• Becoming clowns: How do digital technologies contribute to young children’s play? 

      Lafton, Tove (Contemporary Issues in Early Childhood;, Journal article; Peer reviewed, 2019-07-18)
      Research concerning play and technology is largely aimed at expanding the knowledge of what technological play may be and, to a lesser extent, examines what happens to children's play when it encounters digital tools. ...
    • ITERS-R as a tool for improving quality in Norwegian ECEC settings: A critical reflection 

      Tandberg, Cato; Kaarby, Karen Marie Eid (Journal of the European Teacher Education Network;Vol 13 (2018), Journal article; Peer reviewed, 2018)
      This study shows and discusses how the use of Infant/Toddler Environment Rating Scale–Revised (ITERS-R) can contribute to the development of pedagogical content knowledge (PCK) in physical active play and science for early ...
    • The limitations of multiculturalism in Norwegian early childhood education 

      Hovdelien, Olav (International Journal of Inclusive Education;18(11), Journal article; Peer reviewed, 2014-01-17)
      In Norway, 9 out of 10 children between the ages of one and five participate in an educational formation programme which, despite around half of the kindergartens being privately owned, is regulated by a common law and ...