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Results: 179
Number of items: 179
  • Open Access
    Fukkink, R. G. (2022). Exploring children’s well-being in daycare: How do children feel all day? European Early Childhood Education Research Journal, 30(5), 730-744. https://doi.org/10.1080/1350293X.2021.2007971
  • Open Access
    Rumping, S., Fukkink, R. G., & Boendermaker, L. (2022). Vignettes to measure social interactions among non-parental adults and parents in the neighbourhood: A validation study. Journal of Social Inclusion, 13(1), 66–85. https://josi.org.au/articles/abstract/245/
  • Open Access
    Rumping, S. M., Boendermaker, L., & Fukkink, R. G. (2022). What works for whom: A realist synthesis of neighbourhood interventions for families in the community. Children and Youth Services Review, 134, Article 106365. https://doi.org/10.1016/j.childyouth.2022.106365
  • Open Access
    Taylor, L. A., Oostdam, R., & Fukkink, R. G. (2022). Standardising Coaching of Preservice Teachers in the Classroom: Development and Trial of the Synchronous Online Feedback Tool (SOFT). Teaching and Teacher Education, 117, Article 103780. https://doi.org/10.1016/j.tate.2022.103780
  • Open Access
    Conijn, J. M., Bollen, I., & Fukkink, R. G. (2022). Gesprekskwaliteit bij De Kindertelefoon. (Kohnstamm-Rapport; No. 1081). Kohnstamm Instituut.
  • Open Access
    Rumping, S. M., Boendermaker, L., & Fukkink, R. G. (2022). Social interactions among nonparental adults and parents in the neighbourhood: A mixed-method vignette study. European Journal of Social Work, 25(3), 376-390. https://doi.org/10.1080/13691457.2021.1954887
  • Open Access
    Oattes, H., Fukkink, R., Oostdam, R., de Graaff, R., & Wilschut, A. (2022). A showdown between bilingual and mainstream education: The impact of language of instruction on learning subject content knowledge. International Journal of Bilingual Education and Bilingualism, 25(2), 756-769. https://doi.org/10.1080/13670050.2020.1718592
  • Open Access
    Oattes, H., Wilschut, A., Oostdam, R., Fukkink, R., & de Graaff, R. (2022). Practical solution or missed opportunity? The impact of language of instruction on history teachers’ application of pedagogical content knowledge (PCK). Teaching and Teacher Education, 115, Article 103721. https://doi.org/10.1016/j.tate.2022.103721
  • Open Access
    Fukkink, R. G. (2022). Infants in Dutch daycare: Exploring fine-grained dimensions of temperament. Infant and Child Development, 31(6), Article e2363. https://doi.org/10.1002/icd.2363
  • Fekkes, M., Fukkink, R., & Sluiter, R. (2021). Toddlers in Dutch center- and home-based care: Socio-emotional development from childcare to kindergarten. Research Institute of Child Development and Education, University of Amsterdam.
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