Developing professional ethical care through co-creation in ECEC in Norway: A qualitative study by Anne Synnøve Brenne, Ingvild Amot

“…Journal of Childhood, Education & Society…”
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The naturalistic teaching process as an inclusive practice: Preschool teachers' perspectives by Düriye Merve Tuna, Ibrahim Halil Diken

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A systematic review of studies investigating quality of inclusive preschool classrooms by Lisa Butterworth, Salih Rakap, Emrah Gülboy

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Integrating playful pedagogies with the curriculum: The perspectives and practices of teachers working across infant, first and second classes, in Ireland by Lisha O’Sullivan, Emer Ring, Maurice Harmon, Marie Ryan

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Ethical leadership: Early childhood center directors’ perspectives and practices in a migrant community by Tunde Szecsi, Melissa Rodriguez-Meehan, Jessica Essary, Eija Hanhimäki, Raisa Carpelan, Juan Cruz Dall’Asta, Isabel Fernandez, Elina Fonsén

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South Korean early childhood educators’ perceptions of North Korean defectors and unification education by Jiah Seo

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‘We can make a difference’: School leaders’ claims about School-Age Educare in areas with socioeconomic challenges by Marina Wernholm, Helena Ackesjö

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Parent perspectives on digital play-based early literacy-learning in marginalized communities by Lauri Pynnönen, Kristiina Kumpulainen, Lasse Lipponen

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Activities of musical expression and creation in the context of the integrated curriculum for early childhood education and care by Blaženka Bačlija Sušić, Vanja Šuško, Branimir Mendeš

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Critical reflections on care and dyadic relationships in a toddler group by Concepción Sánchez Blanco, Konstantina Rentzou

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The post-earthquake pedagogical implementations of the earthquake victim pre-school teachers by Sevim Karaoğlu, Aybuke Hatun Aydin

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Understanding and implementing play as a learning pedagogy: Narratives of practitioners in early childhood mobile units by Zukiswa Nhase, Mmakgabo Angelinah Selepe, Chinedu Ifedu Okeke

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The difference childhood makes: Uniqueness, accommodation, and the ethics of otherness by Ellouise Van Berkel, Dragana Mirkovic, Lisa Farley

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Assessing social studies competencies of 5-year-olds across different early childhood education programs in Slovenia by Marta Licardo, Barbara Sraka Petek

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Organizing digital competence development in preschools: Professionals’ insights from three Swedish municipalities by Marianne Gallardo

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Children’s everyday lifeworlds out of school, in Hong Kong, Melbourne, and Singapore: Family, enrichment activities, and local communities by Nicola Yelland, Anita Kit-Wa Chan, Clare Bartholomaeus

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Exploring gendered professions in nursery rhymes: Implications for learning and social interaction by Batul Kakkai, Nigam Dave

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Enhancing playful interactions: eCoaching mothers of preschool children with disabilities by Amanda H. Passmore, Marie Tejero Hughes

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Unintentional injuries at home and in the preschool setting: Greek ECEC professionals’ and preschoolers’ parents’ knowledge and attitudes towards first aid by Konstantina Rentzou, George Daglas

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Factors affecting first-grade pupils' physical activity during the school day: A pilot study by Dita Culkova, Veronika Dušková

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