Towards a Practice-Informed Model of Physical Literacy Assessment in Early Childhood Education Contexts
Physical literacy is widely conceptualized as a holistic, multidimensional construct that encompasses the affective, physical, cognitive, and social domains. However, the assessment in early childhood education (ECE) contexts is conceptually fragmented and inconsistent in practice. This study aims t...
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| Auteurs principaux: | , , |
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| Format: | Artigo |
| Langue: | Inglês |
| Publié: |
MDPI AG
2026-05-01
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| Collection: | Education Sciences |
| Sujets: | |
| Accès en ligne: | https://www.mdpi.com/2227-7102/16/6/825 |
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