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Early Years
An International Research Journal
Volume 40, 2020 - Issue 3
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Articles

Early childhood teachers’ roles in free playFootnote

Asiye Ivrendia Faculty of Education, Department of Primary Education, Early Childhood Education Program, Pamukkale University, Denizli, TurkeyCorrespondence[email protected]
Pages 273-286 | Received 30 May 2017, Accepted 07 Nov 2017, Published online: 21 Nov 2017

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Read on this site (5)

Burcu Ceylan Esenturk & Derya Asi. (2023) Teachers predicting self-regulation skills of children: the relationships among teacher beliefs, teaching intentions and preschoolers’ self-regulation skills. Education 3-13 51:7, pages 1195-1207.
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Selda Aras. (2023) Employing learning-oriented assessment to develop early childhood preservice teachers’ interaction skills. Learning: Research and Practice 0:0, pages 1-14.
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Emelie Stavholm, Pernilla Lagerlöf & Cecilia Wallerstedt. (2022) Re-mediation in Early Childhood Teachers’ Reasoning about their Role in Play: An Empirical Study of the Learning Process of a Work Team. Early Years 0:0, pages 1-15.
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Mirja Köngäs, Kaarina Määttä & Satu Uusiautti. (2022) Participation in play activities in the children’s peer culture. Early Child Development and Care 192:10, pages 1533-1546.
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Mehrnaz Tajik & Elly Singer. (2021) Collaborative research between academics and practitioners to enhance play engagement in the free play of two- and three-year olds. Early Years 41:1, pages 64-78.
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Articles from other publishers (8)

Joe Sadamatsu. (2022) Experienced nursery teachers gaze longer at children during play than do novice teachers: an eye-tracking study. Asia Pacific Education Review.
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Julia Rodríguez-Carrillo, Rosario Mérida-Serrano & Mª Elena González Alfaya. (2022) Educación infantil y calidad docente. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-19.
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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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Corinne Mavungu-Blouin, Angélique Laurent, Marie-Josée Letarte & Jean-Pascal Lemelin. (2022) Pratiques éducatives en maternelle quatre ans : comment l’enseignante s’engage-t-elle dans le jeu de l’enfant ?Educational practices in Junior Kindergarten: How does the teacher engage with the child’s play?Prácticas educativas en el jardín de infancia para cuatro años: ¿cómo se implica el maestro en el juego del niño?. Revue des sciences de l'éducation 48:1.
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Xunyi Lin, Yutong Liao, Manli Xue & Yeshe Colliver. (2021) Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors. Frontiers in Psychology 12.
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LeAnne D. Johnson, Andrea L. B. Ford, Danielle Dupuis & Maria L. Hugh. (2021) Exploring Features Within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement. Topics in Early Childhood Special Education 41:3, pages 207-220.
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Iraklis Grigoropoulos. (2021) Greek Early Childhood Educators’ Engagement Practices and Facilitative Roles During Free Play. Contemporary School Psychology.
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Corina Wustmann Seiler, Patricia Lannen, Isabelle Duss & Fabio Sticca. (2021) Mitspielen, (An)Leiten, Unbeteiligt sein?. Frühe Bildung 10:3, pages 161-168.
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