| High‐quality interactions with infants: relationships with early‐childhood practitioners’ interpretations and qualification levels in play and routine contexts S Degotardi International Journal of Early Years Education 18 (1), 27-41, 2010 | 147 | 2010 |
| Education for sustainable development in early childhood education: A global solution to local concerns? E Pearson, S Degotardi International Journal of Early Childhood 41, 97-111, 2009 | 133 | 2009 |
| The relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice S Degotardi, E Pearson Open University Press, 2014 | 100 | 2014 |
| Relationship theory in the nursery: Attachment and beyond S Degotardi, E Pearson Contemporary Issues in Early Childhood 10 (2), 144-145, 2009 | 94 | 2009 |
| Understanding infants: characteristics of early childhood practitioners' interpretations of infants and their behaviours S Degotardi, B Davis Early Years 28 (3), 221-234, 2008 | 86 | 2008 |
| Mind-mindedness in infant child-care: Associations with early childhood practitioner sensitivity and stimulation S Degotardi, N Sweller Early Childhood Research Quarterly 27 (2), 253-265, 2012 | 71 | 2012 |
| Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships S Degotardi, N Sweller, E Pearson International Journal of Early Years Education 21 (1), 4-12, 2013 | 57 | 2013 |
| Joint attention in infant-toddler early childhood programs: Its dynamics and potential for collaborative learning S Degotardi Contemporary Issues in Early Childhood 18 (4), 409-421, 2017 | 55 | 2017 |
| Who cares? Infant educators’ responses to professional discourses of care B Davis, S Degotardi Early Child Development and Care 185 (11-12), 1733-1747, 2015 | 55 | 2015 |
| Educators’ understandings of, and support for, infant peer relationships in early childhood settings B Davis, S Degotardi Journal of Early Childhood Research 13 (1), 64-78, 2015 | 49 | 2015 |
| Infant–toddler educators' language support practices during snack-time S Degotardi, J Torr, NT Nguyen Australasian Journal of Early Childhood 41 (4), 52-62, 2016 | 44 | 2016 |
| A longitudinal investigation of mothers' mind-related talk to their 12-to 24-month-old infants S Degotardi, J Torr Metacognitive approaches to developing oracy, 199-212, 2013 | 43 | 2013 |
| Infants and toddlers: how visible are they in the Early Years Learning Framework? B Davis, J Torr, S Degotardi International Journal of Child Care and Education Policy 9, 1-14, 2015 | 37 | 2015 |
| Educators’ use of commanding language to direct infants’ behaviour: Relationship to educators’ qualifications and implications for language learning opportunities J Hu, J Torr, S Degotardi, F Han Early Years 39 (2), 190-204, 2019 | 34 | 2019 |
| The language of friendship: Genre in the conversations of preschool children F Hoyte, J Torr, S Degotardi Journal of Early Childhood Research 12 (1), 20-34, 2014 | 33 | 2014 |
| Infant educators’ use of pedagogical questioning: Relationships with the context of interaction and educators’ qualifications S Degotardi, J Torr, F Han Early Education and Development 29 (8), 1004-1018, 2018 | 32 | 2018 |
| ‘I belong here; I been coming a big time’: An exploration of belonging that includes the voice of children SJ Wastell, S Degotardi Australasian Journal of Early Childhood 42 (4), 38-46, 2017 | 28 | 2017 |
| “He's got a mind of his own”: The development of a framework for determining mothers’ beliefs about their infants’ minds S Degotardi, J Torr, T Cross Early Childhood Research Quarterly 23 (2), 259-271, 2008 | 27 | 2008 |
| Two Steps Back: Exploring Identity and Presence While Observing Infants in the Nursery S Degotardi Educational Research with Our Youngest, 15-38, 2011 | 26 | 2011 |
| Infant educators’ beliefs about infant language development in long day care settings S Degotardi, A Gill Early Years 39 (1), 97-113, 2019 | 25 | 2019 |
Jane TorrInstitute of Early Childhood在 mq.edu.au 的电子邮件经过验证
