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Selected publications

Journal Articles (Peer Review, *Web of Science)

• Embacher, E.-M., Zöggeler-Burkhardt, L. & Smidt, W. (2023). Closeness and Conflict in Teacher-Child Relationships in Preschool: The Role of Child Personality Types. Manuscript submitted for publication.
• Scharnagl, V. & Smidt, W. (2023). Promoting Emergent Literacy under Conditions of Lockdown: Parental Support in the final Preschool Year in Austria during COVID-19. Manuscript submitted for publication.
• *Smidt, W. & Embacher, E.-M. (2023). The importance of structural characteristics for interaction quality in Austrian preschools. European Early Childhood Education Research Journal. DOI: 10.1080/1350293X.2023.2195675
• *Smidt, W. & Embacher, E-M. (2023). Does personality matter? The relationship between child personality and interaction quality in preschools. Research Papers in Education, 38(1), 45-68. DOI: 10.1080/02671522.2021.1941217
• *Schmidt, Th. & Smidt, W. (2021). Selbstbildung, Ko-Konstruktion oder Instruktion? Orientierungen von Erzieherinnen und Kindheitspädagoginnen zur Förderung von Kindern im Kindergarten [Self-education, co-construction or instruction? Orientations of educators and childhood pedagogues to educate children in preschools]. Zeitschrift für Pädagogik, 67(2), 251-274.
• *Smidt, W. & Embacher, E.-M. (2021). Examining the factorial validity of the Individualized Classroom Assessment Scoring System in preschools in Austria. International Journal of Early Years Education. DOI:10.1080/09669760.2021.1893158
• *Smidt, W. & Embacher, E.-M. (2020). How do activity settings, preschool teachers’ activities, and children’s activities relate to the quality of children’s interactions in preschool? Findings from Austria. European Early Childhood Education Research Journal, 28(6), 864-883. DOI:10.1080/1350293X.2020.1836586
• Smidt, W., Embacher, E.-M. & Kluczniok, K. (2020). Gleich oder anders? Geschlechtsspezifische Befunde zur kindlichen Interaktions-qualität im Kindergarten in Österreich. [Same or different? Gender-specific findings on children’s interaction quality in preschools in Austria]. Diskurs Kindheits- und Jugendforschung, 14(1), 21-37. DOI:10.3224/diskurs.v15i1.03
• *Luplow, N. & Smidt, W. (2019). Bedeutung von elterlicher Unterstützung im häuslichen Kontext für den Schulerfolg am Ende der Grundschule [The relevance of parental support at home for educational success at the end of elementary school in Germany]. Zeitschrift für Erziehungswissenschaft, 22(1) 153-180. DOI:10.1007/s11618-018-0827-x
• *Lehrl, S. & Smidt, W. (2018). Differential effects of preschool quality on children’s emergent literacy skills during preschool in Germany. Research Papers in Education, 33(4), 492-514. DOI:10.1080/02671522.2017.1362718
• Schmidt, Th., Smidt, W., Kluczniok, K. & Riedmeier, M. (2018). Interaktionsqualität in Kindertageseinrichtungen – Eine vergleichende Betrachtung standardisierter gruppen- und zielkindbezogener Erhebungsverfahren [Interaction quality in preschools – A comparative consideration of standardized instruments on classlevel and target-child-level]. Diskurs Kindheits- und Jugendforschung, 13(4), 459-476. DOI:10.3224/diskurs.v13i4.06
• *Schmidt, Th., Smidt, W. & Roux, S. (2018). What do pedagogues in daycare do? Empirical analyses of the occupational activities of pedagogues in children’s daycare centres in Germany. European Early Childhood Education Research Journal, 26(3), 446-460. DOI:10.1080/1350293X.2018.1463910
• *Smidt, W., Kammermeyer, G., Roux, S., Theisen, Ch. & Weber, Ch. (2018). Career success of preschool teachers – The significance of the Big Five personality traits, locus of control, and occupational self-efficacy. Early Child Development and Care, 188(10), 1340-1353. DOI:10.1080/03004430.2017.1314275
• *Smidt, W. (2018). Early Childhood Education and Care in Austria: Challenges and Education Policies. Early Child Development and Care, 188(5), 624-633. DOI:10.1080/03004430.2017.1403431
• *Smidt, W., Burkhardt, L., Endler, V., Kraft, S. & Koch, B. (2017). Professionalisierung des pädagogischen Personals in Kindertageseinrichtungen in Österreich – Modelle, Befunde, Desiderate [Professionalization of educational staff in day care centers in Austria – models, findings, desiderata]. Zeitschrift für Pädagogik, 62(3), 121-138.
• *Hachfeld, A., Anders, Y., Kuger, S. & Smidt, W. (2016). Triggering parental involvement for parents of different language backgrounds: the role of types of partnership activities and preschool characteristics. Early Child Development and Care, 186(1), 190-211. DOI:10.1080/03004430.2015.1007370
• Koch, B. & Smidt, W. (2016). Für eine geschlechtsneutrale Interpretation von Professionalität in der Elementarpädagogik [For a gender neutral interpretation of professionalization in early childhood education]. Zeitschrift für Sozialpädagogik, 14(2), 155-165.
• *Smidt, W. (2016). Occupational activities of nonacademic and academic pedagogues working in the field of childhood education - an Investigation of differences and predictor variables. Early Child Development and Care, 186(1), 2-22. DOI:10.1080/03004430.2015.1005613
• *Smidt, W. & Rossbach, H.-G. (2016). Educational process quality in preschools at the individual child level: Findings from a German study. Early Child Development and Care, 186(1), 78-95. DOI:10.1080/03004430.2014.913585
• *Fuchs-Rechlin, K., Göddeke, L., Smidt, W., & Theisen, C. (2015). Wunscharbeitsfeld „Kindertageseinrichtung“ – Welche Absolventinnen und Absolventen früh- und kindheitspädagogischer Ausbildungs- und Studiengänge präferieren das Arbeitsfeld der Kindertageseinrichtung? [Which graduates of vocational childcare training and bachelor courses prefer working in day-care facilities?].Frühe Bildung, 4(1), 33-45. DOI:10.1026/2191-9186/a000160
• *Fuchs-Rechlin, K. & Smidt, W. (2015). Personalstruktur und Beschäftigungsbedingungen in Kindertageseinrichtungen - Implikationen für die Prozessqualität [Personnel structure and employment conditions in preschool education – implications for process quality]. Frühe Bildung, 4(2), 63-70. DOI:10.1026/2191-9186/a000200
• Schmidt, T. & Smidt, W. (2015). Wie werden Kinder im Kindergarten am besten gefördert? Orientierungen frühpädagogischer Fachkräfte im Spannungsfeld zwischen Selbstbildung und Instruktion [The promotion of children in kindergarten. Beliefs of early childhood professionals concerning self-education and instruction]. Empirische Pädagogik, 29(3), 393-414.
• *Smidt, W. (2015). Big Five personality traits as predictors of the academic success of university and college students in early childhood education. Journal of Education for Teaching, 41(4), 385-403. DOI:10.1080/02607476.2015.1080419
• *Smidt, W., Kammermeyer, G. & Roux, S. (2015). Relations between the Big Five personality traits of prospective early childhood pedagogues and their beliefs about the education of preschool children: Evidence from a German study. Learning and Individual Differences, 37(1), 96-106. DOI:10.1016/j.lindif.2014.11.002
• *Smidt, W. & Roux, S. (2015). How extraverted, open, agreeable, conscientious, and neurotic are prospective early childhood pedagogues? A comparison with the German Socio-Economic Panel. Early Child Development and Care, 185(5), 766-778. DOI:10.1080/03004430.2014.957691
• *Lehrl, S., Smidt, W., Grosse, Ch. & Richter, D. (2014). Patterns of literacy and numeracy activities in preschool and their relation to structural characteristics and children’s home activities. Research Papers in Education, 29(5), 577-597. DOI:10.1080/02671522.2013.792865
• *Smidt, W., Lehrl, S., Anders, Y., Pohlmann-Rother, S. & Kluczniok, K. (2012). Emergent literacy activities in the final preschool year in the German federal states of Bavaria and Hesse. Early Years - An International Journal of Research and Development, 32(3), 301-312. DOI:10.1080/09575146.2011.642851
• *Kuger, S., Kluczniok, K., Sechtig, J. & Smidt, W. (2011). Gender im Kindergarten. Empirische Datenlage zu Unterschieden zwischen Mädchen und Jungen [Gender in Kindergarten–Empirical data on differences between girls and boys]. Zeitschrift für Pädagogik, 57(2), 269-288.

Editorial Work and Monographs

• Karpenko, O., Smidt, W., Ziv, Y. & Resnick, G. (Eds.). (in preparation). Preschool Education in War and Conflict Zones [Special Issue]. Early Childhood Research Quarterly.
• Zöggeler-Burkhardt, L., Embacher, E.-M. & Smidt, W. (Eds.) (in preparation). Social relationships, interactions and learning in early childhood - theoretical approaches, empirical findings and challenges [Special Issue]. Early Child Development and Care.
• Spannring, R., Smidt, W. & Unterrainer, Ch. (Eds.) (2022). Institutions and Organizations as Learning Environments for Participation and Democracy? Opportunities, Challenges, Obstacles. Cham: Springer Nature.
• Bloch, B., Kuhn, M., Schulz, M., Smidt, W. & Stenger, U. (Eds.) (2021). Early Childhood Education in Germany – Exploring Historical Developments and Theoretical Issues. London: Routledge.
• Schmidt, Th., Sauerbrey, U. & Smidt, W. (Eds.) (2021). Frühpädagogische Handlungskonzepte. Eine wissenschaftliche Bestandsaufnahme [Concepts in early childhood education concepts for action. A scientific review]. Münster: Waxmann UTB.
• Hover-Reisner, N., Paschon, A. & Smidt, W. (Eds.) (2020). Elementarpädagogik im Aufbruch – Einblicke und Ausblicke [Early childhood education on the way up - insights and outlooks]. Münster: Waxmann.
• Smidt, W. & Lehrl, S. (Eds.) (2020). Teacher–child interactions in Early Childhood Education and Care classrooms: characteristics, predictivity, dependency and methodological issues. London: Routledge
• Bloch, B., Cloos, P., Koch, S., Schulz, M. & Smidt, W. (Eds.) (2018). Kinder und Kindheiten. Frühpädagogische Perspektiven [Children and childhoods. Early educational perspectives]. Weinheim: Beltz Juventa.
• Schmidt, Th. & Smidt, W. (Eds.) (2018). Handbuch empirische Forschung in der Pädagogik der frühen Kindheit [Handbook on Empirical Research in Early Childhood Education]. Münster: Waxmann.
• Smidt, W. & Lehrl, S. (Eds.) (2018). Teacher–child interactions in Early Childhood Education and Care classrooms: characteristics, predictivity, dependency and methodological issues. Research Papers in Education, 33(4) [Guest Editor, Special Issue]
• Smidt, W. (Ed.) (2017). Contemporary issues in early childhood education in Germany. London: Routledge. [Special Issue as Books].
• Smidt, W. (Ed.) (2016). Contemporary issues in early childhood education in Germany. Early Child Development and Care, 186(1) [Guest Editor, Special Issue].
• Smidt, W. (2012). Zielkindbezogene pädagogische Qualität im Kindergarten. Eine empirisch-quantitative Studie [Target child-related educational quality in preschool. A quantitative study]. Münster: Waxmann.

Book chapters

• Drieschner, E. & Smidt, W. (2022). Agency and participation: A critique of the epistemological, psychological, pedagogical and ethical premises. In R. Spannring, W. Smidt & C. Unterrainer (Eds.), Institutions and Organizations as Learning Environments for Participation and Democracy? Opportunities, Challenges, Obstacles (pp. 17-37). Cham: Springer Nature.
• Spannring, R., Unterrainer, C. & Smidt, W. (2022). Participation in organizations and institutions across the life course. In R. Spannring, W. Smidt & C. Unterrainer (Eds.), Institutions and Organizations as Learning Environments for Participation and Democracy? Opportunities, Challenges, Obstacles (pp. 1-13). Cham: Springer Nature.
• Schulz, M., Kuhn, M., Bloch, B., Smidt, W., Stenger, U. (2021). Historical Development and Current Frameworks. In B. Bloch, M. Kuhn, M. Schulz, W. Smidt & U. Stenger (Eds.), Early Childhood Education in Germany – Exploring Historical Developments and Theoretical Issues (pp. 23-34). London: Routledge. DOI: 10.4324/9780429275593-3
• Stenger, U., Kuhn, M., Schulz, M., Bloch, B. & Smidt, W. (2021). The Matrix of the Academic ECEC Discourse. In B. Bloch, M. Kuhn, M. Schulz, W. Smidt & U. Stenger (Eds.), Early Childhood Education in Germany – Exploring Historical Developments and Theoretical Issues (pp. 11-22). London: Routledge. DOI: 10.4324/9780429275593-2
• Lehrl, S. & Smidt, W. (2020). Differential effects of preschool quality on children’s emergent literacy skills during preschool in Germany. In W. Smidt & S. Lehrl, S. (Eds.), Teacher–child interactions in Early Childhood Education and Care classrooms: characteristics, predictivity, dependency and methodological issues (pp. 82-104). London: Routledge.
• Smidt, W. & Kraft, S. (2019). Fostering children’s intrinsic motivation in preschool. In O. N. Saracho (Ed.), Contemporary perspectives on research on motivation in early childhood education (pp. 153-173). Charlotte: Information Age Publishing.
• Smidt, W. (2019). Early Childhood Education and Care in Austria: Challenges and Edu-cation Policies. In K. Rentzou & R. Slutsky (Eds.), Early Childhood Education and Care Quality in Europe and the USA. Issues of Conceptualization, Measurement and Policy (pp. 141-150). London: Routledge.
• Hachfeld, A., Anders, Y., Kuger, S. & Smidt, W. (2017). Triggering parental involvement for parents of different language backgrounds: the role of types of partnership activities and preschool characteristics. In W. Smidt (Ed.), Contemporary issues in early childhood education in Germany (pp. 190-211). London: Routledge.
• Smidt, W. (2017). Occupational activities of nonacademic and academic pedagogues working in the field of childhood education - an Investigation of differences and predictor variables. In W. Smidt (Ed.), Contemporary issues in early childhood education in Germany (pp. 2-22). London: Routledge.
• Smidt, W. & Rossbach, H.-G. (2017). Educational process quality in preschools at the individual child level: Findings from a German study. In W. Smidt (Ed.), Contemporary issues in early childhood education in Germany (pp. 78-95). London: Routledge.
• Smidt, W. (2015). Educational processes in early childhood education: activities of target children in preschools. In W. Schnotz, A. Kauertz, H. Ludwig, A. Müller & J. Pretsch (Eds.), Multidisciplinary research on teaching and learning (pp. 3-18). Basingstoke: Palgrave Macmillan.