Artikler https://www.nb-ecec.org/no/artikler https://www.nb-ecec.org/@@site-logo/logo.svg Artikler Kindergartens in Northern Norway as semiotic landscapes. Professional development for enhancing autism spectrum disorder awareness in preschool professionals. Children save lives: Evaluation of a first aid training in Norwegian kindergartens. Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image. ‘There is no right or wrong answer’: Swedish preschool teachers’ reflections on the didactics of death. Korleis blir det arbeidd med utvikling av smakspreferansar i barnehagen? Ein kvalitativ intervjustudie i seks barnehagar. The use of puppets as a pedagogical tool for young children: A literature review. Unfreezing the discursive hegemonies underpinning current versions of “social sustainability” in ECE policies in Anglo–Celtic, Nordic and continental contexts. Environments for imitation: second-language use and development through embodied participation in preschool routine activities. How pedagogical relations in early years settings are reconfigured by interactive touchscreens. Risky play and children’s well-being, involvement and physical activity. The prevalence of risky play in young children’s indoor and outdoor free play. Associations between children’s risky play and ECEC outdoor play spaces and materials. Leg som læring, udvikling og dannelse – En policy-antropologisk undersøgelse af legens betydning i dansk dagtilbuds-policy. The role of the medium for verbal engagement: shared reading in groups with books and apps in Norwegian ECEC-institutions. Harassment in ECEC institutions: 4- to 6-year-old children’s experiences. Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood. Discourses of Digital Game Based Learning as a Teaching Method: Design Features and Pedagogical Opportunities Associated with Teachers’ Evaluation of Educational Game Apps. Social interaction and gender as factors affecting the trajectories of children's engagement and hyperactive behaviour in preschool. Young children’s questions about science topics when situated in a natural outdoor environment: a qualitative study from kindergarten and primary school. Til de 20 forrige 1 ... 64 65 66 67 68 69 Til de 20 neste
Professional development for enhancing autism spectrum disorder awareness in preschool professionals.
Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image.
‘There is no right or wrong answer’: Swedish preschool teachers’ reflections on the didactics of death.
Korleis blir det arbeidd med utvikling av smakspreferansar i barnehagen? Ein kvalitativ intervjustudie i seks barnehagar.
Unfreezing the discursive hegemonies underpinning current versions of “social sustainability” in ECE policies in Anglo–Celtic, Nordic and continental contexts.
Environments for imitation: second-language use and development through embodied participation in preschool routine activities.
Leg som læring, udvikling og dannelse – En policy-antropologisk undersøgelse af legens betydning i dansk dagtilbuds-policy.
The role of the medium for verbal engagement: shared reading in groups with books and apps in Norwegian ECEC-institutions.
Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood.
Discourses of Digital Game Based Learning as a Teaching Method: Design Features and Pedagogical Opportunities Associated with Teachers’ Evaluation of Educational Game Apps.
Social interaction and gender as factors affecting the trajectories of children's engagement and hyperactive behaviour in preschool.
Young children’s questions about science topics when situated in a natural outdoor environment: a qualitative study from kindergarten and primary school.
