Penny Levickis

1.4k total citations
51 papers, 928 citations indexed

About

Penny Levickis is a scholar working on Developmental and Educational Psychology, Clinical Psychology and Pediatrics, Perinatology and Child Health. According to data from OpenAlex, Penny Levickis has authored 51 papers receiving a total of 928 indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Developmental and Educational Psychology, 30 papers in Clinical Psychology and 23 papers in Pediatrics, Perinatology and Child Health. Recurrent topics in Penny Levickis's work include Language Development and Disorders (30 papers), Infant Development and Preterm Care (22 papers) and Family and Disability Support Research (22 papers). Penny Levickis is often cited by papers focused on Language Development and Disorders (30 papers), Infant Development and Preterm Care (22 papers) and Family and Disability Support Research (22 papers). Penny Levickis collaborates with scholars based in Australia, United Kingdom and Canada. Penny Levickis's co-authors include Melissa Wake, Sheena Reilly, Obioha C. Ukoumunne, Lisa Gold, Sharon Goldfeld, Patricia Eadie, Bibi Gerner, Luigi Girolametto, Kay Gibbons and Géraldine Naughton and has published in prestigious journals such as PLoS ONE, PEDIATRICS and International Journal of Epidemiology.

In The Last Decade

Penny Levickis

49 papers receiving 896 citations

Peers

Penny Levickis
Jeanette A. McCollum United States
Lisa Boyce United States
Melissa Clements United States
Carrie Masia Warner United States
Maura Crowe United States
Jennifer A. Mautone United States
Susan Epps United States
Kathleen Hebbeler United States
Alyssa Sawyer Australia
Linda Bloomfield United Kingdom
Jeanette A. McCollum United States
Penny Levickis
Citations per year, relative to Penny Levickis Penny Levickis (= 1×) peers Jeanette A. McCollum

Countries citing papers authored by Penny Levickis

Since Specialization
Citations

This map shows the geographic impact of Penny Levickis's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Penny Levickis with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Penny Levickis more than expected).

Fields of papers citing papers by Penny Levickis

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Penny Levickis. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Penny Levickis. The network helps show where Penny Levickis may publish in the future.

Co-authorship network of co-authors of Penny Levickis

This figure shows the co-authorship network connecting the top 25 collaborators of Penny Levickis. A scholar is included among the top collaborators of Penny Levickis based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Penny Levickis. Penny Levickis is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
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Canobi, Katherine H., Patricia Eadie, Lisa Murray, et al.. (2024). Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators. Early Education and Development. 35(5). 1063–1079. 1 indexed citations
4.
Levickis, Penny, et al.. (2023). Associations of Specific Indicators of Adult–Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?. Early Education and Development. 35(4). 647–666. 2 indexed citations
5.
Levickis, Penny, Patricia Eadie, Fiona Mensah, et al.. (2023). Associations between responsive parental behaviours in infancy and toddlerhood, and language outcomes at age 7 years in a population‐based sample. International Journal of Language & Communication Disorders. 58(4). 1098–1112. 6 indexed citations
6.
Kalashnikova, Marina, Penny Levickis, Janet Conti, et al.. (2023). Effects of maternal depression on maternal responsiveness and infants’ expressive language abilities. PLoS ONE. 18(1). e0277762–e0277762. 13 indexed citations
7.
Lim, Sarah, Penny Levickis, & Patricia Eadie. (2022). Associations between Early Childhood Education and Care (ECEC) attendance, adversity and language outcomes of 2-year-olds. Journal of Early Childhood Research. 20(4). 565–579. 5 indexed citations
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Levickis, Penny, et al.. (2022). Parents’ Perspectives of Family Engagement with Early Childhood Education and Care During the COVID-19 Pandemic. Early Childhood Education Journal. 51(7). 1279–1289. 8 indexed citations
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Eadie, Patricia, et al.. (2022). What are the research priorities of Australian early childhood professionals? Results of a Delphi style study. International Journal of Early Years Education. 31(4). 971–986. 2 indexed citations
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Eadie, Patricia, et al.. (2022). Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature. Educational Review. 76(4). 1057–1086. 12 indexed citations
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Eadie, Patricia, et al.. (2022). Challenges and supports for educator well-being: perspectives of Australian early childhood educators during the COVID-19 pandemic. Teachers and Teaching. 28(5). 568–583. 10 indexed citations
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Eadie, Patricia, et al.. (2021). Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic. Early Childhood Education Journal. 49(5). 903–913. 78 indexed citations
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Smith, Jodie, et al.. (2021). Prevalence of language and pre‐literacy difficulties in an Australian cohort of 5‐year‐old children experiencing adversity. International Journal of Language & Communication Disorders. 56(2). 389–401. 6 indexed citations
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Levickis, Penny, et al.. (2020). Expectations and experiences of parents taking part in parent–child interaction programmes to promote child language: a qualitative interview study. International Journal of Language & Communication Disorders. 55(4). 603–617. 10 indexed citations
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Levickis, Penny, et al.. (2019). Training community health nurses to measure parent–child interaction: a mixed-methods study. European Journal of Public Health. 30(3). 445–450. 5 indexed citations
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Levickis, Penny, Sheena Reilly, Luigi Girolametto, Obioha C. Ukoumunne, & Melissa Wake. (2018). Associations between maternal responsive linguistic input and child language performance at age 4 in a community‐based sample of slow‐to‐talk toddlers. Child Care Health and Development. 44(5). 776–783. 19 indexed citations
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Levickis, Penny, Sheena Reilly, Luigi Girolametto, Obioha C. Ukoumunne, & Melissa Wake. (2018). A replicable, low‐burden mechanism for observing, recording, and analysing mother–child interaction in population research. Child Care Health and Development. 44(6). 901–907. 1 indexed citations
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Levickis, Penny, Emma Sciberras, Cristina McKean, et al.. (2017). Language and social-emotional and behavioural wellbeing from 4 to 7 years: a community-based study. European Child & Adolescent Psychiatry. 27(7). 849–859. 27 indexed citations
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Wake, Melissa, Louise A. Baur, Bibi Gerner, et al.. (2009). Outcomes and costs of primary care surveillance and intervention for overweight or obese children: the LEAP 2 randomised controlled trial. BMJ. 339(sep03 2). b3308–b3308. 176 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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