Citations (11)
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Karen E. Diamond & Dianna G. Cooper. (2000) Children's Perspectives on the Roles of Teachers and Therapists in Inclusive Early Childhood Programs. Early Education and Development 11:2, pages 203-216.
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Barbara Kamler. (1997) Text as Body, Body as Text. Discourse: Studies in the Cultural Politics of Education 18:3, pages 369-387.
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Marit Rismark. (1996) The Likelihood of Success during Classroom Discourse. Scandinavian Journal of Educational Research 40:1, pages 57-68.
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Lena
Rubinstein Reich. (1994) Circle time in preschool: An analysis of educational praxis. European Early Childhood Education Research Journal 2:1, pages 51-59.
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M. Elizabeth Graue. (1992) Readiness, Instruction, and Learning to be a Kindergartner. Early Education and Development 3:2, pages 92-114.
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DavidE. Fernie, Rebecca Kantor, ElisaL. Klein, Carol Meyer & PeggyM. Elgas. (1988) Becoming Students and Becoming Ethnographers in a Preschool. Journal of Research in Childhood Education 3:2, pages 132-141.
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Articles from other publishers (5)
Yunhee Kim, kim yeon jung, 신셈나 & Moon In Kyung. (2019) 이야기나누기 시간 교사-유아의 대화적 관계 탐색: Martin Buber의 대화철학을 중심으로. Korean Journal of Early Childhood Education 39:5, pages 53-83.
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Min‐Ling Tsai & Georgia Earnest García. (2008) Who's the Boss? How Communicative Competence Is Defined in a Multilingual Preschool Classroom. Anthropology & Education Quarterly 31:2, pages 230-252.
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Margaret Carr. (2000) Technological Affordance, Social Practice and Learning Narratives in an Early Childhood Setting. International Journal of Technology and Design Education 10:1, pages 61-80.
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Kristina Love & Didi Suherdi. (1996) The negotiation of knowledge in an adult English as a second language classroom. Linguistics and Education 8:3, pages 229-267.
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Rebecca Kantor, Judith Green, Mimi Bradley & Lichu Lin. (1992) The construction of schooled discourse repertoires: An interactional sociolinguistic perspective on learning to talk in preschool. Linguistics and Education 4:2, pages 131-172.
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