Uppeldi og menntun - 01.07.2006, Qupperneq 92
2
Christensen, P. og James, a. (2000). Researching children and childhood: Cultures of
communication. í P. Christensen og a. James (Ritstj.), Research with children (bls.
1–8). New york: Falmer Press.
Christensen, P. og Prout, a. (2002). Working with ethical symmetry in social research
with children. Childhood, 9(4), 477–497.
Clark, a. og Moss, P. (2001). Listening to young children. London: National Children’s
Bureau and Rowntree Foundation.
Clark, a. og Moss, P. (2005). Spaces to play: More listening to young children using the
Mosaic approach. London: National Children’s Bureau and Rowntree Foundation.
Cook, T. og Hess, E. (2003, september). Contribution for early childhood education
collaborative. Fyrirlestur á ráðstefnu European Early Childhood Research associ-
ation, Glasgow.
Corsaro, W. og Molinari, L. (2000). Priming events and Italian children’s transition
from preschool to elementary school: Representation and action. Social Psychology
Quarterly, 63(1), 16–33.
Corsaro, W. a. (1997). The sociology of childhood. Thousand Oaks, Ca: Pine Forge
Press.
Coyne, I. T. (1998). Researching children: Some methodological and ethical consider-
ations. Journal of Clinical Nursing, 7, 409–416.
Dahl, k., L. (1995). Challenges in understanding the learner’s perspective. Theory into
practice: Learning from student voices, 34(2), 124–130.
Dahlberg, G., Moss, P. og Pence, a. R. (1999). Beyond quality in early childhood education
and care: Postmodern perspectives. London, Philadelphia, Pa: Falmer Press.
Davis, J. M. (1998). Understanding the meanings of children: a reflexive process.
Children & Society, 12, 325–335.
Dewey, J. (2000). Reynsla og menntun (Gunnar Ragnarsson, þýð.). Reykjavík: Rannsókn-
arstofnun kennaraháskóla íslands (Upphaflega kom verkið út 1938).
Dockett, S. og Perry, B. (2002). Who’s ready for what? young children starting school.
Contemporary Issues in Early Childhood, 3(1), 67–89.
Dockett, S. og Perry, B. (2004). Starting school: Perspectives of australian children,
parents and educators. Journal of Early Childhood Research, 2(2), 171–189.
Dockett, S. og Perry, B. (2005a). Researching with children: Insights from the Starting
School Research Project. Early Child Development and Care, 175(6), 507–522.
Dockett, S. og Perry, B. (2005b). “you need to know how to play safe”: Children’s
experiences of starting school. Contemporary Issues in Early Childhood, 6(1), 4–18.
Doverborg, E. og Pramling Samuelsson, I. (2003). Å forstå børns tanker: Børneinterview
som pædagogisk redskab. (a. G. Holtough, þýð.). Copenhagen: Hans Reitzel.
Dupree, E., Bertram, T. og Pascal, C. (2001, ágúst). Listening to children´s perspectives
of their early childhood settings. Fyrirlestur á ráðstefnu EECERa, Early Childhood
Narratives, alkmaar.
Eide, B. og Winger, N. (1994). Du gleder deg vel til å begynne på skolen! Oslo: Barnevernsaka-
demet.
Eide, B. J. og Winger, N. (2005). From children’s point of view. í a. Clark, a. T. kjörholt
l e ikskól inn frÁ s jónarHól i Barna