The Relation between Early Childhood Teachers' Conceptualization of “Play and Their Practice: Implication for the Process of Learning to Teach

Author： Cheng Doris Pui-Wah

Publisher： Brill

ISSN： 1673-341X

Source： Frontiers of Education in China, Vol.7, Iss.1, 2012-03, pp. : 65-84

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Teaching teachers to play and teach games

By Wright Steven McNeill Michael Fry Joan Wang John

Physical Education and Sport Pedagogy, Vol. 10, Iss. 1, 2005-02 ,pp. : 61-82

Routledge Ltd

Access to resources Recommend Favorite

Learning to Teach Visual Arts in an Early Childhood Classroom: The Teacher's Role as a Guide

By Bae Ji-Hi

Early Childhood Education Journal, Vol. 31, Iss. 4, 2004-22 ,pp. : 247-254

Springer Publishing Company

Access to resources Recommend Favorite

How often do early childhood teachers teach science concepts? Determinants of the frequency of science teaching in kindergarten

By Saçkes Mesut

European Early Childhood Education Research Journal, Vol. 22, Iss. 2, 2014-03 ,pp. : 169-184

Routledge Ltd

Access to resources Recommend Favorite

The match and mismatch between expectations of student teachers and cooperating teachers: exploring different opportunities for learning to teach in the mentor relationship

By Rajuan Maureen Beijaard Douwe Verloop Nico

Research Papers in Education, Vol. 25, Iss. 2, 2010-06 ,pp. : 201-223

Routledge Ltd

Access to resources Recommend Favorite

Anthropomorphically speaking: on communication between teachers and children in early childhood biology education

By Thulin Susanne Pramling Niklas

International Journal of Early Years Education, Vol. 17, Iss. 2, 2009-06 ,pp. : 137-150

Routledge Ltd

Access to resources Recommend Favorite