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Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 47, 2019 - Issue 8
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Articles

Redefining the importance of children's voices in personal social emotional development curriculum using the Mosaic Approach

Aimilia RouvaliDepartment of Educational Sciences & Early Childhood Education, University of Patras, Patra, Greece
&
Vassiliki RigaDepartment of Educational Sciences & Early Childhood Education, University of Patras, Patra, GreeceCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-2124-4031
ORCID Icon
Pages 998-1013 | Received 04 Jul 2018, Accepted 26 Nov 2018, Published online: 05 Dec 2018

Citations (8)

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Read on this site (5)

Elif Buldu & Metehan Buldu. (2023) Talking over children’s drawings about their favourite play times: how do children describe their play?. Early Child Development and Care 193:6, pages 810-823.
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Xiu Wen Kok & Weipeng Yang. (2022) ‘Quilting’ a play-based anti-bias curriculum for very young children: the Mosaic Approach. European Early Childhood Education Research Journal 30:6, pages 827-851.
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David Allan, Ella O’Doherty, David Boorman & Paul Smalley. (2021) Lesson Study and the construction of capital: empowering children through dialogic engagement. Education 3-13 49:6, pages 730-744.
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Aimilia Rouvali & Vassiliki Riga. (2021) Listening to the voice of a pupil with autism spectrum condition in the educational design of a mainstream early years setting. Education 3-13 49:4, pages 464-480.
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Lynsey Burke, Divya Jindal-Snape, Angela Lindsay, Susan Whyte, Mhairi Wallace, Duncan Mercieca, Megan McKenzie & Brenda Keatch. Spaces for play: listening to children’s voices. Education 3-13 0:0, pages 1-24.
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Articles from other publishers (3)

Marie-Eve Boisvert, Delphine Odier-Guedj, Floriane Moulin & Marie-Eve Lefebvre. 2024. Intellectual and Learning Disabilities - Inclusiveness and Contemporary Teaching Environments. Intellectual and Learning Disabilities - Inclusiveness and Contemporary Teaching Environments.
Maria Mearns Macdonald. (2023) Using a mosaic-based approach to construct children’s understanding of safe space in school. Educational and Child Psychology 40:3, pages 113-130.
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Kerry L. Mitchell & Tracey Colville. (2021) ‘Can you hear me?’ An exploratory study investigating the representation and impact of children’s views in multi‐agency meetings. Children & Society 36:4, pages 472-493.
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