References

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Bilton, H. (2004) ‘Movement as a vehicle for learning’, in: Miller, L. and Devereux, J. (eds) Supporting Children’s Learning in the Early Years, London: David Fulton Publishers.

Bosacki, S., Woods, H. and Coplan, R. (2015) ‘Canadian female and male early childhood educators’ perceptions of child aggression and rough-and-tumble play’, Early Child Development and Care, 185(7), pp. 1134–47.

Doherty, J. and Hughes, M. (2014) Child Development: Theory and Practice 0–11, Harlow: Pearson Longman.

Fisher, J. (2016) Interacting of interfering? Improving interactions in the early years, Maidenhead: Open University Press, McGraw-Hill Education.

Greenfield, C. (2004) ‘“Can run, play on bikes, jump the zoom slide, and play on the swings”: exploring the value of outdoor play’, Australian Journal of Early Childhood, 29(2), pp. 1–5.

Keenan, T. and Evans, S. (2009) An Introduction to Child Development, London: Sage.

Levine, L.E. and Munsch, J. (2011) Child Development: An Active Learning Approach, London: Sage.

Little, H., Wyver, S. and Gibson, F. (2011) ‘The influence of play context and adult attitudes on young children’s physical risk‐taking during outdoor play’, European Early Childhood Education Research Journal, 19(1), pp. 113–31.

May, P. (2011) Child Development in Practice, Oxford: Routledge.

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Strong-Wilson, T. and Ellis, J. (2009) ‘Children and place: Reggio Emilia’s environment as third teacher’, Theory into Practice, 46(1), pp. 40–47.

Wray, D. (1999) ‘Teaching literacy: the foundations of good practice’, Education 3–13, 27(1), pp. 53–9.