Learning through play in Global Majority countries: reflections from the PEDAL centre on understanding and adapting the concept in four different contexts-Reference-Cited by-同舟云学术

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Learning through play in Global Majority countries: reflections from the PEDAL centre on understanding and adapting the concept in four different contexts

Published:2024-08-23 Issue: Volume: Page:1-26
ISSN:2159-4937
Container-title:International Journal of Play
language:en
Short-container-title:International Journal of Play

Author:

Courtois Soizic Le¹^ORCID,Ezeugwu Chika R.¹^ORCID,Fajardo-Tovar Dina D.¹^ORCID,Nowack Stephanie K.¹^ORCID,Okullo Domnick O.¹^ORCID,Bayley Stephen¹^ORCID,Baker Sara¹^ORCID,Ramchandani Paul¹^ORCID

Affiliation:

1. PEDAL Centre, Faculty of Education, University of Cambridge, Cambridge, UK

Funder

LEGO Foundation

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/21594937.2024.2388952

Reference113 articles.

1. How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning

2. Father-child play: A systematic review of its frequency, characteristics and potential impact on children’s development

3. The 21st century educated African person and the loss of Africans’ educational identity: Towards an afro education model;Amukowa W.;Academic Journal of Interdisciplinary Studies,2013

4. Impact and Challenges of Centres for Education and Community Action in Cameroon’s North West Region

5. ‘I have this subversive curriculum underneath’: Narratives of micro resistance in early childhood education

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