Citations (23)
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B. F. van Heel, R. J. G. van den Born & M. N. C. Aarts. (2023) Everyday childhood nature experiences in an era of urbanisation: an analysis of Dutch children’s drawings of their favourite place to play outdoors. Children's Geographies 21:3, pages 378-393.
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Georgia Allen, Bethany Milne, Philippa Velija & Rebecca Radley. (2022) ‘Hearing their voice’: the experiences of physical education with pupils diagnosed with severe learning disabilities. Sport, Education and Society 0:0, pages 1-16.
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Linet Imbosa Muhati-Nyakundi. (2022) Reflection on methodologies and prioritizing children’s perspectives on protection needs within informal urban settings. Early Child Development and Care 192:11, pages 1768-1785.
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Clara Rübner Jørgensen & Julie Allan. (2022) Our school: our space – inclusion and young people’s experiences of space within an English secondary free school. International Journal of Inclusive Education 0:0, pages 1-21.
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Rebecca Rubuliak & Nancy L. I. Spencer. (2022) ‘Everyone’s just like, they’re fine, and when in reality, are we?’ Stories about recess from children experiencing disability. Sport, Education and Society 27:2, pages 167-181.
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Eleanor Ross. (2021) “What we see and what we hear:” Combining children’s drawings with child and educator interviews to assess child well-being in Child Support Grant (CSG) beneficiaries in South Africa. Journal of Human Behavior in the Social Environment 31:7, pages 848-866.
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Catherine Gripton & Kerry Vincent. (2021) Using small world toys for research: a method for gaining insight into children’s lived experiences of school. International Journal of Research & Method in Education 44:3, pages 225-240.
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Articles from other publishers (16)
Christina Tatham-Fashanu. (2022) Enhancing participatory research with young children through comic-illustrated ethnographic field notes. Qualitative Research 23:6, pages 1714-1736.
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Sharon Feeney & John Hogan. (2023) Sustainability in supply chain management: using drawings to understand undergraduates' perceptions of sustainability. International Journal of Social Economics.
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Kate Quane, Mohan Chinnappan & Sven Trenholm. (2021) Draw yourself doing mathematics: developing an analytical tool to investigate the nature of young children’s attitudes towards mathematics. Mathematics Education Research Journal 35:3, pages 445-473.
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Yahya HİÇYILMAZ. (2023) Geleneksel ve Mobil Yöntemlerle Çizim Yapan Çocukların Çizim Becerileri Üzerine Bir AraştırmaA Study on the Drawing Skills of Children Using Traditional and Mobile Drawing Methods. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi.
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Benjamin C. Herman, Sarah V. Poor, Robert T. Oertli & Kristen Schulte. (2022) Promoting Young Learners’ NOS Views Through Place-Based SSI Instruction. Science & Education 32:4, pages 947-992.
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Christiana Cabicieri Profice, Fernando Enrique Grenno, Ana Cláudia Fandi, Stela Maria Menezes, Cecília Inés Seminara & Camila Righetto Cassano. (2023) Learning in the forest: environmental perception of Brazilian teenagers. Frontiers in Psychology 14.
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Amelia Ruscoe. (2022) Dialogic Drawing: A Method for Researching Abstract Phenomenon in Early Childhood. Video Journal of Education and Pedagogy 7:1, pages 1-22.
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Michele Capurso, Livia Buratta & Claudia Mazzeschi. (2022) Primary and middle-school children’s drawings of the lockdown in Italy. Frontiers in Psychology 13.
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Lucas Vasconcelos, Fatih Ari, Ismahan Arslan-Ari & Lily Lamb. (2022) Female preservice teachers stereotype computer scientists as intelligent and overworked White individuals wearing glasses. Computers & Education 187, pages 104563.
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Deirdre O’Connor, Helen Lynch & Bryan Boyle. (2021) A qualitative study of child participation in decision-making: Exploring rights-based approaches in pediatric occupational therapy. PLOS ONE 16:12, pages e0260975.
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Fernando Enrique GrennoRomari Alejandra MartinezChristiana Cabicieri Profice. (2021) Experience in a Protected Area of the Atlantic Forest Changed the Way Children and Teenagers Described Nature. Ecopsychology 13:3, pages 174-185.
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Deborah Tidwell & Svanborg R. Jónsdóttir. 2021. Writing as a Method for the Self-Study of Practice. Writing as a Method for the Self-Study of Practice
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Blanca Silvia Fraijo-Sing, Norma Isabel Beltrán Sierra, César Tapia-Fonllem & Rosalba Valenzuela Peñúñuri. (2020) Pictographic Representations of the Word “Nature” in Preschool Education Children. Frontiers in Psychology 11.
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Nor’Aini Yusof, Abrar Abulzawaid & Samah M. El-Khateeb. (2020) Park use patterns among children– dual roles of neighbourhood parks. IOP Conference Series: Earth and Environmental Science 452:1, pages 012102.
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Catherine Kaplun. (2019) Children’s drawings speak a thousand words in their transition to school. Australasian Journal of Early Childhood 44:4, pages 392-407.
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Katarzyna Sanak-Kosmowska. (2018) Children's drawings and their analysis as a method supporting understanding of concepts in workshops at children's universities. e-mentor 76:4, pages 26-31.
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