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Cited by

• 2006Deconstructing Professionalism in Early Childhood Education: Resisting the Regulatory Gaze380 cited
• 2010Reconstructing professionalism in ECEC: the case for the ‘critically reflective emotional professional’251 cited
• 2012Education policy and the ‘ideal learner’: producing recognisable learner-subjects through early years assessment239 cited
• 2006Children’s Agency and Educational Norms181 cited
• 2016Curriculum in early childhood education: critical questions about content, coherence, and control169 cited
• 2018(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children165 cited
• 2017A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s140 cited
• 2006Early Childhood Education : Pathways to quality and equity for all children139 cited
• 2010Critiquing Child-Centred Pedagogy to Bring Children and Early Childhood Educators into the Centre of a Democratic Pedagogy136 cited
• 2002Making the Invisible Visible: Gay and Lesbian Issues in Early Childhood Education134 cited
• 2009Insider Perspectives on Developing Belonging, being & Becoming: The Early Years Learning Framework for Australia133 cited
• 2019Hearing young children’s voices130 cited
• 2009Childcare workforce reform in England and ‘the early years professional’: a critical discourse analysis