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Early Child Development and Care Volume 183, 2013 - Issue 10: Bilingualism, language learning, stories, and reading skills among children in four Asian countries
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Original Articles

Learning and language: educarer–child interactions in Singapore infant-care settings

Cynthia Lim Early Childhood and Special Education Needs Academic Group, National Institute of Education, Nanyang Technological University, SingaporeCorrespondence[email protected]
&
Sirene May-Yin Lim Early Childhood and Special Education Needs Academic Group, National Institute of Education, Nanyang Technological University, Singapore
Pages 1468-1485 | Received 12 Nov 2012, Accepted 29 Jan 2013, Published online: 30 Sep 2013

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Read on this site (2)

Cynthia lim. (2019) Singaporean educarers’ reflections about their role and practices in the education and care of infants. Journal of Early Childhood Teacher Education 40:2, pages 74-95.
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Sheila Degotardi & Amy Gill. (2019) Infant educators’ beliefs about infant language development in long day care settings. Early Years 39:1, pages 97-113.
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Articles from other publishers (3)

Johanna Heikka, Titta Kettukangas, Leena Turja & Nina Heiskanen. (2022) How educators commit to enhancing children’s participation in early childhood education pedagogical plans. South African Journal of Childhood Education 12:1.
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Katarina Nilfyr, Jonas Aspelin & Annika Lantz-Andersson. (2021) Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study. Education Sciences 11:11, pages 692.
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Feifei Han & Sheila Degotardi. (2020) Infant Educators’ Reported Conceptions of, and Approaches to, Infant Language Development: How do They Relate to Educator Qualification Level?. Early Childhood Education Journal 49:2, pages 259-271.
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