References

Allee-Herndon, K. A., Roberts, S. K., Hu, B., Clark, M. H., & Stewart, M. L. (2021) Let’s Talk Play! Exploring the Possible Benefits of Play-Based Pedagogy on Language and Literacy Learning in Two Title I Kindergarten Classrooms. Early Childhood Education Journal, 1-14.

Australian Curriculum Assessment and Reporting Authority (ACARA) (2015). English as an additional language or dialect teacher resource: Overview and EAL/D learning progression. Retrieved May 20, 2021, from https://docs.acara.edu.au/resources/EALD_Resource_-_EALD_Learning_Progression.pdf

Australian Curriculum Assessment and Reporting Authority (ACARA) (2021). Meeting the needs of students for whom English is an additional language or dialect. Retrieved May 25/05/2021 from https://www.australiancurriculum.edu.au/resources/student-diversity/meeting-the-needs-of-students-for-whom-english-is-an-additional-language-or-dialect/

Australian Institute for Teaching and School Leadership (AITSL) (2017). Australian Professional Standards for Teaching. Retrieved 25/05/2021 from https://www.aitsl.edu.au/teach/standards

Baker, T. L., Wise, J., Kelley, G., & Skiba, R. J. (2016). Identifying barriers: Creating solutions to improve family engagement. School Community Journal, 26(2), 161-184.

Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational research, 64(3), 363-423.

Fasina, F. (2011). The Role of Parents in Early Childhood Education: A case Study of Ikeja, Lagos State. Global Journal of Human Social Science, 11(2), 43-51. 

Guirguis, R. (2018). Should We Let Them Play? Three Key Benefits of Play to Improve Early Childhood Programs. International Journal of Education and Practice, 6(1), 43-49.    

Hadjithoma, C., & Karagiorgi, Y. (2009). The use of ICT in primary schools within emerging communities of implementation. Computers & Education, 52(1), 83-91.

Kreider, H. (2002). Getting parents” ready” for kindergarten: The role of early childhood education. Retrieved 25/05/2021 from https://archive.globalfrp.org/content/download/1164/48669/file/kreider.pdf

Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2014). Exploring teachers’ strategies for including children with autism spectrum disorder in mainstream classrooms. International Journal of Inclusive Education, 18(2), 101-122. 

Little, C. A. (2012). Curriculum as motivation for gifted students. Psychology in the Schools, 49(7), 695-705. 

Yen, T. S., & Halili, S. H. (2015). Effective teaching of higher order thinking (HOT) in education. The Online Journal of Distance Education and e-Learning, 3(2), 41-47.

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