Journals

Yang, W. (2023). Embracing Complexity and Diversity: A Vision of Early Childhood Curriculum. ECNU Review of Education, 6(2), 349-351.

Yang, W., & Lin, X. (2023). A Chinese Style of STEM Inquiry?: The Discourse of Inquiry-Based STEM Education Among Chinese Early Childhood Practitioners. In Kewalramani, S., et al., Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education in the Early Years (pp.254-260). Routledge.

Yang, W., Kewalramani, S., & Senthil, J. (2023). From STEM to STEAM: Creating a More Sustainable and Equitable World for Young Children. In Kewalramani, S., et al., Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education in the Early Years (pp.254-260).  Routledge.

Yang, W., Gao, H., Jiang, Y., & Li, H. (2023). Beyond computing: Computational thinking is associated with sequencing ability and self-regulation among Chinese young children. Early Childhood Research Quarterly, 64, 324-330.

Yang, W., Ng, D. T. K., & Su, J. (2023). The impact of story-inspired programming on preschool children's computational thinking: A multi-group experiment. Thinking Skills and Creativity, 47, 101218.

Yang, W., Du, Y., Wu, R., & Xiang, S. (2023). Development and Validation of the Children’s STEM Habits of Mind Questionnaire. Early Childhood Education Journal, 1-9.

Yang, W., Ng, D. T. K., & Gao, H. (2022). Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self-regulation. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13215

Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal of Educational Technology. 

Yang, W. (2022). Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation. Computers and Education: Artificial Intelligence. 100061.

Yang, W., Wu, R., & Li, J. (2021). Development and validation of the STEM Teaching Self-efficacy Scale (STSS) for early childhood teachers. Current Psychology, 1-9. 

Yang, W., Lin, X., Wu, L., Zhu, L., Wu, D., & Li, H. (2020). Using an Inquiry-Based Science and Engineering Program to Promote Science Knowledge, Problem-Solving Skills and Approaches to Learning in Preschool Children. Early Education and Development. https://doi.org/10.1080/10409289.2020.1795333 (Joint First Author)

Yang, W., Liu, H., Chen, N., Xu, P., & Lin, X. (2020). Is early spatial skills training effective? A meta-analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.01938 

Yang, W., Sun, L., Hu, L., Zhou, D., & Wang, X. (2020). STEM learning attitude predicts computational thinking skills among primary school students. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12493 (Joint First Author)

杨伟鹏, & 张丹丹. (2018). 推动 STEM 教育: 人工智能时代下的幼儿园课程建设. 幼儿教育· 教育科学, (2018 年 05), 9-12. 

Yang, W. (2016). Rethinking school-based curriculum development in the era of globalization: Challenges, approaches, and implications for early childhood education. In McDermott, J. C. et al. (Eds.), Modern Approaches in Social and Educational Research (pp. 43-64). Los Angeles: Antioch University.

Luo, W., Yang, W., & Berson, I. R. (2024). Digital Transformations in Early Learning: From Touch Interactions to AI Conversations. Early Education and Development, 35(1), 3-9.

Su, J., & Yang, W. (2023). A systematic review of integrating computational thinking in early childhood education. Computers and Education Open, 100122.

Su, J., & Yang, W. (2023). Artificial Intelligence and Robotics for Young Children: Redeveloping the Five Big Ideas Framework. ECNU Review of Education, 20965311231218013.

Kewalramani, S., Yang, W., & Senthil, J. (2023). Challenges and Opportunities in Steam Education in the Early Years Against the Global Move Toward a Sustainable Future. In Kewalramani, S., et al., Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education in the Early Years (pp.254-260). Routledge.

Su, J., & Yang, W. (2023). Digital competence in early childhood education: A systematic review. Education and information technologies, 1-49.

Lin, X., Yang, W., Xie, W., & Li, H. (2023). The integrative role of parenting styles and parental involvement in young children’s science problem-solving skills. Frontiers in Psychology, 14, 1096846.

Su, J., & Yang, W. (2023). Artificial Intelligence (AI) literacy in early childhood education: an intervention study in Hong Kong. Interactive Learning Environments, 1-15.

Su, J., Yang, W., & Zhong, Y. (2023). Influences of gender and socioeconomic status on children’s use of robotics in early childhood education: a systematic review. Early Education and Development, 34(4), 910-926.

Su, J., & Yang, W. (2023). Digital competence in early childhood education: A systematic review. Education and information technologies, 1-49.

Gao, H., Yang, W., & Jiang, Y. (2023). Computational thinking in early childhood is underpinned by sequencing ability and self-regulation: a cross-sectional study. Education and Information Technologies, 28, 1-19.

Su, J., & Yang, W. (2023). STEM in early childhood education: A bibliometric analysis. Research in Science & Technological Education, 1-22.

Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. ECNU Review of Education, 20965311231168423.

Zeng, Y., Yang, W., & Bautista, A. (2023). Computational thinking in early childhood education: Reviewing the literature and redeveloping the three-dimensional framework. Educational Research Review, 39, 100520.

Su, J., & Yang, W. (2022). Artificial intelligence in early childhood education: A scoping review. Computers and Education: Artificial Intelligence. Online First.

Su, J., Yang, W., & Li, H. (2022). A Scoping Review of Studies on Coding Curriculum in Early Childhood: Investigating Its Design, Implementation, and Evaluation. Journal of Research in Childhood Education, 1-21. 

Su, J., Yang, W., & Zhong, Y. (2022). Influences of Gender and Socioeconomic Status on Children’s Use of Robotics in Early Childhood Education: A Systematic Review. Early Education and Development, 1-17. 

Li, H., Forbes, A., & Yang, W. (2021). Developing culturally and developmentally appropriate early STEM learning experiences. Early Education and Development, 32(1), 1-6. 

Mah, G. H., Hu, X., & Yang, W. (2020). Digital technology use and early reading abilities among bilingual children in Singapore. Policy Futures in Education. Online First. 

Yang, W., Wang, C., & Bautista, A. (2023). A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM. British Journal of Educational Technology.

Yang, W., Wu, D., Liao, T., Wu, R., & Li, H. (2023). Ready for a technology future? Chinese preservice preschool teachers’ technological pedagogical content knowledge and its predicting factors. Journal of Research on Technology in Education, 1-19.

Yang, W., & Lim, S. (2023). Toward distributed pedagogical leadership for quality improvement: Evidence from a childcare centre in Singapore. Educational Management Administration & Leadership, 51(2), 289-307.

Yang, W., Bautista, A., & Li, H. (2023). Curriculum-based professional learning in early childhood education: conceptualization, implementation and evaluation. Frontiers in Psychology, 14: 1252236.

Yang, W., Huang, R., Su, Y., Zhu, J., Hsieh, W. Y., & Li, H. (2022). Coaching early childhood teachers: A systematic review of its effects on teacher instruction and child development. Review of Education, 10(1), e3343.

Yang, W., Huang, R., Li, Y., & Li, H. (2021). Training teacher‐researchers through online collective academic supervision: Evidence from a postgraduate teacher education programme. Journal of Computer Assisted Learning. 

Yang, W., Li, Y., & Li, H. (2021). Supervisor as coauthor in writing for publication: Evidence from a cohort of non-native English-speaking Master of Education students. SN Social Sciences, 1(2), 44.

Yang, W., Li, Y., Zhou, W., & Li, H. (2020). Learning to design research: Students’ agency and experiences in a master of education program in Hong Kong. ECNU Review of Education, 3(2), 291-309.

Yang, W. (2019). Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership. Contemporary Issues in Early Childhood, 20(1), 35-52.

杨伟鹏, 何红漫, 刘隼, 范莉, & 王微丽. (2015). 幼儿园课程开发与教师专业发展一体化. 幼儿教育: 教育科学, (4), 32-34.

Su, J., & Yang, W. (2023). Powerful or mediocre? Kindergarten teachers’ perspectives on using ChatGPT in early childhood education. Interactive Learning Environments, 1-13.

Wu, R., Yang, W., Rifenbark, G., & Wu, Q. (2023). School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method. Education and Information Technologies, 28(2), 1273-1297.

Xu, R., Bautista, A., & Yang, W. (2023). Learning Satisfaction with Online Teaching Video Cases Among Pre-Service Preschool Teachers in China. Early Education and Development, 35(1), 77-95.

Wu, D., Liao, T., Yang, W., & Li, H. (2020). Exploring the Relationships between Scientific Epistemic Beliefs, Science Teaching Beliefs and Science-Specific PCK among Pre-Service Kindergarten Teachers in China. Early Education and Development. Online First. 

Li, Y., Li, D., Yang, W., & Li, H. (2019). Negotiating the Teaching-Research Nexus: A Case of Classroom Teaching in an MEd Program. New Zealand Journal of Educational Studies, 55, 181-196.

Bautista, A., Xu, R., Cen, F., & Yang, W. (2023). Professional Learning Communities in Chinese Preschools: Challenging Western Frameworks. Education Sciences, 13(10), 1055.

Sun, L., Hu, L., Zhou, D., & Yang, W. (2022). Evaluation and developmental suggestions on undergraduates’ computational thinking: a theoretical framework guided by Marzano’s new taxonomy. Interactive Learning Environments, 1-23.

Huang, R., Zheng, H., Duan, T., Yang, W., & Li, H. (2022). Preparing to be future early childhood teachers: Undergraduate students’ perceptions of their identity. Asia-Pacific Journal of Teacher Education, 50(5), 515-533.