(2019). Listening to children’s advice about starting school and school age care.  (co-author Sue Dockett & Bob Perry). London/NY: Routledge

(2019). Ólafsdóttir, S. M. and Einarsdóttir, J. Following children’s advice about transition activities. In S. Dockett, J. Einarsdóttir and B. Perry (eds.), Listening to children’s advice about starting school and school age care. London: Routledge. (co-author Sara M. Ólafsdóttir)

(2019). Ólafsdóttir, S. M. and Einarsdóttir, J. ‘It will be difficult to practice something we don’t know how to do’: Listening to children as they transition to school. In L. Kocher and C. Patterson (eds.), Pedagogies for children’s perspective (pp. 18–32). London: Routledge. (co-author Sara M. Ólafsdóttir)

(2019). Children’s perspectives on belonging in Icelandic preschools. In Jane Murray, Beth Blue Swadener and Kylie Smith (eds). Routledge International Handbook of Young Children’s Rights. London: Routledge. (co-author Sara M. Ólafsdóttir)

(2018) Broström, S., Einarsdottir, J., & Pramling Samuelsson, I. The Nordic perspective on early childhood education and care. In B. V. Oers & M. Fleer (Eds.), International handbook of early childhood education (pp. 867–888). New York: Springer.

(2018). Fleet, A. & Harcourt, D. with A.B. Koch, S. Gascoyne, J. Einarsdóttir, C. Gray, P. Lawrence, J. Merewether, S. Mitchelmore, J. Murray, &  A. Salamon. (Co)-researching with children. In M. Fleer and B. van Oers, (Eds.). International handbook on early childhood education. (pp. 165–203). New York: Springer.

(2018). Preschool educators in the eyes of children: Roles and values. In E. Johansson & J. Einarsdottir (eds) Values in Early Childhood Education: Citizenship for tomorrow (pp. 87– 101). New York: Routledge. (co-author Hrönn Pálmadóttir)

(2018). Parental engagement in Icelandic preschools. In Susanne Garvis & Elin Eriksen Ödegaard (Eds.) Nordic dialogues on children and families (pp. 143–156). London/New York: Routledge (co-author Arna H. Jónsdóttir)

(2018). Parents’ views on Icelandic preschool education: A comparison of 2005/2006 and 2016.  In C. Pascal, T. Bertram, & M. Veisson (eds).  Early Childhood Education and Change in Diverse Cultural Contexts (pp. 153–167). London/New York: Routledge

(2018). Challenges and advantages of collaborative action research in preschools. In E. Johansson, A. Emilson, A-M. Puroila (eds). Values education in early childhood settings: Concepts, approaches and practices (pp. 109–127). Cham, Switzerland: Springer. (Co-author Ingibjörg Sigurðardóttir)

(2018). Values in Early Childhood Education: Citizenship for tomorrow. (co-author Eva Johansson). London/NY: Routledge

(2017). Early childhood teacher’s (pre- and compulsory school teachers) use of the outdoor environment in children’s learning about living beings. In Tim Waller, Eva Ärlemam-Hagsér, ellen Beate Hansen Sandseter, Libby Le-Hammond, Kristi Lekies and Shirley Wyver  (Eds.). The SAGE handbook of outdoor play and learning, (pp. 594–608). (co-authors: Kristín Norðdahl & Gunnhildur Óskarsdóttir). London: Sage.

(2017). Pedagogies of educational  transitions . In Pedagogies of educational transition: Current emphases and future directions, (p. 275–292). New York: Springer (co-authors Sue Dockett, Bob Perry, Anders Garpelin, Sally Perters. Aline-Wendy Dunlop)

(2017). Continuity and change as children start school. In Pedagogies of educational transition: Current emphases and future directions, (p. 133–150). New York: Springer (co-author Sue Dockett)

(2017). Mathematics learning through play: Educators’ journeys. In Pedagogies of educational transition: Current emphases and future directions, (p. 203-220). New York: Springer (co-authors Bryndís Garðarsdóttir, Guðbjörg Pálsdóttir).

(2017). Opportunities and challenges in Icelandic early childhood education. In C. Ringsmore & G. Kragh-Müller, (Eds.). Nordic social pedagogical approach to early years (pp. 63–72). New York: Springer.

(2017). Points de vue des enfants: Eperériences de recherche en Islande (p. 39-56).  In Garnier & Rayna (eds). Recherches avec les jeunes enfants: Perspecives internatinales. Brussels: Peter Lang.

(2017). Preschool educators in the eyes of children: Roles and values. In E. Johansson & J. Einarsdottir (eds) Values in Early Childhood Education: Citizenship for tomorrow. (co-author Hrönn Pálmadóttir)

(2018). Parental engagement in Icelandic preschools. In Susanne Garvis & Elin Eriksen Ödegaard (Eds.) Nordic dialogues on children and families (pp. 143-156). London/New York: Routledge (co-author Arna H. Jónsdóttir)

(2017). Pedagogies of educational  transitions. In Pedagogies of educational transition: Current emphases and future directions, (p. 275-292). New York: Springer (co-authors Sue Dockett, Bob Perry, Anders Garpelin, Sally Perters. Aline-Wendy Dunlop)

(2017). Continuity and change as children start school. In Pedagogies of educational transition: Current emphases and future directions, (p. 133-150). New York: Springer (co-author Sue Dockett)

(2017). Mathematics learning through play: Educators’ journeys. In Pedagogies of educational transition: Current emphases and future directions, (p. 203-220). New York: Springer (co-authors Bryndís Garðarsdóttir, Guðbjörg Pálsdóttir).

(2016). Research with children – In retrospect. In S. Dockett & A. Macdonald (Eds.). Just do good research: Commentary on the work and influence of Bob Perry (pp. 38–47). Albury: Peridot Education.

(2016). Starfendarannsóknin Leikum, lærum, lifum. In Kristín Karlsdóttir & Anna Magnea Hreinsdóttir (Eds). Leikum, lærum, lifum: Námssvið leikskóla og grunnþættir menntunar (pp. 11-30). Reykjavík: RannUng & Háskólaútgáfan.

(2016) Einarsdottir, J., & Egilsson, S. T. (2016). Embracing diversity in childhood studies: Methodological and practical considerations In A. Farrell & I. Pramling Samuelsson (Eds.), Diversity: Intercultural Learning and Teaching in the Early Years (p. 35–53). Oxford: Oxford University Press.

(2016) Broström, S., Einarsdottir, J., & Pramling Samuelsson, I. The Nordic perspective on early childhood education and care. In B. V. Oers & M. Fleer (Eds.), International handbook on early childhood education and development. New York: Springer.

(2016). Fleet, A. and Harcourt, D. with A.B. Koch, S. Gascoyne, J. Einarsdóttir, C. Gray, P. Lawrence, J. Merewether, S. Mitchelmore, J. Murray,  A. Salamon. (Co)-researching with children. In M. Fleer and B. van Oers, (Eds.). International handbook on early childhood education and development. Vol 1: Methodologies. New York: Springer.

(2016). Involving the voices of children and parents in the transition from preschool to primary school: A case study in an Icelandic preschool. In Klaus Fischer, Irene Kaschefi-Haude & Jutta Schneider. Voices on participation: Strengthening activity-oriented interaction growth in early years and in transitions. (p. 153V170). Retrieved from http://www.signals-eu.com/documents/Signals-Compendium.pdf    ( Arna)

(2016). Early childhood teacher’s (pre- and compulsory school teachers) use of the outdoor environment in children’s learning about living beings. In SAGE International handbook of outdoor education in early years. (co-authors: Kristín Norðdahl & Gunnhildur Óskarsdóttir).

(2016). Le point de vue des enfants: Un example en nordique. In P. Garnier & S. Rayne (Eds.). Points de vue des enfants sur le préscolaire. Brussel: P. Lang

(2016). Opportunities and Challenges in Icelandic Early Childhood Education. In C. Ringsmore & G. Kragh-Müller, Nordic social pedagogical approach to early years (pp. 63–72). New York: Springer.

(2014). Readings of media accounts of transition to school in Iceland. In B. Perry, S. Dockett & A. Petriwskyj (Eds.). Transitions to school-International research, policy and practice (p. 21–39). New York: Springer.

(2014). Children‘s perspectives on play. In L. Brooker, M. Blaise & S. Edwards (Eds.). The SAGE Handbook of Play and Learning in Early Childhood (p. 319–329). London: SAGE Publications.

(2014). Die ausbildung frühpädagogischer fachkräfte ub Island: Zur Transformation frühpädagogischerausbildungsgänge – von privater trägerschaft zum universitätsstudium mit masterabschluss. In W. E. Fthenakis. Frühpädagoische ausbildungen international: Reformen und entwicklungen im blickpunkt (p. 193–220). Köln: Bildungsverlag Eins.

(2014). Children‘s perspectives on moving from preschool to primary school. In V. Johnson, R. Hart & J. Colwell (Eds.). Steps to engaging young children in research. Volume 1: The guide. Brighton: University of Brighton, Bernard van Leer.

(2013). Rannsóknir sem breytingaafl í skólastarfi . In Jóhanna Einarsdóttir og Bryndís Garðarsdóttir (Eds.). Á sömu leið. Reykjavík: Háskólaútgáfan, RannUng.

(2013). Inngangur.  In Jóhanna Einarsdóttir og Bryndís Garðarsdóttir (Eds.). Á sömu leið. Reykjavík: Háskólaútgáfan, RannUng. (co-author Bryndís Garðarsdóttir)

(2013). Leikskóli og grunnskóli á sömu leið. In Jóhanna Einarsdóttir og Bryndís Garðarsdóttir (Eds.).  Á sömu leið (p.). Reykjavík: Háskólaútgáfan, RannUng.

(2013). Transition from preschool to primary school in Iceland from the perspectives of children.(pp. 69 –78).  In K. Margetts & A. Kienig (eds) International perspectives on transition to school: Reconceptualising beliefs, policy and practice. New York: Routledge.

(2013). Readings of media accounts of transition to school in Iceland. In B. Perry, S. Dockett & A. Petriwskyj (Eds.). Transitions to school-International research, policy and practice (p. 21–39). New York: Springer.

(2012). Raddir barna [Children‘s Voices]. Reykjavík: Háskólaútgáfan, RannUng. (co-editor Bryndís Garðarsdóttir).

(2012). Minningar úr leikskólanum [Memories from preschool]. In Jóhanna Einarsdóttir og Bryndís Garðarsdóttir (eds.). Raddir barna [Children‘s voices] (p. 163–178). Reykjavík: Háskólaútgáfan, RannUng.

(2012). Inngangur [Introduction].  In Jóhanna Einarsdóttir og Bryndís Garðarsdóttir (eds.). Raddir barna [Children‘s voices] (p. 11–12). Reykjavík: Háskólaútgáfan, RannUng. (co-author Bryndís Garðarsdóttir)

(2012). Raddir barna í rannsóknum [Children‘s voices in research]. In Jóhanna Einarsdóttir og Bryndís Garðarsdóttir (eds.).  Raddir barna [Children‘s voices] (p. 13–27). Reykjavík: Háskólaútgáfan, RannUng.

(2012). Goda lärmiljöer ur barnens perspektiv. In Kragh-Müller, G., Andersen, F. Ö., & Hvitved, L. V. (eds.). Goda lärmiljöer för barn (p. 121–148). Lund: Studentlitteratur. (co-author Grethe Kragh-Müller)

(2011). Children‘s and parent‘s views on playschool education in Iceland. In M. Veisson, E. Hujala, P. Smith, M. Waniganayake, & E. Kikas (Eds.) Global perspectives in early childhood education: Diversity, challanges and possibilities. Frankfurt am Main: Peter Lang. (pp. 427-435).

(2011). Balancing methodologies and methods in researching with young children. In D. Harcourt, B. Perry & T. Waller (eds). Researching Young Children’s Perspectives: Ethics and dilemmas of educational research with children (pp. 68–81). London: Routledge. (co-authors Sue Dockett and Bob Perry).

(2010). Börneperspektive på gode læringsmiljöer (bls. 137–166). Í Kragh-Müller, G., Andersen, F. Ö. & Hvitved, L. V. (Ritstj.) Gode læringsmiljöer for börn. Copenhagen: Hans Reitzel Forlag. (meðhöfundur Grete Kragh-Müller).

(2010). Icelandic parent‘s views on playschool education and the transition to primary school (bls. 9–20). Í Clark, M. og Tucker, S. Early childhoods in a changing world. Stoke on Trent: Trentham Books.

(2010). Reynsla og menntun barna. Í Jóhanna Einarsdóttir og Ólafur Páll Jónsson. John Dewey í hugsun og verki: Menntun, reynsla og lýðræði. Reykjavík: Háskólaútgáfan, RannUng og Heimspekistofnun. Formáli. Í Jóhanna Einarsdóttir og Ólafur Páll Jónsson. John Dewey í hugsun og verki: Menntun, reynsla og lýðræði. Reykjavík: Háskólaútgáfan, RannUng og Heimspekistofnun (meðhöfundur Ólafur Páll Jónsson).

(2010). Balancing methodologies and methods in researching with young children (bls. 7-10). Í D. Harcourt, B. Perry og T. Waller (ritstj.).Researching Young Children’s Perspectives: Ethics and dilemmas of educational research with children. London: Routledge. (meðhöfundar Sue Dockett og Bob Perry)

(2010). Transitions from preschool to primary school. (bls. 16-20) Í H. Müller (ritstj.). Transition from pre-school to school: Emphasizing early literacys-Comments and reflections by researchers from eight European countries. EU-Agency, Regiional Government of Cologne/Germany. http://www.ease-eu.com/compendium.html (meðhöfundar K. Vrinioti og S. Broström)

(2010). Connecting curricula through action research. (bls. 57-63) Í H. Müller (ritstj.). Transition from pre-school to school: Emphasizing early literacys-Comments and reflections by researchers from eight European countries. EU-Agency, Regiional Government of Cologne/Germany. http://www.ease-eu.com/compendium.html

(2010). A cross-cultural qualitative study on parent-teacher partnership in child care in Estonia, Finland, Iceland and Portugal (bls. 53-73). Í J. Mikk, M. Veisson og P. Luik (ritstj.). Teacher‘s personality and professionalism. Frankfurt am Main; Peter Lang. (meðhöfundar Veisson, Garðarsdóttir, Gaspar, Hujala og Suur)

(2009). Parental participation: Icelandic playschool teachers’ views. In Papatheodorou & J. Moyles (eds.).  Learning together in the early years: Exploring relational pedagogy (p. 196–217)  London & New York: Routledge. (co-author Bryndís Garðarsdóttir).

(2008). Þátttaka barna. In Jóhanna Einarsdóttir & Bryndís Garðarsdóttir (eds.) Sjónarmið barna og lýðræði í leikskólastarfi (pp. 115-133). Reykjavík: Háskólaútgáfan & RannUng. (2008). Viðhorf til barna og áhrif á leikskólastarf. In Jóhanna Einarsdóttir & Bryndís Garðarsdóttir (eds.) Sjónarmið barna og lýðræði í leikskólastarfi (pp. 17-33). Reykjavík: Háskólaútgáfan & RannUng.

(2007). Hvers vegna er himininn blár?. In Kristín Aðalsteinsdóttir (ed.). Leitin lifandi: Líf og störf sextán kvenna [Social Sciences in Iceland: The life and work of sixteen women] (p.  77-90). Reykjavík: Háskólaútgáfan.

(2007). Lítil börn með skólatöskur: Tengsl leikskóla og grunnskóla. Reykjavík: Háskólaútgáfan & Rannsóknarstofa í Menntunarfræðum ungra barna.

(2007). Samfella í námi barna frá leikskóla í grunnskóla. In Kristín Bjarnadóttir Sigrún Klara Hannesdóttir (d.) Þekking þjálfun, þroski: Greinar um uppeldis- og fræðslumál. 30 ára afmælisrit Delta Kappa Gamma (pp. 99-107). Reykjavík: Delta Kappa Gamma.

(2007). Children’s voices on the transition from preschool to primary school. In Aline-Wendy Dunlop & Hilary Fabian (eds.), Informing Transitions in the Early Years (pp. 74-91). England: Open University Press.

(2007). Á mótum tveggja heima: Samstarf heimila og leikskóla. In Gunnar Þór Jóhannsson (ritstjóri)Rannsóknir í félagsvísindum VIII: Félagsvísindadeild. Erindi flutt á ráðstefnu í desember 2007 (p. 679-690). Reykjavík: Háskólaútgáfan. (co-author Bryndís Garðarsdóttir).

(2006). Between two continents, between two traditions: Education and care in Icelandic preschools. In Jóhanna Einarsdóttir & Judith T. Wagner (eds.) Nordic childhoods and early education: Philosophy, research, policy and ractice in Denmark, Finland, Iceland, Norway, and Sweden (pp. 159-183). Connecticut: Information Age Publishing.

(2006). Nordic ideals as reflected in Nordic childhoods and early education. (Co-author Judith T. Wagner.) In Jóhanna Einarsdóttir & Judith T. Wagner (ed.) Nordic childhoods and early education: Philosophy, research, policy and ractice in Denmark, Finland, Iceland, Norway, and Sweden (pp. 1-13). Connecticut: Information Age Publishing.

(2005). Nýjar áherslur í leikskólastarfi – Kalla þær á breytingar á leikskólakennaramenntuninni? In Gretar L. Marinósson, Þórunn Blöndal & Þuríður Jóhannsdóttir (eds.).  Nám í nýju samhengi (p.  11-25). Reykjavík: Rannsóknarstofnun KHÍ.

(2004). „Það var lítill skilningur á því að það þyrfti að kenna stúlkum að „passa“ börn”. In Börkur Hansen, Jóhanna Einarsdóttir & Ólafur H. Jóhannsson (eds.), Brautryðjendur í uppeldis- og menntamálum (pp. 143-161). Reykjavík: Rannsóknarstofnun Kennaraháskóla Íslands.

(2004). Inngangur. In Börkur Hansen, Jóhanna Einarsdóttir & Ólafur H. Jóhannsson (eds.), Brautryðjendur í uppeldis- og menntamálum (pp. 7-12). Reykjavík: Rannsóknarstofnun Kennaraháskóla Íslands. (co-authors Börkur Hansen & Ólafur H. Jóhannsson).

(2003). Charting a smooth course: Transition from playschool to primary school in Iceland. In S. Broström & J. Wagner (eds.), Early childhood education in five Nordic countries: Perspectives on the transition from preschool to school (pp. 101-127). Århus: Systime Academic.

(2003). Lσλavδía [Iceland]. In Elsie Doliopoulou (Ed.) TO OΛOHMEPO NHΠIAΓΏΓEIO   ΣTHN EΛΛAΔA KAI ΣE 12 AΛΛEΣ XΏPEΣ[The full-day kindergarten in Greece and 12 other countries] (pp. 223-234). Aþena: EΛΛHNIKA  ΓPAMMATA. (2003). Beliefs of early childhood teachers. In  B. Spodek & O. Saracho (eds.) Contemporary influences in studying teachers in early childhood settings (pp. 113-134). Greenwich, CT: Information Age Publ.

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(2002). Byrjendakennslan. Óvissuferð kennara, nemenda og foreldra. In Jóhanna Einarsdóttir & Ragnhildur Helgadóttir (eds.). Skóli í deiglu. Frásagnir úr Æfinga- og tilraunaskóla KHÍ í tíð Jónasar Pálssonar. Reykjavík: Rannsóknarstofnun KHÍ. (p.  63-80)

(2000). Incorporating literacy resources into the play curriculum of two Icelandic preschools. In  J. Christie & K. Roskos (eds.)  Play and literacy in early childhood: Research from multiple perspective (pp. 77-91). New Jersey: Lawrence Erlbaum. (2000)

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