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Educating professionals who will work with children in the early years: an evidence-informed interdisciplinary framework
Taylor & Francis Verlag | 2021| -
Conceptual Playworlds: the role of imagination in play and learning
Taylor & Francis Verlag | 2021| -
Teacher professional learning in Early Childhood education: insights from a mentoring program
Taylor & Francis Verlag | 2018| -
Young children learning about well-being and environmental education in the early years: a funds of knowledge approach
Taylor & Francis Verlag | 2016| -
Transforming teacher–family relationships: shifting roles and perceptions of home visits through the Funds of Knowledge approach
Taylor & Francis Verlag | 2016| -
Early childhood education and care in China: history, current trends and challenges
Taylor & Francis Verlag | 2017| -
Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education
Taylor & Francis Verlag | 2016| -
Evolving and re-mediated activities when preschool children play analogue and digital Memory games
Free accessTaylor & Francis Verlag | 2021| -
‘A New Deal for Children?’ – what happened next: a cross-national study of transferring early childhood services into education
Taylor & Francis Verlag | 2021| -
Mathematics education for children under four years of age: a systematic review of the literature
Taylor & Francis Verlag | 2021| -
Swedish preschool teachers’ perceptions about digital play in a workplace-learning context
Free accessTaylor & Francis Verlag | 2022| -
It is a tool, but not a ‘must’: early childhood preservice teachers’ perceptions of ICT and its affordances
Taylor & Francis Verlag | 2021| -
Teachers’ tensions and children’s readiness. Taking a discursive approach to understanding readiness for primary school
Taylor & Francis Verlag | 2021|
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