نتائج البحث

“Because Boys Don’t Do Ballet”: Boys, Femmephobia, and the Potentials of a Femininity-Affirmative Pedagogy in Kindergarten

• Authors : Prioletta, Jessica; Davies, Adam

Subjects: childhood; early education; feminist theory

• Source: Journal of Childhood Studies; Vol. 49 No. 2 (2024): Journal of Childhood Studies; 57-71 ; 2371-4115 ; 2371-4107

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Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten

• Authors : Abawi, Zuhra

Subjects: racialization; early childhood educators; Ontario certified teacher

• Source: Journal of Childhood Studies; Vol. 46 No. 1 (2021): Journal of Childhood Studies; 1-12 ; 2371-4115 ; 2371-4107

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Well-being in the Kindergarten Eating Environment and the Role of Early Childhood Educators

• Authors : Bas, Japji Anna

Subjects: full-day kindergarten; early childhood education; well-being

• Source: Journal of Childhood Studies; Vol. 42 No. 4 (2017): Journal of Childhood Studies; 37-52 ; 2371-4115 ; 2371-4107

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Supporting Emergent Writers Through Guided Play in a Kindergarten Classroom

• Authors : Friedrich, Nicola; Wishart, Kristen; Stagg Peterson, Shelley

Subjects: emergent writing; rural education; guided play

• Source: Journal of Childhood Studies; Vol. 43 No. 2 (2018): Journal of Childhood Studies; 58-64 ; 2371-4115 ; 2371-4107

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Through the Looking Glass: Interpreting Growing Success, The Kindergarten Addendum, Ontario’s Assessment, Evaluation, and Reporting Policy Document

• Authors : MacAlpine, Kelly-Ann

Subjects: early childhood education; kindergarten; assessment

• Source: Journal of Childhood Studies; Vol. 42 No. 2 (2017): Journal of Childhood Studies; 34-41 ; 2371-4115 ; 2371-4107

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Managing the Impacts of Full-Day Kindergarten on Rural Child Care Centres in Ontario

• Authors : Udenigwe, Ogochukwu Chinelo; Lero, Donna

Subjects: rural child care; full-day kindergarten challenges; child care policies

• Source: Journal of Childhood Studies; Vol. 42 No. 2 (2017): Journal of Childhood Studies; 22-33 ; 2371-4115 ; 2371-4107

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Partnerships in Full-Day Kindergarten Classrooms: Early Childhood Educators and Kindergarten Teachers Working Together

• Authors : Underwood, Kathryn; Di Santo, Aurelia; Valeo, Angela

• Source: Journal of Childhood Studies; Vol. 41 No. 1 (2016): Canadian Children; 36-45 ; 2371-4115 ; 2371-4107

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The Role of Play at Home and in Kindergarten and Grade One: Parents’ Perceptions

• Authors : Stagg Peterson, Shelley; Portier, Christine; Murray, Adam

Subjects: parent perceptions; play; learning

• Source: Journal of Childhood Studies; Vol. 42 No. 1 (2017): Journal of Childhood Studies; 1-10 ; 2371-4115 ; 2371-4107

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Negotiating Status: The Impact of Union Contracts on the Professional Role of RECEs in Ontario's Full-Day Kindergarten Programs

• Authors : Gananathan, Ramona

• Source: Journal of Childhood Studies; Vol 40. No. 1 (Winter 2015) Canadian Children ; 2371-4115 ; 2371-4107

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Nature Kindergarten in Sooke: A Unique Collaboration

• Authors : Hoyland, Toni; Elliot, Enid

• Source: Journal of Childhood Studies; Vol. 39 No. 2 (Spring 2014) Canadian Children; 39-44 ; 2371-4115 ; 2371-4107

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