Artikler https://www.nb-ecec.org/no/artikler https://www.nb-ecec.org/@@site-logo/logo.svg Artikler Promoting the quality of teacher-toddler interactions: A randomized controlled trial of “Thrive by Three” in-service professional development in 187 Norwegian toddler classrooms. Outdoor heat stress at preschools during an extreme summer in Gothenburg, Sweden-Preschool teachers’ experiences contextualized by radiation modelling. Development of preschool children’s executive functions throughout a play-based learning approach that embeds science concepts. Responsibility for teaching: a missed opportunity? Power relations in pre-school children’s play. Crying and crying responses: A comparative exploration of pragmatic socialization in a Swedish and Japanese preschool. Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents. Food and meal policies and guidelines in kindergartens in Norway and China: a comparative analysis. Preschool practices in Sweden, Portugal, and the United States. Participatory Professional Development and Preschool Quality: Evidence from a Mixed-methods Study. Workload, staff composition, and sickness absence: findings from employees in child care centers. The effect of music education approaches on phonological awareness and early literacy: A systematic review. Normalised diversity: educators’ beliefs about children’s belonging in Swedish early childhood education. The power of belonging: Interactions and values in children’s group play in early childhood programs. Different learning possibilities from the same activity—Swedish preschool teachers’ enactment of a number relation activity. Förskolepersonals syn på att uppmärksamma särskild begåvning i förskolan. Palestinian and Norwegian Kindergarten Teachers' Perspectives on Psychosocial Support: A Qualitative Study. A review of research of the Reggio Inspired approach: An integrative re-framing. Swedish teachers in the process of implementing education for sustainability in early childhood education. A cluster randomized trial of Promoting Alternative Thinking Strategies (PATHS®) with Swedish preschool children. Til de 20 forrige 1 ... 15 16 17 18 19 20 21 ... 90 Til de 20 neste
Promoting the quality of teacher-toddler interactions: A randomized controlled trial of “Thrive by Three” in-service professional development in 187 Norwegian toddler classrooms.
Outdoor heat stress at preschools during an extreme summer in Gothenburg, Sweden-Preschool teachers’ experiences contextualized by radiation modelling.
Development of preschool children’s executive functions throughout a play-based learning approach that embeds science concepts.
Crying and crying responses: A comparative exploration of pragmatic socialization in a Swedish and Japanese preschool.
Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents.
The effect of music education approaches on phonological awareness and early literacy: A systematic review.
Normalised diversity: educators’ beliefs about children’s belonging in Swedish early childhood education.
The power of belonging: Interactions and values in children’s group play in early childhood programs.
Different learning possibilities from the same activity—Swedish preschool teachers’ enactment of a number relation activity.
Palestinian and Norwegian Kindergarten Teachers' Perspectives on Psychosocial Support: A Qualitative Study.
Swedish teachers in the process of implementing education for sustainability in early childhood education.
A cluster randomized trial of Promoting Alternative Thinking Strategies (PATHS®) with Swedish preschool children.
