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Rentzou, K. (2019). The vicious circle of ECEC dichotomy: How dichotomy in and focus of initial professional preparation programs preserve the segregation between care and education. In I. Jones and M. Lin (Eds.). Critical issues in early childhood teacher education: Volume 2 - International perspectives. Charlotte, NC: Information Age Publishing. ISBN: 978-1-64113-740-9
Rentzou, K. (2019). Greek early childhood educators’ conceptualization of education, care and educare concepts. Early Years - an international research journal, 39(2), 148-162 DOI: 10.1080/09575146.2017.1361386
Slutsky, R., Kragh-Müller, G., Rentzou, K., Tull, M., Gol Guven, M., Foerch, D. & Paz-Albo, J. (2019). A cross-cultural study on technology use in preschool classrooms: Early childhood teacher’s preferences, time-use, impact and association with children’s play. Early Child Development and Care, DOI: 10.1080/03004430.2019.1645135
Rentzou, K., Slutsky, R., Tuul, M., Gol – Guven, M., Kragh-Müller, G., Foerch, D.F., Paz-Albo, J. (2018). Preschool teachers’ conceptualizations and uses of play across eight countries. Early Childhood Education Journal. 47(1), 1-14. DOI:10.1007/s10643-018-0910-1.
Ρέντζου, Κ. (2017). Γονεική εμπλοκή στην προσχολική εκπαίδευση και φροντίδα. Πρακτικός οδηγός για γονείς και παιδαγωγούς. Λευκωσία: Parga. ISBN: 978-9963-714-69-8
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