Child development knowledge
A slippery base for practice
Bibliographic Data
| ID | 12136359 |
|---|---|
| Authors | Frances Stott (Erikson Institute, corresponding author), Barbara T Bowman (Erikson Institute), Barbara Bowman |
| Year | 1996 |
| Volume | 11 |
| Issue | 2 |
| Pages | 169-183 |
| Publication date | 1996-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/s0885-2006(96)90004-6 |
| OpenAlex | W2031305750 |
| Language | EN |
| Citations received | 7 |
| References cited | 14 |
Ambiguity · Element (criminal law · Engineering ethics · Grounded theory · Knowledge base · Pedagogy · Political science · Process (computing · Qualitative research · Reflection (computer programming · Sociocultural evolution · Sociology · Transformational leadership · Computer Science · Early Childhood Education and Development · Educational and Social Studies · Engineering · Indigenous Cultures and Socio-Education · Psychology · Social Psychology · Artificial Intelligence
On Reassessing the Relevance of the Child Development Knowledge Base to Education
Building inclusive preschool classrooms
Understanding the complexity of preschool teaching in Hong Kong
Knowledge of child development
From Developmental-Constructivism to Socio-Cultural Theory and Practice
Does training matter? A meta-analysis and review of caregiver training studies
Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,27 |
| Citation span | 2000 - 2022 (23) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |