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AJEC - Vol. 36 No. 2 June 2011 PDF Print E-mail

In this issue:

  • Transition from long day care to kindergarten: Continuity or not?
  • Observing young children’s rough-and-tumble play
  • The relationship between symbolic play and executive function in young children
  • Parents’ views about child sexual abuse prevention education: A systematic review
  • And more . . .

You can purchase this issue of the Australasian Journal of Early Childhood now.

>AJEC Volume 36 No. 02, June 2011

Please select one of the following:

AJEC Volume 36 Issue 02
Editorial June 2011
Reconceptualising play and learning in the lives of young children
Observing young children’s rough-and-tumble play
The relationship between symbolic play and executive function in young children
The inside story: Looking into early childhood teachers’ support of children’s scientific learning
Breaking the negative cycle: The formation of self-efficacy beliefs in the arts. A focus on professional experience in pre-service teacher education
Transition from long day care to kindergarten: Continuity or not?
Measuring what high-achieving students know and can do on entry to school: PIPS 2002–2008
Parents’ views about child sexual abuse prevention education: A systematic review
Cybersafety in early childhood education
Thinking of children: Democratic approaches with young children in research
Supervision and assessment of the early childhood practicum: Experiences of pre-service teachers who speak English as a second language and their supervising teachers
The exclusion of children with disabilities in early childhood education in New Zealand: Issues and implications for inclusion
A book reading intervention with mothers of children with language difficulties

Australasian Journal of Early Childhood – Volume 36 No 2 June 2011

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You can purchase this issue of the Australasian Journal of Early Childhood now.

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