Loizou, E. & Recchia, S.(Eds.) (2019). Research on Young Children’s Humor: Theoretical and Practical Implications for Early Childhood Education. Switzerland: Springer
Loizou, E. & Loizou E. K. (in press). Visual and Verbal Humor Productions after a Series of Creative Structured Activities: A Case Study of two Preschoolers. Early Years: International Journal of Early Years
Loizou, E. & Demetriou, M. (2019): Infancy pedagogy and praxis, European Early Childhood Education Research Journal, 27(4), 436-453. DOI: 10.1080/1350293X.2019.163423
Loizou, E., Michaelides, A., and Georgiou, A. (2019). Early childhood teacher involvement in children’s socio-dramatic play: Creative drama as a scaffolding tool. Early Child Development and Care 189:4, 600-612
Symeonidou, S. & Loizou, E. (2018). Disability studies as a framework to design disability awareness programs: no need for ‘magic’ to facilitate children’s understanding. Disability & Society, 33:8, 1234-1258.
Loizou, E. (2018). An Early Childhood Curriculum that Responds to Children’s Voices on Transition to First Grade. Early Child Development and Care. DOI:10.1080/03004430.2018.1488169
Loizou, E. & Recchia, S.L. (2017) In-Service Infant Teachers Re-Envision Their Practice Through a Professional Development Program, Early Education and Development, 29 (1), 91-103.
Loizou, E. & Charalambous, N. (2017). Empowerment Pedagogy. Journal of Research in Childhood Education, 32(3), 1-13.
Loizou, E. & Kyriakou, M. (2016). Young children’s appreciation and production of verbal and visual humor. Humor 29 (1), 99-124.
Loizou, E. & Avgiditou, S. (2014). The Greek-Cypriot Early Childhood Educational Reform; Introducing play as a participatory learning process and as children’s right. Early Child Development and Care 184(12), 1884-1901.
Recchia, S. & Loizou, E. (2002, Spring/Summer). Becoming an Infant Caregiver: Three profiles of Personal and Professional Growth. Journal of Research in Childhood Education, 16(2), 133-147.
Loizou, E. (2013). Empowering parents through an action research parenting program. Action Research 11(1), 73-91.
