Key publications (English)

International publications

Tajik, M. &  Singer, E.  Collaborative research between academics and practitioners to enhance play engagement in the free play of two- and three-year olds – 09575146.2018 (2018):  Early Years, an International Research Journal. DOI: 10.1080/09575146.2018.1478391 To link to this article:  https://doi.org/10.1080/09575146.2018.1478391

 

Singer, E. (2017). Child Care and the Psychology of Develop­ment. London/New York: Routledge (ebook reissue 1992)

Singer, E. (2017). Emotional security and play engagement of young children in Dutch child centers: a story of explorative research, experiments and educators testing hypotheses. In L. Li, G. Quinones &A. Ridgway (Eds.), Studying Babies and Toddlers. Relationships in Cultural Contexts (pp. 207-224). Singapore: Springer. Emotional security and Play engagement. Practitioners testing hypotheses 2017

Singer, E. (2016). Theories about children’s peer relationships. In T.David, K. Goouch & S. Powell, The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care (pp. 110-119). London and New York: Routledge, Taylor & Francis Group. Children’s peer relationships ch 2016

Singer, E. (2015). Play and playfulness in early childhood education and care. Psychology in Russia, 8, 27- 35. Play and Playfulness 2015

Singer, E., Nederend, M., Penninx, L., Tajik, M., & Boom, J. (2014). The teacher’s role in supporting young children’s level of play engagement. Early Child Development and Care, 184, 1233-1249. Teachers role in children’s play engagement 2013

Hännikäinen, M., Singer, E., & Van Oers, B.(2013). Promoting play for a better future. European Early Childhood Education Research Journal, 21, 165-171. Promoting play for a better future 2013

Singer, E. (2013).  Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal, 21, 172-184. Play Playfulness, basic features in early childhood education 2013

Singer, E., Hoogdalem, A. van, Eek, A. van, & Heesbeen, D. (2013). Friendship in young children: Construction of a behavioural sociometric method.  Journal of Early Childhood Research 11, 236-247. Friendship in day care and sociometric measurement 2013

Singer, E. (2012) Images of the child and the unruly practice. Editorial. European Early Childhood Education Research Journal, 20, 157-161.

Singer, E., Hoogdalem, A. van, Haan, van D., & Bekkema, N. (2012). Day care experiences and the development of conflict strategies in young children. Early Child Development and Care, 182, 1661-1672. Day care experiences and the development of conflict strategies in young children 2012

Hoogdalem, A. van, Singer, E., Wijngaards, L., & Heesbeen, D. (2012). The role of familiarity and similarity in friendship relationships in toddlers in Dutch daycare centers. European Early Childhood Education Research Journal, 20, 189-204. Role of familiarity and similarity in friendship relationships in toddlers in Dutch daycare centers 2012

Schijndel, T. van, Singer, E., & Raymakers, M. E. J. (2010). The effect of a science program on young preschool children’s exploratory behavior. European Journal of Developmental Psychology, 7, 603-617. Effects science program in sandpit 2010

Kernan, M., & Singer, E. (Eds.) (2010). Peer relationships in early childhood education and care. Routledge: London.

Singer, E., & Haan, D. de (2010) Fostering a Sense of Belonging in Multicultural Childcare Settings. In M. Kernan & E. Singer  (2010). Peer Relationships in Early Childhood Education and Care (pp. 88-102)  Routledge: London.

Singer, E. (2010). The Dynamics between Developmental Psychogies, Images, and Social Lives of Children. Review E. Burman (2007). Theory and Psychology, 20, 141-143.

Haan, D. de, & Singer, E. (2010). The role of language in young children’s adaptive modifying strategies during peer conflicts. First Language, 30, 421-440. pdf

Visser, M., Singer, E., Kunnen, S., & Van Geer, P. (2009). What makes children behave aggressively? The inner logic of Dutch children in special education. European Journal of Special Needs Education, 24, 1-20.

Singer, E. (2008). Coping with academic failure, a study of Dutch children with dyslexia. Dyslexia, 13, 314-333.

Hoogdalem, A., Singer, E., Bekkema, N., & Sterck, E.H.M. (2008). Young children who intervene in peer conflicts in multicultural child care centers. Behaviour, 145, 1653-1670.

Singer, E., & Haan, D. (2008). Los processos de socializacion en lan primera infancia. Amsterdam: SWP.

Singer, E. & De Haan, D. (2007).  Social life of young children. Co-construction of shared meanings and togetherness, humour, and conflicts in child care centers. In B. Spodek & O. N. Saracho (Eds.), Contemporary Perspectives on Research in Early Childhood Social learning (pp. 309-332). Charlotte NC: Information Age Publishers.

Singer, E., & Haan, D. de (2007). The social lives of young children. Play, conflict and moral learning in day-care groups. Amsterdam: SWP.

Singer, E., & De Haan, D. (2006). Conflicts and togetherness in child day care centres. Early Childhood Matters, 106, 40-45.

Singer, E., & Doornenbal, J. (2006). Learning morality in peer conflict: a study of schoolchildren’s narratives about being betrayed by a friend. Childhood, a Global Journal, 13, 225-247.

Rourou, A., Singer, E., Bekkema, N., & Haan, D. de (2006). Cultural perspectives on peer conflicts in multicultural Dutch child care centres. European Early Childhood Education and Research Journal, 14, 35-55.

Singer, E., & Haan, D. de (2005). ‘Zusammen machen’ – Gemeinsamkeiten herstellen und Konflikte lösen. Diskurs, 3, 49-57.

Singer, E. (2005). The strategies adopted by Dutch children with dyslexia to maintain their self-esteem. Journal of Learning Disabilities, 38, 411-423.

Singer, E. (2005). The liberation of the child: a recurrent theme in the history of education in western societies. Early Childhood Development and Care, 175, 611-620.

Singer, E., Doornenbal, J., & Okma, K. (2004). Why do children resist or obey their (foster) parents? A study of the inner logic of children’s behavior during disciplinary conflict. Child Welfare, 83, 581-610.

Singer, E. (2003). The logic of young children’s (nonverbal) behaviour. In B. van Oers (Ed.), Narratives of childhood. Theoretical and practical explorations for innovation of early childhood education (pp. 68-80). Amsterdam: VU University Press.

Haan, D. de, & Singer, E. (2003). “Use your words” The teacher’s role in the transition from nonverbal to verbal strategies of conflict resolution. Journal of Early Childhood Research, 1, 95-109.

Singer, E., Doornenbal, J., & Okma, C. (2002). Listen to the client. (Foster) children about ‘difficult’ parents. How to handle conflicts with them. In E.J. Knorth, P.M. van den Bergh & F. Verheij (Eds.), Professionalization and participation in child and youth care (pp. 213-228). Burlington: Asgate.

Singer, E. (2002). The logic of young children’s (non-verbal) behavior. European Early Childhood Education Research Journal, 10, 55-66.

Singer, E., & Hännikäinen, M. (2002). The teacher’s role in territorial conflicts of two and three years old  children. Journal of Research in Childhood Education, 17, 5-18.

Haan, D. de, & Singer, E. (2001). Young children’s language of togetherness. International Journal of Early Years Education, 9, 117-124.

Miltenburg, R., & Singer, E. (2000). A concept becomes a passion. Moral commitments and the affective development of the survivors of child abuse. Theory & Psychology, 10, 503-526.

Miltenburg, R., & Singer, E. (1999), Culturally media­ted learning and the development of self-regulati­on by survivors of child abuse: a Vygotskyan ap­proach to the support of survivors of child abuse. Human Development, 42, 1-17.

Miltenburg, R., & Singer, E. (1999). A dissociati­ve identity disorder is a developmental accom­plishment: reply to Van der Hart and Steele. Theo­ry & Psycholo­gy, 9, 541-549.

Singer, E. (1998). Shared care for children. In M. Woodhead, D. Faulkner & K. Littleton (eds.), Cul­tural worlds of early childhood (pp. 64-83), Lon­don: Routled­ge.

Miltenburg, R., & Singer, E. (1998). Rethinking moral issues of survivors of child abuse. Feminism & Psycholo­gy, 8, 387-394.

Singer, E. (1997). The development of day care pedago­gics in the Netherlands. In F. Heyting, J. Koppen, D. Lenzen & F. Thiel, Educational Studies in Euro­pe. Amsterdam and Berlin compared (pp.202-215). Oxford: Berghahn Books.

Miltenburg, R., & Singer E. (1997). Theory and support method for adult sexual abuse survivors living in an abusive world. Journal of Child Sexual Abuse, 6, 39-63.

Miltenburg, R., & Singer, E. (1997). (Ab)u­se of reli­ving child­hood traumata. Theory & Psy­chology, 7, 605-628.

Singer, E. (1996). Children, parents and caregivers: three views of care and education. In E. Hujala-Hattunen (Ed.), Childhood Education. International perspectives (pp. 159-170). Oulu: FACEI.

Singer, E. (1996). Dutch parents, experts and policy-makers: conflicting views of day care. Childhood Education, 3, 341-344.

Singer, E. (1996). Prisoners of the method. Breaking open the child-centred pedagogy in day care cen­tres. Interna­tional Journal of Early Years Educa­tion, 4, 28-40.

Singer, E., & Miltenburg, R. (1994). Quality in child care centres: how to promote it? Early Child Deve­lopment and Care, 102, 1-16.

Singer, E. (1994). Family upbringing and child care in the Netherlands. Tijdschrift voor ontwikke­lings­psy­cholo­gie, 21, 4, 273-279.

Singer, E. (1993). Shared care for children. Theory and Psychology, 3, 429-449.

Singer, E. (1992). Child Care and the Psychology of Develop­ment. London/New York: Routledge.

Singer, E. (1992). Family policy and preschool programs in the Netherlands. In G.A. Woodhill, J. Bern­hard & L. Prochner (eds.). International Handbook of Early Childhood Education. New York/London: Gar­land Pu­bl.