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Going Beyond the Theory/Practice Divide in Early Childhood Education
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  • 2011Reconceptualizing the ‘nature’ of childhood182 cited
  • 2016Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education141 cited
  • 2017‘The playing-exploring child’: Reconceptualizing the relationship between play and learning in early childhood education114 cited
  • 2016Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: teachers’ views, attitudes and aptitudes100 cited
  • 2011‘Becoming Worldly with’: An Encounter with the Early Years Learning Framework59 cited
  • 2016#Rhodes Must Fall: A posthumanist orientation to decolonising higher education Institutions59 cited
  • 2023Composting Storytelling: An Approach for Critical (Multispecies) Ethnography31 cited
  • 2018Agential Realism and Educational Ethnography31 cited
  • 2016Present absences : Exploring the posthumanist entanglements of school absenteeism28 cited
  • 2019HUMANS, NONHUMAN OTHERS, MATTER AND LANGUAGE: A DISCUSSION FROM POSTHUMANIST AND DECOLONIAL PERSPECTIVES27 cited
  • 2017Celebrating Pioneering and Contemporary Feminist Approaches to Studying Gender in Early Childhood25 cited
  • 2018Towards an agential realist concept of learning21 cited
  • 2017Learning With Children, Trees, and Art: For a Compositionist Visual Art-Based Research

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18 cited
  • 2010‘Let's Dance!’ Theorising Alternative Mathematical Practices in Early Childhood Teacher Education18 cited
  • 2013Reading Philosophically in a Community of Enquiry: Challenging Developmentality with Oram and Kitamura’s Angry Arthur17 cited
  • 2016Complexity, pedagogy, play: On using technology within emergent learning structures with young learners16 cited