Eleni Loizou
Biographic Data
| ID | 4145168 |
|---|---|
| NAME | Eleni Loizou |
| GIVEN NAMES | Eleni |
| FAMILY NAME | Loizou |
| SIGNATURE | LOIZOU E |
| AFFILIATIONS | University of Cyprus |
| ORCID | 0000-0002-9805-241X |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Τhe Professional Womb as a Conceptual Model for Mentoring Pre-Service Teachers in Infancy Pedagogy
Pedagogy is relational and requires teachers to integrate theoretical knowledge with practical skills to effectively educare . Mentoring is a key component of field experience in teacher education, yet little research has examined mentoring in the context of infancy. This study explores the mentoring practices of an experienced infant teacher working with four pre-service early childhood education and care (ECEC) teachers in the infant setting of…
The Role of an Early Childhood Teacher in Fostering and Enhancing Children’s Creativity Through Creative Play
This study aims to examine the involvement of an early childhood teacher (ECT) during creative play and how such involvement supports children’s creativity. Creative play offers children opportunities to develop creativity while engaging in arts-based play activities. An ECT’s active participation in children’s play can enhance their play skills and promote development within the Zone of Proximal Development. Using an action research approach, th…
Creative research methodology in exploring young children's humor
This paper examines the use of qualitative creative methodology in studying young children's humor drawing from the experience of the previous work of the author on humor with young children. The author describes, analyses and reflects on the use and value of each method and tool employed in exploring young children's humor development and the outcomes of children's humor production and appreciation. Grounded in her theoretical framework of the T…
Creative methods and methodologies in early childhood education and care (Ecec)
In a technologically, politically, socially, economically and ethically fast-changing world, flexibility, adaptability and originality are essential for sustaining our core values in early childhoo
Eecera ethical code for early childhood researchers
The EECERA Ethical Code for Early Childhood Researchers outlines underpinning ethical principles as well as practice guidance to ensure that research undertaken globally within the field of early childhood is done so ethically. This revised ethical code has been expanded to ensure that current global issues such as sustainability and the advancement of technology are evident. It also considers a rising prevalence of desk-based research as we reco…
The development of early childhood teachers’ sociodramatic and imaginative play skills through a drama-based professional development program
Our theoretical framework is based on Vygotsky’s Zone of Proximal Development focusing on adults’ involvement in children’s play and we argue that teachers’ involvement is crucial in supporting children’s play skills. Particularly, this study examines early childhood teachers’ (ECTs) sociodramatic and imaginative play skills and their development through a drama professional development program (DPDP). A 13-week DPDP on ECTs’ socio-dramatic and i…
School practicum experiences at the time of Covid-19
The goal of this study was to describe the experiences of fourth year Early Childhood Education (ECE) student teachers during their school practicum at the time of Covid-19 in Cyprus. Specifically, a group of 28 preschool student teachers was followed over the period of 13 weeks during their final practicum course. Through journaling they reflected on their school practicum experience during the pandemic; shared their feelings, the challenges the…
The inclusion of children with disabilities in early childhood education
Bridging early childhood education and inclusive practices in classrooms that serve children with disabilities
In this paper, we report on a study that sought to examine how Early Childhood Education (ECE) teachers, working in Cypriot public schools, combine pedagogies of ECE and inclusive education. We were also interested in how having children with disabilities in their classes informed their practices. We purposively selected and interviewed seven female teachers who, according to our judgement, had good knowledge of the ECE theoretical framework and …
Constructive play
The purpose of this study was to examine the involvement of early childhood pre-service students (PSSs) in children’s constructive play and highlight how this involvement supported children’s play skills towards advanced play behaviours as seen by previous literature. Drawing from the conceptual framework of the Zone of Proximal Development, as proposed by Vygotsky, and supporting adult involvement in children’s learning, we specifically examine …
Disability studies as a framework to design disability awareness programs
This paper presents and critically discusses a disability awareness program that was addressed to non-disabled children aged between 6-8 years old in Cyprus. The main aims were to explore how disability studies and anti-oppressive pedagogies could inform decisions on structured activities and materials to support children understand disability as condition of life, and recognize disabling practices. Artefacts from children’s work and narratives a…
Young children’s appreciation and production of verbal and visual humor
This study aimed to investigate young children’s ability to appreciate and produce humor. Specifically the research questions were: 1. What aspects of a humorous visual stimulus do children of the ages 4–7 years appreciate and why? 2. What are the differences, if any, in producing a humorous story and a drawing? Are these related to creativity variables? 3. How are children’s appreciation and production of visual humor related to the Theory of th…
Empowering parents through an action research parenting program
The goal of this article is to consider action research with parents and specifically describe the experience of two parents during a parenting program that employed an action research framework and consider how action research empowered them. Data collection lasted for 24 weeks and included reflection commentaries, home journals, email communication, action plan writing, a conversational group interview, and artefacts. The two case studies exemp…
Is physicality an important aspect of learning through science experimentation among kindergarten students
Breaking ground in cross-cultural research on the fear of being laughed at (gelotophobia)
The current study examines whether the fear of being laughed at (gelotophobia) can be assessed reliably and validly by means of a self-report instrument in different countries of the world. All items of the GELOPH (Ruch and Titze, GELOPH〈46〉, University of Düsseldorf, 1998; Ruch and Proyer, Swiss Journal of Psychology 67:19–27, 2008b) were translated to the local language of the collaborator (42 languages in total). In total, 22,610 participants …
Breaking ground in cross-cultural research on the fear of being laughed at (gelotophobia)
The current study examines whether the fear of being laughed at (gelotophobia) can be assessed reliably and validly by means of a self-report instrument in different countries of the world. All items of the GELOPH (Ruch and Titze, GELOPH〈46〉, University of Düsseldorf, 1998; Ruch and Proyer, Swiss Journal of Psychology 67:19–27, 2008b) were translated to the local language of the collaborator (42 languages in total). In total, 22,610 participants …
Young children’s appreciation and production of verbal and visual humor
This study aimed to investigate young children’s ability to appreciate and produce humor. Specifically the research questions were: 1. What aspects of a humorous visual stimulus do children of the ages 4–7 years appreciate and why? 2. What are the differences, if any, in producing a humorous story and a drawing? Are these related to creativity variables? 3. How are children’s appreciation and production of visual humor related to the Theory of th…
Disability studies as a framework to design disability awareness programs
This paper presents and critically discusses a disability awareness program that was addressed to non-disabled children aged between 6-8 years old in Cyprus. The main aims were to explore how disability studies and anti-oppressive pedagogies could inform decisions on structured activities and materials to support children understand disability as condition of life, and recognize disabling practices. Artefacts from children’s work and narratives a…
Is physicality an important aspect of learning through science experimentation among kindergarten students
Empowering parents through an action research parenting program
The goal of this article is to consider action research with parents and specifically describe the experience of two parents during a parenting program that employed an action research framework and consider how action research empowered them. Data collection lasted for 24 weeks and included reflection commentaries, home journals, email communication, action plan writing, a conversational group interview, and artefacts. The two case studies exemp…
Breaking ground in cross-cultural research on the fear of being laughed at (gelotophobia)
The current study examines whether the fear of being laughed at (gelotophobia) can be assessed reliably and validly by means of a self-report instrument in different countries of the world. All items of the GELOPH (Ruch and Titze, GELOPH〈46〉, University of Düsseldorf, 1998; Ruch and Proyer, Swiss Journal of Psychology 67:19–27, 2008b) were translated to the local language of the collaborator (42 languages in total). In total, 22,610 participants …
Is physicality an important aspect of learning through science experimentation among kindergarten students
Empowering parents through an action research parenting program
The goal of this article is to consider action research with parents and specifically describe the experience of two parents during a parenting program that employed an action research framework and consider how action research empowered them. Data collection lasted for 24 weeks and included reflection commentaries, home journals, email communication, action plan writing, a conversational group interview, and artefacts. The two case studies exemp…
Young children’s appreciation and production of verbal and visual humor
This study aimed to investigate young children’s ability to appreciate and produce humor. Specifically the research questions were: 1. What aspects of a humorous visual stimulus do children of the ages 4–7 years appreciate and why? 2. What are the differences, if any, in producing a humorous story and a drawing? Are these related to creativity variables? 3. How are children’s appreciation and production of visual humor related to the Theory of th…
Disability studies as a framework to design disability awareness programs
This paper presents and critically discusses a disability awareness program that was addressed to non-disabled children aged between 6-8 years old in Cyprus. The main aims were to explore how disability studies and anti-oppressive pedagogies could inform decisions on structured activities and materials to support children understand disability as condition of life, and recognize disabling practices. Artefacts from children’s work and narratives a…
The inclusion of children with disabilities in early childhood education
Bridging early childhood education and inclusive practices in classrooms that serve children with disabilities
In this paper, we report on a study that sought to examine how Early Childhood Education (ECE) teachers, working in Cypriot public schools, combine pedagogies of ECE and inclusive education. We were also interested in how having children with disabilities in their classes informed their practices. We purposively selected and interviewed seven female teachers who, according to our judgement, had good knowledge of the ECE theoretical framework and …
Constructive play
The purpose of this study was to examine the involvement of early childhood pre-service students (PSSs) in children’s constructive play and highlight how this involvement supported children’s play skills towards advanced play behaviours as seen by previous literature. Drawing from the conceptual framework of the Zone of Proximal Development, as proposed by Vygotsky, and supporting adult involvement in children’s learning, we specifically examine …
The development of early childhood teachers’ sociodramatic and imaginative play skills through a drama-based professional development program
Our theoretical framework is based on Vygotsky’s Zone of Proximal Development focusing on adults’ involvement in children’s play and we argue that teachers’ involvement is crucial in supporting children’s play skills. Particularly, this study examines early childhood teachers’ (ECTs) sociodramatic and imaginative play skills and their development through a drama professional development program (DPDP). A 13-week DPDP on ECTs’ socio-dramatic and i…
School practicum experiences at the time of Covid-19
The goal of this study was to describe the experiences of fourth year Early Childhood Education (ECE) student teachers during their school practicum at the time of Covid-19 in Cyprus. Specifically, a group of 28 preschool student teachers was followed over the period of 13 weeks during their final practicum course. Through journaling they reflected on their school practicum experience during the pandemic; shared their feelings, the challenges the…
Creative research methodology in exploring young children's humor
This paper examines the use of qualitative creative methodology in studying young children's humor drawing from the experience of the previous work of the author on humor with young children. The author describes, analyses and reflects on the use and value of each method and tool employed in exploring young children's humor development and the outcomes of children's humor production and appreciation. Grounded in her theoretical framework of the T…
Creative methods and methodologies in early childhood education and care (Ecec)
In a technologically, politically, socially, economically and ethically fast-changing world, flexibility, adaptability and originality are essential for sustaining our core values in early childhoo
Eecera ethical code for early childhood researchers
The EECERA Ethical Code for Early Childhood Researchers outlines underpinning ethical principles as well as practice guidance to ensure that research undertaken globally within the field of early childhood is done so ethically. This revised ethical code has been expanded to ensure that current global issues such as sustainability and the advancement of technology are evident. It also considers a rising prevalence of desk-based research as we reco…
Τhe Professional Womb as a Conceptual Model for Mentoring Pre-Service Teachers in Infancy Pedagogy
Pedagogy is relational and requires teachers to integrate theoretical knowledge with practical skills to effectively educare . Mentoring is a key component of field experience in teacher education, yet little research has examined mentoring in the context of infancy. This study explores the mentoring practices of an experienced infant teacher working with four pre-service early childhood education and care (ECEC) teachers in the infant setting of…
The Role of an Early Childhood Teacher in Fostering and Enhancing Children’s Creativity Through Creative Play
This study aims to examine the involvement of an early childhood teacher (ECT) during creative play and how such involvement supports children’s creativity. Creative play offers children opportunities to develop creativity while engaging in arts-based play activities. An ECT’s active participation in children’s play can enhance their play skills and promote development within the Zone of Proximal Development. Using an action research approach, th…
Psychology (13 works) · Developmental psychology (10 works) · Pedagogy (10 works) · Early childhood education (9 works) · Early childhood (7 works) · Sociology (7 works) · Early Childhood Education and Development (6 works) · Social Psychology (6 works) · Mathematics education (5 works) · Creativity (4 works)