Citations (11)
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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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Ahmed Hassan Hemdan Mohamed & Ibrahim Amin Al-Qaryouti. (2016) The association between preschool teachers’ beliefs and practices about developmentally appropriate practices. Early Child Development and Care 186:12, pages 1972-1982.
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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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Maria Sakellariou & Konstantina Rentzou. (2012) Comparing beliefs about and practices of developmentally appropriate practices among Greek and Cypriot pre-service kindergarten teachers. Early Child Development and Care 182:10, pages 1309-1324.
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Maria Sakellariou & Konstantina Rentzou. (2011) Cypriot pre-service kindergarten teachers' beliefs about and practices of developmentally appropriate practices in early childhood education. Early Child Development and Care 181:10, pages 1381-1396.
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Konstantina Rentzou & Maria Sakellariou. (2011) Greek pre-service kindergarten teachers’ beliefs about and practices of developmentally appropriate practices in early childhood education. Early Child Development and Care 181:8, pages 1047-1061.
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ArchanaV. Hegde & DeborahJ. Cassidy. (2009) Kindergarten Teachers' Perspectives on Developmentally Appropriate Practices (DAP): A Study Conducted in Mumbai (India). Journal of Research in Childhood Education 23:3, pages 367-381.
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EvaL. Essa. (2000) Preschool Teachers’ Use of Time‐Out: Is What They Say What They Do?. Early Child Development and Care 165:1, pages 85-94.
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Hans Vejleskov. (1999) Developmental psychology and early childhood education. European Early Childhood Education Research Journal 7:1, pages 23-34.
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Articles from other publishers (2)
M Pilar Ezquerra Muñoz & Javier Argos González. (2008) Lo que creemos no es siempre lo que hacemos: Los educadores infantiles y la organización del espacio mediante rincones. International Journal of Early Childhood 40:1, pages 53-63.
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Judit Szente & James Hoot. (2002) Parent/teacher views of developmentally appropriate practices: A Hungarian perspective. International Journal of Early Childhood 34:1, pages 24-36.
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