Titlebook: Nordic Families, Children and Early Childhood Education; Susanne Garvis,Heidi Harju-Luukkainen,Pia Williams Book 2019 The Editor(s) (if ap

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书目名称Nordic Families, Children and Early Childhood Education影响因子(影响力)




书目名称Nordic Families, Children and Early Childhood Education影响因子(影响力)学科排名




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书目名称Nordic Families, Children and Early Childhood Education网络公开度学科排名




书目名称Nordic Families, Children and Early Childhood Education被引频次




书目名称Nordic Families, Children and Early Childhood Education被引频次学科排名




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书目名称Nordic Families, Children and Early Childhood Education年度引用学科排名




书目名称Nordic Families, Children and Early Childhood Education读者反馈




书目名称Nordic Families, Children and Early Childhood Education读者反馈学科排名

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Bernstein-test

Do Children Learn Through Play? How Do We Know?,ood contexts. In order to make these processes explicit, detailed descriptions are provided of how children learned as they participated in the daily activities of their respective preschools. Hopefully, this close look at children’s play might give some insight into an ongoing debate regarding what

antiquated

座右铭

Parental Involvement in ECEC in Finland and in Sweden,nd Sweden share a border and have a common language (Swedish), the way the two nations approach parental involvement in ECEC differs. The differences relate to teacher training, traditions, cultural contexts and ECEC steering documents (or policy documents)..This chapter begins with a brief overview

AMITY

,Negotiating ‘ Real Families ’ in Swedish Preschools,n and their teachers in a Swedish preschool. Focusing on teachers’ work with the theme ‘family’ the chapter draws attention to the way certain values and norms are labelled as ‘Swedish’ and directed towards children (and their families) with immigrant backgrounds. Family values seem to be at the hea

盟军

松果

Children Under the Age of Three in Norwegian Childcare: Searching for Qualities,methods, the complex concept of quality is elaborated. The results from the research conducted challenge the reputation of high quality in Nordic kindergartens and offer suggestions for how to enhance multiple qualities in Norwegian kindergartens. The findings indicate a need for greater knowledge a

ARK

Parallel

,Early Childhood Education (ECE) in the Nordic Countries: Universal Challenges to the Danish Model—T Childhood Education (ECE) model will be presented. Second, key characteristics of ECE educational universalism will be spelled out. It will be explained how and why a special version of educational universalism has been highly influential in a Danish context, that is, an “academic” ECE paradigm wit