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Eleni Tympa, Vasiliki Karavida & Athina Charissi. (2021) Exploring reversed conditions of early years pre-service teacher training on pretend play. European Early Childhood Education Research Journal 29:2, pages 224-236.
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Articles from other publishers (5)
Vibeke Grøver, Catherine E. Snow, Leigh Evans & Hilde Strømme. (2023) Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica 239, pages 103997.
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Karen McLean, Gillian Lake, Mary Wild, Ulla Licandro & Maria Evangelou. (2022) Perspectives of play and play-based learning: What do adults think play is?. Australasian Journal of Early Childhood 48:1, pages 5-17.
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Tracey R. Jones & Kimberly R. Trevino. 2022. Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching. Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching
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Vibeke Grøver, Veslemøy Rydland, Jan-Eric Gustafsson & Catherine E. Snow. (2022) Do teacher talk features mediate the effects of shared reading on preschool children's second-language development?. Early Childhood Research Quarterly 61, pages 118-131.
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Nathalie Thomas, Cécile Colin & Jacqueline Leybaert. (2020) Interactive Reading to Improve Language and Emergent Literacy Skills of Preschool Children from Low Socioeconomic and Language-Minority Backgrounds. Early Childhood Education Journal 48:5, pages 549-560.
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