Citations (48)
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Kay Rosheim. (2022) Learning from Tina: a case study with a selective speaker. Language Awareness 31:2, pages 175-193.
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Jenni Vartiainen & Kristiina Kumpulainen. (2020) Playing with science: manifestation of scientific play in early science inquiry. European Early Childhood Education Research Journal 28:4, pages 490-503.
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Carla Meskill, Gulnara Sadykova & Albina Kayumova. (2020) Mediating digital screens with very young emerging bilinguals. Bilingual Research Journal 43:2, pages 137-156.
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Shelley Stagg Peterson, Shakina Rajendram & Nazila Eisazadeh. (2019) Multimodal meaning-making during play in two Northern Canadian Indigenous kindergarten classrooms. Early Years 39:4, pages 392-407.
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Victor Fei Lim. (2019) Analysing the teachers’ use of gestures in the classroom: A Systemic Functional Multimodal Discourse Analysis approach. Social Semiotics 29:1, pages 83-111.
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Jennifer Fane, Colin MacDougall, Jessie Jovanovic, Gerry Redmond & Lisa Gibbs. (2018) Exploring the use of emoji as a visual research method for eliciting young children’s voices in childhood research. Early Child Development and Care 188:3, pages 359-374.
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Yeshe Colliver. (2017) From listening to understanding: interpreting young children’s perspectives. European Early Childhood Education Research Journal 25:6, pages 854-865.
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Anna F. DeJarnette. (2016) Students' discourse when working in pairs with Etoys in an eighth-grade mathematics class. Language and Education 30:6, pages 485-499.
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Cathy Burnett. (2016) Being together in classrooms at the interface of the physical and virtual: implications for collaboration in on/off-screen sites. Learning, Media and Technology 41:4, pages 566-589.
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Jackie Marsh, Lydia Plowman, Dylan Yamada-Rice, Julia Bishop & Fiona Scott. (2016) Digital play: a new classification. Early Years 36:3, pages 242-253.
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Karen Daniels. (2016) Exploring enabling literacy environments: Young children's spatial and material encounters in early years classrooms. English in Education 50:1, pages 12-34.
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Articles from other publishers (34)
Christina Tatham-Fashanu. (2022) Enhancing participatory research with young children through comic-illustrated ethnographic field notes. Qualitative Research 23:6, pages 1714-1736.
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Johanna Frejd & Niklas Pramling. (2023) Teacher self-correction of conceptual error: Fictionalisation and shifting epistemological stance in early childhood education teaching. Learning, Culture and Social Interaction 41, pages 100719.
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Cecilia Andorno. (2023) Evolution is an arc along a timeline. Review of Cognitive Linguistics 21:1, pages 9-34.
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Gillian Kirk, Marianne June Knaus & Beverley Adkin. (2023) No time for silence, just repeat after me: A three study perspective on teacher and child interactions over time. International Journal of Educational Research 120, pages 102209.
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Ilene R. Berson, Michael J. Berson, Candice McKinnon, Deeksha Aradhya, May Alyaeesh, Wenwei Luo & Ben Rydal Shapiro. (2023) An exploration of robot programming as a foundation for spatial reasoning and computational thinking in preschoolers’ guided play. Early Childhood Research Quarterly 65, pages 57-67.
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Hang Chan. (2022) Adapting the task‐based methodology for learners with intellectual disabilities: Five key facets for consideration. International Journal of Applied Linguistics 32:3, pages 459-475.
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Karen Daniels. (2019) Notions of agency in early literacy classrooms: Assemblages and productive intersections. Journal of Early Childhood Literacy 21:4, pages 568-589.
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Leah Shepard-Carey. (2020) Making sense of comprehension practices and pedagogies in multimodal ways: A second-grade emergent bilingual's sensemaking during small-group reading. Linguistics and Education 55, pages 100777.
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