Citations (36)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (16)
Yuwen Ma, Marilyn Fleer, Liang Li & Yuejiu Wang. (2023) A cultural-historical study of how a conceptual playworld creates conditions for personally meaningful mathematics in the Chinese kindergarten context. European Early Childhood Education Research Journal 31:6, pages 850-865.
Read now
Read now
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.
Read now
Read now
Anne-Line Bjerknes, Terese Wilhelmsen & Emilie Foyn-Bruun. (2023) A Systematic Review of Curiosity and Wonder in Natural Science and Early Childhood Education Research. Journal of Research in Childhood Education 0:0, pages 1-16.
Read now
Read now
Joëlle Vlassis, Ariane Baye, Amélie Auquière, Anne-Françoise de Chambrier, Christophe Dierendonck, Nadine Giauque, Sylvie Kerger, Christophe Luxembourger, Débora Poncelet, Mélanie Tinnes-Vigne, Youssef Tazouti & Annick Fagnant. (2023) Developing arithmetic skills in kindergarten through a game-based approach: a major issue for learners and a challenge for teachers. International Journal of Early Years Education 31:2, pages 419-434.
Read now
Read now
Ellen Beate Hansen Sandseter, Rune Storli & Ole Johan Sando. (2022) The dynamic relationship between outdoor environments and children’s play. Education 3-13 50:1, pages 97-110.
Read now
Read now
Melissa Barnes, Gloria Quiñones & Emily Berger. (2021) Constructions of quality: Australian Childhood Education and Care (ECEC) services during COVID-19. Teachers and Teaching 0:0, pages 1-18.
Read now
Read now
Sue Smedley & Kate Hoskins. (2020) Finding a place for Froebel's theories: early years practitioners’ understanding and enactment of learning through play. Early Child Development and Care 190:8, pages 1202-1214.
Read now
Read now
Maria Papandreou & Stefanos Yiallouros. (2020) Highlighting the features of whole-class interactions in a participatory early childhood environment. Early Child Development and Care 190:4, pages 461-477.
Read now
Read now
Karen Boardman. (2020) ‘Too young to read’: early years practitioners’ perceptions of early reading with under-threes. International Journal of Early Years Education 28:1, pages 81-96.
Read now
Read now
Helena Ackesjö & Sven Persson. (2019) The schoolarization of the preschool class – policy discourses and educational restructuring in Sweden. Nordic Journal of Studies in Educational Policy 5:2, pages 127-136.
Read now
Read now
Oliver Thiel & Bob Perry. (2018) Innovative approaches in early childhood mathematics. European Early Childhood Education Research Journal 26:4, pages 463-468.
Read now
Read now
Helen Hedges & Maria Cooper. (2018) Relational play-based pedagogy: theorising a core practice in early childhood education. Teachers and Teaching 24:4, pages 369-383.
Read now
Read now
Trude Fosse, Troels Lange, Magni Hope Lossius & Tamsin Meaney. (2018) Mathematics as the Trojan horse in Norwegian early childhood policy?. Research in Mathematics Education 20:2, pages 166-182.
Read now
Read now
Teresa K. Aslanian, Anne-Line Bjerknes & Anne Kristin Andresen. Children’s holistic learning during self-initiated outdoor play in a Norwegian kindergarten. European Early Childhood Education Research Journal 0:0, pages 1-12.
Read now
Read now
Carol-Ann O’Síoráin, Margaret Kernan & Fíona McArdle. Disrupting the Aistear hour: working towards a play-based curriculum in early childhood classrooms in Irish primary schools. International Journal of Early Years Education 0:0, pages 1-15.
Read now
Read now
Katariina Waltzer, Sirpa Kärkkäinen & Sari Havu-Nuutinen. Early childhood professionals’ pedagogical decision making. International Journal of Early Years Education 0:0, pages 1-11.
Read now
Read now
Articles from other publishers (20)
Selma Koyuncu, Kristiina Kumpulainen & Arniika Kuusisto. (2023) Teaching English as a Second Language in the Early Years: Teachers’ Perspectives and Practices in Finland. Education Sciences 13:12, pages 1177.
Crossref
Crossref
Wai Man Vivienne Leung. (2023) STEM Education in Early Years: Challenges and Opportunities in Changing Teachers’ Pedagogical Strategies. Education Sciences 13:5, pages 490.
Crossref
Crossref
Ria Novianti, Jimmi Copriady & LN Firdaus. (2022) Parenting di Era Digital: Telaah Pandangan Filsafat Progresivisme John Dewey. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6:6, pages 6090-6101.
Crossref
Crossref
Stig Broström. (2022) Didaktik in preschool:. Educare:2, pages 21-57.
Crossref
Crossref
Marit Bøe, Johanna Heikka, Titta Kettukangas & Karin Hognestad. (2022) Pedagogical leadership in activities with children – A shadowing study of early childhood teachers in Norway and Finland. Teaching and Teacher Education 117, pages 103787.
Crossref
Crossref
Pernilla Sundqvist. (2021) Characterizations of preschool technology education: analyses of seven individual preschool teachers’ and childcare attendants’ descriptions of their teaching. International Journal of Technology and Design Education 32:4, pages 2003-2018.
Crossref
Crossref
Tor Nilsson, Peter Gustafsson & Pernilla Sundqvist. (2020) Children’s interactions with technology in teachers’ self-reported activities in Sweden’s preschools. International Journal of Technology and Design Education 32:1, pages 129-147.
Crossref
Crossref
Sven Persson, Helena Ackesjö & Lina Lago. (2022) Skolarisering och mantrat om tidiga insatser i utbildningen. Pedagogisk forskning i Sverige 27:2, pages 177-189.
Crossref
Crossref
Benita Berg. (2022) Undervisningsbegreppets innebörd i förskolan utifrån ett läroplansteoretiskt perspektiv. Educare:3, pages 75-97.
Crossref
Crossref
Anna-Leena Lastikka & Liisa Karlsson. 2022. Finnish Early Childhood Education and Care. Finnish Early Childhood Education and Care
147
164
.
Rune Storli. (2021) Children’s Rough-and-Tumble Play in a Supportive Early Childhood Education and Care Environment. International Journal of Environmental Research and Public Health 18:19, pages 10469.
Crossref
Crossref
Graça Bidarra, Anália Santos, Piedade Vaz-Rebelo, Oliver Thiel, Carlos Barreira, Valentim Alferes, Joana Almeida, Inês Machado, Corinna Bartoletti, Francesca Ferrini, Signe Hanssen, Rolv Lundheim, Jørgen Moe, Joel Josephson, Veneta Velkova & Nelly Kostova. (2021) Mapping Spontaneous Cooperation between Children in Automata Construction Workshops. Education Sciences 11:3, pages 137.
Crossref
Crossref
Karin Franzén. 2021. Embedding STEAM in Early Childhood Education and Care. Embedding STEAM in Early Childhood Education and Care
201
215
.
Zoi Apostolou & Nektarios Stellakis. (2020) Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula. Journal of Childhood, Education & Society 1:2, pages 87-102.
Crossref
Crossref
Panagiota Nasiopoulou. (2019) Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices. Early Childhood Education Journal 48:3, pages 325-335.
Crossref
Crossref
Pernilla Sundqvist. (2019) Technological knowledge in early childhood education: provision by staff of learning opportunities. International Journal of Technology and Design Education 30:2, pages 225-242.
Crossref
Crossref
Stig Broström & Thorleif Frøkjær. (2020) Developing a Pedagogy of Education for Sustainable Futures: Experiences and Observations from Danish Preschools. ECNU Review of Education 2:4, pages 475-496.
Crossref
Crossref
Marit Bøe, Karin HognestadGerd Sylvi Steinnes, Hege Fimreite & Thomas Moser. (2019) «Styrken vår er gruppa, det å være sammen mange». Norsk pedagogisk tidsskrift 103:2-3, pages 184-196.
Crossref
Crossref
Hein Lindquist. (2019) Språkpedagogisk arbeid og de yngste flerspråkligebarnehagebarna. Norsk pedagogisk tidsskrift 103:2-3, pages 159-171.
Crossref
Crossref
Rob Creasy & Fiona CorbyRob Creasy & Fiona Corby. 2019. Taming Childhood?. Taming Childhood?
103
124
.