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International Journal of Early Years Education Volume 28, 2020 - Issue 4
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Articles

Teachers’ pedagogical interactions as linked to personal beliefs and profiles: a mixed-methods study in Hong Kong kindergartens

Zhi Yu Lia Faculty of Education, University of Hong Kong, Hong Kong, People’s Republic of ChinaView further author information
,
Weipeng Yangb S R Nathan School of Human Development, Singapore University of Social Sciences, Singapore, SingaporeCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8057-2863View further author information
ORCID Icon &
Hui Lic Macquarie School of Education, Macquarie University, Sydney, AustraliaView further author information
Pages 366-381 | Received 21 Jun 2019, Accepted 29 Mar 2020, Published online: 05 Jun 2020

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Eija Pakarinen, Kyoko Imai-Matsumura, Akie Yada, Takumi Yada, Anne Leppänen & Marja-Kristiina Lerkkanen. (2023) Child-Centered and Teacher-Directed Practices in Two Different Countries: A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms. Journal of Research in Childhood Education 0:0, pages 1-20.
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Angela F.Y. Siu & Carly K.Y. Ng. (2022) Child-Centered home learning for preschool children during the pandemic: views from school practitioners and parents. Asia Pacific Journal of Education 0:0, pages 1-16.
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Liman Cai, Dandan Wu, Xi Chen, Jie Zhu & Hui Li. (2021) The Fusion of Constructivism and Instructivism in Chinese Kindergartens: An Analysis of the Teaching Dialogues in the Engineer Block Building Activities. Early Education and Development 32:7, pages 1033-1052.
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Articles from other publishers (3)

Fujiwara Aya & Sonoyama Shigeki. (2022) Children’s Social Interaction in Pre-school Education and Childcare Settings: A Systematic Review. Child & Youth Care Forum 52:5, pages 1197-1223.
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Aleksander Veraksa, Apollinaria Chursina, Purnima Singh, Madhumita Ramakrishna & Nishtha Jain. (2023) Russian and Indian preschool educators’ beliefs about play activities: a comprehensive study. Frontiers in Education 8.
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Alfredo Bautista, Rebecca Bull, Ee Lynn Ng & Kerry Lee. (2020) “That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks. Policy Futures in Education 19:2, pages 155-174.
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