Please use this identifier to cite or link to this item: http://digilib.umpalopo.ac.id:8080/jspui/handle/123456789/285
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dc.contributor.authorIngrid Pramling-Samuelsson-
dc.contributor.authorFleer, Marilyn-
dc.date.accessioned2019-07-31T00:25:47Z-
dc.date.available2019-07-31T00:25:47Z-
dc.date.issued2009-
dc.identifier.isbn978-1-4020-8497-3-
dc.identifier.isbn978-1-4020-8498-0-
dc.identifier.urihttp://digilib.umpalopo.ac.id:8080/jspui/handle/123456789/285-
dc.descriptionxi, 195 hlmen_US
dc.description.abstractAcross the international community, early childhood professionals have generally privileged the place of play within both practice and curriculum documentation (Wood, 2004). The term play is almost synonymous with early childhood education (Ailwood, 2003). Yet, there is much debate around what constitutes play, and the theoretical perspectives which drive how play is talked about and made visible to professionalsen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.subjectPlay and Learning in Early Childhooden_US
dc.subjectEarly Chilhood Educationen_US
dc.titlePlay and Learning in Early Childhood Settingsen_US
dc.typeBooken_US
Appears in Collections:Early Childhood Education



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