Titlebook: Special Education in the Early Years; Perspectives on Poli Heidi Harju-Luukkainen,Natallia Bahdanovich Hansse Book 2022 The Editor(s) (if a

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A Survey of the Views of Graduates of Early Childhood Teacher Education in Norway on Special Needs E they indicated that SNE subjects were ‘superficially treated’ and ‘infrequently mentioned by teachers’. Moreover, they judged their SNE competence to be low and expressed a great need for more SNE knowledge. The results imply that the participants’ experience is that SNE in ECTE was not sufficient

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Late Talkers and Language Learning in Norwegian ECEC for Children Under Threepment that explain their participation in play. Moreover, the results show that ECEC staff provide children with few language learning opportunities that are assumed to promote language development. We highlight the importance of the quality of the language learning environment in securing progressi

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Finger Patterns as Tools for Learning the Basic Meaning of Numbersildren’s arithmetic problem solving. We present the outcome of the intervention programme through a qualitative analysis of the children’s ways of experiencing numbers in arithmetic tasks. In this chapter, this is illustrated by following one of the participating children’s development of her ways o

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Communities of Practice: A Model for Professional Development in Early Childhood Education and Care g with children with special needs related to communication? The analysis uses a narrative approach based on Wenger’s theory of community of practice (CoP). The findings show that CoP can be a form professional development that can help early childhood education and care (ECEC) pedagogues improve th

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2468-8746 s common to the Nordic Countries: Denmark, Finland, Norway and Sweden. The findings provide important insights into the Nordic model and advance the understanding of relevant issues facing the Nordic countries..978-3-030-91299-4978-3-030-91297-0Series ISSN 2468-8746 Series E-ISSN 2468-8754

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