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The naturalistic teaching process as an inclusive practice: Preschool teachers' perspectives

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dc.contributor.authorTuna, D. Merve
dc.contributor.authorDİKEN, İBRAHİM HALİL
dc.contributor.orcid0000-0002-4319-8286
dc.contributor.orcid0000-0002-5761-2900
dc.date.accessioned2025-11-18T22:55:49Z
dc.date.issued2024-11-01
dc.identifier.doihttps://doi.org/10.37291/2717638x.202453369
dc.identifier.endpage341
dc.identifier.issn2717-638X
dc.identifier.issue3
dc.identifier.openalexW4403989263
dc.identifier.startpage329
dc.identifier.urihttps://hdl.handle.net/11421/16912
dc.identifier.urihttps://doi.org/10.37291/2717638x.202453369
dc.identifier.volume5
dc.language.isoen
dc.relation.ispartofJournal of Childhood Education & Society
dc.rightsopenAccess
dc.subjectProcess (computing)
dc.subjectPsychology
dc.subjectMathematics education
dc.subjectNaturalism
dc.subjectPedagogy
dc.subjectComputer science
dc.subjectEpistemology
dc.subjectPhilosophy
dc.subject.sdg4
dc.titleThe naturalistic teaching process as an inclusive practice: Preschool teachers' perspectives
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5102935133
local.authorid.openalexA5046067499

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