Artikler

’I don’t even dare to do it’: problematising the image of the competent and musical child

Barns ‘agency’ i lekresponsiv undervisning

Unpacking the Emperor’s New Policies: How More Mathematics in Early Childhood Will Save Norway

Målrettede sociale indsatser i dagtilbud – Kortlægning af litteratur og forskning samt kommunale erfaringer med praksis for samarbejde

Han slår! - børnehavebørns fortælling om konflikter

Att synliggöra det förväntade - förskolans dokumentation i en performativ kultur

Learning about “Half”: Critical Aspects and Pedagogical Strategies in Designed Preschool Activities

Children’s Doctor Games and Nudity at Danish Childcare Institutions

Trivsel i daginstitutionens hverdagsliv: et spørgsmål om det kropslige, kollektive og konfliktuelle

Guidelines for preventing Child Sexual Abuse and Wrongful Allegations against Staff at Danish Childcare Facilities

From activity to transdisciplinarity and back again – preschool teachers’ reasoning about pedagogical goals

A Critical Analysis of Education for Sustainability in Early Childhood Curriculum Documents in China and Norway

Teachers' involvement in children's mathematizing - beyond dichotomization between play and teaching

Structuring versus counting: critical ways of using fingers in subtraction

Learning to apologize: Moral socialization as an interactional practice in preschool

An educator-administered measure of language development in young children

The Effectiveness of a Large-Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark

Effective language and literacy instruction: Evaluating the importance of scripting and group size components

Vi lærer sprog i vuggestuen og dagplejen. En målrettet og struktureret indsats, som virker ved at styrke læringsmiljøet for de yngste

Æstetiske processer i daginstitutionen: aktionsforskningsinspireret projekt hvor pædagoger og kunstnere samarbejder