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Interpretations and Educational Practices of Early Childhood Teachers Regarding Children with Borderline Developmental Profiles: A Directed Content Analysis

Year: 2025

Type: article

Source: Korean Journal of Early Childhood Special Education

DOI: 10.21214/kecse.2025.25.3.183

Authors: Byungkeon Kim, Taeyoung Kim

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: closed

OpenAlex ID: W7090954913

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