| 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
|
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