| Early childhood science education from 0 to 6: A literature review G O’connor, G Fragkiadaki, M Fleer, P Rai Education sciences 11 (4), 178, 2021 | 47 | 2021 |
| “You can be whatever you want to be!”: Transforming teacher practices to support girls’ STEM engagement T Stephenson, M Fleer, G Fragkiadaki, P Rai Early Childhood Education Journal 50 (8), 1317-1328, 2022 | 27 | 2022 |
| Science concept formation during infancy, toddlerhood, and early childhood: Developing a scientific motive over time G Fragkiadaki, M Fleer, P Rai Research in Science Education 53 (2), 275-294, 2023 | 21 | 2023 |
| STEM begins in infancy: Conceptual PlayWorlds to support new practices for professionals and families M Fleer, G Fragkiadaki, P Rai International Journal of Birth and Parent Education 7 (4), 27-31, 2020 | 20 | 2020 |
| Methodological challenges of studying children in a living laboratory: Case example of conceptual PlayLab M Fleer, G Fragkiadaki, P Rai Cultural-Historical Psychology 16 (3), 47-59, 2020 | 19 | 2020 |
| Theorising digital tools: Mutual constitution of the person and digital in a conceptual PlayWorld P Rai, M Fleer, G Fragkiadaki Human Arenas 5 (4), 654-671, 2022 | 16 | 2022 |
| Collective imagination as a source of professional practice change: A cultural-historical study of early childhood teacher professional development in the motivated conditions … M Fleer, G Fragkiadaki, P Rai Teaching and Teacher Education 106, 103455, 2021 | 16 | 2021 |
| The social and cultural genesis of collective imagination during infancy G Fragkiadaki, M Fleer, P Rai Learning, Culture and Social Interaction 29, 100518, 2021 | 15 | 2021 |
| Collective imagining: The early genesis and development of a sense of collectiveness during infancy G Fragkiadaki, M Fleer, P Rai Cultural-Historical Psychology 17 (3), 84-94, 2021 | 12 | 2021 |
| Building and using common knowledge as a tool for pedagogic action: A dialectical interactive approach for researching teaching PC Rai Cultural-historical approaches to studying learning and development …, 2019 | 12 | 2019 |
| Programmatic research in the Conceptual PlayLab: STEM PlayWorld as an educational experiment and as a source of development M Fleer, G Fragkiadaki, P Rai Sci. Educ. Res. Prax 76, 9-23, 2020 | 11 | 2020 |
| Teaching STEM through play: Conditions created by the conceptual playWorld model for early childhood teachers T Stephenson, M Fleer, G Fragkiadaki, P Rai Early Years 43 (4-5), 811-827, 2023 | 10 | 2023 |
| The place of theoretical thinking in professional development: Bringing science concepts into play practice M Fleer, G Fragkiadaki, P Rai Learning, Culture and Social Interaction 32, 100591, 2022 | 10 | 2022 |
| Building and using common knowledge for developing school-community links PC Rai Working relationally in and across practices: A cultural-historical approach …, 2017 | 6 | 2017 |
| The role of props in promoting imagination during toddlerhood KC Yonzon, M Fleer, G Fragkiadaki, P Rai International Journal of Early Childhood 55 (2), 223-240, 2023 | 5 | 2023 |
| The dialectical relation of real and digital Conceptual PlayWorlds in Family Day Care M Fleer, P Rai, G Fragkiadaki International Journal of Early Years Education 30 (3), 511-526, 2022 | 5 | 2022 |
| The hidden and invisible: Supporting science learning in infant-toddler group settings G Fragkiadaki, M Fleer, P Rai Journal of Research in Childhood Education 38 (2), 227-242, 2024 | 4 | 2024 |
| The Cultural Formation of Science Knowledge: Theorizing the Relations Between Methodology and Digital Visual Research Methods M Fleer, G Fragkiadaki, P Rai International Handbook of Research on Multicultural Science Education, 103-139, 2022 | 4 | 2022 |
| Innovation in early childhood and primary education G Fragkiadaki, M Fleer, P Rai Educational innovation in society 5.0 era: Challenges and opportunities, 7-10, 2021 | 3 | 2021 |
| Building common knowledge: a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India P Rai University of Oxford, 2013 | 3 | 2013 |
