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Bundel Jurnal Education 3-13 International of Primary, Elementary and Early Years Education : Editorial: The Early Years foundation Stage: whose knowledge, whose values? / Articles : Unbalanced and unbalancing acts in the Early Years Foundation Stage: a critical discourse analysis of policy-led evidence on teaching and play from the office for standards in education in England (Ofsted) / Playful learning in the early years - through the eyes of children / Engaging with young children's voices: implications for practitioners' pedagogical practice / Taking the early yearsy' route: resistance and professionalism in the enactment of assessment policy in early childhood in England / Reconceptualising early years teacher training: policy, professionalism and integrity / The incongruities of 'teaching phonics' with two-year olds / Early years ability grouping and the pedagogical constraints upon children's learning identities / Being a graduate professional in the field of Early Childhood Education and Care: silence, submission and subversion

Bundel Jurnal Education 3-13 International of Primary, Elementary and Early Years Education : Editorial: The Early Years foundation Stage: whose knowledge, whose values? / Articles : Unbalanced and unbalancing acts in the Early Years Foundation Stage: a critical discourse analysis of policy-led evidence on teaching and play from the office for standards in education in England (Ofsted) / Playful learning in the early years - through the eyes of children / Engaging with young children's voices: implications for practitioners' pedagogical practice / Taking the early yearsy' route: resistance and professionalism in the enactment of assessment policy in early childhood in England / Reconceptualising early years teacher training: policy, professionalism and integrity / The incongruities of 'teaching phonics' with two-year olds / Early years ability grouping and the pedagogical constraints upon children's learning identities / Being a graduate professional in the field of Early Childhood Education and Care: silence, submission and subversion

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