Works matching IS 10823301 AND DT 2025 AND VI 53 AND IP 2
Results: 26
An Investigation of English Children's Literature in Pakistani Schools (PreK—Grade 3).
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 667, doi. 10.1007/s10643-023-01618-0
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School Readiness Beliefs: Comparing Priorities of Early Childhood Teachers and Immigrant Latine and Chinese Parents.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 575, doi. 10.1007/s10643-023-01617-1
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A Scoping Review of Playdate Literature with Children on the Autism Spectrum.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 615, doi. 10.1007/s10643-023-01616-2
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Sense-Making and STEAM: Using Art to Make Science Visible.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 645, doi. 10.1007/s10643-023-01615-3
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Exploring Early Childhood Educators' Perceptions of Children's Learning and Development on Naturalized Playgrounds.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 599, doi. 10.1007/s10643-023-01614-4
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- Article
Read with Me, I will Learn Words: Effects of an Interactive Book Reading Intervention on First Graders' Expressive Target Vocabulary.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 655, doi. 10.1007/s10643-023-01613-5
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'The Kids. That's My Number One Motivator': Understanding Teachers' Motivators and Challenges to Working in Early Childhood Education.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 563, doi. 10.1007/s10643-023-01612-6
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The Effect of a Physically Active Academic Intervention on the Physical Fitness and Mathematical Performance of Grade 1 Learners in Cape Town, South Africa.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 507, doi. 10.1007/s10643-023-01610-8
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Engaging Young Children in STEAM Learning: An Inquiry Planning Guide for Early Educators.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 629, doi. 10.1007/s10643-023-01608-2
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Supporting Preschool Children's Executive Functions: Evidence from a Group-Based Play Intervention.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 587, doi. 10.1007/s10643-023-01607-3
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- Article
Comparing Full-Day and Half-Day Kindergarten Then and Now: What Data from Two ECLS-K Cohorts Reveal About Changes in Demographics and Child Outcomes.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 343, doi. 10.1007/s10643-023-01606-4
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- Article
A Qualitative Exploration of Early Childhood Educators' Declared Practices when Supporting Preschoolers' Oral Language Development.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 551, doi. 10.1007/s10643-023-01605-5
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- Article
Prediction of Preschool Teacher Demand Under China's Three-Child Policy: A Case Study of Shanghai.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 447, doi. 10.1007/s10643-023-01604-6
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- Article
Impact of Personal Hygiene Education Based on Social Learning Theory on Preschool Children.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 539, doi. 10.1007/s10643-023-01603-7
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- Article
Challenges and Efforts to Recover Pandemic-Induced Learning Losses: A Qualitative Analysis of Indian Primary School Teachers' Perspectives.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 355, doi. 10.1007/s10643-023-01602-8
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- Article
Early Childhood Educators Pay Equity: A Dream Deferred.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 463, doi. 10.1007/s10643-023-01600-w
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- Article
Culturally Responsive Social Emotional Learning: Perspectives of Early Childhood Teachers.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 405, doi. 10.1007/s10643-023-01599-0
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A Content Analysis of Gender Portrayals in Turkish Children's Picturebooks.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 517, doi. 10.1007/s10643-023-01598-1
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- Article
Exploring the Characteristics of Self-Drawings Produced by Taiwanese and South Korean Children.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 413, doi. 10.1007/s10643-023-01597-2
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Trauma-Informed Care in Early Childhood Education Settings: A Scoping Literature Review.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 477, doi. 10.1007/s10643-023-01596-3
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How Teachers Use Data: Description and Differences Across PreK Through Third Grade.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 437, doi. 10.1007/s10643-023-01588-3
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"I'm the Head Zoologist!": Integrating Science and Literacy Learning in Kindergarten with Inquiry and Animals.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 529, doi. 10.1007/s10643-023-01587-4
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'This is My Favorite Book': Exploring Children's Perspectives on Books and Reading.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 489, doi. 10.1007/s10643-023-01585-6
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Communication with U.S. Early Childhood Schools and Teachers: Saudi Mothers' Experiences and Insights.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 425, doi. 10.1007/s10643-023-01582-9
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The Provision of Trauma Awareness Training in the Early Childhood Education & Care Profession: A Systematic Review.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 373, doi. 10.1007/s10643-023-01565-w
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Embracing Culturally Relevant Computational Thinking in the Preschool Classroom: Leveraging Familiar Contexts for New Learning.
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- Early Childhood Education Journal, 2025, v. 53, n. 2, p. 393, doi. 10.1007/s10643-023-01581-w
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