| Missing early education and care during the pandemic: The socio-emotional impact of the COVID-19 crisis on young children SM Egan, J Pope, M Moloney, C Hoyne, C Beatty Early Childhood Education Journal 49 (5), 925-934, 2021 | 235 | 2021 |
| Does reading to infants benefit their cognitive development at 9-months-old? An investigation using a large birth cohort survey A Murray, SM Egan Child Language Teaching and Therapy 30 (3), 303-315, 2014 | 83 | 2014 |
| Counterfactual and prefactual conditionals. RMJ Byrne, SM Egan Canadian Journal of Experimental Psychology/Revue canadienne de psychologie …, 2004 | 71 | 2004 |
| Shared book reading in early childhood: A review of influential factors and developmental benefits C Hoyne, SM Egan An Leanbh Og 12 (1), 77-92, 2019 | 40 | 2019 |
| Inferences from counterfactual threats and promises SM Egan, RMJ Byrne Experimental Psychology 59 (4), 227-235, 2012 | 31 | 2012 |
| Indicative and counterfactual ‘only if’conditionals SM Egan, JA García-Madruga, RMJ Byrne Acta psychologica 132 (3), 240-249, 2009 | 23 | 2009 |
| To school through the screens: the use of screen devices to support young children's education and learning during the COVID-19 pandemic SM Egan, C Beatty Irish Educational Studies 40 (2), 275-283, 2021 | 22 | 2021 |
| Screen time in early childhood: A review of prevalence, evidence and guidelines C Beatty, SM Egan An Leanhb Óg 13 (1), 17-31, 2020 | 16 | 2020 |
| The role of screen time and screen activity in the nonverbal reasoning of 5-year-olds: Cross-sectional findings from a large birth cohort study C Beatty, SM Egan Cyberpsychology, Behavior, and Social Networking 23 (6), 406-411, 2020 | 16 | 2020 |
| Screen-time and vocabulary development: Evidence from the growing up in ireland study C Beatty, SM Egan ChildLinks-Children and the Digital Environment 3, 18-22, 2018 | 13 | 2018 |
| A bioecological systems approach to understanding the impact of the COVID-19 pandemic: Implications for the education and care of young children SM Egan, J Pope The Impact of COVID-19 on Early Childhood Education and Care: International …, 2022 | 12 | 2022 |
| Shared book reading with infants: A review of international and national baby Book Gifting Schemes SM Egan, C Hoyne, M Moloney, D Breatnach, J Pope An Leanbh Óg 13 (1), 49-64, 2020 | 11 | 2020 |
| The effect of autonomy on counterfactual thinking about controllable events DM Maloney, SM Egan Journal of Cognitive Psychology 29 (3), 337-351, 2017 | 11 | 2017 |
| The effect of controllability and causality on counterfactual thinking CA Frosch, SM Egan, EN Hancock Thinking & Reasoning 21 (3), 317-340, 2015 | 10 | 2015 |
| Towards a conceptual framework for Country-centred teaching and learning C Burgess, K Thorpe, S Egan, V Harwood Teachers and Teaching 28 (8), 925-942, 2022 | 9 | 2022 |
| From stories at bedtime to a love of reading: Parental practices and beliefs About reading with infants SM Egan, M Moloney, J Pope, D Breatnach, C Hoyne Journal of Early Childhood Literacy, 14687984221123710, 2022 | 9 | 2022 |
| Thinking counterfactually–how controllability affects the ‘undoing’of causes and enablers. SM Egan, CA Frosch, EN Hancock Cognitive Science Society, 2008 | 7 | 2008 |
| Does time spent watching television in early childhood affect socio-emotional development? SM Egan, A Murray ESRI [Economic and Social Research Institute], 2014 | 6 | 2014 |
| Factual and counterfactual ‘only if’conditionals SM Egan, JA García-Madruga, RMJ Byrne Paper submitted, 2008 | 6 | 2008 |
| The growth of forest school: A review of the evidence base D Egan, SM Egan, T Brophy An Leanbh Og–Irish Journal of Early Childhood Studies 15, 1-14, 2022 | 4 | 2022 |
