| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Comparison of Emotion-Focused Teaching in and Outside of Planned Social–Emotional Learning Activities
|
Jackson, Velisha M.
|
|
|
52 |
4 |
p. 725-734
|
artikel
|
| 2 |
A Convergent Mixed Methods Study to Explore Physical Activity Among Teachers and Children During the Preschool Day
|
Rech, John P.
|
|
|
52 |
4 |
p. 793-802
|
artikel
|
| 3 |
A Culture of Innovation in Early Childhood Education: Which Factors Shape How Teachers Use Curriculum Innovation?
|
Alderson, Joanne Marie
|
|
|
52 |
4 |
p. 783-792
|
artikel
|
| 4 |
A Scoping Review on the Use and Potential of School-Based Drama Therapy to Enhance Socio-emotional Skills in Early Childhood
|
Frydman, Jason S.
|
|
|
52 |
4 |
p. 669-680
|
artikel
|
| 5 |
A Social Turn-Taking, Parent Mediated Learning Intervention for a Young Child with Autism: Findings of a Pilot Telehealth Study
|
Lee, Kwangwon
|
|
|
52 |
4 |
p. 755-767
|
artikel
|
| 6 |
Chinese Kindergarten Teachers’ Proactive Agency in Job Crafting: A Multiple Case Study in Shanghai
|
Zheng, Chuchu
|
|
|
52 |
4 |
p. 639-654
|
artikel
|
| 7 |
Development of a Physical Activity and Sedentary Behaviour Policy for Canadian Childcare Settings: A Delphi Study
|
Szpunar, Monika
|
|
|
52 |
4 |
p. 735-754
|
artikel
|
| 8 |
Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices
|
Wiltshire, Cynthia A.
|
|
|
52 |
4 |
p. 655-668
|
artikel
|
| 9 |
Exploration and Dramatizing: Theoretical Foundations for The Development of Approaches to Learning Through Play
|
Beisly, Amber
|
|
|
52 |
4 |
p. 815-824
|
artikel
|
| 10 |
Families, Language, and Equal Opportunities: Identifying Good Practices in Family Literacy Projects
|
Breeze, Ruth
|
|
|
52 |
4 |
p. 693-703
|
artikel
|
| 11 |
Financial Challenges of Family Child Care Providers During the COVID-19 Pandemic: A Phenomenological Study
|
Pattnaik, Jyotsna
|
|
|
52 |
4 |
p. 837-851
|
artikel
|
| 12 |
Learning the Rules: Chinese Immigrant Parents’ Involvement During Their Children’s Transition to Kindergarten
|
Kong, Peggy A.
|
|
|
52 |
4 |
p. 681-691
|
artikel
|
| 13 |
Practitioner and Director Perceptions, Beliefs, and Practices Related to STEM and Inclusion in Early Childhood
|
Amsbary, Jessica
|
|
|
52 |
4 |
p. 705-723
|
artikel
|
| 14 |
Reopening ECEC Services for Children Under Three Amidst the Pandemic: Investigating the Association of Health Measures with Pedagogical Practices and Children’s Well-being
|
Araújo, Sara Barros
|
|
|
52 |
4 |
p. 803-814
|
artikel
|
| 15 |
“Treat Them Like Human Beings”: Black Children’s Experiences with Racial Microaggressions in Early Childhood Education During COVID-19
|
Essien, Idara
|
|
|
52 |
4 |
p. 825-836
|
artikel
|
| 16 |
Young Children’s Experience in Unplugged Activities About Computational Thinking: From an Embodied Cognition Perspective
|
Hu, Wanqing
|
|
|
52 |
4 |
p. 769-782
|
artikel
|
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