Open Access Helper

OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Bush kinders: enabling girls’ STEM identities in early childhood
Chris Speldewinde, Coral Campbell
Journal of Adventure Education & Outdoor Learning (2021) Vol. 23, Iss. 3, pp. 270-285
Closed Access | Times Cited: 22

Showing 22 citing articles:

STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review
Jefferson Rodrigues-Silva, ́Àngel Alsina
Sustainability (2023) Vol. 15, Iss. 4, pp. 3721-3721
Open Access | Times Cited: 22
STEM, STEAM and Makerspaces in Early Childhood: A Scoping Review
K.Wayne Johnston, Lisa Kervin, Peta Wyeth
Sustainability (2022) Vol. 14, Iss. 20, pp. 13533-13533
Open Access | Times Cited: 36
Designing culturally situated playful environments for early STEM learning with a Latine community
Vanessa N. Bermúdez, Julie Salazar, Leiny Garcia, et al.
Early Childhood Research Quarterly (2023) Vol. 65, pp. 205-216
Open Access | Times Cited: 17
Supporting Early Childhood Preservice Teachers to Effectively Integrate STEM in Their Future Teaching Practice
Sarika Kewalramani, Anamika Devi, Andrea Ng
Education Sciences (2025) Vol. 15, Iss. 2, pp. 189-189
Open Access
Breaking Barriers to Unleash STEM Futures by Empowering Girls Through Mentorship in Summer Camps
María Martín-Peciña, Antonio Quesada, Ana María Abril Gallego, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 242-242
Open Access
A Conceptual Framework for Fostering Gender Equity in Early Years STEM Education
Lihua Xu, Jiqing Sun, Jan van Driel, et al.
International Journal of Science and Mathematics Education (2025)
Open Access
Circumventing the leaky STEM pipeline starting with early childhood educators
Sandra O’Neill
Journal of Early Childhood Teacher Education (2025), pp. 1-17
Open Access
Supporting Girls' Engineering Habits of Mind With STEM Education
Ahmet Erol, Mustafa Erol, Merve Canbeldek
Psychology in the Schools (2025)
Closed Access
Engineering habits of mind in preschool children at Scottish forest nurseries and Australian bush kinders
Rebecca Donnelly, Chris Speldewinde, Helen Bridle
British Educational Research Journal (2025)
Open Access
Tools for Assessing the STEAM Learning Affordances and Quality of Outdoor Learning Environments of Childcare Centers: A Systematic Review
Nazia Afrin Trina, Muntazar Monsur, Nilda Cosco, et al.
Early Childhood Education Journal (2025)
Open Access
STEM Teaching and Learning in Bush Kinders
Chris Speldewinde
Canadian Journal of Science Mathematics and Technology Education (2022) Vol. 22, Iss. 2, pp. 444-461
Open Access | Times Cited: 18
‘Don’t Pick, Don’t Lick’: Connecting Young Children’s Risky Play in Nature to Science Education in Australian Bush Kinders
Chris Speldewinde
Early Childhood Education Journal (2024)
Open Access | Times Cited: 2
‘Bush kinders’: developing early years learners technology and engineering understandings
Chris Speldewinde, Coral Campbell
International Journal of Technology and Design Education (2022) Vol. 33, Iss. 3, pp. 775-792
Open Access | Times Cited: 11
STEM professional learning in early childhood education: A scoping review
Amy MacDonald, Lena Danaia, James Deehan, et al.
Journal of Early Childhood Teacher Education (2023) Vol. 45, Iss. 1, pp. 79-95
Closed Access | Times Cited: 5
The Impact of Nature-Based Outdoor Learning Landscape on STEAM Concept Formation of Preschoolers: A Scoping Review
Nazia Afrin Trina, Muntazar Monsur, Nilda Cosco, et al.
(2024)
Open Access | Times Cited: 1
How Do Nature-Based Outdoor Learning Environments Affect Preschoolers’ STEAM Concept Formation? A Scoping Review
Nazia Afrin Trina, Muntazar Monsur, Nilda Cosco, et al.
Education Sciences (2024) Vol. 14, Iss. 6, pp. 627-627
Open Access | Times Cited: 1
Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review
Tor Mauritz Smedsrud, Rasmus Kleppe, Ragnhild Lenes, et al.
Education Sciences (2023) Vol. 14, Iss. 1, pp. 13-13
Open Access | Times Cited: 3
DEVELOPING A KNOWLEDGE MAP FOR THE EARLY CHILDHOOD STEAM EDUCATION: A VISUAL ANALYSIS USING CITESPACE AND HISTCITE
Yuyuan Li, Corrienna Abdul Talib
Journal of Baltic Science Education (2024) Vol. 23, Iss. 1, pp. 56-75
Open Access
‘I can build Beyblades, but I won’t do it!’. The importance of feminist perspectives within STEM in ECTE
Anna Günther-Hanssen
Gender and Education (2024) Vol. 37, Iss. 1, pp. 65-79
Open Access
Connecting gender equality with sustainability in early childhood: educators understandings in Victoria, Australia
Emma G. Casey, Misol Kim, Alan Reid
Environmental Education Research (2024), pp. 1-21
Open Access
(Re)Connecting Bodies and Beings on Country Through an Indigenous Australian Early Childhood Education Outdoor Program
Kim Kinnear
(2024), pp. 205-220
Closed Access
Post Qualitative Inquiry as Activist-Practitioner-Research in Early Childhood Education
Amé Christiansen
Educação (2024) Vol. 47, Iss. 1, pp. e45657-e45657
Open Access
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