Please use this identifier to cite or link to this item:
http://bura.brunel.ac.uk/handle/2438/19133
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Smedley, S | - |
dc.contributor.author | Hoskins, K | - |
dc.date.accessioned | 2019-09-16T09:00:56Z | - |
dc.date.available | 2019-09-16T09:00:56Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Early Years (CEYE) | en_US |
dc.identifier.issn | http://dx.doi.org/10.1080/09575146.2019.1668355 | - |
dc.identifier.uri | http://bura.brunel.ac.uk/handle/2438/19133 | - |
dc.language.iso | en | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.subject | Professionalism | en_US |
dc.subject | Froebelian theory | en_US |
dc.subject | early years practitioners | en_US |
dc.subject | qualifications | en_US |
dc.title | Exploring the role of Froebelian theory in constructing early years practitioners’ sense of professionalism | en_US |
dc.type | Article | en_US |
dc.identifier.doi | http://dx.doi.org/10.1080/09575146.2019.1668355 | - |
dc.relation.isPartOf | Early Years (CEYE) | - |
pubs.publication-status | Accepted | - |
Appears in Collections: | Dept of Education Embargoed Research Papers |
Files in This Item:
File | Description | Size | Format | |
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FullText.pdf | Embargoed until 1/1/2030 | 154.18 kB | Adobe PDF | View/Open |
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