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作者:Jo Albin-Clark
来源:[J].Contemporary Issues in Early Childhood, 2020, Vol.21 (1), pp.20-32
摘要:Reflexivity is recognized as an important constituent in how teachers build their professional knowledge and develop their pedagogical practice. However, less is known about the function that emotions play in the reflexive process and how these emotions can act as a catalyst...
作者:Christopher Drew
来源:[J].Contemporary Issues in Early Childhood, 2020, Vol.21 (1), pp.46-57
摘要:Rules charts are commonplace on classroom walls throughout the world. This article examines how such charts work to sustain discursive power relationships among teachers and students by mobilising idealised notions of the student within the classroom. The article reports on ...
作者:Lesley Anne Evans , Lindsay A Gold
来源:[J].Contemporary Issues in Early Childhood, 2020, Vol.21 (1), pp.83-86
摘要:Pre literacy skills in young children have been well established. Explorations of the parallel concept of pre mathematic skills in young children are minimal. Recommendations for how to engage young children, specifically infants, in math have been limited to caregiver counting g...
作者:Liv Torunn Grindheim
来源:[J].Contemporary Issues in Early Childhood, 2020, Vol.21 (1), pp.58-69
摘要:The voices of both early childhood education teachers and children tend to be weak in the choir of agents that constitute the aims and practices of early childhood education. In this article, a video that a teacher made of four children playing dragons, followed by open-ende...
作者:Connie M Antonsen
来源:[J].Contemporary Issues in Early Childhood, 2020, Vol.21 (1), pp.7-19
摘要:This article emerged through the author’s involvement with the University of Victoria’s Investigating Quality in Early Learning Environments project in British Columbia. During an eight-month internship, the author had the opportunity to collaborate with community facilitato...
作者:Sofie Areljung
来源:[J].Contemporary Issues in Early Childhood, 2020, Vol.21 (1), pp.70-82
摘要:This article seeks to contribute new perspectives to the ontology and epistemology of preschool science education by exploring the idea of using everyday verbs, rather than nouns, to discern possibilities for science learning in preschool. Herein, the author merges empirical...
作者:Ninni Sandvik
来源:[J].Contemporary Issues in Early Childhood, 2020, Vol.21 (1), pp.33-45
摘要:This article takes a discrepancy between experienced pedagogical and childish life orientations as a point of entry and speculates about loosening play from its organised position as form and instead looking at play as processes. Accordingly, the speculative focus of the art...
作者:Jane M Selby , Benjamin S Bradley , Jennifer Sumsion ...
来源:[J].Contemporary Issues in Early Childhood, 2018, Vol.19 (4), pp.404-416Sage国际出版集团
摘要:This article evaluates the concept of infant ‘belonging’, central to several national curricula for early childhood education and care. Here, the authors focus on Australia’s Early Years Learning Framework. Four different meanings attach to ‘belonging’ in the Early...

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