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Early Education and Development Volume 20, 2009 - Issue 4
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Original Articles

Exploring Effects of Developmentally Appropriate Practices in Cyprus

Monica Shiakou Institute for the Study of Children, Families & Social Issues, University of London
&
Jay Belsky Institute for the Study of Children, Families & Social Issues, University of London
Pages 565-583 | Received 01 Oct 2007, Published online: 04 Aug 2009

Citations (6)

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Read on this site (5)

Ibrahim Jumiaan, Ali Alelaimat & Fathi Ihmeideh. (2020) Kindergarten teachers’ knowledge level of developmentally appropriate practice in Jordan. Education 3-13 48:8, pages 1000-1011.
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Monica Shiakou. (2018) Changes in after school time use in Cyprus: play and education. International Journal of Play 7:2, pages 188-198.
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Hae Kyoung Kim & Heejeong Sophia Han. (2015) Understanding early childhood teachers’ beliefs and self-stated practices about social competence instructional strategies in the context of developmentally appropriate practice: a comparison of preservice and in-service teachers in the United States. European Early Childhood Education Research Journal 23:4, pages 476-496.
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Christopher P. Brown & Yi-Chin Lan. (2015) A Qualitative Metasynthesis of How Early Educators in International Contexts Address Cultural Matters That Contrast With Developmentally Appropriate Practices. Early Education and Development 26:1, pages 22-45.
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Monica Shiakou & Jay Belsky. (2013) Exploring Parent Attitudes Toward Children's Play and Learning in Cyprus. Journal of Research in Childhood Education 27:1, pages 17-30.
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Articles from other publishers (1)

Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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