Sara Esmaeeli

Førsteamanuensis

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

Lorna G. Hamilton; Sara Esmaeeli; Marianna E. Hayiou-Thomas (2025) The Home Literacy Environment in Families with a History of Reading Difficulties. I: George Georgiou; Tomohiro Inoue, Home Literacy Environment and Literacy Acquisition Evidence from Different Languages and Contexts. Springer Nature Switzerland. ISBN 9783031871269. s.125-140. DOI: 10.1007/978-3-031-87124-5_8

Catharina Petronella Johanna van Trijp; Marianne Ree; Tove Erna Belland; Sara Esmaeeli; Gunnar Magnus Eidsvåg; Mariella Annika Asikanius; Lars Yngve Rosell (2025) A Systematic Scoping Review on the Transition of Under-3-Year-Old Children from Home to Early Childhood Education and Care. I: Education Sciences. Online ISSN 2227-7102. Volum 15. s.1-40. DOI: 10.3390/educsci15050589

Aud Torill Meland; Sara Esmaeeli; Barbara Maria Sageidet (2025) Inkludering, fellesskap og naturfaglig læring i lek med sand : Dyr i sandkassen. I: Per Einar Sæbbe; Kristin Grøsvik; Francesca Granone; Elin Reikerås, Forskningsperspektiver på hverdagen i barnehagen. Fagbokforlaget. ISBN 9788245052237. s.77-96.

Sofia Papavlasopoulou; Marianne Undheim; Tamsin Jillian Meaney; Sara Esmaeeli (2024) Early childhood pre-service teachers’ preparation for using technology with children: a systematic literature review. I: European Journal of Teacher Education. ISSN 0261-9768. DOI: 10.1080/02619768.2024.2341935

Sara Esmaeeli (2023) A Model of the Home Literacy Environment and Family Risk of Reading Difficulty in Relation to Children’s Preschool Emergent Literacy. I: Journal of Learning Disabilities. ISSN 0022-2194. DOI: 10.1177/00222194231195623

Sara Esmaeeli; Åse Kari H. Wagner (2022) The importance of home environment in early age for later literacy development. I: Proceedings of the collaborative initiatives for early childhood conference. ISSN 2967-1116. DOI: 10.34745/numerev_1792

Zahra Esmaeeli; Fiona E. Kyle; Kjersti Lundetræ (2019) Contribution of family risk, emergent literacy and environmental protective factors in children’s reading difficulties at the end of second-grade. I: Reading and writing. ISSN 0922-4777. Volum 32. DOI: 10.1007/s11145-019-09948-5

Zahra Esmaeeli; Kjersti Lundetræ; Fiona Kyle (2018) What can Parents’ Self-report of Reading Difficulties Tell Us about Their Children’s Emergent Literacy at School Entry?. I: Dyslexia. ISSN 1076-9242. Volum 24. s.84-105. DOI: 10.1002/dys.1571

Bøker og kapitler

Cay Gjerustad; Sara Esmaeeli; Elisabeth Brekke Stangeland; Ørjan Arnevig Samuelsen; Karl Solbue Vika (2025) Barnehageansatte trives – men opplever stress og ønsker mer kompetanse | udir.no. Universitetet i Stavanger. ISBN 9788232707393.

Cay Gjerustad; Sara Esmaeeli; Elisabeth Brekke Stangeland; Ørjan Arnevig Samuelsen; Karl Solbue Vika (2025) TALIS Starting Strong Survey 2024 Hovedfunn fra den internasjonale rapporten. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISBN 9788232707393. DOI: https://hdl.handle.net/11250/5325407

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

Formidling

Sara Esmaeeli (2025) Tilhørighet i barnehagen –å høre til og å bli sett. planleggingsdager i Jåttå Barnehagen; 2025-11-13.

Sara Esmaeeli; Hege Hervik ; Karolina Grudzien; Hege Bratteli; Janne Tjelta (2025) STYRKE BARNEHAGELÆRERENS PROFESJONELLE BLIKK. Norsk Barnehageforskingskonferansen; 2025-10-21 - 2025-10-22.

Catharina Petronella Johanna van Trijp; Sara Esmaeeli (2025) Kvalitet i samarbeid mellom hjem og barnehage i overgangen for de yngste barna. Norsk barnehageforskningskonferanse; 2025-10-21 - 2025-10-22.

Sara Esmaeeli; Marianne Undheim (2025) Hva vet vi om barnehagelærerutdanningen?. Avslutningskonferanse DiCoTe; 2025-11-18.

Catharina Petronella Johanna van Trijp; Sara Esmaeeli (2025) A Systematic Scoping Review on Under 3-Year-Old Children’s Transition from Home to Early Childhood Education and Care. Early Education for All: Celebrating Diversity and Seeking Inclusion; 2025-08-24 - 2025-08-27.

Sara Esmaeeli; Marianne Undheim (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.

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

Sara Esmaeeli; Marianne Undheim (2024) Nøkkelfaktorer for teknologibruk i barnehagelærerutdanningen. Norsk barnehageforskningskonferanse 2024; 2024-10-23 - 2024-10-24.

Francesca Granone; Elin Kirsti Lie Reikerås; Marianne Undheim; Kristin Grøsvik; Sara Esmaeeli (2023) Aktuell forskning og framtidsutsikter - Eksempel DiCoTe. Jubileumskonferanse barnehagelærerutdanningen i Stavanger 50 år; 2023-10-27.

Sara Esmaeeli; Tellefsen Tina; Lars Yngve Rosell (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.

Tina Tellefsen; Lars Yngve Rosell; Sara Esmaeeli (2022) Pedagogisk ledelse og barnehagelærerrollen i overgangen innad i barnehagen. Norsk barnehageforskningskonferanse; 2022-10-26 - 2022-10-28.

Embla Haua Gustavsen; Gunnar Magnus Eidsvåg; Sara Esmaeeli (2022) Interkulturell kompetanse: et arbeid på systemnivå. Norsk barnehageforskningskonferanse ; 2022-10-26 - 2022-10-28.

Nikad Amoli Fereshteh; Sara Esmaeeli; May Irene Furenes (2022) Pedagogisk ledelse og barnehagelærerrollen i møte med mangfold. Norsk barnehageforskningskonferanse ; 2022-10-26 - 2022-10-28.

Francesca Granone; Helga Maria Ploog; Caroline Eltervåg; Liv Ingeborg Tengesdal; Monika Kamola; Elin Kirsti Lie Reikerås; Sara Esmaeeli (2022) Status om prosjektet DiCoTe: resultater og veien videre. FILIORUM forum; 2022-11-22.

Sara Esmaeeli (2021) lek, læring og inkludering i den flerkulturelle og mangfoldige barnehagen. Rekomp; 2021-04-23.

Sara Esmaeeli (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.

Åse Kari H. Wagner; Sara Esmaeeli (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.

Sara Esmaeeli; Bente R. Walgermo; Elin Kirsti Lie Reikerås (2020) Barn med svak språklig kompetanse i barnehagen og overgangen til skolens begynneropplæring i lesing og skriving. Norskbarnehageforskningskonferanse; 2020-09-28 - 2020-09-30.

Zahra Esmaeeli; Kjersti Lundetræ (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.

Zahra Esmaeeli (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.

Zahra Esmaeeli (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.

Zahra Esmaeeli (2016) Familierisiko for Dysleksi/ Lese- og Skrivevansker. Fagmesse for lærere; 2016-06-14.

Zahra Esmaeeli; Kjersti Lundetræ; Fiona Kyle (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.

Zahra Esmaeeli; Kjersti Lundetræ; Fiona Kyle (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.

Zahra Esmaeeli (2016) Emergent Literacy and Early Reading Skills: A Multifactorial Perspective. National Graduate School in Educational Research (NATED); 2016-09-08.

Zahra Esmaeeli (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.

Zahra Esmaeeli (2015) Emergent Literacy Skills and Home Literacy Environment. Konferansen Skriv! Les! – Nordisk forskerkonferanse om lesing, skriving og literacy; 2015-05-18 - 2015-05-20.

Zahra Esmaeeli; Kjersti Lundetræ (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.

Zahra Esmaeeli (2015) EMERGENT LITERACY SKILLS & HOME LITERACY ENVIRONMENT. Fagmesse for lærere; 2015-06-16.

Zahra Esmaeeli; Kjersti Lundetræ (2014) Emergent literacy skills and Vocabulary: First- and Second-language children. Den sjette forskningskonferansen om norsk som andrespråk; 2014-11-06 - 2014-11-07.

Kilde: Nasjonalt vitenarkiv