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The size of the game space and the characteristics of the game site will have an impact on children's games. Therefore, parents should consider whether the space is conducive to the development of children's games. Enough space can make children play in the game, and narrow space can cause the children to produce nervous, depressive emotions, and it is easy to cause children to cause disputes with each other.
 
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Manning, J. P. (2005). Rediscovering Froebel: A call to re-examine his life and gifts. Early Childhood Education Journal, 32(6), pp. 371-376.
 
Moss, P. (2007). Bringing politics into the nursery: early childhood education as a democratic practice. European Early Childhood Education Research Journal, 15(1), pp. 5-20.
 
Project Zero/Reggio Children (2001). Making Learning Visible: Children as Individual and Group Learners. Reggio Emilia Italy: Reggio Children.  
 
Siraj-Blatchford, I (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: a Vygotskian perspective.  Educational and Child Psychology, 26(2), pp. 77-89.
 
Siraj-Blatchford, I, Sylva, K. Muttock, S., Gilden, R. And Bell, D. (2002). Researching Effective Pedagogy in the Early Years. Research Report no. 356. Department for Education and Skills.
 
Stephen, C. (2010). Pedagogy: the silent partner in early years learning. Early Years, 30(1), pp. 15-28.  
 
Tarr, P. (2010). Curiosity, Curriculum and Collaboration Entwined: Reflections on Pedagogical Documentation. Canadian children, 35(2), pp. 10-14.
 
Tarr, P. (2010). Curiosity, Curriculum and Collaboration Entwined: Reflections on Pedagogical Documentation. Canadian children, 35(2), pp. 10-14.
 
 
 
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