Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play-Reference-Cited by-同舟云学术

Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play

Published:2024-04-22 Issue: Volume: Page:1-21
ISSN:0305-4985
Container-title:Oxford Review of Education
language:en
Short-container-title:Oxford Review of Education

Author:

Suryani Anne¹^ORCID,Fleer Marilyn¹^ORCID

Affiliation:

1. School of Educational Psychology and Counselling, Faculty of Education, Monash University, Melbourne, Australia

Funder

Australian Research Council

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/03054985.2024.2331180

Reference42 articles.

1. Australian Children’s Education & Care Quality Authority (ACECQA). (2019). Early childhood teaching qualifications.

2. Australian Government Department of Education (AGDE). (2022). Belonging being and becoming: The early years learning framework for Australia (V2.0). Australian Government Department for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

3. Australian Institute for Teaching and School Leadership. (2017). Australian professional standards for teachers. Retrieved February 12 2023 from https://www.aitsl.edu.au/teach/standards

4. Bandura, A. (1986). Social formation of thought and action: A social cognitive theory. Prenteice-Hall.

5. Intentional teaching moments;Banse H. W.;YC Young Children,2021

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