Unbalanced and unbalancing acts in the Early Years Foundation Stage: a critical discourse analysis of policy-led evidence on teaching and play from the office for standards in education in England (Ofsted)-Reference-Cited by-同舟云学术

Unbalanced and unbalancing acts in the Early Years Foundation Stage: a critical discourse analysis of policy-led evidence on teaching and play from the office for standards in education in England (Ofsted)

Published:2019-06-04 Issue:7 Volume:47 Page:784-795
ISSN:0300-4279
Container-title:Education 3-13
language:en
Short-container-title:Education 3-13

Author:

Wood Elizabeth¹

Affiliation:

1. School of Education, University of Sheffield, Sheffield, UK

Publisher

Informa UK Limited

Subject

Life-span and Life-course Studies,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004279.2019.1622494

Reference23 articles.

1. Children's agentive orientations in play-based and academically focused preschools in Hong Kong

2. A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

3. Critical discourse analysis and critical policy studies

4. Introduction

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