Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany
H. Knauf, Early Childhood Education Journal 48 (2020) 11–19.
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Early Childhood Education Journal
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48
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1
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11-19
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Knauf, Helen: Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany. In: Early Childhood Education Journal Bd. 48, Springer Science and Business Media LLC (2020), Nr. 1, S. 11–19
Knauf H. Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany. Early Childhood Education Journal. 2020;48(1):11-19. doi:10.57720/3602
Knauf, H. (2020). Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany. Early Childhood Education Journal, 48(1), 11–19. https://doi.org/10.57720/3602
@article{Knauf_2020, title={Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany}, volume={48}, DOI={10.57720/3602}, number={1}, journal={Early Childhood Education Journal}, publisher={Springer Science and Business Media LLC}, author={Knauf, Helen}, year={2020}, pages={11–19} }
Knauf, Helen. “Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany.” Early Childhood Education Journal 48, no. 1 (2020): 11–19. https://doi.org/10.57720/3602.
H. Knauf, “Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany,” Early Childhood Education Journal, vol. 48, no. 1, pp. 11–19, 2020.
Knauf, Helen. “Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany.” Early Childhood Education Journal, vol. 48, no. 1, Springer Science and Business Media LLC, 2020, pp. 11–19, doi:10.57720/3602.
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This is the original article published by Springer. Available online: https://doi.org/10.1007/s10643-019-00979-9
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