AJEC Vol. 33 No. 3 September 2008

In this issue:

  • Teachers following children?: Heteronormative responses within a discourse of child-centredness and the emergent curriculum
  • Women’s reflections on choosing quality long day care in a regional community
  • Contextual factors affecting inclusion during children’s transitions from preschool to school
  • Enhancing environmental awareness through the arts
  • A collaborative approach to literacy: Inner-city preschool children, families, and the school community
  • The construction of early childhood teachers’ professional identities, then and now
  • The Preparatory Year in a Queensland non-government school: Exploring parents’ views.

The complete issue of this issue of AJEC is available free online in PDF format