| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
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 |
|
|
Playing with maths: implications for early childhood mathematics teaching from an implementation study in Melbourne, Australia
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Articulating a rights-based argument for mathematics teaching and learning in early childhood education
|
|
Early Childhood Australia |
E-Journals |
1 |
 |
Purposeful pauses: teacher talk during early childhood mathematics activities
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Thirty-one is a lot! Assessing four-year-old children's number knowledge during an open-ended activity
|
|
Early Childhood Australia |
E-Journals |
1 |
