朴素
发表于 2025-3-26 23:08:25
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brassy
发表于 2025-3-27 03:17:59
https://doi.org/10.1007/978-3-531-93465-5ategy for giving voice to children or—on the contrary—a strategy for objectivating them, and thus preventing them from authentically engaging with their own care plans. This paper, by drawing on the different meanings held by documentation in ECEC contexts, in terms of viewing it as ‘equipped with a
临时抱佛脚
发表于 2025-3-27 07:32:33
https://doi.org/10.1007/978-3-531-93465-5cs like inclusion, compared to documenting children’s ideas about science. Furthermore, the cases indicate that .. For example, the narrative credit-based assessment form of a Learning Story seems to steer teachers to await a positive situation, where children’s actions fit with the notion of what i
大门在汇总
发表于 2025-3-27 13:23:12
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河流
发表于 2025-3-27 15:19:12
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Graduated
发表于 2025-3-27 18:26:10
Documentation in Institutional Contexts of Early ChildhoodNormalisation, Parti
时代
发表于 2025-3-28 00:23:28
Documentation in Institutional Contexts of Early Childhood978-3-658-28193-9
小说
发表于 2025-3-28 03:34:06
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群居男女
发表于 2025-3-28 09:47:44
Constructing Appropriate Information in School Transition. Documents as Institutional Agents of Topiferred to school prior the transition. Consequently, I analyse what kind of understanding about this appropriate information municipal document forms and teachers’ writings reflect. In addition to investigating the contents, I analyse how the roles and responsibilities of children, parents, and teac
Immunoglobulin
发表于 2025-3-28 11:55:27
Children’s Participation in ECE Documentation—Creating New Storiesraphs and drawings. The chapter highlights the need for taking into account the purpose of documentation and children’s participation in it, and of materiality such as photos, computers and drawings, but also of to what, or where, documentation might lead.