Early Years

0.8(top 50%)

impact factor

928(top 20%)

papers

7.7K(top 20%)

citations

41(top 20%)

h-index

0.9(top 50%)

extended IF

1.3K

all documents

9.0K

doc citations

59(top 20%)

g-index

Top Articles

#	Title	Journal	Year	Citations
1	Reconstructing professionalism in ECEC: the case for the ‘critically reflective emotional professional’	Early Years	2010	166
2	Physical Risk-taking: Dangerous or endangered?	Early Years	2003	153
3	Learning in the outdoor environment: a missed opportunity?	Early Years	2007	144
4	Digital play: a new classification	Early Years	2016	142
5	Don’t we care?: the ethics and emotional labour of early years professionalism	Early Years	2011	126
6	‘Would you like to tidy up now?’ An analysis of adult questioning in the English Foundation Stage	Early Years	2008	122
7	A framework for teaching learning: the dynamics of disposition	Early Years	2004	110
8	Contemporary trends and developments in early childhood education in China	Early Years	2008	101
9	Passion, Paradox and Professionalism in Early Years Education	Early Years	2001	99
10	Professionalism and performativity: the feminist challenge facing early years practitioners	Early Years	2006	93
11	An ecological exploration of young children’s digital play: framing children’s social experiences with technologies in early childhood	Early Years	2016	87
12	Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play	Early Years	2011	85
13	Pedagogy: the silent partner in early years learning	Early Years	2010	82
14	Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education	Early Years	2016	82
15	Personal epistemology and relational pedagogy in early childhood teacher education programs	Early Years	2006	79
16	Forward to Basics! Deep‐Level‐Learning and the Experiential Approach	Early Years	2000	76
17	Transforming teacher–family relationships: shifting roles and perceptions of home visits through the Funds of Knowledge approach	Early Years	2016	72
18	The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices	Early Years	2016	71
19	Consensus or dissensus? Stakeholders’ views on the role of play in learning	Early Years	2012	70
20	Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy	Early Years	2011	66
21	Creative Thinking in the Early Years of Education	Early Years	2003	61
22	Realizing children's right to participation in early childhood settings: some critical issues in a Norwegian context	Early Years	2010	61
23	Question‐posing and question‐responding: the heart of ‘Possibility Thinking’ in the early years	Early Years	2008	60
24	‘Baby teachers’: how pre‐service early childhood students transform their conceptions of teaching and learning through an infant practicum	Early Years	2010	59
25	A conceptual framework for understanding children as agents in the transition from home to kindergarten	Early Years	2006	58
26	Enhancing Transition from Early Childhood Phase to Primary Education: Evidence from the research literature	Early Years	2002	57
27	The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage	Early Years	2014	55
28	Early childhood education and care in China: history, current trends and challenges	Early Years	2017	54
29	When Small Children Play: How adults dramatise and children create meaning	Early Years	2001	53
30	What we feel and what we do: emotional capital in early childhood work	Early Years	2015	53
31	Learning to play in a goal-directed practice	Early Years	2012	52
32	Early childhood educators’ conceptions of infants’ capabilities: the nexus between beliefs and practice	Early Years	2015	52
33	Mathematics teaching during the early years in Hong Kong: a reflection of constructivism with Chinese characteristics?	Early Years	2008	51
34	Physical activity at daycare: issues, challenges and perspectives	Early Years	2010	51
35	‘It’s more than care’: early childhood educators’ concepts of professionalism	Early Years	2013	51
36	Emotion in nursery work: Work Discussion as a model of critical professional reflection	Early Years	2012	48
37	Is every child's voice heard? Researching the different ways 3‐year‐old children communicate and make meaning at home and in a pre‐school playgroup	Early Years	2005	47
38	Critical perspectives on Danish early childhood education and care: between the technical and the political	Early Years	2010	45
39	Pedagogical staff in children’s day care centres in Germany – links between working conditions, job satisfaction, commitment and work-related stress	Early Years	2016	45
40	Conceptual Playworlds: the role of imagination in play and learning	Early Years	0	45
41	Talking and thinking together at Key Stage 1	Early Years	2005	44
42	Nurseries and emotional well‐being: evaluating an emotionally containing model of professional development	Early Years	2007	44
43	A developmental psychology perspective in Germany: co‐construction of transitions between family and education system by the child, parents and pedagogues	Early Years	2009	44
44	Young children learning about well-being and environmental education in the early years: a funds of knowledge approach	Early Years	2016	43
45	Young children reflecting on their learning: teachers’ conversation strategies	Early Years	2011	42
46	A Sure Start with Books	Early Years	2000	41
47	An appropriate curriculum for 4–5‐year‐old children in Northern Ireland: comparing play‐based and formal approaches	Early Years	2006	40
48	Transition to school practices: comparisons from Iceland and Australia	Early Years	2008	40
49	Child-initiated learning, the outdoor environment and the ‘underachieving’ child	Early Years	2013	39
50	Understanding playful pedagogies, play narratives and play spaces	Early Years	2008	38

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