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Autor:
Kartushina, N., Mani, N., Aktan-Erciyes, A., Alaslani, K., Aldrich, N. J., Almohammadi, A., Alroqi, H., Anderson, L., Andonova, E., Aussems, S., Babineau, M., Barokova, M. D., Bergmann, C., Cashon, C., Custode, S., de Carvalho, A., Dimitrova, N., Dynak, A., Farah, R., Fennell, C., Fiévet, A., Frank, M. C., Gavrilova, M., Gendler-Shalev, H., Gibson, S., Golway, K., Gonzalez-Gomez, N., Haman, E., Hannon, E. E., Havron, N., Kanero, Junko, Keller, C., Krajewski, G., Laing, C., Lundwall, R. A., Luniewska, M., Mieszkowska, K., Munoz, L., Nave, K. M., Olesen, N., Perry, L., Rowland, C. F., Santos Oliveira, D., Shinskey, J., Veraksa, A., Vincent, K., Zivan, M., Mayor, J.
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______1246::4321eb2a183bf81fc2b1e37bd136c19e
https://research.sabanciuniv.edu/id/eprint/42265/
https://research.sabanciuniv.edu/id/eprint/42265/