Sara Esmaeeli

Førsteamanuensis i allmennpedagogikk

Sara Esmaeeli

Kontakt

Telefon: 51833267

E-post: sara.esmaeeli@uis.no

Rom: HL K-207

Organisasjonsenhet

Fakultet for utdanningsvitenskap og humaniora

Institutt for barnehagelærerutdanning

Kort om meg

Sara Esmaeeli is Associate Professor in Early Childhood Education at University of Stavanger. Esmaeeli’s research interests and teaching span three key areas: the multifactorial model of children’s reading development; belonging and diversity; and digital competence in early childhood education. Her work on the multifactorial model investigates the risk and supportive factors shaping reading development, emphasizing the critical role of the home literacy environment, shared reading, and early reading-related activities. In addition, she explores how inclusive practices can promote a sense of belonging and celebrate diversity, encouraging equitable and supportive learning environments that support all children in their early years. Additionally, she examines digital competence in early childhood education and Care (ECEC), focusing on how educators can effectively integrate digital tools and technology in collaboration with children to enhance learning and engagement in ECEC settings.

Research Interests

Multifactorial Model of Early Reading Development: Examining risk and promotive factors of reading development 

  • Family Risk of reading difficulties.
  • Environmental Factors, such as the Home Literacy Environment and early reading-related activities.
  • Cognitive Factors, like emergent literacy development.
  • Challenges and opportunities in reading development for second-language learner

Inclusive Education, Inclusion, and Belonging

  • Promoting inclusion and belonging in ECEC.
  • Exploring diverse practices and equitable learning environments to foster community and celebrate diversity.

Digital Competence in Early Childhood Education
•    Exploring the integration of digital tools and technology in ECEC settings.
•    Enhancing educators’ digital competence to support meaningful and inclusive learning experiences for children.
 

Research Project

Teaching

Assistant Editor

Reviewer

  • Journal of Research in Reading (ISSN:1467-9817)
  • Journal of Scientific Studies of Reading (ISSN: 1088-8438)
  • Journal of Family Studies (ISSN: 1322-9400)
  • Reviewer/scientific evaluation for Research Grants 
  • International Congress for School effectiveness and Improvement
  • Norsk barnehageforskningskonferanse

Publikasjoner

Vitenskapelige publikasjoner

Papavlasopoulou, Sofia; Undheim, Marianne; Meaney, Tamsin Jillian; Esmaeeli, Sara

(2024)

Early childhood pre-service teachers’ preparation for using technology with children: a systematic literature review.

European Journal of Teacher Education.

ISSN 0261-9768.

DOI: 10.1080/02619768.2024.2341935

Esmaeeli, Sara

(2023)

A Model of the Home Literacy Environment and Family Risk of Reading Difficulty in Relation to Children’s Preschool Emergent Literacy.

Journal of Learning Disabilities.

ISSN 0022-2194.

DOI: 10.1177/00222194231195623

Esmaeeli, Sara; Wagner, Åse Kari H.

(2022)

The importance of home environment in early age for later literacy development.

Proceedings of the collaborative initiatives for early childhood conference.

ISSN 2967-1116.

Hefte 1.

DOI: 10.34745/numerev_1792

Esmaeeli, Zahra; Kyle, Fiona E.; Lundetræ, Kjersti

(2019)

Contribution of family risk, emergent literacy and environmental protective factors in children’s reading difficulties at the end of second-grade.

Reading and writing.

ISSN 0922-4777.

DOI: 10.1007/s11145-019-09948-5

Esmaeeli, Zahra; Lundetræ, Kjersti; Kyle, Fiona

(2018)

What can Parents’ Self-report of Reading Difficulties Tell Us about Their Children’s Emergent Literacy at School Entry?.

Dyslexia.

ISSN 1076-9242.

Volum 24.

Hefte 1.

s.84-105.

DOI: 10.1002/dys.1571

Bøker og kapitler

Granone, Francesca; Reikerås, Elin Kirsti Lie; Sæbø, Janken Camilla; Solheim, Ksenia; Kaltvedt, Elsa Helen; Ree, Marianne; Esmaeeli, Sara; Furskog-Risa, Christina; Joner, Maya Dybvig

(2022)

Tidlig innsats, tidlig i livet-En sammenstilling og analyse av eksisterende kunnskap og forskning om de 1000 første dagene i et individs liv, inklusive livet i magen.

Formidling

Esmaeeli, Sara; Reikerås, Elin Kirsti Lie; Walgermo, Bente R.

(2024)

The Association between Home Literacy Environment, Emergent Literacy & Later Reading Outcome: Norwegian Bilingual, L1- and L2- Language Learners. .

SSSR-The SOCIETY FOR THE SCIENTIFIC STUDY OF READING ;

2024-07-10 - .

Esmaeeli, Sara; Undheim, Marianne

(2024)

Examining Early Childhood Teacher Education (ECTE) Instructors' Perspectives on Preparing Preservice Teachers for Technology Integration in ECEC Settings.

EECERA- European Early Childhood Education Research Association;

2024-09-03 - 2024-09-06.

Esmaeeli, Sara; Undheim, Marianne

(2024)

Nøkkelfaktorer for teknologibruk i barnehagelærerutdanningen.

Norsk barnehageforskningskonferanse 2024;

2024-10-23 - 2024-10-24.

Esmaeeli, Sara; Tina, Tellefsen; Rosell, Lars Yngve

(2023)

Transition in Early Childhood Education and Care: Parents experiences and their expectations.

European Early Childhood Education Reserch Association (EECERA);

2023-08-30 - 2023-09-02.

Granone, Francesca; Reikerås, Elin Kirsti Lie; Undheim, Marianne; Grøsvik, Kristin; Esmaeeli, Sara

(2023)

Aktuell forskning og framtidsutsikter - Eksempel DiCoTe.

Jubileumskonferanse barnehagelærerutdanningen i Stavanger 50 år;

2023-10-27 - .

Fereshteh, Nikad Amoli; Esmaeeli, Sara; Furenes, May Irene

(2022)

Pedagogisk ledelse og barnehagelærerrollen i møte med mangfold.

Norsk barnehageforskningskonferanse ;

2022-10-26 - 2022-10-28.

Gustavsen, Embla Haua; Eidsvåg, Gunnar Magnus; Esmaeeli, Sara

(2022)

Interkulturell kompetanse: et arbeid på systemnivå.

Norsk barnehageforskningskonferanse ;

2022-10-26 - 2022-10-28.

Tellefsen, Tina; Rosell, Lars Yngve; Esmaeeli, Sara

(2022)

Pedagogisk ledelse og barnehagelærerrollen i overgangen innad i barnehagen.

Norsk barnehageforskningskonferanse;

2022-10-26 - 2022-10-28.

Granone, Francesca; Ploog, Helga Maria; Eltervåg, Caroline; Tengesdal, Liv Ingeborg; Kamola, Monika; Reikerås, Elin Kirsti Lie; Esmaeeli, Sara

(2022)

Status om prosjektet DiCoTe: resultater og veien videre.

FILIORUM forum;

2022-11-22.

Esmaeeli, Sara

(2021)

Language background, Home Literacy Environment and Emergent Literacy Skills in Norwegian Preschoolers.

Society for the Scientific Study of Reading;

2021-07-12 - 2021-07-16.

Esmaeeli, Sara

(2021)

lek, læring og inkludering i den flerkulturelle og mangfoldige barnehagen .

Rekomp;

2021-04-23 - .

Wagner, Åse Kari H.; Esmaeeli, Sara

(2021)

The Importance of Home Environment in Early Age for later Literacy Development: Evidence from PIRLS and On Track.

Collaboration between families and external stakeholders in Early Childhood Education : European fields and methods;

2021-10-21 - 2021-10-23.

Esmaeeli, Sara; Walgermo, Bente R.; Reikerås, Elin Kirsti Lie

(2020)

Barn med svak språklig kompetanse i barnehagen og overgangen til skolens begynneropplæring i lesing og skriving.

Norskbarnehageforskningskonferanse;

2020-09-28 - 2020-09-30.

Esmaeeli, Zahra; Lundetræ, Kjersti

(2018)

Familial risk and environmental protective factors of literacy skill: A multifactorial perspective .

Scientific Society for the Scientific Study of Reading;

2018-07-18 - 2018-07-21.

Esmaeeli, Zahra

(2018)

Kan vi vite hvilke barn som er i faresonen for å utvikle lese-og skrivevansker før de lærer å lese?.

Nasjonalt senter for leseopplæring, Universitet i Stavanger;

2018-03-19 - 2018-03-20.

Rongved, Elisabeth; Esmaeeli, Zahra

(2018)

Fersk doktorgrad om barn med familierisiko for lese- og skrivevansker.

Esmaeeli, Zahra

(2017)

Children with and without Family-Risk of Reading Difficulties (RD): A Multidimensional Perspective.

Brown Bag-Department of Psychology-Florida State University;

2017-02-24 - .

Esmaeeli, Zahra; Lundetræ, Kjersti; Kyle, Fiona

(2016)

Children at Family-Risk of Reading Difficulties: Modeling the Early Path of Emergent Literacy Skills and Home Literacy Environment (HLE) at School Start..

British Dyslexia Association 10th International Conference;

2016-03-10 - 2016-03-12.

Esmaeeli, Zahra; Lundetræ, Kjersti; Kyle, Fiona

(2016)

MODELING THE EARLY PATH OF WORD READING: EFFECT OF EMERGENT LITERACY, HOME LITERACY ENVIRONMENT AND FAMILY BACKGROUND.

Society for the Scientific Study of Reading;

2016-07-13 - 2016-07-17.

Esmaeeli, Zahra

(2016)

Familierisiko for Dysleksi/ Lese- og Skrivevansker.

Fagmesse for lærere;

2016-06-14.

Esmaeeli, Zahra

(2016)

Emergent Literacy and Early Reading Skills: A Multifactorial Perspective .

National Graduate School in Educational Research (NATED);

2016-09-08.

Esmaeeli, Zahra; Lundetræ, Kjersti

(2015)

Emergent Literacy Skills of Children by Reading Onset: First-Language, Bilingual, and Second-Language Learners of Norwegian.

nordiske forskningskonferansen om nordiske språk som andre- og fremmedspråk;

2015-06-11 - 2015-06-13.

Esmaeeli, Zahra

(2015)

Emergent Literacy Skills and Home Literacy Environment.

Konferansen Skriv! Les! – Nordisk forskerkonferanse om lesing, skriving og literacy;

2015-05-18 - 2015-05-20.

Esmaeeli, Zahra

(2015)

Emergent Literacy Skills and Home Literacy Environment (HLE)by the Beginning of First Grade: Children with and without Familial Risk (FR) for Reading Difficulties.

Skriv! Les! 2015 - Nordisk forskerkonferanse om lesing, skriving og literacy;

2015-05-18 - 2015-05-20.

Esmaeeli, Zahra

(2015)

EMERGENT LITERACY SKILLS & HOME LITERACY ENVIRONMENT.

Fagmesse for lærere;

2015-06-16.

Esmaeeli, Zahra; Lundetræ, Kjersti

(2014)

Emergent literacy skills and Vocabulary: First- and Second-language children.

Den sjette forskningskonferansen om norsk som andrespråk;

2014-11-06 - 2014-11-07.