nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
A more-than-social movement: The post-human condition of quality in the early years
|
Arndt, Sonja |
|
2016 |
|
1 |
p. 16-25 |
artikel |
2 |
Analyses of children’s mathematics proficiency from ECLS-K 1998 and 2010 cohorts: Why early mathematics?
|
Lee, Joohi |
|
2017 |
|
1 |
p. 99-103 |
artikel |
3 |
An ethico-aesthetic paradigm as an alternative discourse to the quality assurance discourse
|
Dahlberg, Gunilla |
|
2016 |
|
1 |
p. 124-133 |
artikel |
4 |
A Phaedrus baroque art of maintenance or constant fabulating qualia becoming quality
|
Reinertsen, Anne Beate |
|
2016 |
|
1 |
p. 112-123 |
artikel |
5 |
Beyond a logic of quality: Opening space for material-discursive practices of ‘readiness’ in early years education
|
Evans, Katherine |
|
2016 |
|
1 |
p. 65-77 |
artikel |
6 |
Beyond uniform reproduction: Exploring children’s imaginative play through the lenses of their teacher
|
Grindheim, Liv Torunn |
|
|
|
1 |
p. 58-69 |
artikel |
7 |
Book review: Metodefestival og øyeblikksrealisme: Eksperimenterende kvalitative forskningspassajer
|
Johansson, Lotta |
|
2016 |
|
1 |
p. 140-142 |
artikel |
8 |
Capturing the world with verbs: Preschool science education beyond nouns and objects
|
Areljung, Sofie |
|
|
|
1 |
p. 70-82 |
artikel |
9 |
Children’s literature and the posthuman: Animal, environment, cyborg
|
Persky, Julia |
|
2018 |
|
1 |
p. 88-89 |
artikel |
10 |
Creating dialogues: Exploring the ‘good early childhood educator’ in Chile
|
Viviani, Maria |
|
2016 |
|
1 |
p. 92-105 |
artikel |
11 |
‘Do you want this?’ Exploring newcomer migrant girls’ peer reception in Norwegian day care: Experiences with social exclusion through the exchange of self-made artefacts
|
Kalkman, Kris |
|
2017 |
|
1 |
p. 23-38 |
artikel |
12 |
Early childhood leadership in action: Evidence-based approaches for effective practice
|
Sandra, Wu Pinhui |
|
2019 |
|
1 |
p. 110-112 |
artikel |
13 |
Editorial
|
Yelland, Nicola |
|
2017 |
|
1 |
p. 3-7 |
artikel |
14 |
Editorial
|
Grieshaber, Sue |
|
2018 |
|
1 |
p. 3-7 |
artikel |
15 |
Editorial
|
Lim, Sirene |
|
2019 |
|
1 |
p. 3-6 |
artikel |
16 |
Editorial
|
Grieshaber, Sue |
|
|
|
1 |
p. 3-6 |
artikel |
17 |
Encounters with a pedagogista
|
Vintimilla, C D |
|
2018 |
|
1 |
p. 20-30 |
artikel |
18 |
Go be a writer! Expanding the curricular boundaries of literacy learning with children
|
Yoon, Yeojoo |
|
|
|
1 |
p. 87-89 |
artikel |
19 |
Has something changed? Leaders’, practitioners’ and parents’ interpretations after renewed early childhood education and care legislation in Finnish private centres
|
Mäntyjärvi, Marjo |
|
2019 |
|
1 |
p. 7-22 |
artikel |
20 |
How do early childhood education leaders navigate ethical dilemmas within the context of marketised provision in England?
|
Robson, Jennifer van Krieken |
|
2019 |
|
1 |
p. 93-103 |
artikel |
21 |
‘I felt uncomfortable because I know what it can be’: The emotional geographies and implicit activisms of reflexive practices for early childhood teachers
|
Albin-Clark, Jo |
|
|
|
1 |
p. 20-32 |
artikel |
22 |
Imagining otherwise: A (brief) Darwinian encounter with quality standards
|
Duhn, Iris |
|
2016 |
|
1 |
p. 54-64 |
artikel |
23 |
Leadership in early childhood education: The case for pedagogical praxis
|
Palaiologou, Ioanna |
|
2019 |
|
1 |
p. 23-34 |
artikel |
24 |
Learning history in early childhood: Teaching methods and children’s understanding
|
Skjæveland, Yngve |
|
2017 |
|
1 |
p. 8-22 |
artikel |
25 |
Masticating ‘quality’ and spitting the bits out
|
Jones, Liz |
|
2016 |
|
1 |
p. 26-38 |
artikel |
26 |
Memoir of Tanzania: Learning about early childhood projects in developing countries
|
Penn, Helen |
|
2017 |
|
1 |
p. 80-90 |
artikel |
27 |
Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership
|
Yang, Weipeng |
|
2019 |
|
1 |
p. 35-52 |
artikel |
28 |
Narratives of infants’ encounters with curriculum: Beyond the curriculum of care
|
Cheeseman, Sandra |
|
2017 |
|
1 |
p. 55-66 |
artikel |
29 |
Ode to reconfiguring quality
|
Scarlet, Red Ruby |
|
2016 |
|
1 |
p. 106-111 |
artikel |
30 |
Pre mathematics skills in infants: Numerosity as a game
|
Evans, Lesley Anne |
|
|
|
1 |
p. 83-86 |
artikel |
31 |
Professional learning communities: Enhancing collaborative leadership in Singapore early childhood settings
|
Vijayadevar, Sukuna |
|
2019 |
|
1 |
p. 79-92 |
artikel |
32 |
Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity
|
Ritchie, Jenny |
|
2016 |
|
1 |
p. 78-91 |
artikel |
33 |
Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics
|
Millei, Zsuzsa |
|
2018 |
|
1 |
p. 31-47 |
artikel |
34 |
(Re)configuring quality: From a hegemonic framework to story telling
|
, |
|
2016 |
|
1 |
p. 134-139 |
artikel |
35 |
Reimagining quality in early childhood
|
Jones, Liz |
|
2016 |
|
1 |
p. 3-7 |
artikel |
36 |
Restorying the image of the child’s body in early childhood education
|
Antonsen, Connie M |
|
|
|
1 |
p. 7-19 |
artikel |
37 |
Risking hope in a worried world
|
Silin, Jonathan |
|
2017 |
|
1 |
p. 91-98 |
artikel |
38 |
Storying practices of witnessing: Refiguring quality in everyday pedagogical encounters
|
Nxumalo, Fikile |
|
2016 |
|
1 |
p. 39-53 |
artikel |
39 |
Susan Ochshorn, Squandering America’s future: Why ECE policy matters for equality, our economy, and our children
|
Ackerman, Debra J |
|
2017 |
|
1 |
p. 104-105 |
artikel |
40 |
Symmetry and equality: Bringing Rancière into the classroom
|
Skarpenes, Ove |
|
2018 |
|
1 |
p. 63-71 |
artikel |
41 |
Systematic documentation: Structures and tools in a practice of communicative documentation
|
Alnervik, Karin |
|
2018 |
|
1 |
p. 72-84 |
artikel |
42 |
Thank you to reviewers
|
|
|
2019 |
|
1 |
p. 115-116 |
artikel |
43 |
The family–centre partnership disconnect: Creating reciprocity
|
Hadley, Fay |
|
2018 |
|
1 |
p. 48-62 |
artikel |
44 |
The micropolitics of posthuman early years leadership assemblages: Exploring more-than-human relationality
|
Fairchild, Nikki |
|
2019 |
|
1 |
p. 53-64 |
artikel |
45 |
Theorising play in the early years
|
Vashishtha, Prachi |
|
2019 |
|
1 |
p. 112-114 |
artikel |
46 |
The power of one-to-one coaching: Preparing pre-service teachers for the early childhood literacy classroom
|
Morphis, Elizabeth A |
|
2018 |
|
1 |
p. 85-87 |
artikel |
47 |
The social construction of the competent, self-governed child in documentation: Panels in the Swedish preschool
|
Liljestrand, Johan |
|
2017 |
|
1 |
p. 39-54 |
artikel |
48 |
To follow a rule: The construction of student subjectivities on classroom rules charts
|
Drew, Christopher |
|
|
|
1 |
p. 46-57 |
artikel |
49 |
Understanding the contexts of leadership debates
|
Penn, Helen |
|
2019 |
|
1 |
p. 104-109 |
artikel |
50 |
Unruly affect in the kindergarten classroom: A critical analysis of social-emotional learning
|
Stearns, Clio |
|
2018 |
|
1 |
p. 8-19 |
artikel |
51 |
What early childhood leadership for what kind of world?
|
Aubrey, Carol Anita |
|
2019 |
|
1 |
p. 65-78 |
artikel |
52 |
‘When the whole sky falls down’: Minor gestures towards play out of place/time in toddler groups
|
Sandvik, Ninni |
|
|
|
1 |
p. 33-45 |
artikel |
53 |
Why can’t we get beyond quality?
|
Moss, Peter |
|
2016 |
|
1 |
p. 8-15 |
artikel |
54 |
Working with the cracks in the rigging in researching early childhood professional development
|
Barron, Ian |
|
2017 |
|
1 |
p. 67-79 |
artikel |