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This annual series is designed to provide an academic forum for the
publication of original research, critical reviews and conceptual
analyses of theoretical and substantive issues related to the
education, care and development of young children. The series is
intended to stimulate research and to enhance communication among
scholars in early childhood education, child development, social
work, public administration and related fields. This volume
reflects debates in the field about the relative weight given to
disciplines in a field acknowledged to be interdisciplinary. It
seeks to reflect the complexity of the early childhood education
enterprise - classroom practice, teacher preparation, research and
conceptualization in all its phases. It also reflects the deep
scholarly roots that contribute to our thinking and that may link
our thinking with practice. This book is intended for a broad
audience of researchers, teacher educator and pre- and in-service
teachers. Its purpose is to define prevailing orientations and to
solidify significant issues distilled from a broad body of
literature.
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