|
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 |
|
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 |
|
Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment
|
|
Taylor & Francis Online |
E-Journals |
1 |
|
Improving preschoolers’ numerical abilities by enhancing the home numeracy environment
|
|
Taylor & Francis Online, London |
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 |
|
‘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 |