(1) p. 59

Lewis, T.; Macfarlane, K.; et. al. (2006). Crossing borders and blurring boundaries: early childhood practice in a non-western setting. 38(2) p.

Li, H.; Sin Wong, J. M. & Christine, X. W. (2008). Early child hood education voucher in Hong Kong: perspectives from online communities. 40(2) p. 49

Lokkea, G. (2004). Greetings and welcomes among toddler peers in a Norwegiau barnehage. 36(2) p. 43

Mathiensen, M. (2000). Evaluación de la interacción Adulto-Niño en aulas preescolares de Concepción, Chile. 32(1) p. 41

Mcleond, L. (2000). Early childhood practitioner research in New Zeland. 32(1) p. 20

Murphy, B. (2006). Child-centered practice in Irish infant classrooms. 38(1) p. 112

Pérez de Lianres, S. (1999). Percepciones de los estudiantes de educación en Venezuela sobre su separación e intervención en violencia doméstica. 31(1) p. 25

Pramling, I. & Sheridan, S. (2004). Recent issues in the Swedish preschool. 36(1) p. 7
Rayna, S. (2011) Research and ECEC for children under three in France: a brief review. 42 (2) p. 117

Saez, A. (2000). Patrones de crecimiento infantil en Castilla La Mancha. 32(2) p. 59

van Staden, C. J. S. (2006). South African Children’s concepts of their future. 38(2) p. 37

Wade Morrison, J. (2000). Under colonialism to democratization: early childhood development in Ghana. 32(2) p. 24



Farrell, M. (2000). Researching early childhood student teacher life history and course experience. 32(1) p. 34

France, D. (2004). Philosopher sur le corps et la violence recit d’une experimentation auprés d’enfants de 5 ans. 36(1) p. 23
Greve, A. ; Solheim, M. (2011).  Researh on Children in ECEC under three in Norway: increased volume, yet invisible. 42 (2) p. 155
McTavish, M., Streelasky, J., Coles, L. (2012). Listening to children's voices: children as participants in research. 44 (3) p. 249
Musatti, T. ; Picchio M. (2011). Early education in Italy: Research and practice. 42 (2) p. 141



Berg, L. E. (1999). Developmental play stages in child indentity costruction: an interactionist theoretical contribution. 31(1) p. 11

Gupta, A. (2001). The relationship between playfulness and creativity of japanesse preschool children. 33(1) p. 43

Hyun, e. (2004). Examination of young children’s gender-doing and gender-bending in their play dynamics: a cross cultural exploration. 36(1) p. 49

Inshigaki, E. H. (1999). A comparative study of preschool teachers attitudes: towards children’s right to play in Japan, China and Korea. 31(1) p. 40

Miller, L. (1999). Teaching and learning about play, language and literacy with preschool educators in Malaysia. 31(2) p. 55

White, J.; Malley, A.; et. al. (2007). A contemporary glimpse of play and learning in Aofearoa, New Zealand. 39(1) p. 93

Yoon, J. (2000). Principle of emotional development and children’s pretend play. 32(1) p. 9

Young, S. (2004). Young children’s spontaneous vocalizing insights into play pathways to singing. 36(2) p. 59



Mo, W. (2007). The divorce culture and picture books for young children. 39(2) p. 23

Wing, A. (2007). Trangression in the gender representation in MacDonald’s Princess Brooks. 39(2) p. 11

Natsiopoulou, T.; Souliotis, D.; et. al. (2006). Reading children’s books to the preschool children in Greek families. 38(2) p. 69

Natsiopoulou, T. (2001). Childen’s books for 1-6 year old in Greece. 33(1) p. 57



Ajayi, C. A. (2006). The changing roles of mother as teacher of her pre-school child: the Nigerian experience. 38(2) p. 86



Bjorklund, C. (2008). Toddlers’ opportunities to learn mathemathics. 40(1) p. 81

Lee, J. (2010). Exploring Kindergarten Teachers pedagogical content knowledge of mathematics. 42 (1) p. 27
Lee, J., Kotsopoulos, D., Stordy, C.A. (2012). Mathematically relevant input during play of a caregiver with a visual impairment and her toddler. 44 (1) p. 72
Munn, P. (2006). Mathematics in early childhood: the early years math’s curriculum in the UK and children’s numerical development. 38(1) p. 99

Pramting, N. & Pramling, I. (2008). Identifing and solving problems: making sense of basic mathemathics through storytelling in the preschool class. 40(1) p. 65

Pramling Samuelsson, I. (2010). Mathematics Learning in early childhood, national research council (2009). Washigton, Dc: The national academic press. 42 (1) p. 67

Reikeras, E., Loge, I.K., Knivsberg, A.M. (2012). The Mathematical competencies of Toddlers expressed in their play and life activities in norwegian kindergartens. 4 (1) p.91


Ghosn, I. K. (2009). Religion, rule of law, or the family honour? Moral commitment among Levanese children. 41(1) p. 69



Boimare, S. (2001). Diminuer la peur d’apprendre: le role de la mediation culturelle. 33(1) p. 50

Cortez, M. (2008). Trying to fit in a different worlds: acculturation of latino families with young children in the United States. 40(1) p. 97

Ebbeck, M. & Baohm, J. (1999). Incorporating multicultural perspectives into teaching approaches. 31(1) p. 32

Palludan, C. (2007). Two tones: the care of inequality in kindergarten? 39(1) p. 75



Alvestad, M. (2011). You can learn something every day! Children talk about learning in kindergarten trace of learning cultures. 43 (3) p. 291
Engdahl, I. (2011). Children: Citizens in a challenged World. 43 (2) p. 99
Engdahl, I. (2011). Children's Voices about the state of the Earth. 43 (2) 153
Gwenneth phillips, L. (2012). Retribution and rebellion: children's meaning making of justice through storytelling. 44 (2) p. 141
Mashford scott, A., Church, A., Tayler, C. (2012). 44 (3) p. 231

Niños Superdotados

Walsh, R. L., Hodge, K.A.,Bowes, J.M. Kemp, C.R. (2010). Same Age, different page: Overcoming the barriers to catering for young gifted children in prior to school settings. 42 (1) p. 43


Britto, P. R. ; Cerezo, A.; et. al. (2008). How evidence can be used to inform policy: a case study of early childhood evidence- based policy development. 40(2) p. 101

Evans, J. (2008). Regional early childhood policy review. 40(2) p. 131

Fernandez, S.; Vazir, S.; et. al. (2008). Maternal self-esteem and locus of control relates to the quality of young children’s environment (Home) in Rural Andhra Pradesh, India: research and policy implications. 40(2) p. 85
Petrogiannis, K. (2011). Early Childhood care and education in Greece: some facts on research and policy. 42 (2) p. 131

Sestina, E. (2000). Early year development and childcare partnerships in England policy and implementation. 32(2) p. 32

Sharma, A.; Sharma Sen, R. &Gulati, R. (2008). Early childhood development policy and programming in India: critical issues and directions for paradigm change. 40(2) p. 65



Boson, D. (2004). L’enfant d’age prescolaire au beuin, eu afrigue. 36(2) p. 91

Emilson, A. (2007). Young children’s influence in preschool. 39(1) p. 11

Forsberg Ahlcroma, M. (2012). The puppet's communicative potential as a mediating tool in preschool education. 44 (2) p. 171

Frapat, M. (200). Expression multiple. 32(2) p.40
Johansson, E. ; Emilson, A. (2011). Toddler's life in Swedish preschool. 42 (2) p. 165
Lillemyr, O.F. ; Sobstad, F. & Marder, K, (2011). Multicultural perspective on Play and learning in Primary School. 43 (1) p. 43
Mansson, A. ( 2011). Becoming a Preschool Child: Subjectification in Toddlers during their introduction to preschool, from a gender perspective. 43 (1)  p.7
Markstrom, A. M. ; Simonsson, M. (2011) Constructions of girls in Preschool Parent - Teacher conferences. 43 (1) p. 23

Kopezyska, J. (2001). Poverty: comparing perceptions and understanding among school and preschool aged children. 33(1) p. 19

Ravanis, k. (1999). Represenattions des eléves de l’ecole maternelle: le concept de lumiére. 31(1) p. 48


Zhang, C, Morrison, J.W. (2010). Imparting cultural values to chinese children through literature. 42 (1) p. 7