Citations (33)
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Amy MacDonald & Steve Murphy. (2021) Mathematics education for children under four years of age: a systematic review of the literature. Early Years 41:5, pages 522-539.
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Sue Walker & Linda Graham. (2021) At risk students and teacher-student relationships: student characteristics, attitudes to school and classroom climate. International Journal of Inclusive Education 25:8, pages 896-913.
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S. Houen, S. Danby, A. Farrell & K. Thorpe. (2019) Adopting an unknowing stance in teacher–child interactions through ‘I wonder…’ formulations. Classroom Discourse 10:2, pages 151-167.
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Raziye Günay Bilaloğlu, Yaşare Aktaş Arnas & Mustafa Yaşar. (2017) Question types and wait-time during science related activities in Turkish preschools. Teachers and Teaching 23:2, pages 211-226.
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Maria Magnusson & Niklas Pramling. (2016) Sign making, coordination of perspectives, and conceptual development. European Early Childhood Education Research Journal 24:6, pages 841-856.
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Frank Niklas, Caroline Cohrssen & Collette Tayler. (2016) Improving Preschoolers’ Numerical Abilities by Enhancing the Home Numeracy Environment. Early Education and Development 27:3, pages 372-383.
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Articles from other publishers (26)
Jessica Mercer Young & Kristen E. Reed. 2024. Recent Perspectives on Preschool Education and Care [Working Title]. Recent Perspectives on Preschool Education and Care [Working Title].
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Daeun Hwang & Younah Kang. (2023) How Does Constructive Feedback in an Educational Game Sound to Children?. International Journal of Child-Computer Interaction 36, pages 100581.
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Kathryn Early, K. Elizabeth Hammonds, Brea Ratliff, Mariya Rosenhammer & W. Gary Martin. (2023) Rethinking Wait Time: What Can 3 Seconds Do?. Mathematics Teacher: Learning and Teaching PK-12 116:2, pages 108-114.
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Sandy Houen, Karen Thorpe, Danielle van Os, Emily Westwood, Danielle Toon & Sally Staton. (2022) Eliciting and responding to young children's talk: A systematic review of educators' interactional strategies that promote rich conversations with children aged 2–5 years. Educational Research Review 37, pages 100473.
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Alina Mihai. (2021) Teacher–Child Interactions that Target Vocabulary Development in Two Preschool Classrooms: A Conversation Analytic Approach. International Journal of Early Childhood 53:3, pages 279-296.
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Kirstin Erath, Jenni Ingram, Judit Moschkovich & Susanne Prediger. (2021) Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research. ZDM – Mathematics Education 53:2, pages 245-262.
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Bi Ying Hu, Yuanhua Li, Xiao Zhang, Sherron K. Roberts & Ginny Vitiello. (2021) The quality of teacher feedback matters: Examining Chinese teachers’ use of feedback strategies in preschool math lessons. Teaching and Teacher Education 98, pages 103253.
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Karri Hedge & Caroline Cohrssen. (2019) Between the Red and Yellow Windows: A Fine-Grained Focus on Supporting Children’s Spatial Thinking During Play. SAGE Open 9:1, pages 215824401982955.
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Sandra M Linder & Amber Simpson. (2017) Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers. Contemporary Issues in Early Childhood 19:3, pages 274-296.
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Angela Pyle, Christopher DeLuca & Erica Danniels. (2017) A scoping review of research on play-based pedagogies in kindergarten education. Review of Education 5:3, pages 311-351.
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Caroline Cohrssen, Frank Niklas & Collette Tayler. (2016) ‘Is that what we do?’ Using a conversation-analytic approach to highlight the contribution of dialogic reading strategies to educator–child interactions during storybook reading in two early childhood settings. Journal of Early Childhood Literacy 16:3, pages 361-382.
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