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Balduzzi, L. and Moss, P. (2013) ‘Chapter 1: Contesting Early Childhood’, in Early childhood and compulsory education: reconceptualising the relationship. London: Routledge. Available at: https://www.taylorfrancis.com/books/e/9781136169342.
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Bradbury, A. (2013) Understanding early years inequality: policy, assessment and young children’s identities. Abingdon: Routledge. Available at: http://ucl.eblib.com/patron/FullRecord.aspx?p=1630070.
Bradbury, A. and Roberts-Holmes, G. (2018) The datafication of primary and early years education: playing with numbers. Milton Park, Abingdon, Oxon: Routledge. Available at: https://www.taylorfrancis.com/books/9781315279053.
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Broadhead, P. (2010) ‘Chapter 8: Cooperative Play and Learning from Nursery to Year One’, in Play and Learning in the Early Years: From Research to Practice. London: SAGE Publications. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=537746.
Broadhead, P., Howard, J. and Wood, E.A. (2010) Play and Learning in the Early Years: From Research to Practice [electronic resource]. London: SAGE Publications. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=537746.
Brock, A. and Rankin, C. (2008) Communication, language and literacy from birth to five. Los Angeles: SAGE. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3242500930004761&institutionId=4761&customerId=4760.
Brooker, L. (2011) ‘Chapter 6: Developing Learning Dispositions in Life’, in Making sense of theory and practice in early childhood: the power of ideas. Maidenhead: Open University Press, pp. 83–98. Available at: https://ucl.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma990020874040204761&context=L&vid=44UCL_INST:UCL_VU2&lang=en&search_scope=MyInst_and_CI&adaptor=Local%20Search%20Engine&isFrbr=true&tab=Everything&query=any,contains,Making%20sense%20of%20theory%20and%20practice%20in%20early%20childhood:%20the%20power%20of%20ideas&sortby=date_d&facet=frbrgroupid,include,9004263706293645807&offset=0.
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Cannella, G. (2005) ‘Reconceptualizing the field (of early care and education). If “western” child development is a problem, then what do we do?’, in Critical issues in early childhood education. Maidenhead: Open UP, pp. 17–39. Available at: https://www.vlebooks.com/Product/Index/154878?page=0.
Carr, M. and Lee, W. (2012) Learning stories: constructing learner identities in early education. Los Angeles, Calif: Sage.
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Dahlberg, G. and Moss, P. (2005) Ethics and politics in early childhood education. London: RoutledgeFalmer. Available at: https://www.taylorfrancis.com/books/9780203463529.
Dahlberg, G., Moss, P. and Pence, A. (2013a) ‘Chapter 3: Constructing early Childhood: What do we think it is’, in Beyond quality in early childhood education and care: languages of evaluation. Classic ed. Milton Park, Abingdon, Oxon: Routledge, pp. 43–61. Available at: https://www.taylorfrancis.com/books/9780203371114.
Dahlberg, G., Moss, P. and Pence, A. (2013b) ‘Chapter 4: Constructing the Early Childhood Institution: What do we think they are for?’, in Beyond quality in early childhood education and care: languages of evaluation. Classic ed. Milton Park, Abingdon, Oxon: Routledge, pp. 62–87. Available at: https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/luapog/UCL_LMS_DS51233173630004761.
Dahlberg, G., Moss, P. and Pence, A.R. (2013) Beyond quality in early childhood education and care: languages of evaluation. Classic ed. Milton Park, Abingdon, Oxon: Routledge. Available at: https://www.taylorfrancis.com/books/9781135626488.
Dawson, P. and Guare, R. (2010) ‘Chapter 2: Assessing Executive Skills’, in Executive Skills in Children and Adolescents, Second Edition: A Practical Guide to Assessment and Intervention. New York: Guilford Publications, pp. 12–29. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=479599.
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‘Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A study of Year 5 classroom practice drawn from the EPPSE 3-16 longitudinal study’ (no date). Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/193625/DFE-RB129.pdf.
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Hallet, E. (2008) ‘Chapter 4: Signs and Symbols: children’s engagement with environmental print’, in Desirable literacies: approaches to language and literacy in the early years. 2nd ed. London: SAGE, pp. 60–80. Available at: https://ucl.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma9931045658904761&context=L&vid=44UCL_INST:UCL_VU2&lang=en&search_scope=MyInst_and_CI&adaptor=Local%20Search%20Engine&isFrbr=true&tab=Everything&query=any,contains,Desirable%20literacies:%20approaches%20to%20language%20and%20literacy%20in%20the%20early%20years&sortby=date_d&facet=frbrgroupid,include,9084738975264164065&offset=0.
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Moss, P. (2014b) ‘Chapter 6: The Crow Project: a local enactment of the story of democracy, experimentation and potentiality’, in Transformative change and real utopias in early childhood education: a story of democracy, experimentation and potentiality. New York, N.Y.: Routledge, pp. 139–167. Available at: https://contentstore.cla.co.uk/secure/link?id=a643c83d-6e1b-e711-80c9-005056af4099.
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