Artikler

’Happy when they arrive, happy when they go home’ – focusing on promoting children’s mental health creates a sense of trust at preschools

Immediate and Delayed Effects of Invented Writing Intervention in Preschool

”De va svinhögt typ 250 kilo”- Förskolebarns mätande av längd, volym och tid i legoleken. Licentiatavhandling

Conflicts and resistance: Potentials for democracy learning in preschool

Det motsägelsefulla bedömningsuppdraget: En etnografisk studie om bedömning i förskolekontext

Individual and collective rights expressed in educator and child interactions in Nordic preschools

Pædagogens rolle og betydning for trivsel i børnehaven: Børneinformerede perspektiver på professionelle voksne

Reassuringly low carriage of enteropathogens among healthy Swedish children in day care centres

Different transitions: Timetable failures in the transition to school

Organophosphate esters in dust samples collected from Danish homes and daycare centers

Emergent science in preschool: The case of floating and sinking.

Characteristics of Forest Sites used by a Danish Forest Preschool

Playful learning about light and shadow: A learning study project in early childhood education

"Drawing the leaves anyway": Teachers embracing children's different ways of knowing in preschool science practice

Preschool morphological training produces long-term improvements in reading comprehension

A Noisy Silence about Care: Swedish Preschool Teachers’ Talk about Documentation

Emotional exhaustion in day-care workers

Sign making, coordination of perspectives, and conceptual development

Leadership for Developing Consensus of Perspectives on Children’s Learning in Early Childhood Centers

Motor-life-skills of toddlers: a comparative study of Norwegian and British boys and girls applying the Early Years Movement Skills Checklist