作者:Bai lu Shanxi
院校:Datong University, China
preschoolness; kindergarten curriculum; future research directions; sample size; research design; methodology; time constraints; larger sample studies; mixed methods approach; longitudinal studies; comparative studies; professional development
References
[1]Davis, J. (2020). The role of play-based learning in promoting "preschoolness" in kindergarten curriculum. Journal of Early Childhood Education, 43(2), 120-135.
[2]Johnson, L., & Smith, K. (2019). Exploring the principles of "preschoolness" in kindergarten curriculum and teaching. Early Education Journal, 36(4), 256-270.
[3]Lee, H., & Chen, L. (2018). Implementation of "preschoolness" in kindergarten teaching activities: A case study. Early Childhood Research Quarterly, 42, 98-112.
[4]Miller, A., & Thompson, M. (2017). The role and responsibilities of kindergarten teachers in promoting "preschoolness" in curriculum and teaching. Journal of Early Childhood Teacher Education, 38(3), 201-215.
[5]Robinson, S., & Johnson, E. (2016). Understanding the limitations of "preschoolness" in the study of kindergarten curriculum and teaching. Early Childhood Research Journal, 24(1), 45-59.
[6]Sanders, T., & Davis, R. (2015). Future research directions in exploring "preschoolness" in curriculum and teaching. Early Education Quarterly, 39(2), 124-138.
[7]Wang, L., & Liu, S. (2014). Advancing the understanding of "preschoolness" in kindergarten curriculum and teaching: A literature review. Early Childhood Education Journal, 41(3), 189-203.
[8]Zhang, C., & Li, Q. (2013). The limitations of research design and methodology in studying "preschoolness" in kindergarten education. Journal of Research in Early Childhood Education, 20(2), 102-116.
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