1. Al Salmi, L. and Gelir, I. (Published online, 2023). Early language and culture development in the social context of an Arab home: Multimodal practices. International Journal of Early Years Education. 
2. Al- Qaryouti, I; Al –Salmi, L; Al-Aiasare, A; & Adul-Hadi, A. (Published online, February 2023) Parental Satisfaction with Programs Provided for Children with Learning Difficulties in Oman. British Journal of Learning Disability.DOI:10.1111/1467-8578.12453
3. Konca, A. S., İzci, B. & Simsar, A. (2023-in press). Evaluation of stem applications in early childhood education. European Early Childhood Education Research Journal. (SSCI-Scopus)
4. Konca, A. S., Baltaci, O. & Akbulut, O. F. (2023-in press). The Role of Screen Time and Problematic Technology Use on Parent-Child Relationship. Psychological Reports. (SSCI-Scopus)
5. Konca, A. S., Duran Yılmaz, A. & Simsar, A. (2023-in press). Towards the Sustainable Development Goals: STEAM education beliefs and practices in Turkish preschools. In Science, Technology, Engineering, Arts and Mathematics (STEAM) Education in the Early Years: Achieving the Sustainable Development Goals. Routledge.

1. Rababah, A; Khlaifat, D; Abdelfattah, F; Busaad,Y; Al-Qaryouti, I, & Awamleh, A. (2022). The Impact of Covid-19 on Parents of Children with Disability: Educational Needs and Challenges. International Journal of Instruction, 15, 4,701-722. (English)
2. Al-Balushi, S; Al-Zoubi, S; & Al-Qaryouti, I. (Accepted for publication 5/1/2022). The teaching needs of teachers of Omani students with learning disabilities in the light of the skills of the twenty-first century. Mutah Journal for Research and Studies, Mutah University: Jordan. (Arabic)
3. Al Salmi, L, Mamari, M. & Tekin, A.K. (2022). An Inquiry of How Young Children are Assessed and Evaluated in a Bilingual Child Care Center. In: Garvis, S., Harju-Luukkainen, H., & Kangas, J. (eds).  Assessing and Evaluating Early Childhood Education Systems. Springer 
4. Tekin A.K., Al-Salmi L., Al-Mamari M. (2022). The State of Parent Involvement in early Childhood Education: Case of Oman. In: In: Phillipson, S., Harju-Luukkainen, H., & Sadownik, A. R. Parental Engagement in Early Childhood Education Around the World. Taylor & Francis, Routledge.
5. Gelir, I. (2022). Preschool children learn physic, biology, chemistry and forensic science knowledge with integrated teaching approaches. International Journal of Early Year Education.
6. Gelir, I. and Duzen, N. (2022). Pioneering institutions in early education in Turkey and World. In N. Kuru, C. Uzum and M. Saracoglu For Educators and Parents Key Issues in Early Education. Nobel Publishing. 
7. Konca, A. S. (2022). Digital technology usage of young children: Screen time and families. Early Childhood Education Journal, 50(7), 1097-1108. (SSCI-Scopus)
8. Konca, A. S., Baltaci, Ö., & Akbulut, Ö. F. (2022). Problematic technology use scale for young children (PTUS-YC): validity and reliability study. International Journal of Assessment Tools in Education, 9(2), 267-289. (ERIC)
9. Konca, A. S. & Demirtas İlhan, S. (2022). Developmentally Appropriate Technology Use in Early Childhood Institutions. In Digital Technology in Early Childhood: Applications, Research and Tendencies (pp. 44-64). Nobel.
10.  Konca, A. S. & Genc, H. (2022). Mathematics education in the early years. In Mathematics Education for Gifted Children (pp. 121-135). Nobel.
11.  Konca, A. S. & Demirtas İlhan, S. (2021). Information, media and technology literacy in early childhood period. In 21st Century Skills in Early Childhood (pp. 65-86).
12.  Konca, A. S., & Hakyemez-Paul, S. (2021). Digital Technology Use of Kindergarten Teachers for Parental Involvement: E Involvement in the Turkish Context. Psycho-Educational Research Reviews, 10(3), 239-254. (ERIC)
13.  Konca, A. S., & Çakır, T. (2021). Investigation of Parents’ Views on Distance Education of Children’s Transition from Preschool Education to Primary School During the Pandemic. Journal of Education for Life, 35(2), 520-545. (EBSCOHOST)
14.  Konca, A. S., & Özçakır, B. (2021). Pre-service and inservice preschool teachers’ mathematical development belief and pedagogical content knowledge in early mathematics. Cumhuriyet Uluslararası Eğitim Dergisi, 10(4), 1648-1671.
15.  Konca, A. S., & Dikmenli, Y. (2021). Investigation of the relationship between preschool teachers’ job satisfaction and parents’ approach. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(3), 2005-2035.
16.  Konca, A. S. (2021) Kamii-DeVries Constructive Approach. In Approaches in Early Childhood Education (pp. 169-191). Egiten Kitap.
17.  Konca, A. S. (2021) Physical Science. In Science in Early Childhood Education: Activities for parents (pp. 57-79. Egiten Kitap.
18.  Tekin A.K., Al-Salmi L., Al-Mamari M. (2021) Improving the Quality of Early Childhood Education and Care in Oman. In: Garvis S., Taguchi H.L. (eds) Quality Improvement in Early Childhood Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-73182-3_8

1. Al-Qaryouti, I; AbdelFattah, F; & Rababah, A. (2021). Educational services and therapeutic support provided to parents of children with disabilities and their relationship to feelings of anxiety and psychological pressure during the Corona pandemic. Journal of Educational and Psychological Sciences, 22, 4,111-142. (Arabic)
2. Abdelfattah, F, Rababah, A, Al-Qaryouti, I, Al-Sartawi,Z; Khlaifat , D & Awamleh, A.(2021). Exploring Feelings of Worry and Sources of Stress during COVID-19 Pandemic among Parents of Children with Disability: A Sample from Arab Countries. Educ. Sci. 11, 216, 1-14. (English)
3. Al-Hadabi, B.; Al-Zoubi, S; Bakkar, B; Al-Yahyai, F; Al-Gaseem, M & Al-Qaryouti, I. (2021). Effects of adapted physical education course on attitudes toward sport of Omani individuals with disabilities. International journal of human movement and sport sciences. 9,255-264. (English)
4. Hemdan, A; Hassan, A; Al-Qaryouti, I; Al-Hashimy; A & Al-Kalbany, Z. (2021). The Development of Phonological Awareness among Preschoolers in Oman. Early Child Development and Care Journal.191, 1,108-1222.   https://doi.org/10.1080/03004430.2019.1607320 (English)
5. Al-Yahyai, F; Al-Zoubi, S; Bakkar, B; Al-Hadabi, B; Al-Gaseem, M & Al-Qaryouti, I. (2021). Effects of a Special Art Education Course on Attitudes Toward Omani Learners with Special Needs. International Journal of Higher Education. l. 10, 1,190-200. (English)
6. Gelir, I. (2021). Examining the Turkish preschool education program from an inclusive perspective. HAYEF: Journal of Education, 18(1): 55-65.
7. Gelir, I. (2021). Can insider be outsider? Doing an ethnographic research in a familiar setting. Ethnography and Education. https://doi.org/10.1080/17457823.2021.1905535
8. Gelir, I & Duzen, N. (2021) Children’s changing behaviours and routines, challenges and opportunities for parents during the COVID-19 pandemic. Education 3-13  DOI: 10.1080/03004279.2021.1921822
9. Gelir, I. (2021). Learning English as a second language through translanguaging in early years. Adiyaman University Journal of Educational Sciences,11(1), 1-8.
10. Gelir, I. (2021). Examining the Role of Dialogs Between Preschool Teachers and in Learning Natural Disasters and Related Concepts. International Journal of Early Childhood Studies. 6:2, 1-13. (A short abstract available in English).
11. Konca, A. S., & Tantekin Erden, F. (2021). Young Children’s Social Interactions with Parents during Digital Activities at Home. Child Indicators Research, 14(4), 1365-1385. (SSCI-Scopus)
12. Konca, A. S., & Erden, F. T. (2021). Digital technology (DT) usage of preschool teachers in early childhood classrooms. Journal of Education and Future, (19), 1-12. (ESCI)
13. Konca, A. S., & İlhan, S. D. (2021). Learning activities in preschool classrooms: preferences of preschool teachers and views of parents. Participatory Educational Research, 8(4), 186-197. (Scopus)

1. Abu-Hilal, M; Al Thafri, S; Kilani, H; Kadhem, A; Qaryouti, I & Al Kharusi, H. (2020). Does job value boost self-efficacy and protect against burnout among teachers in Oman? The Electronic Journal of Research in Educational Psychology, 18, 1, 01-26. (English)
2. Gelir, I. (2020). Becoming a girl and boy: Preschool children’s construction of gender roles in the community and nursery. Early Child Development and Care. https://doi.org/10.1080/03004430.2020.1756790
3. Gelir, I. (2020). Preschool children’s language use in nursery and at home: An investigation of young children bilingual and multicultural development. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2020.1826495
4. Dilek, H., Tasdemir, A., Konca, A. S., & Baltaci, S. (2020). Preschool children’s science motivation and process skills during inquiry-based STEM activities. Journal of Education in Science Environment and Health, 6(2), 92-104. (ERIC)
5. KONCA, A. S. (2020). Velilerin okul öncesi eğitim hakkında görüşlerinin incelenmesi. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(3), 892-902.
6. Konca, A. S., Baydilli, S., & Severina, E. (2020). Geometry learning of children in digital activities. In Mathematics in Early Childhood: Research, Reflexive Practice and Innovative Pedagogy (pp. 148-163). Routledge.
7. Al- Qaryouti, I. (2019) Burnout among Special Education Teachers in Muscat District. Journal of educational sciences, 1, 3,242-266. (Arabic)

Tekin, A. K., & Al-Salmi L. (2019). How and Why Bilingualism Is Being Promoted by Omani Parents and How Bilingualism Is Impacting Their Children’s Everyday Lives. International Journal of Learning, Teaching, and Educational Research, 18(12), 136-149. doi: 10.26803/ijlter.18.12.9