Progression and Continuity in Early Childhood: Teachers' Theories and Classroom Practice

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Abstract

Progression and continuity are considered to be indicators of quality and effectiveness in early childhood education, but there are different and sometimes competing definitions of these concepts.

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Wood, E. (2002). Progression and Continuity in Early Childhood: Teachers’ Theories and Classroom Practice. Early Childhood Folio, 6, 17–21. https://doi.org/10.18296/ecf.0244
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