She argues that all play is purposeful, and can only truly considered to be play when the child has chosen what to do, where and how to do it.Using case studies ...
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Play in early chil ...
Social and persona ...
School-based play ...
Helping Troubled C ...
Pretend play in ch ...
The Role of play i ...
Interviewing child ...
Master players : ...
Reducing stress in ...
Spontaneous play i ...
Practice-based res ...
Play and explorati ...
Rethinking superhe ...
Children and play ...
Social development ...
The development of ...
Temperament : inf ...
Bringing out the b ...
Modes of thinking ...
Field guide for a ...
Young children's i ...
Social withdrawal, ...
Essentials of TAT ...
Understanding the ...
Socioemotional dev ...
The interpersonal ...
The child's entry ...
Infant-toddler che ...
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Questions of cultural identity /
Peer groups and children's development /
Researching young children's perspectives : debating the ethics and dilemmas of educational research with children /
Learning from young children in the classroom : the art & science of teacher research /
Reading ethnographic research : a critical guide /
Contemporary issues in the early years /
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The international handbook of collaborative learning /
The interview : an ethnographic approach /
The SAGE handbook of early childhood research /
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Research methods for pedagogy /
The collaborative classroom : 50 cooperative learning strategies for student engagement /
The SAGE handbook of developmental psychology and early childhood education /
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Language socialization in classrooms : culture, interaction, and language development /
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