Publiserte artikler

2026

Bratlie, S.S., Rydland, V. & Grøver, V. (2026) Narrative development in Norwegian preschoolers: The role of demography, language and socio-emotional skills. Read Writ. https://doi.org/10.1007/s11145-026-10825-1

Karlsen, L., Rydland, V., Solheim Buøen, E., Lowe Vandell, D., Steffensen Bratlie, S., Lydersen, S. & Lekhal, R. (2025). Early Childhood Education and Care Quality and Gains in Skills Among a Diverse Sample of Toddlers and Preschoolers in Norway. Infant and Child Development, 35(1). https://doi.org/10.1002/icd.70081

Rydland, V., Bratlie, S. S., Lekhal, R., Chen, S. & Grøver, V. (2026) The effectiveness of a professional development intervention to support children's language learning in diverse early childhood education and care settings in Norway. Child Development. https://doi.org/10.1093/chidev/aacag065

Wilhelmsen, T., Rydland, V., Vandell, D.L., & Lekhal, R. (2026). The Impact of an Early Childhood Professional Development Intervention on Teachers’ Reports of Pedagogical Competence and Approaches to Socialisation Practices. Teaching and Teacher Education, 179, 105601. https://doi.org/10.1016/j.tate.2026.105601

Øksendal, E., Rydland, V., Bratlie, S. S., & Lekhal, R. (2026). Exploring children’s play behaviour, language, and attention: a latent profile approach. Early Child Development and Care, 1–21. https://doi.org/10.1080/03004430.2026.2646303

2025

Bratlie, S. S., Grøver, V., Lekhal, R., Chen, S., & Rydland, V. (2025). Home literacy environment, language use, and proficiency: Bilingual profiles in young learners. Journal of Applied Developmental Psychology, 96, 101728 . https://doi.org/10.1016/j.appdev.2024.101728

Vik, U., Hov, A.M., & Langholm, G. (2025). Stor variasjon i naturfagmateriell i Oslobarnehagar. NorDiNa 21/2. https://doi.org/10.5617/nordina.11402

Lekhal, R., Karlsen, L., Wilhelmsen, T., Vandell, D.V., Lydersen, S. & Rydland, V. (2025). Promoting classroom quality through professional development: Results from the Oslo early education study, a randomized controlled trial. Studies in Educational Evaluation, Vol. 86. https://doi.org/10.1016/j.stueduc.2025.101462

Ovati, T. S. R., Rydland, V., Lekhal, R., Lydersen, S., & Grøver, V. (2025). Does Teacher Talk During Shared Reading Predict Child Oral Language Development in Diverse ECEC Settings? First Language, 46(2), 234-255. https://doi.org/10.1177/01427237251377897

Wilhelmsen, T., Rydland, V., Buøen, E. S., Drugli, M. B., & Lekhal, R. (2025). Validation of the Coping with Children’s Negative Emotions Scale adapted to the early childhood education and care context. Early Education and Development, 36(3), 708-723. https://doi.org/10.1080/10409289.2024.2423386

Wilhelmsen, T., Lekhal, R., Rydland, V. & Coplan, R.J. (2025). Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors. Early Childhood Research Quarterly. 73/4. https://doi.org/10.1016/j.ecresq.2025.06.005

2024

Ovati, T.S.R., Rydland, V., Grøver, V. & Lekhal, R. (2024). Teacher perceptions of parent collaboration in multi-ethnic ECEC settings. Frontiers in Education 9, 1-11. https://doi.org/10.3389/feduc.2024.1340295

2023

Grøver, V., Snow, C. E., Evans, L., & Strømme, H. (2023). Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta psychologica, 239, 103997. https://doi.org/10.1016/j.actpsy.2023.103997

Gunnerud, H. L., & Bratlie, S. S. (2023). Assessing Developmental Language Disorder in Bilingual Immigrant Children: The case of morphological knowledge and executive functions. In Hanssen, N.B., Harju-Luukkainen, H., & Sundqvist, C. (Eds.), Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries (pp. 51-68). Routledge. https://doi.org/10.4324/9781003327554-4

Karlsen, L., Rydland, V., Solheim Buøen, E., Vandell, D. L., & Lekhal, R. (2023). The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers. Journal of Early Childhood Research, 21(3) 1-16. https://doi.org/10.1177/1476718X231195708

Monsrud, M.-B., Karlsen, J., Klem, M-, & Bratlie, S.S. (2023). Å vurdere språkkompetansen til flerspråklige barn med minoritetsbakgrunn: betydningen av språklige erfaringer. Norsk tidsskrift for logopedi. 69(3), s. 22–30.