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<style face="normal" font="default" size="100%">THE ROLES AND RESPONSIBILITIES OF THE SCHOOL SUPPORT TEAM IN INCLUSIVE EDUCATION IN KINDERGARTENS</style>

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<style face="normal" font="default" size="100%">HUMOR DEVELOPMENT IN PRESCHOOL AND PRIMARY SCHOOL CHILDREN IN TURKIYE </style>

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<style face="normal" font="default" size="100%">THE USE OF CREATIVE DRAMA METHODS WITHIN KINDERGARTENS FROM THE PERSPECTIVE OF THE TEACHING STAFF</style>

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<style face="normal" font="default" size="100%">PRESCHOOL TEACHERS’ ATTITUDES TOWARDS CHILDREN’S GENDER ROLES: THE EFFECTS OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND PERSONAL EXPERIENCES OF GENDER DISCRIMINATION </style>

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<style face="normal" font="default" size="100%">MULTIVOCAL DIDACTIC MODELLING: COLLABORATIVE RESEARCH REGARDING TEACHING AND CO-ASSESSMENT IN SWEDISH PRESCHOOLS</style>

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<style face="normal" font="default" size="100%">THE SCOPE OF IMPLEMENTATION OF GEOMETRIC CONCEPTS IN SELECTED KINDERGARTENS IN POLAND</style>

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<style face="normal" font="default" size="100%">ALTERNATIVE FORMS OF PRE-SCHOOL EDUCATION AS A CRITERION IMPROVING THE QUALITY OF EDUCATION IN POLAND</style>

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<style face="normal" font="default" size="100%">LIFELONG LEARNING AND PRESCHOOL EDUCATION: ODD COUPLE OR ECLECTIC RELATIONSHIP?</style>