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The development of two observational tools for assessing metacognition and self-regulated learning in young children

Metacognition and learning, 2009-04, Vol.4 (1), p.63-85

2009

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Teaching and Learning in the Early Years

Fourth edition, 2015

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Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study

ZDM, 2010-04, Vol.42 (2), p.163-178

2010

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Teaching and learning in the early years: 2. ed

2003

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Teaching and learning in the early years: 3. ed

2008

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Play, cognition and self-regulation: What exactly are children learning when they learn through play?

Educational and child psychology, 2009-03, Vol.26 (2), p.40-52

2009

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Plans for shape and size

Early years educator, 2014-06, Vol.16 (2), p.xii-xiii

2014

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Talk of a number: self-regulated use of mathematical metalanguage by children in the foundation stage

Early years (London, England), 2006-03, Vol.26 (1), p.31-48

Coltman, Penny

2006

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Scaffolding Learning through Meaningful Tasks and Adult Interaction

Early years (London, England), 2002-03, Vol.22 (1), p.39-49

2002

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Nurturing compassionate citizens of the future: Weaving together pedagogy and curriculum

Inspiring Primary Curriculum Design, 2021, Vol.1, p.27-42

1, 2021

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Developing independent learning in the early years

Education 3-13, 2005-03, Vol.33 (1), p.40-50

2005

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How many toes has a newt?: Science in the Early Years

Teaching and Learning in the Early Years, 2015, p.268-280

4, 2015

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iPRISM - Interactively promoting research in mathematics

Education 3-13, 2004-03, Vol.32 (1), p.68-71

2004

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How many shapey ones have you got?: Number and Shape in the Early Years

Teaching and Learning in the Early Years, 2015, p.281-293

4, 2015

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Introduction: Young Children Learning and Early Years teaching

Teaching and Learning in the Early Years, 2015, p.1-22

4, 2015

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Making learning visible: The role of language in the development of metacognition and self-regulation in young children

The Routledge International Handbook of Young Children's Thinking and Understanding, 2015, p.199-214

1, 2015

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