Books

Birbili, M. (2015). Towards a pedagogy of dialogue: The importance and the role of questions in preschool education (2^nd ed.). Thessaloniki: Sofia Publications.           

Special Issue

Birbili, Μ., & Ηedges, Η. (2019). Conceptualizing and researching interest/s as a learning phenomenon in contexts representing the fullness of human life [Εditorial]. Learning, Culture and Social Interaction, 23 https://doi.org/10.1016/j.lcsi.2019.100324

Peer-reviewed (international) journals (selected)

Birbili, M. (2022). Sharing pedagogical documentation with others: exploring issues of addressivity and voice [Special issue]. European Early Childhood Education Research Journal, 30(2), 309-323. https://doi.org/10.1080/1350293X.2022.2046832

Birbili, M. (2022) Conceptual Development in Early Childhood. In H. Montgomery (Ed.), Oxford Bibliographies in Childhood Studies. New York: Oxford University Press. doi: 10.1093/obo/9780199791231-0254

Birbili, M., & Hedges, H. (2021). Studying curriculum as culture: Early childhood policy documents in Greece and New Zealand. International Journal of Early Years Education. https://doi.org/10.1080/09669760.2020.1866502

Birbili, M., & Hedges, H. (2019). Conceptualising and researching interest/s as a learning phenomenon. Learning, Culture and Social Interaction, 23. https://doi.org/10.1016/j.lcsi.2019.100324

Birbili, M., & Myrovali, A. (2019). Early childhood teachers’ relationship with the official curriculum: the mediating role of professional and policy contexts [Special Issue]. Education Inquiry, 11(2), 110-125. doi: 10.1080/20004508.2019.1687080

Birbili, M. (2019). Children’s interests in the early years classroom: Views, practices and challenges [Special issue]. Learning, Culture and Social Interaction, 23. https://doi.org/10.1016/j.lcsi.2018.11.006

Kalogiannidou, A., Tsitouridou, M., & Birbili, M. (2019). Building an online teachers' community of practice. Educational Journal of the University of Patras UNESCO Chair, 6(1), 396-401.

Birbili, M. (2017). Supporting young children to ask productive questions. Research in Practice Series, 24(3), 1-25.

Papandreou, M., & Birbili, M. (2017). Not just a recreational activity: giving artmaking the place it deserves in early childhood classrooms. Educational Journal of the University of Patras UNESCO Chair, 4(1), 94-106.

Gregoriadis, A., Papandreou, M., & Birbili, M. (2016). Continuing professional development in the Greek early childhood education system. Early Years. An International Research Journal, 38(3), 271-285.

Book chapters (selected)

Birbili, M. (2023). Teachers mediating of curriculum making processes. In R. J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education, vol. 7 (pp. 142-148). New York, NY: Elsevier.

Birbili, M., & Tsitouridou, M. (2019). Early childhood teacher education in Greece: challenges and opportunities in a centralized education system. In S. Garvis & S. Phillipson (Eds.), Early Childhood Education in the 21st Century, Volume III. New York, NY: Routledge.

Birbili, Μ., & Roufidou, Ι. (2019). Parent involvement in Greek early childhood education and care: the need for new policies and practices. Ιn S. Phillipson & S. Garvis (Eds.), Teachers’ and Families’ Perspectives in Early Childhood Education: Early Childhood Education in the 21st Century, Volume II (pp. 96-109). New York, NY: Routledge.

Birbili, M., & Christodoulou, I. (2018). Early childhood care and education in Greece: looking back and moving forward. In S. Garvis, S. Phillipson & H. Harju-Luukkainen (Eds.), International Perspectives on Early Childhood Education and Care. Early Childhood Education in the 21st Century, Volume I (pp. 90-102). New York, NY: Routledge.

Birbili, M. (2017). The pedagogy of worksheets in early childhood settings: teachers’ beliefs and practices. In A. Pinto & V. Pagnotto (Eds.), Focus on Early Childhood Education (pp. 85-122). New York, NY: Nova Science Publishers.