A data-informed look at how sustained shared thinking can promote child learning and progress

Authors

Karyn Aspden Massey University Institute of Education
Sue Cherrington https://orcid.org/0000-0002-9547-3534
Lynda Hunt
Vicki Gifkins Massey University https://orcid.org/0000-0003-2809-1402
Claire McLachlan The University of Waikato
Tara McLaughlin

Abstract

n/a

Downloads

PDF

Published

2023-05-07

Issue

Vol. 68 No. Autumn (2023): Early Education Journal

Section

Editor Reviewed Articles

License

Copyright (c) 2023 Karyn Aspden, Sue Cherrington, Lynda Hunt, Vicki Gifkins, Claire McLachlan, Tara McLaughlin

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright of their publications.
Share
copy and redistribute the material in any medium or format
Adapt
remix, transform, and build upon the material

The licensor cannot revoke these freedoms as long as you follow the license terms.
Attribution
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use

NonCommercial
You may not use the material for commercial purposes.

ShareAlike
If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.