| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
‘Is that what we do?’ Using a conversation-analytic approach to highlight the contribution of dialogic reading strategies to educator-child interactions during storybook reading in two early childhood settings
|
|
SAGE Journals, Thousand Oaks, CA |
E-Journals |
1 |
 |
Children’s mathematical and verbal competence in different early education and care programmes in Australia
|
|
SAGE Journals, Thousand Oaks, CA |
E-Journals |
1 |
|
|
Young children dancing mathematical thinking
|
|
Early Childhood Australia, Deakin |
E-Journals |
1 |
 |
Pausing for learning: responsive engagement in mathematics activities in early childhood settings
|
|
Early Childhood Australia, Deakin |
E-Journals |
1 |
 |
Meeting the Australian National Quality Standards: a case study of the professional learning needs of early childhood educators
|
|
Early Childhood Australia, Deakin |
E-Journals |
1 |
 |
Playing with maths: facilitating the learning in play-based learning
|
|
Early Childhood Australia, Deakin |
E-Journals |
1 |
|
|
Home learning environment and concept formation: a family intervention study with kindergarten children
|
|
SpringerLink, New York |
E-Journals |
1 |
 |
What is 'school readiness' and how are smooth transitions to school supported?
|
|
Melbourne University Press, Melbourne |
Books |
1 |
 |
Partnering with families to promote learning
|
|
Cambridge University Press, Port Melbourne |
Books |
1 |
 |
Mathematics knowledge in early childhood: intentional teaching in the third turn
|
|
Springer, Dordrecht |
E-Books |
1 |
