Citations (150)
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Menşure Alkış Küçükaydın. (2024) Changes in primary school teachers’ perceptions of play. Teacher Development 28:3, pages 365-382.
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Emelie Stavholm, Pernilla Lagerlöf & Cecilia Wallerstedt. (2024) Re-mediation in early childhood teachers’ reasoning about their role in play: an empirical rtudy of the learning process of a work team. Early Years 44:2, pages 341-355.
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Esinam Ami Avornyo & Sara Baker. (2024) ‘He will play because it is play’. Exploring Ghanaian early years parents’ ethno-theories about play and learning. Early Years 44:1, pages 16-30.
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Joana Cadima, Cecília Aguiar, Carolina Guedes, Olga Wysłowska, Jenni Salminen, Pauline Slot, M. Clara Barata & Marja-Kristiina Lerkkanen. (2023) Process Quality in Toddler Classrooms in Four European Countries. Early Education and Development 34:7, pages 1565-1589.
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Shu-chen Wu. (2023) How similar is Hong Kong’s play-based learning pedagogy to Fröbel’s Spielpädagogik?. European Early Childhood Education Research Journal 31:5, pages 784-796.
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Lukas Schmitt, Anke Weber, Dominik Weber & Miriam Leuchter. (2023) First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects. Early Education and Development 0:0, pages 1-23.
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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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Kate Shively & Linda K. Taylor. (2023) Clay, cardboard, and cameras: playing in a media arts environment. International Journal of Early Years Education 31:2, pages 353-371.
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Angela Pyle, Christopher DeLuca, Hanna Wickstrom, Erica Danniels & Ellen Fesseha. (2023) Play-based learning and assessment practices in early years: methodological explorations. Educational Research 65:2, pages 248-266.
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Fatma Betül Şenol & Nezahat Hamiden Karaca. (2023) Investigation of the effect of music education programme on preschoolers’ motor creativity skills. Education 3-13 0:0, pages 1-14.
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Jennifer Fane, Jessie Jovanovic, Gerry Redmond & Colin MacDougall. (2022) Preschool aged children’s experiences of integrated early years services in Australia: including missing perspectives. Children's Geographies 20:5, pages 604-617.
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Dana Al-Qinneh & Emad A. S. Abu-Ayyash. (2022) The Play-based Behaviours of Emirati Preschool Children: Cultural Perspective into Early Childhood Education. Child Care in Practice 28:3, pages 394-410.
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Jöran Petersson & Kassahun Weldemariam. (2022) Prime Time in Preschool Through Teacher-Guided Play with Rectangular Numbers. Scandinavian Journal of Educational Research 66:4, pages 714-728.
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Sonja van Putten, Nicolaas Blom & Angelique van Coller. (2022) The developmental influence of collaborative games in the Grade 6 mathematics classroom. International Journal of Mathematical Education in Science and Technology 53:6, pages 1478-1501.
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Una McCabe & Thérèse Farrell. (2021) Play, pedagogy and power: a reinterpretation of research using a Foucauldian lens. International Journal of Early Years Education 29:4, pages 358-370.
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Chrysa Pui Chi Keung & Chanel Kit Ho Fung. (2021) Pursuing quality learning experiences for young children through learning in play: how do children perceive play?. Early Child Development and Care 191:4, pages 583-597.
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Heli King, José-Carlos García-Rosell & Steve Noakes. (2020) Promoting children-nature relations through play-based learning in ecotourism sites. Journal of Teaching in Travel & Tourism 20:3, pages 190-201.
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Catalina Sau Man Ng, Wenyu Chai, Hung Kit Fok, Sing Pui Chan, Ho Cheong Lam & Kevin Kien Hoa Chung. (2020) Building preschool teachers’ capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study. Journal of Early Childhood Teacher Education 41:3, pages 284-305.
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Jarmila Bubikova-Moan, Hanne Næss Hjetland & Sabine Wollscheid. (2019) ECE teachers’ views on play-based learning: a systematic review. European Early Childhood Education Research Journal 27:6, pages 776-800.
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Jenene Burke & Amy Claughton. (2019) Playing with or next to? The nuanced and complex play of children with impairments. International Journal of Inclusive Education 23:10, pages 1065-1080.
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Shu-chen Wu. (2019) Researching children’s learning and play in a Chinese context: children’s perspectives on their play and learning. European Early Childhood Education Research Journal 27:4, pages 551-565.
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Angela Pyle & Betül Alaca. (2018) Kindergarten children's perspectives on play and learning. Early Child Development and Care 188:8, pages 1063-1075.
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Angela Pyle, Daniel Poliszczuk & Erica Danniels. (2018) The Challenges of Promoting Literacy Integration Within a Play-Based Learning Kindergarten Program: Teacher Perspectives and Implementation. Journal of Research in Childhood Education 32:2, pages 219-233.
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Shu-Chen Wu, Stefan Faas & Steffen Geiger. (2018) Chinese and German teachers’ and parents’ conceptions of learning at play – similarities, differences, and (in)consistencies. European Early Childhood Education Research Journal 26:2, pages 229-245.
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İkbal Tuba Şahin-Sak, Feyza Tantekin-Erden & Sharolyn Pollard-Durodola. (2018) Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management. Education 3-13 46:1, pages 102-116.
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Emilie Moberg. (2018) Exploring the relational efforts making up a curriculum concept—an Actor-network theory analysis of the curriculum concept of children’s interests. Journal of Curriculum Studies 50:1, pages 113-125.
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Josephine M. Shireen Desouza. (2017) Conceptual play and science inquiry: using the 5E instructional model. Pedagogies: An International Journal 12:4, pages 340-353.
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Angela Pyle & Erica Danniels. (2017) A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development 28:3, pages 274-289.
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Minsun Shin & Thomas Partyka. (2017) Empowering infants through responsive and intentional play activities. International Journal of Early Years Education 25:2, pages 127-142.
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Madeleine Sjöman, Mats Granlund & Lena Almqvist. (2016) Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool. Early Child Development and Care 186:10, pages 1649-1663.
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Jeffrey Trawick-Smith, Sudha Swaminathan & Xing Liu. (2016) The relationship of teacher–child play interactions to mathematics learning in preschool. Early Child Development and Care 186:5, pages 716-733.
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Shu-Chen Wu. (2015) What Can Chinese and German Children Tell Us About Their Learning and Play in Kindergarten?. Journal of Research in Childhood Education 29:3, pages 338-351.
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Eleanor Scrafton & Victoria Whitington. (2015) The accessibility of socio-dramatic play to culturally and linguistically diverse Australian preschoolers. European Early Childhood Education Research Journal 23:2, pages 213-228.
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Hatice Sancar-Tokmak. (2015) The effect of curriculum-generated play instruction on the mathematics teaching efficacies of early childhood education pre-service teachers. European Early Childhood Education Research Journal 23:1, pages 5-20.
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Pauliina Rautio & Joseph Winston. (2015) Things and children in play – improvisation with language and matter. Discourse: Studies in the Cultural Politics of Education 36:1, pages 15-26.
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Fiona S. Baker. (2014) Tensions in policy and practice: influences on play in Abu Dhabi's New School Model KG framework. Early Child Development and Care 184:12, pages 1830-1842.
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Kassahun Tigistu Weldemariam. (2014) Cautionary Tales on Interrupting Children's Play: A Study From Sweden. Childhood Education 90:4, pages 265-271.
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Fiona Sally Baker. (2014) Teachers' views on play-based practice in Abu Dhabi kindergartens. International Journal of Early Years Education 22:3, pages 271-286.
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Aino Ugaste, Maire Tuul, Katrin Niglas & Evelyn Neudorf. (2014) Estonian preschool teachers' views on learning in preschool. Early Child Development and Care 184:3, pages 370-385.
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Jane Brodin & Karin Renblad. (2014) Reflections on the Revised National Curriculum for Preschool in Sweden – interviews with the heads. Early Child Development and Care 184:2, pages 306-321.
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Shu Chen Wu. (2014) Practical and conceptual aspects of children’s play in Hong Kong and German kindergartens. Early Years 34:1, pages 49-66.
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Johanna Einarsdottir. (2014) Play and Literacy: A Collaborative Action Research Project in Preschool. Scandinavian Journal of Educational Research 58:1, pages 93-109.
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Sue Waite, Sue Rogers & Julie Evans. (2013) Freedom, flow and fairness: exploring how children develop socially at school through outdoor play. Journal of Adventure Education and Outdoor Learning 13:3, pages 255-276.
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Natalie Canning. (2013) ‘Where's the bear? Over there!’ – creative thinking and imagination in den making. Early Child Development and Care 183:8, pages 1042-1053.
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Elly Singer. (2013) Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal 21:2, pages 172-184.
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Mizrap Bulunuz. (2013) Teaching science through play in kindergarten: does integrated play and science instruction build understanding?. European Early Childhood Education Research Journal 21:2, pages 226-249.
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Cecilia Wallerstedt & Niklas Pramling. (2012) Learning to play in a goal-directed practice. Early Years 32:1, pages 5-15.
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Nina Sajaniemi, Eira Suhonen, Elina Kontu, Harri Lindholm & Ari Hirvonen. (2012) Stress reactivity of six-year-old children involved in challenging tasks. Early Child Development and Care 182:2, pages 175-189.
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Shu-Chen Wu & Nirmala Rao. (2011) Chinese and German teachers' conceptions of play and learning and children's play behaviour. European Early Childhood Education Research Journal 19:4, pages 469-481.
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Joan Martlew, Christine Stephen & Jennifer Ellis. (2011) Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years 31:1, pages 71-83.
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Natalie Canning. (2010) The influence of the outdoor environment: den‐making in three different contexts. European Early Childhood Education Research Journal 18:4, pages 555-566.
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Evanthia Synodi. (2010) Play in the kindergarten: the case of Norway, Sweden, New Zealand and Japan. International Journal of Early Years Education 18:3, pages 185-200.
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Ingrid Pramling Samuelsson & Eva Johansson. (2009) Why do children involve teachers in their play and learning?. European Early Childhood Education Research Journal 17:1, pages 77-94.
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Johanna Einarsdottir, Sue Dockett & Bob Perry. (2009) Making meaning: children’s perspectives expressed through drawings. Early Child Development and Care 179:2, pages 217-232.
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Rune Storli, Ellen Beate Hansen Sandseter & Ole Johan Sando. Looking beneath the surface: associations between varied outdoor surfaces and children’s diverse play behaviours in early childhood education and care institutions. Landscape Research 0:0, pages 1-14.
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