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https://www.riss.kr/link?id=O72783420
2017년
eng
1350-293X
1752-1807
SCOPUS;SSCI
학술저널
European early childhood education research journal
807-811 [※수록면이 p5 이하이면, Review, Columns, Editor's Note, Abstract 등일 경우가 있습니다.]
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When texts become action. The institutional circuit of early childhood intervention
Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions
From listening to understanding: interpreting young children’s perspectives
Quality of play, social acceptance and reciprocal friendship in preschool children