Educators’ use of commanding language to direct infants’ behaviour: relationship to educators’ qualifications and implications for language learning opportunities
来源期刊：Early YearsDOI：10.1080/09575146.2017.1368008
Lesbian parents’ perceptions of children’s picture books featuring same-sex parented families
来源期刊：Early YearsDOI：10.1080/09575146.2017.1342225
Mathematics education for children under four years of age: a systematic review of the literature
来源期刊：Early YearsDOI：10.1080/09575146.2019.1624507
Greek early childhood educators’ conceptualization of education, care and educare concepts
来源期刊：Early YearsDOI：10.1080/09575146.2017.1361386
It is a tool, but not a ‘must’ : early childhood preservice teachers’ perceptions of ICT and its affordances
来源期刊：Early YearsDOI：10.1080/09575146.2019.1627293
Three things I learn at sleep-time: children’s accounts of sleep and rest in their early childhood education programs
来源期刊：Early YearsDOI：10.1080/09575146.2019.1634010
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
来源期刊：Early YearsDOI：10.1080/09575146.2017.1369937
Early means early: understanding popular understandings of early childhood development in South Africa
来源期刊：Early YearsDOI：10.1080/09575146.2019.1613346
What troubles early childhood educators in New Zealand: a 20-year cross-sectional study of ethical difficulties in early childhood practice
来源期刊：Early YearsDOI：10.1080/09575146.2017.1382447
Priority-setting in the roll out of South Africa’s National Integrated ECD Policy
来源期刊：Early YearsDOI：10.1080/09575146.2019.1572074
Exploratory analysis of decentralized governance and its implications for the equity of early childhood education services in four countries of Europe and Central Asia
来源期刊：Early YearsDOI：10.1080/09575146.2019.1634009
Playing with a goal in mind: exploring the enactment of guided play in Canadian and South African early years classrooms
来源期刊：Early YearsDOI：10.1080/09575146.2019.1619670
Parent-preschool partnership: many levels of power
来源期刊：Early YearsDOI：10.1080/09575146.2017.1358700
Pupils’ everyday transitions in school as a condition for social relations and activities in leisure time centres
来源期刊：Early YearsDOI：10.1080/09575146.2017.1371675
‘What’s all the fuss about play’? Expanding student teachers’ beliefs and understandings of play as pedagogy in practice
来源期刊：Early YearsDOI：10.1080/09575146.2019.1581731
Early childhood policies in low- and middle-income countries
来源期刊：Early YearsDOI：10.1080/09575146.2019.1636571
Visual and verbal humor productions after a series of creative structured activities: a case study of two pre-schoolers
来源期刊：Early YearsDOI：10.1080/09575146.2019.1683721
Tipping the scales: overcoming obstacles to support school readiness for all in low- and middle-income countries
来源期刊：Early YearsDOI：10.1080/09575146.2019.1576031
Swedish preschool teachers’ perceptions about digital play in a workplace-learning context
来源期刊：Early YearsDOI：10.1080/09575146.2019.1658065
Trust in the educational partnership narrated by parents of a child with challenging behaviour
来源期刊：Early YearsDOI：10.1080/09575146.2019.1582475
Designing preschools for an independent and social child: visions of preschool space in the Swedish welfare state
来源期刊：Early YearsDOI：10.1080/09575146.2019.1608426
Using evidence and implementation experience for advocacy and policy influence: the Rwanda Emergent Literacy and Maths Initiative (ELMI) case study
来源期刊：Early YearsDOI：10.1080/09575146.2019.1628008
‘I hadn’t realised that whilst the babies and toddlers are sleeping, the other children can’t get to the books!’ The complexities of ‘access’ to early reading resources for under-threes
来源期刊：Early YearsDOI：10.1080/09575146.2019.1605336
The Measuring Early Learning Quality & Outcomes initiative: purpose, process and results
来源期刊：Early YearsDOI：10.1080/09575146.2019.1669142
Teacher-child talk about learning stories in New Zealand: a strategy for eliciting children’s complex language
来源期刊：Early YearsDOI：10.1080/09575146.2019.1621804
Chinese preschool children’s understanding of death
来源期刊：Early YearsDOI：10.1080/09575146.2019.1686466
What do they do digitally? Identifying the home digital literacy practices of young children in Turkey
来源期刊：Early YearsDOI：10.1080/09575146.2019.1702925
Editorial
来源期刊：Early YearsDOI：10.1080/09575146.2019.1673039
Cross-sectoral professional relationships and transition to school: an Australian study
来源期刊：Early YearsDOI：10.1080/09575146.2019.1617250
Young children’s representational practices in the context of self-initiated data investigations
来源期刊：Early YearsDOI：10.1080/09575146.2019.1703101
Editorial
来源期刊：Early YearsDOI：10.1080/09575146.2019.1598118
Exploring the role of Froebelian theory in constructing early years practitioners’ sense of professionalism
来源期刊：Early YearsDOI：10.1080/09575146.2019.1668355
Effects of evidence-based professional development for preschool teachers in Albania
来源期刊：Early YearsDOI：10.1080/09575146.2019.1669537
Male Childcare Workers as Promoters of Diversity Conclusions from a qualitative analysis in German Early Education and Care institutions
来源期刊：Early YearsDOI：10.1080/09575146.2019.1703175
Transforming practice through a professional learning program: barriers and enablers
来源期刊：Early YearsDOI：10.1080/09575146.2019.1651254
Intentional or incidental? Learning through play according to Australian educators’ perspectives
来源期刊：Early YearsDOI：10.1080/09575146.2019.1661976
A playful orchestration in narrative expressions by toddlers—a contribution to the understanding of early literacy as event.
来源期刊：Early YearsDOI：10.1080/09575146.2019.1600138
Editorial
来源期刊：Early YearsDOI：10.1080/09575146.2019.1570626
Public perception of early childhood language policy in Ghana: an exploratory study
来源期刊：Early YearsDOI：10.1080/09575146.2019.1631759
Children as participants in research. Playful interactions and negotiation of researcher–child relationships
来源期刊：Early YearsDOI：10.1080/09575146.2019.1581730
A review of research of the Reggio Inspired approach: an integrative re-framing
来源期刊：Early YearsDOI：10.1080/09575146.2019.1591350
Early childhood education for all: a mixed-methods study of the global policy agenda in Tanzania
来源期刊：Early YearsDOI：10.1080/09575146.2019.1572075
