nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
All-day kindergarten—Assumptions, precautions, and overgeneralizations
|
Caldwell, Bettye M. |
|
1989 |
4 |
2 |
p. 261-266 6 p. |
artikel |
2 |
An assessment of the all-day kindergarten movement
|
Olsen, Deborah |
|
1989 |
4 |
2 |
p. 167-186 20 p. |
artikel |
3 |
A preschool language tutoring project: Family support—the essential factor
|
Webster, Loraine |
|
1989 |
4 |
2 |
p. 217-224 8 p. |
artikel |
4 |
Developing a research agenda for early childhood education: What can be learned from the research on teaching?
|
Goffin, Stacie G. |
|
1989 |
4 |
2 |
p. 187-204 18 p. |
artikel |
5 |
Elementary school children's rough-and-tumble play
|
Pellegrini, A.D. |
|
1989 |
4 |
2 |
p. 245-260 16 p. |
artikel |
6 |
From ERIC/EECE
|
|
|
1989 |
4 |
2 |
p. 271-273 3 p. |
artikel |
7 |
Language and the problem of male salience in early childhood classroom environments
|
Gelb, Steven A. |
|
1989 |
4 |
2 |
p. 205-215 11 p. |
artikel |
8 |
Problems with the all-day kindergarten: Presumed or real?
|
Olsen, Deborah |
|
1989 |
4 |
2 |
p. 267-269 3 p. |
artikel |
9 |
Written language use within the context of young children's symbolic play
|
Schrader, Carol Taylor |
|
1989 |
4 |
2 |
p. 225-244 20 p. |
artikel |