A Majority-World Perspective on Early Childhood Teachers’ Understanding of Children’s Social-Emotional Development: An Exploratory, Cross-National Study in Nepal and Kenya-Reference-Cited by-同舟云学术

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A Majority-World Perspective on Early Childhood Teachers’ Understanding of Children’s Social-Emotional Development: An Exploratory, Cross-National Study in Nepal and Kenya

Published:2022-03-31 Issue:5 Volume:33 Page:786-805
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Thapa Sapna¹^ORCID,Nganga Lydiah²,Madrid Akpovo Samara³

Affiliation:

1. Associate Professor, Urban Early Childhood Education Coordinator, School of Urban Education, Metropolitan State University

2. University of Wyoming

3. University of Tennessee-Knoxville

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2022.2054258

Reference70 articles.

1. Explaining cross-national differences in peer-directed aggression: A quantitative synthesis

2. Aid agency influence in national education policy-making: a case from Nepal's ‘Education for All’ movement

3. Using thematic analysis in psychology

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Educational policies in early childhood education programs in Kenya and Nepal: Challenging unjust binary mindset around curricula practices;Policy Futures in Education;2023-05-17

2. If Culture is All Around Us, Where Is It In Our Theories and Our Research?;Early Education and Development;2022-06-06

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