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International Journal of Early Years Education Volume 28, 2020 - Issue 1
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Articles

Examination of teacher–child interactions in early childhood education programmes in the United Arab Emirates

Antje von SuchodoletzDepartment of Psychology, New York University Abu Dhabi, Abu Dhabi, United Arab EmiratesCorrespondence[email protected]
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,
Lydia BarzaCollege of Education, Zayed University Abu Dhabi, Abu Dhabi, United Arab EmiratesView further author information
&
Ross A. A. LarsenDepartment of Instructional Psychology and Technology, Brigham Young University, Provo, UT, United StatesView further author information
Pages 6-21 | Received 01 Sep 2018, Accepted 25 Jan 2019, Published online: 16 Mar 2019

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Antje von Suchodoletz, Ross Larsen, Fitim Uka, Iryna Nadyukova, Eija Pakarinen & Marja-Kristiina Lerkkanen. (2022) Investigating quality indicators of early childhood education programs in Kosovo, Ukraine and Finland. International Journal of Early Years Education 30:2, pages 290-306.
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Elisa Torres, Marigen Narea & Susana Mendive. (2022) Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional). Journal for the Study of Education and Development 45:1, pages 220-243.
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Articles from other publishers (4)

Kay Gallagher. 2022. Handbook of Early Language Education. Handbook of Early Language Education 893 921 .
Ben Dyson, Donal Howley & Yanhua Shen. (2021) “It’s Not Just about Listening to the Teacher”. The Elementary School Journal 122:2, pages 257-277.
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Ning Yang, Jiuqian Shi, Jinjin Lu & Yi Huang. (2021) Language Development in Early Childhood: Quality of Teacher-Child Interaction and Children’s Receptive Vocabulary Competency. Frontiers in Psychology 12.
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Kay Gallagher. 2020. Handbook of Early Language Education. Handbook of Early Language Education 1 29 .

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