References

No references inside the corpus for this window.

Cited by

• 2003New Directions: Charting the Paths for the Role of Sociocultural Theory in Early Childhood Education and Curriculum88 cited
• 2007Toward formative assessment: The use of pedagogical documentation in early elementary classrooms86 cited
• 2013A Fine Balance: Understanding the Roles Educators and Children Play as Intentional Teachers and Intentional Learners within the Early Years Learning Framework82 cited
• 2011Reggio Emilia, Maria Montessori, and John Dewey: Dispelling Teachers’ Misconceptions and Understanding Theoretical Foundations75 cited
• 2013Child-initiated learning, the outdoor environment and the ‘underachieving’ child73 cited
• 2002Zena and Carlotta: Transition Narratives and Early Education in the United States and Italy63 cited
• 2011Moving outdoors: further explorations of ‘child-initiated’ learning in the outdoor environment58 cited
• 2020Developing critical thinking in early childhood through the philosophy of Reggio Emilia58 cited
• 2010Aboriginal Children and Their Caregivers Living with Low Income: Outcomes from a Two-Generation Preschool Program20 cited
• 2021‘It has to be in a natural way’: a critical exploration of co-teaching relationships in trilingual preschool classrooms in Hong Kong12 cited
• 2018Sviluppo urbano e politiche per la qualità della vita4 cited
• 2018Stop, collaborate and listen: Reimagining & Rebuilding the Royal Alberta Museum3 cited