Esther Yu
Biographic Data
| ID | 3892938 |
|---|---|
| NAME | Esther Yu |
| GIVEN NAMES | Esther |
| FAMILY NAME | Yu |
| SIGNATURE | YU E |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0002-5913-6602 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Beyond Free Play and Physical Activity
Access to high quality outdoor environments (OE)s has important implications for children’s developmental outcomes. Early childhood education and care (ECEC) settings provide an optimal opportunity for children to have access to OEs. The purpose of this study was to provide a description of OEs in ECEC settings and explore how characteristics of the activities that educators and children engaged in, indicators of structural quality, and temperatu…
The Novel as Practice of Consciousness
This article models a reading of the novel’s continuous prose as narrative exertion—as an effortful activity embedded in practitioners’ temporally extended doings. It treats the novel in other words as a practice, where practice is defined apart from theoretical abstraction as the concept-rich site of iterative and often tacitly knowledgeable action. The recurrence of one effortful action across early eighteenth-century fiction—first-person prose…
Conceptualizing, operationalizing, and assessing creativity in early childhood education and care settings
Assessing Educator Responsivity in Outdoor Early Childhood Education and Care Settings
Research Findings: Outdoor time is essential in early childhood education, yet quality assessments that are specifically focused on outdoor settings remain limited. Existing indoor measures primarily evaluate environment-level quality while neglecting educator-child interactions and the educators’ central role in children’s central learning. This study evaluates the psychometric properties of the Responsive Interactions for Learning – Outdoor Env…
A scoping review and network analysis of the characteristics of peer collaboration in early educational settings from studies using diverse methodologies
Peer collaboration is a complex skill that emerges in early childhood. However, researchers and practitioners lack a shared understanding/definition of what peer collaboration means and how to observe it in early educational settings. This review aimed to examine definitions of peer collaboration and the behaviours observed in research on peer collaboration in children zero to six years of age. The current scoping review follows the Joanna Briggs…
It is almost impossible to get a spot when you need it
Navigating technology in the classroom
Early educational settings such as early childhood education and care and kindergarten (i.e. formal schooling) are important contexts to foster children’s peer collaboration, an important skill for the twenty-first century. The prevalence of technology in early educational settings has continued to increase rapidly in ways that can support the development of peer collaboration. The purpose of this scoping review, therefore, was to identify the ty…
Tears in Paradise
The "tender conscience" of seventeenth-century British discourse redirected the course of political history and the history of the emotions. In the 1640s, the unimpeachable repute of the tender conscience as a spiritual identity provided lay citizens with the authority needed to voice political dissent. The growing antiprelatical movement found in the tender conscience a ready-made resistance theory. For John Milton, the work of defining this con…
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Tears in Paradise
The "tender conscience" of seventeenth-century British discourse redirected the course of political history and the history of the emotions. In the 1640s, the unimpeachable repute of the tender conscience as a spiritual identity provided lay citizens with the authority needed to voice political dissent. The growing antiprelatical movement found in the tender conscience a ready-made resistance theory. For John Milton, the work of defining this con…
Navigating technology in the classroom
Early educational settings such as early childhood education and care and kindergarten (i.e. formal schooling) are important contexts to foster children’s peer collaboration, an important skill for the twenty-first century. The prevalence of technology in early educational settings has continued to increase rapidly in ways that can support the development of peer collaboration. The purpose of this scoping review, therefore, was to identify the ty…
Conceptualizing, operationalizing, and assessing creativity in early childhood education and care settings
Assessing Educator Responsivity in Outdoor Early Childhood Education and Care Settings
Research Findings: Outdoor time is essential in early childhood education, yet quality assessments that are specifically focused on outdoor settings remain limited. Existing indoor measures primarily evaluate environment-level quality while neglecting educator-child interactions and the educators’ central role in children’s central learning. This study evaluates the psychometric properties of the Responsive Interactions for Learning – Outdoor Env…
A scoping review and network analysis of the characteristics of peer collaboration in early educational settings from studies using diverse methodologies
Peer collaboration is a complex skill that emerges in early childhood. However, researchers and practitioners lack a shared understanding/definition of what peer collaboration means and how to observe it in early educational settings. This review aimed to examine definitions of peer collaboration and the behaviours observed in research on peer collaboration in children zero to six years of age. The current scoping review follows the Joanna Briggs…
It is almost impossible to get a spot when you need it
Beyond Free Play and Physical Activity
Access to high quality outdoor environments (OE)s has important implications for children’s developmental outcomes. Early childhood education and care (ECEC) settings provide an optimal opportunity for children to have access to OEs. The purpose of this study was to provide a description of OEs in ECEC settings and explore how characteristics of the activities that educators and children engaged in, indicators of structural quality, and temperatu…
The Novel as Practice of Consciousness
This article models a reading of the novel’s continuous prose as narrative exertion—as an effortful activity embedded in practitioners’ temporally extended doings. It treats the novel in other words as a practice, where practice is defined apart from theoretical abstraction as the concept-rich site of iterative and often tacitly knowledgeable action. The recurrence of one effortful action across early eighteenth-century fiction—first-person prose…
Psychology (5 works) · Early childhood education (4 works) · Political science (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Pedagogy (3 works) · Sociology (3 works) · Applied Psychology (2 works) · Child Development and Digital Technology (2 works) · Conscience (2 works)