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Fisher, Julie; Wood, Elizabeth – International Journal of Early Years Education, 2012
This article reports the development of the first two years of a three-year project that examines the effectiveness of adult-child interactions in the early years, and tracks the development of teachers' thinking and practice as they engage in practitioner-led action research. The Adult-Child Interaction Project involves practitioners who work…
Descriptors: Program Effectiveness, Action Research, Teaching Methods, Interaction
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Wood, Elizabeth; Hall, Emese – International Journal of Early Years Education, 2011
The aims of this article are to explore the links between drawing and playing and to conceptualise drawings as spaces for intellectual play. The empirical research that supports this position is based on an interpretivist study involving 14 children aged four-six in a primary school in England. Over a one-year period, 882 drawings were collected…
Descriptors: Play, Learning Processes, Foreign Countries, Freehand Drawing
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Wood, Elizabeth; Bennett, Neville – International Journal of Early Years Education, 2001
Examined early childhood teachers' understanding of progression and continuity in learning and their interpretations of England's National Curriculum policies. Found that teachers engage in a process of resistance, adaptation, and mediation to reconcile tensions between curriculum-centered and learner-centered approaches; they are thus active…
Descriptors: Curriculum Development, Educational Policy, Foreign Countries, Knowledge Base for Teaching