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Factors affecting language and literacy development in Australian Aboriginal children: considering dialect, culture and health

A description of young children's use of Australian Aboriginal English dialect in a regional area

Cultural connections in early childhood: Learning through conversations between educators and children

Silence and its mechanisms as the discursive production of the ‘normal’ in the early childhood classroom

Talking tolerance inside the "inclusive" early childhood classroom

  • Creator: Watson, Karen
  • Resource Type: journal article
  • Date: 2016

Interrogating the 'normal' in the 'inclusive' early childhood classroom: silence, taboo and the 'elephant in the room'

Researching among children: Exploring discourses and power in the 'inclusive' early childhood classroom

'Special' non-human actors in the 'inclusive' early childhood classroom: the wrist band, the lock and the scooter board

Early years teachers' epistemic beliefs and beliefs about children's moral learning

Investigating parent delivery of the Lidcombe Program

Early childhood education and health working in partnership: the critical role early childhood educators can play in childhood obesity prevention

Developing an active play resource for a range of Australian early childhood settings: formative findings and recommendations

Dietary intake of Indigenous Australian infants and young children in the Gomeroi gaaynggal cohort

'Jump start' childcare-based intervention to promote physical activity in pre-schoolers: Six-month findings from a cluster randomised trial

Practitioner research: with intent

'We were expected to be equal': teachers and academics sharing professional learning through practitioner inquiry

Professional learning: a strengthening and reinvigorating element of the early childhood profession

The preschool bathroom: making 'problem bodies' and the limit of the disciplinary regime over children

Problematizing the concepts of 'citizenship' and 'participation' in early years discourses: are they so empowering?

Australian family day care educators’ experiences of supporting children’s mental health, and their own mental health and wellbeing

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