How positive childhood experiences promote children´s development of democratic skills in Denmark

Charlotte Ringsmose, Grethe Kragh-Müller

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Bidrag til bog/antologi › Forskning › peer review

Originalsprog	Engelsk
Titel	Nordic social pedagogical approach to early years
Redaktører	Charlotte Ringsmose, Grethe Kragh-Müller
Antal sider	16
Udgivelsessted	Cham
Forlag	Springer
Publikationsdato	2017
Sider	189-204
Artikelnummer	11
ISBN (Trykt)	978-3-319-42555-9
ISBN (Elektronisk)	978-3-319-42557-3
DOI	https://doi.org/10.1007/978-3-319-42557-3
Status	Udgivet - 2017
Udgivet eksternt	Ja

Navn	International perspectives on early childhood education and development
Vol/bind	15

Adgang til dokumentet

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title = "How positive childhood experiences promote children´s development of democratic skills in Denmark",

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year = "2017",

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Ringsmose, C & Kragh-Müller, G 2017, How positive childhood experiences promote children´s development of democratic skills in Denmark. i C Ringsmose & G Kragh-Müller (red), Nordic social pedagogical approach to early years., 11, Springer, Cham, International perspectives on early childhood education and development, bind 15, s. 189-204. https://doi.org/10.1007/978-3-319-42557-3

How positive childhood experiences promote children´s development of democratic skills in Denmark. / Ringsmose, Charlotte; Kragh-Müller, Grethe.
Nordic social pedagogical approach to early years. red. / Charlotte Ringsmose; Grethe Kragh-Müller. Cham: Springer, 2017. s. 189-204 11 (International perspectives on early childhood education and development, Bind 15).

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Bidrag til bog/antologi › Forskning › peer review

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AU - Ringsmose, Charlotte

AU - Kragh-Müller, Grethe

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Ringsmose C, Kragh-Müller G. How positive childhood experiences promote children´s development of democratic skills in Denmark. I Ringsmose C, Kragh-Müller G, red., Nordic social pedagogical approach to early years. Cham: Springer. 2017. s. 189-204. 11. (International perspectives on early childhood education and development, Bind 15). doi: 10.1007/978-3-319-42557-3