REFERENCES
Anders, A. (2021). Theories supporting the use of puppets as a pedagogical tool with young children. Universal Journal of Educational Research, 9(7), 1359–1368.
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood settings (8th ed.). Cengage Learning.
Bodrova, E., & Leong, D. J. (2019). Tools of the mind: The Vygotskian approach to early childhood education (3rd ed.). Pearson.
Dinham, J., & Chalk, B. (2018). It’s arts play: Belonging, being and becoming through the arts. Oxford University Press.
Edwards, S., & Bird, J. (2017). Oxford Observing and assessing for learning. In S. Edwards & L. Nuttall (Eds.), Early childhood curriculum: Planning, assessment and implementation (2nd ed., pp. 123–145). University Press.
Fleer, M. (2021). Play in the early years (2nd ed.). Cambridge University Press.
Fleer, M., & van Oers, B. (2018). International perspectives on STEM in early childhood education. Early Childhood Education Journal, 46(4), 369–377. https://doi.org/10.1007/s10643-017-0877-0
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Howard, R., & Mayesky, M. (2022). Creative activities and curriculum for young children (12th ed.). Cengage.
Howard, V. F., & Mayesky, M. (2022). Creative activities and curriculum for young children (13th ed.). Pearson.
Isbell, R. T., & Yoshizawa, S. A. (2016). Nurturing creativity: An essential mindset for young children’s learning. National Association for the Education of Young Children (NAEYC).
Kennedy, A., & Latham, G. (2022). Literacy and language in early childhood (2nd ed.). Cambridge University Press.
MacDonald, A. (2018). Young children’s play and STEM learning: African perspectives and global dialogues. Springer.
Marsh, J., & Hallet, E. (2019). Desirable literacies: Approaches to language and literacy in the early years (2nd ed.). SAGE Publications.
Mayesky, M. (2015). Creative activities and curriculum for young children (11th ed.). Cengage.
Piaget, J. (1952). The origins of intelligence in children. W.W. Norton.
Robson, S. (2020). Developing thinking and understanding in young children: An introduction for students (2nd ed.). Routledge.
Siraj-Blatchford, J., & Brock, A. (2016). Early childhood education: A guide for students (2nd ed.). Open University Press.
Sullivan, A., & Bers, M. U. (2018). Dancing robots: Integrating art, music, and robotics in Singapore’s early childhood centers. International Journal of Child-Computer Interaction, 17, 30–40. https://doi.org/10.1016/j.ijcci.2018.02.002
Treacy, D., Frid, S., Jacob, L., & Northcote, M. (2021). Engaging maths: Exploring number and data with young children. Cambridge University Press.
Tombak, A. (2014). Importance of drama in pre-school education. Procedia - Social and Behavioural Sciences, 143, 372–378.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.