References
- Aslin, R. (2017). Statistical learning: A powerful mechanism that operates by mere exposure. WIREs Cognitive Science, 8(1–2), e1373. https://doi.org/10.1002/wcs.1373
- Diesendruck, G., & Peretz, S. (2013). Domain differences in the weights of perceptual and conceptual information in children’s categorization. Developmental Psychology, 49(12), 2383–2395. https://doi.org/10.1037/a0032049
- ILO and UNICEF. (2021). Child labour: Global estimates 2020, trends and the road forward. International Labour Office and United Nations Children’s Fund.
- Jukes, M. C. H., Mgonda, N. L., Tibenda, J. L., & Sitabkhan, Y. (2022). The role of teachers’ implicit social goals in pedagogical reforms in Tanzania. Oxford Review of Education. https://doi.org/10.1080/03054985.2022.2093178
- Nag, S., Snowling, M. J., & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: An interpretative synthesis of ethnographic studies. Oxford Education Review, 42(1), 36–54. https://doi.org/10.1080/03054985.2015.1135115
- Railton, P. (2014). The affective dog and its rational tale: Intuition and attunement. Ethics, 124, 813–859. https://doi.org/10.1086/675876
- Ramacciotti, M. C. C., Sousa, H., Silveira, H. G., Hulme, C., Snowling, M. J., Newbury, D. F., & Puglisi, M. L. (2022). Scaling up early language intervention in educational settings: First steps matter. Oxford Review of Education. https://doi.org/10.1080/03054985.2022.2088488
- Richards, B., Rao, N., & Chan, S. W. Y. (2022). Measuring indicators of Sustainable Development Goal Target 4.2.1: Factor structure of a direct assessment tool in four Asian countries. Oxford Review of Education. https://doi.org/10.1080/03054985.2022.2093844
- Saiegh-Haddad, E. (2022). Embracing diglossia in early literacy education in Arabic: A pilot intervention study with kindergarten children. Oxford Review of Education, 49(1), 48–68. https://doi.org/10.1080/03054985.2022.2090324
- Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: Exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education. https://doi.org/10.1080/03054985.2022.2125371
- Sustainable Development Goals Progress Chart. (2022). Compiled by the Statistics Division, Department of Economic and Social Affairs. United Nations.
- UNESCO, UNICEF and the World Bank. (2020a). What have we learnt? Overview of findings from a survey of ministries of education on national responses to COVID-19.
- UNESCO, UNICEF and the World Bank. (2020b). Survey on National Education Responses to COVID-19 School Closures, round 2.
- Zhao, Y. V., Bhattacharjea, S., & Alcott, B. (2022). A slippery slope: Early learning and equity in rural India. Oxford Review of Education. https://doi.org/10.1080/03054985.2022.2101442