{"title":"幼儿教育中的理论信念：儿童发展理论与游戏模式之间的矛盾","authors":"Anne Suryani, Marilyn Fleer","doi":"10.1080/03054985.2024.2331180","DOIUrl":null,"url":null,"abstract":"Theory-informed practice has a long tradition within the profession of early childhood education in Australia and internationally. Aligned with longstanding policy and curriculum in Australia, the ...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"20 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play\",\"authors\":\"Anne Suryani, Marilyn Fleer\",\"doi\":\"10.1080/03054985.2024.2331180\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Theory-informed practice has a long tradition within the profession of early childhood education in Australia and internationally. Aligned with longstanding policy and curriculum in Australia, the ...\",\"PeriodicalId\":47910,\"journal\":{\"name\":\"Oxford Review of Education\",\"volume\":\"20 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-04-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Oxford Review of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/03054985.2024.2331180\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Oxford Review of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03054985.2024.2331180","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play
Theory-informed practice has a long tradition within the profession of early childhood education in Australia and internationally. Aligned with longstanding policy and curriculum in Australia, the ...
期刊介绍：
The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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