| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Thirty-one is a lot! Assessing four-year-old children's number knowledge during an open-ended activity
|
|
Early Childhood Australia |
E-Journals |
1 |
 |
‘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 |
 |
Mathematics knowledge in early childhood: intentional teaching in the third turn
|
|
Springer, Dordrecht |
E-Books |
1 |
 |
Playing with maths: implications for early childhood mathematics teaching from an implementation study in Melbourne, Australia
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment
|
|
Taylor & Francis Online |
E-Journals |
1 |
 |
Partnering with families to promote learning
|
|
Cambridge University Press, Port Melbourne |
Books |
1 |
 |
Purposeful pauses: teacher talk during early childhood mathematics activities
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
|
|
The sooner, the better: early reading to children
|
|
SAGE Journals |
Books |
1 |
 |
What is 'school readiness' and how are smooth transitions to school supported?
|
|
Melbourne University Press, Melbourne |
Books |
1 |
 |
Pausing for learning: responsive engagement in mathematics activities in early childhood settings
|
|
Early Childhood Australia, Deakin |
E-Journals |
1 |
