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European Early Childhood Education Research Journal Volume 27, 2019 - Issue 3: Participatory Pedagogies
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Editorial

Participatory pedagogies: Instituting children’s rights in day to day pedagogic development

Joana de SousaAga Khan Foundation and Childhood Association, PortugalCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-7378-8052
ORCID Icon,
Eleni LoizouUniversity of Cyprus, Cyprus
&
Paulo FochiUniversity of São Paulo and Observatory of Childhood Culture (OBECI), BrazilORCID Iconhttp://orcid.org/0000-0002-7478-6590
ORCID Icon
Pages 299-304 | Published online: 30 Apr 2019

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Inaki Larrea, Alexander Muela & Oihana Imaz. (2022) Student and teacher perceptions of the outdoor experience on traditional playgrounds: a case study. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-15.
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Gemma Scarparolo & Sally MacKinnon. (2022) Student voice as part of differentiated instruction: students’ perspectives. Educational Review 0:0, pages 1-18.
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Cristina Mesquita. (2022) Substantiation of the invisible: pedagogical documentation as professional development support. European Early Childhood Education Research Journal 30:2, pages 239-250.
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Joana de Sousa. (2022) The plural uses of pedagogical documentation in Pedagogy-in-Participation. European Early Childhood Education Research Journal 30:2, pages 184-199.
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Joao Formosinho. (2020) The importance of making explicit in educational research the role of pedagogy and teachers. European Early Childhood Education Research Journal 28:5, pages 623-627.
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