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Noelia Ceballos, Ángela Saiz-Linares & Teresa Susinos-Rada. (2023) Possibilities for re-envisioning the work of the teacher in early childhood education. Notes for a polyphonic and participatory university practice. Early Years 43:2, pages 285-301.
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Naseema Shaik, Colwyn Deborah Martin & Trevor Moodley. (2023) Reframing listening for belonging and participation in early childhood care and education settings: a case in South Africa. Early Years 43:2, pages 228-241.
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Julia Rodríguez-Carrillo, Rosario Mérida-Serrano & María Elena González-Alfaya. (2020) ‘A teacher’s hug can make you feel better’: listening to U.S. children’s voices on high-quality early childhood teaching. European Early Childhood Education Research Journal 28:4, pages 504-518.
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Joana de Sousa, Eleni Loizou & Paulo Fochi. (2019) Participatory pedagogies: Instituting children’s rights in day to day pedagogic development. European Early Childhood Education Research Journal 27:3, pages 299-304.
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Geoff Taggart. (2016) Compassionate pedagogy: the ethics of care in early childhood professionalism. European Early Childhood Education Research Journal 24:2, pages 173-185.
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Malini Mistry & Krishan Sood. (2015) Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools. Education 3-13 43:5, pages 548-564.
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Sara Barros Araújo. (2015) Professional development within the Effective Early Learning Programme: a contribution to a participatory and context-sensitive approach to ECEC evaluation. Early Years 35:3, pages 249-259.
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João Formosinho & Irene Figueiredo. (2014) Promoting equity in an early years context: the role of participatory educational teams. European Early Childhood Education Research Journal 22:3, pages 397-411.
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M. Pilar Martínez Agut, M. Angeles Ull & Pilar Aznar Minguet. (2014) Education for sustainable development in early childhood education in Spain. Evolution, trends and proposals. European Early Childhood Education Research Journal 22:2, pages 213-228.
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Sara
Barros Araújo. (2012) Researching change: a praxeological case study on toddlers' educational contexts. European Early Childhood Education Research Journal 20:4, pages 505-517.
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Cristina Mesquita-Pires. (2012) Children and professionals rights to participation: a case study. European Early Childhood Education Research Journal 20:4, pages 565-576.
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Mônica
Appezzato Pinazza. (2012) The right of young children to well-being: a case study of a crèche in Portugal. European Early Childhood Education Research Journal 20:4, pages 577-590.
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João Formosinho & Júlia
Oliveira Formosinho. (2012) Towards a social science of the social: the contribution of praxeological research. European Early Childhood Education Research Journal 20:4, pages 591-606.
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Articles from other publishers (8)
Erin Ingram & Maria Cahill. (2022) Depictions of Diversity in Books Recommended for Storytime: A Cautionary Tale. Libri 72:4, pages 405-416.
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Maulida Nur, Amat Hidayat & Novita Sari. (2022) Persepsi Guru terhadap Pendidikan Multikultural di Pendidikan Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6:6, pages 6208-6214.
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Brian Vassallo. (2020) Leading the multicultural school: Some insights from dedicated school leaders. Management in Education 36:4, pages 159-166.
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Jonas Stier & Margareta Sandström. (2020) Managing the Symbolic Power of Halal Meat in Swedish Preschools: Food for Thought in Discussions on Diversity. Journal of Intercultural Communication 20:1, pages 92-106.
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Minyi Li, Kay Margetts & Berenice Nyland. 2020. Comparative Perspectives on Early Childhood Education Reforms in Australia and China. Comparative Perspectives on Early Childhood Education Reforms in Australia and China
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Jonas Stier & Margareta Sandström. (2018) Managing the unmanageable: curriculum challenges and teacher strategies in multicultural preschools in Sweden. Journal of Intercultural Communication 18:3, pages 1-13.
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Brecht Peleman, Arianna Lazzari, Irma Budginaitė, Hanna Siarova, Hanan Hauari, Jan Peeters & Claire Cameron. (2018) Continuous professional development and ECEC quality: Findings from a European systematic literature review. European Journal of Education 53:1, pages 9-22.
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Naseema Shaik. (2016) Teachers’ beliefs about child participation in Grade R. South African Journal of Childhood Education 6:1, pages 9.
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