Artiklar

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.

“Everybody has to get a Chance to Learn”: Democratic Aspects of Digitalisation in Preschool.

Å utforske det pedagogiske hverdagslivets kompleksitet.

The behavioral effects of cooperative and competitive board games in preschoolers.

An Unclear Task? The Perspectives of Swedish Preschool and Special Needs Teachers on their Role in Assessing and Documenting Child Development.