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Download full textQuinones, Gloria; Ridgway, Avis – Australian Journal of Teacher Education, 2015
The focus of this study is to investigate early childhood students' discourses of play-based curriculum. In this paper we focus on how students made implicit and explicit links to the Victorian Early Years Learning and Development Framework (VEYLDF). Twenty-six early childhood students had volunteered their de-identified play and pedagogy…
Descriptors: Foreign Countries, Early Childhood Education, Preservice Teachers, Student Attitudes
