Ratib Lekhal
Dados Biográficos
| ID | 4420443 |
|---|---|
| NOME | Ratib Lekhal |
| PRENOMES | Ratib |
| SOBRENOME | Lekhal |
| ASSINATURA | LEKHAL R |
| AFILIAÇÕES | University of Oslo |
| ORCID | 0000-0002-3750-4275 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
The impact of an early childhood professional development intervention on teachers’ reports of pedagogical competence and approaches to socialisation practices
Professional development (PD) programmes aim to ensure high-quality educational practices in early childhood to support children's development. To understand the mechanisms behind improved educational practices, it is necessary to gain knowledge about how teachers experience change following PD programmes. This study examined the impact of a PD programme with coaching – the OEES – on teachers' reports of pedagogical competence, and their approach…
Does Teacher Talk During Shared Reading Predict Child Oral Language Development in Diverse Ecec Settings
This study investigated whether features of teacher talk predicted children’s oral language development in diverse early childhood education and care settings, and whether the potential effects differed due to children’s age or dual language learner (DLL) status. The study included 203 classrooms with 734 children aged between 25 and 59 months at onset, 56.6% of whom were DLLs. Teacher talk during small-group shared readings was recorded in the f…
Promoting classroom quality through professional development
Substantial evidence shows that high-quality early childhood education and care (ECEC) positively affects children's development. However, many ECEC settings do not meet these standards, highlighting the need for professional development (PD) programs for staff. There is limited knowledge about effective PD models from the Nordic context, particularly in areas with large multiethnic, multilingual populations, and low-income families. The OEES stu…
Toddlers’ Cortisol Levels in Childcare and at Home
Research Findings: Measuring toddlers’ cortisol levels both in childcare and at home and their relation to child- and childcare-related factors may help to identify stress-inducing childcare practices and children who are more vulnerable to stress in childcare. Accordingly, toddlers’ (n = 320, 51.2% female, mean age = 26.8 months) cortisol levels in childcare and at home and their relation to childcare quality and child- and family-related factor…
Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context
Research Findings: The Coping with Children’s Negative Emotions Scale (CCNES) is a self-report instrument developed to measure parents’ emotion socialization with their children. This study examined the factorial and convergent validity of a short version of the CCNES adapted for the early childhood education and care (ECEC) context. Using exploratory factor analysis with responses from 490 ECEC-workers from the Oslo Early Education Study, our re…
Home literacy environment, language use, and proficiency
Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language back…
How are Difficulty Types Related to the Allocation of Special Needs Assistance in Early Childhood Education and Care
Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors
Teacher perceptions of parent collaboration in multi-ethnic Ecec settings
Introduction For teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration. Methods This study sought to e…
Does thrive by three , a quality-building intervention in childcare centres, strengthen children’s language skills
This study examined the effectiveness of the Thrive by Three intervention for 1-to 3-year-old's language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find lang…
Enhancing adherence to recommended food practices in Norwegian kindergartens
Aim: This study sought to investigate the relationship between knowledge and the practical application (including grocery lists, meal plans and food-related pedagogical plans) of Norwegian national guidelines for food and meals in kindergartens, together with the quality of food served in adherence to these guidelines. The study also examined the frequency of daily meals provided and the quality of food served. Moreover, it explored whether pedag…
The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers
The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of ch…
Children’s temperament moderates the long-term effects of pedagogical practices in Ecec on children’s externalising problems
In this study, we explored how free play and scaffolding practices in Early Childhood Education and Care (ECEC) related to children’s externalising problems both in ECEC and later in school. Furthermore, we aimed to reduce the knowledge gap of whether these relations depended on children’s differences in emotional temperament. We used structural equation modelling to analyse data from 7421 children from the Norwegian Mother, Father and Child Coho…
Toddlers’ stress during transition to childcare
In toddlers, the transition from home to childcare might elicit high levels of the stress hormone cortisol. Measuring cortisol may give an indicator for children’s experience and hence, may help improve this transition. We applied linear mixed model analyses to investigate the cortisol levels of 119 toddlers during their transition to childcare across time of day (morning, afternoon, and evening) and phase (accompanied by parents, separated from …
Bullying of students who receive special education services for learning and behaviour difficulties in Norway
In Norway 5.8% of students report being bullied as much as three or more times a month [UDIR. 2021a. Student Survey 2020 [Elevundersøkelsen 2020]. https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/elevundersokelsen-2020-nasjonale-tall-formobbing-og-arbeidsro/]. The present study investigates the likelihood of students being bullied based on their special education status (i.e. receiving special educational services or not), and the t…
Practitioner involvement and support in children’s learning during free play in two Norwegian kindergartens
This research focuses on how practitioners in two Norwegian kindergartens interact with children during free play. The purpose of the study is to draw attention to the way the practitioners supported children’s learning through their interactions with children during free play. Through naturalistic observations of 17 practitioners, results revealed that while more than half of the day in both settings consisted of free play activities (60%), prac…
The developmental relationship between language and motor performance from 3 to 5 years of age
Previous research has found that language and motor skills are closely interrelated developmental areas. This observation has led to questions about the specificity of these domains, and the nature of the associations. In this study, we investigated the longitudinal relationship between language and gross and fine motor performance from 3 to 5 years of age. We tested the prediction across and within developmental domains using cross-lagged panel …
Practitioner involvement and support in children’s learning during free play in two Norwegian kindergartens
This research focuses on how practitioners in two Norwegian kindergartens interact with children during free play. The purpose of the study is to draw attention to the way the practitioners supported children’s learning through their interactions with children during free play. Through naturalistic observations of 17 practitioners, results revealed that while more than half of the day in both settings consisted of free play activities (60%), prac…
Home literacy environment, language use, and proficiency
Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language back…
Bullying of students who receive special education services for learning and behaviour difficulties in Norway
In Norway 5.8% of students report being bullied as much as three or more times a month [UDIR. 2021a. Student Survey 2020 [Elevundersøkelsen 2020]. https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/elevundersokelsen-2020-nasjonale-tall-formobbing-og-arbeidsro/]. The present study investigates the likelihood of students being bullied based on their special education status (i.e. receiving special educational services or not), and the t…
The developmental relationship between language and motor performance from 3 to 5 years of age
Previous research has found that language and motor skills are closely interrelated developmental areas. This observation has led to questions about the specificity of these domains, and the nature of the associations. In this study, we investigated the longitudinal relationship between language and gross and fine motor performance from 3 to 5 years of age. We tested the prediction across and within developmental domains using cross-lagged panel …
Practitioner involvement and support in children’s learning during free play in two Norwegian kindergartens
This research focuses on how practitioners in two Norwegian kindergartens interact with children during free play. The purpose of the study is to draw attention to the way the practitioners supported children’s learning through their interactions with children during free play. Through naturalistic observations of 17 practitioners, results revealed that while more than half of the day in both settings consisted of free play activities (60%), prac…
Children’s temperament moderates the long-term effects of pedagogical practices in Ecec on children’s externalising problems
In this study, we explored how free play and scaffolding practices in Early Childhood Education and Care (ECEC) related to children’s externalising problems both in ECEC and later in school. Furthermore, we aimed to reduce the knowledge gap of whether these relations depended on children’s differences in emotional temperament. We used structural equation modelling to analyse data from 7421 children from the Norwegian Mother, Father and Child Coho…
Toddlers’ stress during transition to childcare
In toddlers, the transition from home to childcare might elicit high levels of the stress hormone cortisol. Measuring cortisol may give an indicator for children’s experience and hence, may help improve this transition. We applied linear mixed model analyses to investigate the cortisol levels of 119 toddlers during their transition to childcare across time of day (morning, afternoon, and evening) and phase (accompanied by parents, separated from …
Bullying of students who receive special education services for learning and behaviour difficulties in Norway
In Norway 5.8% of students report being bullied as much as three or more times a month [UDIR. 2021a. Student Survey 2020 [Elevundersøkelsen 2020]. https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/elevundersokelsen-2020-nasjonale-tall-formobbing-og-arbeidsro/]. The present study investigates the likelihood of students being bullied based on their special education status (i.e. receiving special educational services or not), and the t…
The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers
The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of ch…
Teacher perceptions of parent collaboration in multi-ethnic Ecec settings
Introduction For teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration. Methods This study sought to e…
Does thrive by three , a quality-building intervention in childcare centres, strengthen children’s language skills
This study examined the effectiveness of the Thrive by Three intervention for 1-to 3-year-old's language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find lang…
Enhancing adherence to recommended food practices in Norwegian kindergartens
Aim: This study sought to investigate the relationship between knowledge and the practical application (including grocery lists, meal plans and food-related pedagogical plans) of Norwegian national guidelines for food and meals in kindergartens, together with the quality of food served in adherence to these guidelines. The study also examined the frequency of daily meals provided and the quality of food served. Moreover, it explored whether pedag…
Promoting classroom quality through professional development
Substantial evidence shows that high-quality early childhood education and care (ECEC) positively affects children's development. However, many ECEC settings do not meet these standards, highlighting the need for professional development (PD) programs for staff. There is limited knowledge about effective PD models from the Nordic context, particularly in areas with large multiethnic, multilingual populations, and low-income families. The OEES stu…
Toddlers’ Cortisol Levels in Childcare and at Home
Research Findings: Measuring toddlers’ cortisol levels both in childcare and at home and their relation to child- and childcare-related factors may help to identify stress-inducing childcare practices and children who are more vulnerable to stress in childcare. Accordingly, toddlers’ (n = 320, 51.2% female, mean age = 26.8 months) cortisol levels in childcare and at home and their relation to childcare quality and child- and family-related factor…
Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context
Research Findings: The Coping with Children’s Negative Emotions Scale (CCNES) is a self-report instrument developed to measure parents’ emotion socialization with their children. This study examined the factorial and convergent validity of a short version of the CCNES adapted for the early childhood education and care (ECEC) context. Using exploratory factor analysis with responses from 490 ECEC-workers from the Oslo Early Education Study, our re…
Home literacy environment, language use, and proficiency
Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language back…
How are Difficulty Types Related to the Allocation of Special Needs Assistance in Early Childhood Education and Care
Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors
The impact of an early childhood professional development intervention on teachers’ reports of pedagogical competence and approaches to socialisation practices
Professional development (PD) programmes aim to ensure high-quality educational practices in early childhood to support children's development. To understand the mechanisms behind improved educational practices, it is necessary to gain knowledge about how teachers experience change following PD programmes. This study examined the impact of a PD programme with coaching – the OEES – on teachers' reports of pedagogical competence, and their approach…
Does Teacher Talk During Shared Reading Predict Child Oral Language Development in Diverse Ecec Settings
This study investigated whether features of teacher talk predicted children’s oral language development in diverse early childhood education and care settings, and whether the potential effects differed due to children’s age or dual language learner (DLL) status. The study included 203 classrooms with 734 children aged between 25 and 59 months at onset, 56.6% of whom were DLLs. Teacher talk during small-group shared readings was recorded in the f…
Psychology (14 obras) · Developmental psychology (11 obras) · Early Childhood Education and Development (11 obras) · Early childhood education (8 obras) · Medicine (7 obras) · Pedagogy (6 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Early childhood (5 obras) · Mathematics education (4 obras) · Medical education (4 obras)