| Lesbian parents' perceptions of children's picture books featuring same-sex parented families |
6 |
| Teacher professional learning in Early Childhood education: insights from a mentoring program |
6 |
| Systems advocacy in the professional practice of early childhood teachers: from the antithetical to the ethical |
5 |
| Teachers' experiences with a state-mandated kindergarten readiness assessment |
4 |
| Parenting and childhood aggression in the Chinese context: an examination of parental responses, physical coercion and warmth |
3 |
| Infant educators' beliefs about infant language development in long day care settings |
3 |
| 'To be professional is a never-ending journey': Indonesian early childhood practitioners' views about the attitudes and behaviours of a professional teacher |
3 |
| Flexibly scheduled early childhood education and care: experiences of Finnish parents and educators |
3 |
| Early means early: understanding popular understandings of early childhood development in South Africa |
3 |
| Children's rough and tumble play: perspectives of teachers in northern Canadian Indigenous communities |
3 |
| How is participation in parent-child-interaction-focused and parenting-skills-focused courses associated with child development? |
3 |
| Shaping early childhood education services in Malta: historical events, current affairs, future challenges |
2 |
| Ventriloquism as early literacy practice: making meaning in pretend play |
2 |
| The (in)convenience of care in preschool education: examining staff views on educare |
2 |
| Investigating Chinese preschool teachers' beliefs in mathematics teaching from a cross-cultural perspective |
2 |
| Early childhood education for sustainability and the legacies of two pioneering giants |
2 |
| Greek early childhood educators' conceptualization of education, care and educare concepts |
2 |
| Educators' use of commanding language to direct infants' behaviour: relationship to educators' qualifications and implications for language learning opportunities |
2 |
| From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science |
1 |
| Early childhood teachers' thinking and reflection: a model of current practice in New Zealand |
1 |
| Drawing and playing are not the same': children's views on their activities in Icelandic preschools |
1 |
| Public perception of early childhood language policy in Ghana: an exploratory study |
1 |
| Parent-preschool partnership: many levels of power |
1 |
| Using evidence and implementation experience for advocacy and policy influence: the Rwanda Emergent Literacy and Maths Initiative (ELMI) case study |
1 |
| Priority-setting in the roll out of South Africa's National Integrated ECD Policy |
1 |
| Taking Froebel abroad. Transnational travel by Froebelian teachers in the 1910s and 2010s: India and South Africa |
1 |
| Reflections of pioneers in early childhood education research on their collaboration with practitioners in the development of theories and innovative practices |
1 |
| Children, childhoods and kindergartens in communist Czechoslovakia: untold narratives of the early years |
1 |
| Exploratory analysis of decentralized governance and its implications for the equity of early childhood education services in four countries of Europe and Central Asia |
1 |
| The benefits and challenges of the integrated programme for children with disabilities in mainstream kindergarten-cum-child care centres in the Hong Kong Special Administrative Region: implications for social change |
1 |
| Early childhood education and care for the Hungarian national minority in Vojvodina, Serbia |
1 |
| Action-research and early childhood teachers in Chile: analysis of a teacher professional development experience |
0 |
| Assessments by principals, teachers, and parents on values education in Estonian kindergartens |
0 |
| Developments of early childhood education in Jordan |
0 |
| From obsolete to contemporary preschool education (experiences in Serbia) |
0 |
| Leading 'excellence in infant work' in 1920s Australia |
0 |
| For child and social justice: radical approaches in education and care for young children in interwar Poland |
0 |
| '[T]hen along comes Mr Carnegie': Carnegie travel fellowships and the professional development of kindergarteners in 1930s New Zealand |
0 |
| Retaining meanings of quality in Australian early childhood education and care policy history: perspectives from policy makers |
0 |
| The Measuring Early Learning Quality & Outcomes initiative: purpose, process and results |
0 |
| Policy into practice in Hong Kong pre-primary kindergartens: the impact of a reform agenda viewing early childhood as the foundation for lifelong learning |
0 |
| Tipping the scales: overcoming obstacles to support school readiness for all in low- and middle-income countries |
0 |
| Early childhood education for all: a mixed-methods study of the global policy agenda in Tanzania |
0 |
| Preschool teachers' views about classroom management models |
0 |
| Multimodal meaning-making during play in two Northern Canadian Indigenous kindergarten classrooms |
0 |
| Promoting learning during toddlers' peer conflicts: teachers' perspectives |
0 |
| Effects of evidence-based professional development for preschool teachers in Albania |
0 |
| Lending a helping hand for English-Chinese bilingual children's idiom comprehension and retention: implications for early childhood educators |
0 |
| Continuing professional development in the Greek early childhood education system |
0 |
| Professional development of kindergarten teachers in Croatia - a personal choice or an obligation |
0 |
