CRAMP
发表于 2025-3-26 22:05:19
Practices/7, Wales: Foregrounding Relationships in Classroom Practices Framing Children’s Learning: ries. Paul Chapman Publishing, London, 2001) children can develop strong ‘learner identities’ and with their ‘self-determination’ strengthen their ‘learning dispositions’. The level of ‘autonomy’ afforded to children in their learning is dependent on the format of the lessons. Group work allows far
讽刺
发表于 2025-3-27 04:11:49
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ARIA
发表于 2025-3-27 09:14:12
Discourses/5. Mexico: Children’s Rights in Mexico Analysis of a Legal and Policy Framework the available evidence on the legal and institutional framework in México for children and evaluate if children can exercise their self-determination specifically in an educational context, under the provision of state schools in México. The case of México can result quite unique in the sense that
铺子
发表于 2025-3-27 09:53:33
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宣称
发表于 2025-3-27 15:54:33
Discourses/8, China: Children’s Participation Rights in Chinese Early Childhood Education: A Criticadelines (Ministry of Education, The kindergarten education guidelines. MoE, Beijing, 2001) are the current statutory framework for early childhood settings in China. Through documentary analysis of key policy documents and existing research in the last three decades, this chapter shows implicitness
Aids209
发表于 2025-3-27 19:41:55
2468-8746 e contributions in the volume eventually converge to generate a rich, complex and multi-layered analysis of contemporary cultures of childhood and young children’s rights..978-3-030-14558-3978-3-030-14556-9Series ISSN 2468-8746 Series E-ISSN 2468-8754
minaret
发表于 2025-3-27 22:44:55
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hereditary
发表于 2025-3-28 02:13:42
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河流
发表于 2025-3-28 06:40:18
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CREEK
发表于 2025-3-28 11:10:30
S. Haykin,J. Litva,T. J. Shepherdlicies, practices and discourse is framed in different national contexts such as Kenya, Mexico, Kazakhstan, Japan, Brazil and China, but also England, Wales, Italy, Finland, Ireland, United States, Australia and New Zealand.