Early childhood care and education Books

Book Synopsis''Molly Potter''s books are just gorgeous and this one is another winner!'' Kathy Brodie, Early Years expert and host of Early Years TV''A good starting point for conversations about inclusion.'' BooksellerFrom the bestselling author of How Are You Feeling Today?, this picture book encourages children to celebrate uniqueness and diversity and helps them to challenge stereotypes.The Same but Different explores the ways in which we're all unique as well as the similarities we all share. Using everyday examples, clear explanations and colourful illustrations by Sarah Jennings, this book prompts children to broaden their perspectives and rejoice in their differences. After all, imagine how boring the world would be if everyone was exactly the same!This book covers lots of ways in which we''re different, including how we look, where we live, the languages we speak, what our families are like and what we believe in. It''s the perTrade ReviewFeaturing an ensemble cast of visibly diverse children, this colourful book explores ideas of difference and shared experiences, reflecting on how everyone is different but can find common ground and common feeling. A good starting point for conversations about inclusion. * The Bookseller *Molly Potter's books are just gorgeous and this one is another winner! Lots of great thoughts, ideas and practical ways to discuss diversity in all its forms. With Sarah Jennings' illustrations, they are perfect books. -- Kathy Brodie * Early Years expert and host of Early Years TV *Sarah Jennings’ splendid illustrations portray a diverse mix of children (and some adults) and Molly’s narrative focuses largely on differences including how people look – skin colour, hair styles and colours, eye colour, whether or not we wear glasses, height and clothing styles. -- Jill Bennett * Red Reading Hub *How great to see the diversity on these colourful pages! Teachers, librarians and children will love the images that build bridges, connections and conversations in this wonderfully informative book. -- Sidra Asari, author * @sidra_writes *This is the perfect book for introducing diversity and inclusion to young children. I wish I'd had it when I had been teaching Early Years and KS1. It is written in such a clear and interesting way and each double page could be a circle time or focus for discussion at school. -- Becky, Bookstagrammer * @family_book_club *Text content is suitable for EYFS through to Year Six. The layout is very accessible. The contents and book structure means a particular page can be used as needed. Engaging and apt illustrations too. -- Liam, Year 6 teacher * @ThisIsLiamM *This is a highly inclusive and representative book, which literally includes as many different people as possible focusing on some of the features that make us unique beings, such as our hair and eyes colour, our preferences, opinions and beliefs, skin colour, type of family that we were brought up in, personality, nationality, and so many more. It brilliantly speaks of those differences as something positive and values diversity in a very natural way. -- The Kids Bookstagrammer * @TheKidsBookstagrammer *

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Book SynopsisThe Well Balanced Child is a passionate manifesto for a "whole body" approach to learning which integrates the brain, senses, movement and play. This fully revised edition includes a new chapter with a story and movement exercise that parents can use to help children reach their potential.

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Book SynopsisThis new series takes the very best ideas from the popular Featherstone Baby Books and turns them into a book jam packed with things you can do with babies, toddlers and pre-school children. Each activity gives step-by-step instructions, tips and plenty of further ideas for children ready for more.

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Book SynopsisTHE #1 SUNDAY TIMES BESTSELLER''This book has changed my life'' Joe Wicks''As a parenting support book this is in a class of its own . . . It is perhaps the most helpful book for parents of children of any age'' Professor Peter Fonagy, CEO Anna Freud National Centre for Children & Families''This is a book that will change lives'' Dr Suzanne Zeedyk, Infant Psychologist''This book is absolutely brilliant! I love that it is about parenting a healthy brain'' Dr Guddi Singh, Paediatrician and Health CampaignerWant to know the secret to tackling tantrums and tears, stopping squabbles in seconds AND lay the foundations for your child''s good mental health in the process? In There''s No Such Thing As ''Naughty'', mum to two young children, journalist and children''s mental health advocate Kate Silverton shares her groundbreaking new approach to parenting under-fives that helps to make family lifTrade ReviewAs a parenting support book this is in a class of its own in terms of the accessible wisdom and pragmatic help it provides. It is perhaps the most helpful book for parents of children of any age. Written by a great communicator, it will have massive impact * Professor Peter Fonagy, CEO Anna Freud National Centre for Children & Families *Kate has devoted much of her emotional as well as her academic mind to develop her approach to being a nurturing and loving parent. This book reflects Kate's genuine passion about children's mental well-being * Dame Benny Refson DBE President Place2Be *Kate writes with humour and compassion, and without judgement, turning a potentially daunting subject into a personal one * Susan Cooke, Head of Research and Evidence, NSPCC *This book is absolutely brilliant! I love that it is about parenting a healthy brain. It's wonderfully written, nicely laid out and with lots of practical advice and structure for parents to follow. It contains advice in there that even I would find useful to help my families in my practice with. It's everything you wish you'd known at beginning of being a parent and all the stuff we are just starting learn about brain development and the modern world. It is much needed and will be so helpful to parents everywhere * Dr Guddi Singh, Paediatric Registrar, Guy's and St.Thomas' NHS Foundation Trust *In her incredibly creative exploration of the science of children's brain development, Kate Silverton has found a way to do what scientists themselves have often struggled to do: communicate that science to parents. Once you see the world through Kate's eyes - or more precisely, through the eyes of her lizard, baboon and wise owl - it will never look the same again. The personal stories she shares are the kind that other parents will find themselves remembering in moments of frustration, elation and helpless confusion. This is a book that will boost confidence and compassion. This is a book that will change lives. * Dr Suzanne Zeedyk, Infant Psychologist *There's No Such Thing As 'Naughty' features many top tips to restore harmony in the household. Kate uses lizards, baboons and wise owls to demonstrate her unique approach in a simple way, while anecdotes about her own experiences with her kids will ring true to mums and dads everywhere' * Sunday Post *

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Book SynopsisDiscover simple ways to create rich, imaginative play experiences for your child using things you already have on hand. What makes childhood feel magical? One simple word: PLAY! Play is crucial for children—it is fun, allows them to work through complex ideas and emotions, leads to a sense of mastery, and is also a key way kids learn. Regrettably, the technology and busyness of our modern lives leave little room for this fundamental and important part of childhood. Pretend Play Workshop for Kids offers a remedy with hours of dramatic play scenarios paired with simple crafts and fun activities—a rich resource for easy, ready-to-go alternatives to screentime. Along the way, you will learn the benefits of these experiences, including the social and emotional learning taking place, the fine and gross motor practice, the language development, the mathematical thinking, and the scientTable of ContentsIntroduction How to Use This Book What Is Pretend Play and Why Is It Important? Supplies1 Detective Office Tools for Play Setting the Scene Make Your Own Pretend Briefcase and Badge Fingerprinting Activity Take a Scavenger Hunt Create Invisible Ink Messages2 Post Office Tools for Play Setting the Scene Create a Mail Carrier and Mailbox Letter-Sorting Activity Fine Motor Stamps and Stickers Make Your Own Postcard Packing Peanut Creations3 Spaceship Tools for Play Setting the Scene Make Your Own Command Center Create a Foil-Stamped Moon Decorate Moon Rocks Have Fun with Galaxy Oobleck4 Coffee Shop Tools for Play Setting the Scene Make Pretend Coffee Shop Treats Design Your Own Coffee Bags Pom-Pom Coffee Play Sensory Jar Smell Experience5 Art Museum Tools for Play Setting the Scene Curate a Collection and Create Your Own Frames Sculpt an Artifact Craft Create Monochromatic Artwork6 Laundry Time Tools for Play Setting the Scene Make a Pretend Iron Soapsuds Sensory Bin Laundry Color Sort Practice Laundry Folding Clothespin Matching Activity 7 Ice Cream Shop Tools for Play Setting the Scene Make Your Own Ice Cream Make an Ice Cream Shop Hat Ice Cream Sorting Activity8 Doctor’s Office Tools For Play Setting the Scene Make Your Own Doctor’s Coat and Badge X-Ray Craft Pom-Pom Prescription Sorting Activity Fine Motor Bandage Activity Make a Pretend Cast Weight and Measuring Activity9 Hair Salon Tools For Play Setting the Scene Pretend Hair Dryer and Razor Craft Have Fun with Yarn Haircuts Build a Hair Tie Tower Shaving Cream Play PRETEND PLAY10 Car Wash Tools for Play Setting the Scene Make a Pretend Car with a Cardboard Box Build a Pay Station Make a Car Wash Hose Sponge Squeezing Transfer Activity Toy Car Wash Sensory Bin11 Train Station Tools for Play Setting the Scene Build a Train Map Route Make Your Own Luggage Tags Practice Punching Tickets Make Train Whistles Gross Motor Train Track Activity12 Toy Store Tools for Play Setting the Scene Receipt Writing Activity Make a Shopping Basket Set Up a Gift-Wrapping Station Opening and Closing Time ActivityAcknowledgments About the Authors Index

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting. The ideas in this book will enable children to experience the delights of watching animals and plants grow, sharing and caring for pets, observing a variety of life-cycles, surveying different minibeasts and finding out how to help vulnerable wild animals like hedgehogs. Linked to the Understanding the World section of the EYFS framework, this book includes ideas for games, creative activities, role play and hands-on experiences with animals and plants to build children’s empathy and encourage respect for living things, both in their own environments and further afield.Trade ReviewThis book is a little gem of practical ideas for learning how to take care of living things. With so many inspirational activities that can be picked up and easily implemented into our everyday practice. Each activity within the book comes with a clear explanation of what to do, the resources required and a colour photograph. I really like that the activities can be done in your back garden, playground, local area without the need for travelling far to really make a difference. The fun sessions in this book will create future generations with such a love in caring for our precious planet and all that lives here. -- Kimberly Smith * Founder of KSEY Consultancy, www.hyggeintheearlyyears.co.uk *

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Book SynopsisAre you keen to give your baby the very best start in life and make every moment that you have together count?Based on The Baby Club, the ground-breaking CBeebies show, Play & Learn With Your Baby is packed with bite-sized activities that you can enjoy with your baby - explore everyday objects, have fun talking, singing, telling stories, then mellowing out.Discover the psychology and child development theory that underpins every activity, and how you can apply those principles to everything you do with your baby - at nappy time, bath time, in the park, and on the bus.Bringing discovery, songs and stories to your daily activities with your little one is simple, but transformative for your baby''s developing language skills, motor skills, emotional development, and more.Now everyone is invited to a baby club - anytime, anywhere.

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Book SynopsisPlayful and practical, When You Wonder, You''re Learning brings the lessons of Mister Rogers'' Neighborhood into the digital age. It focuses on six skills and mindsets that parents and educators can foster in kids--curiosity, creativity, collaboration, communication, perseverance, and empathy--by leading with a Mister Rogers anecdote, then connecting the logic behind what Mister Rogers did on his show to the latest science, followed by tips for parents and educators. Decades of research have only cemented the importance of these tools for learning--in recent years, they''ve been shown to boost children''s school attendance, grades, test scores, and overall well-being. They''ve been shown to be ten times more predictive of long-term success than children''s academic records, and they benefit kids regardless of race, gender, or class.Readers also learn from modern thinkers and scientists in the education field, many of whom worked with Rogers himself: media & com

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Book SynopsisFor children to develop to their fullest potential, their sensory system - which, in addition to the big five of sight, hearing, taste, touch, and smell, includes movement and balance (vestibular), body awareness (proprioception), and internal perception (interoception) - needs to be stimulated from the time they are born. Their senses flourish when they explore their environment by touching new textures, including their food, running, jumping, climbing, and splashing outside - never through screens.As an occupational therapist with a specialty in sensory integration and early childhood development, Dr Allie Ticktin has seen an alarming increase in cases of children who can''t sit in circle time or at their desk upright and who are delayed in learning to walk, talk, or socialise, many of whom have been diagnosed with ADHD or sensory processing disorders, in part because these critical systems have been neglected. In the recent past, the sensory system and many developmental Trade ReviewTo wean them from screens and engage them in three-dimensional, hands-on, body-on fun, these imaginative sensory-motor ideas are just what today's kids need. The activities will help them develop a sense of self, feel comfortable in their bodies, and grow to become confident, competent, 'in-sync' children. -- Carol Stock Kranowitz, author of The Out-of-Sync ChildAn important book that helps parents understand the profound impact of play. Allie's background in sensory integration and early childhood development makes her uniquely qualified to guide parents on how to engage their children's senses to explore the world through play. In an age when screens are eclipsing play, this meaningful book comes at just the right time. -- Dr Robin Berman, Associate Professor of Psychiatry at UCLA and author of Permission to ParentAn important read for every parent, teacher, or anyone caring for children, Play to Progress provides an essential lens through which to understand children's needs and behaviors that most parents and professionals don't know about. In a world where children don't get enough play, movement, or autonomy, now, more than ever, we need to intentionally tend to the sensory needs of children. Allie Ticktin brilliantly walks readers through what we need to know and how to apply that knowledge in meaningful, fun, and practical ways. -- Dr Tina Payne Bryson, New York Times bestselling co-author of The Whole-Brain ChildPerhaps wishes do come true. For so many years in my family counseling practice and parenting workshops I have longed to put a book like this in the hands of parents-and now it's finally here. There is deep child development wisdom in these pages. Allie has found a beautiful way to open up our parental instinct to connect and be playful with our children. What could be better than having gentle fun with your child while at the same time building the foundations of cognitive, social, and emotional balance and success as they grow. -- Kim John Payne, author of Simplicity Parenting, The Soul of Discipline and Being At Your Best When Your Kids Are At Their WorstThis book is an absolute gem! Dr Allie Ticktin has given parents and teachers a game-changing road map to empower children through open-ended sensory play. With compassion and skill, Allie walks you though the eight senses using insightful explanations of each. But more importantly, she offers a series of practical activities to engage your rigid, anxious, or distracted child. These tools allow you to meet your child where they are while creating play experiences that develop their individual sensory system. By helping your child better connect with their senses, they begin to engage more comfortably with the world around them - what a gift! -- Carolyn Dalgliesh, professional organizer and author of The Sensory Child Gets Organized

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Book SynopsisHave you ever wondered why children behave the way they do or why they can become overwhelmed with emotions so quickly? This practical resource has been created to help educators effectively support their children's behaviour and better understand their emotions. The book focuses on the idea that all behaviour is a form of communication and explores central areas such as self-regulation and attachment, offering strategies that can be used to support challenging behaviour. Each chapter includes examples of practice, reflective questions and an activity for the reader to help consolidate their learning and encourage them to become behaviour detectives'. Key topics discussed include: Attachment theory, adverse childhood experiences and the importance of feeling safe and secure in the home and setting. Characteristics of children during conflict situations or moments of challenging behaviour. Developmentally appropriate expectations for chilTrade Review'Fantastic! My new "go to" book about behaviour. Tamsin’s wealth of experience, knowledge and writing style has enabled her to find the perfect balance between theory/research/practical examples to create a really clear companion to reflective practice.Her refreshing and realistic approach recognises the challenges for practitioners and the complex influences on behaviour for the children in their care. As we know there is no quick fix for "behaviour" that we find challenging. But increasing our emotional, mental health and trauma awareness enables us to use a proactive, nurturing, loving pedagogy to develop an ethos that will give adults and children the "best possible chance" of feeling listened to and understood. As Tamsin says and demonstrates in her practical suggestions, by "responding mindfully rather than reacting emotionally" we can improve our practice and each child’s experience incrementally day by day.'Dr Kay Mathieson, international speaker, author and independent early years consultantTable of ContentsIntroduction Feeling safe and secure Why children behave the way they do Realistic expectations Acknowledging and validating feelings Becoming a behaviour detective Strategies to support challenging behaviour Self-regulation and co-regulation Linking behaviour and emotions with schematic play Our ethos and partnerships Concluding remarks

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Book SynopsisOne of a series of practical references for teachers, this handbook provides general information on the background of the early childhood curriculum in the United States. It also contains current information on publications, standards and special materials for the curriculum, and is designed to be adapted to suit particular schools.Table of ContentsSeries Introduction PART ONE: CURRICULUM DEVELOPMENT IN THE SUBJECT Recurring Themes and Current Issues - Helen Freidus Curriculum Process and Design - Diane Lynch Fraser Pre-K-Grade Three Funding Curriculum Projects The Content of Integrated Early Childhood Education - Doris Pronin Fromberg State Guidelines for Early Childhood Education - Diane Lynch Fraser State-Level Curriculum Guidelines A Listing PART TWO: CURRICULUM GUIDES AND SUPPLEMENTARY MATERIALS How to Develop an Assessment Program - Meridene Grant Annotated Lists of Curriculum Guides - Eileen Tracy Borgia Prekindergarten-Grade 3 Projects in the Early Childhood Curriculum - Eileen Tracy Borgia Recommended Trade Books - Debra Schuller PART THREE: TEXTBOOKS, CLASSROOM MATERIALS, AND OTHER RESOURCES Curriculum Materials Producers Statewide Textbook Adoption Index to Reviews Kraus Curriculum Development Library Customers

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Book SynopsisIn the early years sector all practitioners are now expected to engage in work-based research, as a means of improving practice and demonstrating leadership. Using examples from recent practitioner projects, this text offers a 'real world' approach to research consistent with models that involve the active participation of children and families. With the aim of clarifying themes and concepts for inexperienced researchers, the text explores ethical principles underpinning research, supported by case studies, which will be of particular relevance to students undertaking their own small-scale investigations. Further reading on research methodology is also included.Chapters are organized under three headings:- planning for research; - doing research; - learning from research. This book provides practitioners and undergraduates with a greater understanding of the position of the researcher, how to facilitate research and the way in which reseTrade ReviewThis book offers an excellent collection of chapters which encourage early years practitioners to examine their practice in the light of research concepts and gain an understanding of the processes of preparing for, doing and learning from research. The book bridges practice and research, by articulating and exemplifying them as rigorous, thorough and ethical encounters and illustrates that work-based research is as meaningful and important as academic research. Highly recommended for everyone who thinks to conduct research in their own work place′ - Theodora Papatheodorou, Anglia Ruskin University Table of ContentsIntroduction/Rationale for the Text - Sue Callan, Michael Reed and Alison Murphy Concepts of Quality and Ethical Practice - Sue Callan and Alison Jackson Investigating Practice in the Early Years: Improving Quality - Michael Reed Research as Reflective Practice: Exploring Values, Assumptions and Attitudes - Olliver, Picken and Sue Callan Taking a Critical Approach to the Literature Review - Jude Simms with Sue Callan Clarifying Purpose, Methods and Outcomes - Alice Paige-Smith, Carole Ellis and Alison Morrall Explaining Triangulation - Alison Jackson and Sharon Smith Continuing the Reflective Process in an Evolving Study - Sue Foster and Sue Callan Presenting and Discussing Results and Outcomes - Tracy Davies and Linda Tyler Creating Environments and Cultures for Enquiry - Carla Solvason

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This second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, preschoolers and early elementary-aged children to understand trauma as well as its impact on young childrenâs brains, behavior, learning and development. The book covers a range of trauma-responsive teaching strategies that readers can use to create strength-based environments that support childrenâs health, healing and resiliency. Updates include a greater emphasis on resilience and collaborating with mental health specialists, new chapters on developing childrenâs body awareness/sensory literacy and pathways to regulation that reduce stress through breathing techniques and mindful movement, as well as new vignettes and case studies to use in workshops or professional development. Supervisors and coaches will learn a range of powerful trauma-responsive practices that they can use to support workforce develo

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Book SynopsisThis book introduces the application of drama and arts-related activities to the teaching of English as a second or additional language in early education. Joe Winston draws on both his own scholarly expertise and experience as a practitioner to provide a theoretical rationale, practical examples, tips and easy-to-read teaching guides intended to help busy professionals apply drama related methods in an efficient and accessible way. Detailed examples of schemes of work are included for all year groups and developmental stages between the ages of 3 and 7 years of age. Each scheme centres on a popular and easily obtainable picturebook or children's story. Detailed guidance on how to plan and structure lessons with specific learning objectives is offered, as is extensive advice on issues of classroom management. The practical approaches have been used successfully in early years settings in China and primary and pre-primary settings in the UK, and are adaptable to a variety of national anTrade ReviewWinston’s expertise as a drama pedagogy specialist and scholar is on full display in Performative Language Teaching in Early Education. This expertly crafted new book includes an impressive roster of resources for drama pedagogy and is ideal for the growing fields of performative language teaching and the use of drama methods in early childhood education. * Mary McAvoy, Associate Professor of Theatre Education and Theatre for Youth, Arizona State University, USA *Joe Winston’s books are always innovative, scholarly and grounded in best teaching practice. Here Winston provides advice on how to engage young children through performative language teaching. I’ll be keeping this book within reach and can’t wait to put some of his wonderful, aesthetically-rich plans into action! * Madonna Stinson, Associate Professor, School of Education and Professional Studies, Griffith University, Australia *This publication will inform, guide and inspire you. Once again, Winston has written a book which is at the same time a scholarly volume and a joy to read, balancing eloquence, clarity and great expertise. This is a must-have for all language teachers working with young children. * Erika Piazzoli, Assistant Professor in Arts Education, Trinity College Dublin, The University of Dublin, Ireland *Table of ContentsList of Figures List of Abbreviations Acknowledgements Introduction 1. Young Children Learning English as a Foreign Language 2. Performative Language Teaching in the Early Years: Key Concepts 3. Performative Strategies for Teaching English to Young Learners 4. Schemes of Learning: 3 – 5 Year-olds 5. Schemes of Learning: 5 – 7 Year-olds 6. Performative Language Teaching and Assessment for Learning References Bibliography Index

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Book SynopsisOverall Winner, SAGT (Scottish Association of Geography Teachers) Awards 2022Winner, Global Dimension Teachers' Choice Award 2023Shortlisted, BERA Educational Research Book of the Year 2023Highly Commended, GA (Geographical Association) Publisher's Awards 2023Sustainability Education: A Classroom Guide provides an accessible, in-depth guide and critique of sustainability education for school and university students, teachers, curriculum makers and school governors working around the world with children aged 3- to 14-years old. Informed by research findings and learning theory, it provides a progressive framework for sustainability education spanning all subject areas and applicable in a wide range of settings. There are over 180 age-related teaching ideas on topics such as conservation, health, food, wildlife, climate change, social justice and sustainable living, as well as provocative questions designed to stimulate educational debate.Trade ReviewA highly relevant and important resource for our times. The book provides great examples of how sustainability can be woven into any primary curriculum. It is full of thoughtful and informative ideas, case studies and clarification around the misconceptions linked with sustainability education. * GA Publisher's Awards judging panel 2023 *It’s easy to see why teachers favour this guide over other resources as it's just so comprehensive. Written by two highly experienced educators Stephen Scoffham and Steve Rawlinson, this book contains advice for teaching sustainability issues across every subject between the ages of 3-14. With 180 age-specific activities, this is a treasure trove of inspiration and advice that every educator should possess. * Global Dimension Awards 2023 *This wonderful book presents sustainability education for all education readers, from researchers and pedagogy lecturers to teachers and teacher education students. The ideas and presentation are original and engaging and will have a great impact on practice … A key textbook for undergraduate and postgraduate students looking at sustainability education. * BERA Educational Research Book of the Year 2023 judges' panel *Anyone concerned with educating young people today should have a copy of this book. I would say that it is the most essential book for all teachers now and in future at KS1, KS2 and KS3. * Prep School Magazine *Stephen Scoffham and Steve Rawlinson, along with their ten expert contributors, have produced a work that should be a 'must read' for all those associated with education... In effect, the book is both a manifesto and a manual for embedding sustainability in schools. * Journal of the National Association for Environmental Education *This book is a hopeful, thought-provoking and timely resource grounded in the classroom, drawing upon research about sustainability and sustainability education... This book contains a wealth of creative teaching strategies which are quick and manageable to implement in the classroom. * Geographical Association in Teaching Geography Spring 2023 *A wonderful resource to get any school started on its now essential journey towards sustainability education. * Church Times *The guide is an essential reading for those who engage in teaching and learning about the earth. The book is a capsule on sustainability on understanding the topic, its place in curriculum and teaching pedagogies. It discusses the current needs in transforming education to address the demands of the planet. * Radhika Iyengar, Director of Education, Center for Sustainable Development, The Earth Institute, Columbia University, USA *The educational system we have today was designed to suit the needs of the 19th and 20th century. Now that system is fast becoming out of date! Sustainability Education is a timely book outlining an education fit for the 21st century. The authors and contributors have presented a practical way forward to transform teaching in schools from job centred education to life centred and nature centred education. Every teacher concerned with the wellbeing of people and our precious planet Earth should use this publication as a handbook for regenerative learning. * Satish Kumar, Founder, Schumacher College and Editor Emeritus, Resurgence & Ecologist, UK *This timely guide is posed to reorient thinking on sustainability education. Most importantly, young children are invited to take an active part in this journey. Authors throughout the guide display great care in their pedagogical approaches. The message of harmony, coexistence, peace, love, balance and justice is clear. * Charles Chikunda, National Program Officer – Education for Sustainable Development, UNESCO office in Harare, Zimbabwe *Sustainability Education is a timely and vital manual containing a wide variety of ideas to encourage, support and guide practitioners of all age groups on weaving sustainability into their teaching. * Lucy Neuberger, Classroom Teacher, International Preparatory School, Portugal *The key to tackling any challenge is first to understand it, and perhaps the greatest challenge we face is climate change. So how we approach sustainability education for a younger generation is absolutely vital. This book goes beyond the important discussion of wider issues, to focus on the role of education in sustainability and navigating its complexities. It also sets out practical approaches for educators who are on the front line of helping future generations understand the challenges of the planet they are inheriting. It is an important contribution to an increasingly vital area in education. * The Right Honourable Justine Greening, Former Secretary of State for Education, England *This pivotal book guides us to see sustainability education through a creative, confident and research-rich narrative. By exploring pedagogy, classroom ideas and key enquiry questions, this innovative book challenges and supports all educators towards practical, explanatory critical thinking, enabling action and understanding, vital for the futures for all learners. * Helen Martin, Headteacher Lavington Park Federation- Graffham CE Infant and Duncton CE Junior Schools, West Sussex, UK *A superb discussion of the notion of sustainability and the importance of including sustainability education in the primary curriculum, while illustrating how this can be achieved. A pleasure to read and learn from. * Margaret Mackintosh, Former Senior Lecturer, Primary B.Ed. University of Plymouth, UK *Sustainability Education is an engaging and compelling read which deftly weaves together rich understandings from research with suggestions and ideas for practice. * Elizabeth Rushton, Lecturer in Geography Education, King’s College London, UK *This excellent book should be essential reading for all primary, middle and preparatory school head teachers and policy makers, especially at the Department for Education... Society’s future is full of challenges for all educators but this first-class book provides plenty of ideas as to how we can be optimistic about the future. * SSR in Depth, Association for Science Education *Table of ContentsAcknowledgements Introduction Part I: Exploring Sustainability 1. Sustainability: A Hybrid Concept 2. Sustainability, Prosperity and Well-being 3. Towards a More Sustainable Future Part II: Sustainability Education 4. Teaching About Sustainability 5. Curriculum Organisation and Management Part III: Areas of Study 6. Earth in Space 7. Life on Land 8. A Wet Planet 9. Weather and Climate 10. Food and Farming 11. Work, Transport and Energy 12. The Global Village 13. Special Places 14. Citizenship, Communities and Democracy 15. Pollution and Resources 16. Unequal World 17. Sustainable Living Part IV: Implementation 18. Designing Your Curriculum 19. Sustainability Education in Action Glossary of Key Terms References Index

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Book SynopsisIncludes CD-rom! This creative book uses music, song, poetry and a host of practical ideas to engage children in Circle Time Activities. The publication stems from Yvonne's own work in schools where 26 alphabetical themes have been centralised around a lovable bear character. There are four strands in the book which are linked to the Social Skills curriculum. - Self esteem - Relationships - Communications - Spiritual and Moral Development These strands are developed through the 26 themes from 'Adorable' bear to 'Zig Zag' bear with a weekly introduction of a new rhythm to accompany the poem. For each theme there are comprehensive notes for teachers with lots of ideas on the content of each theme. The DVD- ROM contains all 26 poems and songs, recited or sung by the children. The DVD-Rom also includes printable posters and positive thought sheets. As an expeTrade Review′This will offer early years practitioners valuable preparation and thinking time, ahead of each future circle time session′ - Early Years Educator ′Yvonne Weatherhead is a highly motivated, lively and confident woman, a natural leader who has inspired so many governors, teachers, parents and children who have been fortunate enough to come into contact with her. She is also a skilful writer who has a wonderful ear for language. Her prose is lively, entertaining, vividly realised and her stories have a particular appeal to children. All schools should have copies of her books′ Gervase Phinn, Best-selling author and public speaker Table of ContentsAn Introduction to the 26 Lessons in this Book How to Use this Book Typical Circle Time Activities Useful Tips on How to Perform a Circle Time Lesson How to Develop Materials Dream Journeys in Foundation Stage and Key Stage One Circle Time Planning Linked to Citizenship: 5-7 years olds Lesson Objectives Linked to Stands of Self-Esteem, Relationships, Communication and Spiritual and Moral Development Introducing Creative Circle Time

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Book SynopsisThis tool shows how classrooms can differentiate instruction, spend time on what really matters, and make sure that all children are making progress. I love the practical applications for each age level and what teachers can do to support optimal learning in their classrooms. Fantastic!Stephanie Malin, Elementary Instructional CoachBeaverton School District, ORThe author has managed to untangle a very complex topic and make it applicable to everyday learning and teaching. The continuous application of research to learning is a strength of the book. A true gift to a broad band of educators.Laura Linde, Literacy CoachHoover Elementary School, North Mankato, MNFinally, a book for early childhood educators that combines child development and brain research!How can early childhood teachers, administrators, and parents translate discoveries on early brain development into strategies that nurture cognitive growth? SynthesTrade Review"I truly enjoyed the book and had trouble putting it down. The developmental checklists at the end of each chapter are awesome! I have pored over them and learned so much about my children, niece, and neighbors. Thanks for providing such a neat way to communicate expectations and guidelines." -- Stacey B. Ferguson, Teacher"The author has managed to untangle a very complex topic and make it applicable to everyday learning and teaching. The continuous application of research to learning is a strength of the book. A true gift to a broad band of educators." -- Laura Linde, Literacy Coach"This tool shows how classrooms can differentiate instruction, spend time on what really matters, and make sure that all children are making progress. I love the practical applications for each age level and what teachers can do to support optimal learning in their classrooms. Fantastic!" -- Stephanie Malin, Elementary Instructional Coach"The author took difficult information on the brain and synthesized it so that it is reader-friendly and easy to understand. She provided ideas that could easily be implemented in a classroom or at home and identified the curriculum areas for growth." -- Gail Underwood, Math Coach"Chapters cover the basic research on the brain as it relates to educators and child development issues, pairing this survey with development checklists and over 100 brain-based activities for classroom or child care environments." -- California Bookwatch, June 2008Table of ContentsPreface: You Don′t Know Jack! Acknowledgments About the Author Introduction What Is Best Practice? Brain-Compatible Teaching Principles Early Childhood Practices An Ounce of Prevention About This Book 1. The Basic Biology of Brain Development Brain Chemicals Electroencephalograms Windows of Opportunity Experience Dependent and Experience Expectant First Language Second Language Learning Motor Development Memory Development Music Math Emotion Thinking About Brain Growth 2. Building the Brain Through Age Two Brain Development Language and Reading Development Physical and Motor Development Gross Motor Skills Fine Motor Skills Social and Emotional Development Cognitive Development Developmentally Appropriate Activities From Birth to Age Two Reading and Language Development Physical and Motor Development Cognitive Development 3. The Three-Year-Old Brain Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Three-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Three-Year-Olds 4. The Four-Year-Old Brain Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Four-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Four-Year-Olds 5. The Five-Year-Old Brain Scenario Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Five-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Five-Year-Olds 6. The Six-Year-Old Brain Scenario Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Six-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Six-Year-Olds 7. The Seven-Year-Old Brain Scenario Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Seven-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Seven-Year-Olds 8. The Eight-Year-Old Brain Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Eight-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Eight-Years-Old Bibliography Index

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Book Synopsis Shortlisted for the 2013 Nursery World Awards! 'This exciting book will greatly enhance understanding of learning throughout the early years, and reinforces the importance of responsive professionals who understand children's schemas. Atherton and Nutbrown have brought together socio-cultural and cognitive learning theories with ease, and their metaphors are brilliantly evocative' -Dr Anne Meade, Consultant 'This book is drawn from a study carried out with rigour and contains several gems, such as the 'bike and slide exploration'; the idea of adults engaging in 'a dialogue of conceptual correspondence' with children; and tables outlining 'what the children might have been thinking'. A great read!' -Dr Cath Arnold, Pen Green Early Years Centre 'This is an exciting and illuminating account of babies and toddlers, following their schema fascinations with determination and coTrade Review′I am very excited about this book. It fills many gaps: the age group focused on, the integration of theory with observations of schema learning, effective learning and teaching in play settings. Atherton and Nutbrown have followed in the footsteps of other important researcher-theorists in studying young children in depth over a long period of time (18 months). They listened intently to what seven children were ′telling′ them about their patterns of thought whilst attending a day care setting - including without spoken language to begin with. The authors demonstrate that babies and toddlers are "astonishing thinking things" when adults get to know them differently through observing their play from a schematic perspective. Dozens of detailed observations of schematic development are provided that enrich practitioner and academic understanding of how very young children learn. The authors integrate theoretical and research knowledge following each observation by precisely matching quotations from Athey, Piaget, Rogoff, Gardner or other learning theorists with the point the child has demonstrated about learning. Atherton and Nutbrown "walk their talk" albeit at an academic level. In discussing the role of practitioners in early years settings, they assert the need for precise matching of adult talk to the children′s thinking concerns and challenge practitioners to provide a conceptual response to children′s thinking - and they mean concepts that many would expect from school learning. They provide practical and specific illustrations of how this can be done in connection with the main forms of thought that babies and toddlers demonstrate as they explore the material world. With socio-cultural learning theory gaining prominence in the field of early education, attention to children learning about schema and mathematic and scientific concepts declined for a time. I am confident that this book will reverse that. Atherton and Nutbrown have brought together socio-cultural and cognitive learning theories with ease in their synthesis of the literature, in theorising the schema stories about the children, in providing "stories of the characteristics of effective learning", and in stories about strengthening children′s dispositions and understanding of the world. Their metaphors are brilliantly evocative; for example, adults should be "learning accomplices" of children showing "compatible like-mindedness". This book will greatly enhance understanding of learning throughout the early years, not just of babies and toddlers, and reinforces the importance of responsive professionals who understand children′s schemas. It details how communication with family members at home enhances the opportunities for matched learning encounters between adults and children′-Dr Anne Meade, Consultant ′This book makes a welcome and valuable contribution to the recent literature on young children and schemas. It strengthens and supports findings of earlier studies and focuses on a younger age group. It is drawn from a study carried out with rigour and contains several ′gems′, such as ′the bike and slide exploration′; the idea of adults engaging in ′a dialogue of conceptual correspondence′ with children; ′attuned accompaniment′ and tables outlining ′what the children might have been thinking′. A great read!′-Dr Cath Arnold, Pen Green Early Years Centre ′This is an exciting and illuminating account of babies and toddlers, following their schema fascinations with determination and competence, as they continually explore and experiment and come to know their world. A most valuable resource not only for early years practitioners working with the youngest children, but also for those responsible for the over threes, indeed, for anyone desiring to learn more about using the schematic approach. The complex skills of the "attuned matched learning encounters" between adults and children and the vital partnership between practitioners and parents are woven throughout the report. This book captivated me. It should be in every early childhood education setting′- Pam Cubey [This book] is original in the way that it situates schema theory in the context of other contemporary theories about care, learning and development, and also original in its specific focus on babies and toddlers. The observations of these very young children’s activities and their play are strikingly written; the book is exceptional for the quality of its material and the skilful ways in which narratives from children’s lives are presented. -- Julian Grenier, Sheringham Nursery School and Children’s Centre, LondonTable of ContentsAcknowledgements About the Author Foreword PART ONE: KNOWING ABOUT SCHEMAS Introduction Schemas and the Youngest Children Observing Children: Spotting Schemas PART TWO: HOW DO CHILDREN UNDER THREE PURSUE THEIR SCHEMAS? ′ALL ABOUT HENRY′ Henry′s Containing and Enveloping Schema Henry′s Back and Forth Schema Henry′s Dynamic Vertical Schema Henry′s Mark Making and Figurative Representations PART THREE: DEVELOPMENTAL JOURNEYS: TRACING DEVELOPMENTS IN CHILDREN′S THINKING FROM MOTOR TO SYMBOLIC BEHAVIOURS Containing and Enveloping Schema Going through a Boundary Schema Dynamic Vertical Schema Stories from Home Epilogue Bibliography Name Index Subject Index

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Book SynopsisPut together by an outstanding author team, including many authors from the University of Northampton, An Introduction to Early Childhood is a much loved book that helps you explore all the major themes in early years education and care, while providing you with real insight into the changing world of early childhood. To further support your study, this edition has been expanded to include five new chaptersincluding The History of Childhood, Play and Creativity, Children and the Media, Leadership and Management, and Reflective Practice. This book further supports your study with outstanding learning features including: Chapter objectives and introduction immediately introduce you to chapter concepts saving you time More case studies provide deeper insight into how theory works in practice Research in context boxes show how recent research is changing the world of early years Trade Review This revised edition introduces readers to a wide range of contemporary issues in early childhood, issues that are fundamental for working respectfully with young children. Each chapter has been skilfully constructed with the professional in mind, as accessible and current information is provided, overviews of research studies, useful web-links, podcast options, and thought-provoking case studies all assist with demystifying each topic. What I really like about this book is how it challenges us to think differently about children in an adult-centred society, and it equips readers with ways to better understand children’s lifeworlds. -- Dr Anna Kilderry This book provides a rich introduction to key issues that concern early childhood. It makes us think about what matters to young children and what professionals can do to protect their well-being. The broad coverage and the reflective nature of the book make it an invaluable resource for those who are new to early childhood studies, for practitioners and researchers, and also for anyone who cares about the quality of early childhood practice. -- Dr Hiroko Fumoto This book has to be one of the most refreshing and realistic books on early years holistic care and education on the market. There is a wide range of highly relevant issues included, all presented in a way that provokes the reader to reflect and analyse their developing knowledge and understanding. It is an excellent resource for students studying early years care and education. It provides a stimulating and thought provoking insight into the field of early childhood. -- Ally DunhillTable of ContentsPART ONE: HISTORY AND THEORIES OF CHILDHOOD A History of Childhood: Adult Constructs and Children′s Agency - Michael Wyness Modern Childhoods: Contemporary Theories and Children′s Lives - Tim Waller International Perspectives - Libby Lee-Hammond with Tim Waller PART TWO: INCLUSION AND DIVERSITY Children′s Rights to Participation - Gill Handley Understanding Diversity - Prospera Tedam Inclusive Practice for Children with Special Educational Needs (SEN) - Christine Hickman and Kyffin Jones PART THREE: LEARNING AND PLAY Play and Creativity - Paulette Luff Outdoor Play and Learning - Helen Tovey and Tim Waller Children and Media - Jane O′Connor PART FOUR: HEALTH, WELLBEING AND PROTECTION Child Health - Sharon Smith and Tania Hart Wellbeing - Jane Waters Protecting and Safeguarding Children - Celia Doyle Working with Families - Eunice Lumsden and Celia Doyle PART FIVE: PROFESSIONAL WORKING Professional Work in Early Childhood - Denise Hevey Joined-up Thinking in Practice: An Exploration of Professional Collaboration - Eunice Lumsden Leadership and Change Management in Early Childhood - Geraldine Davis PART SIX: RESEARCH AND REFLECTION Researching Young Children′s Worlds - Jane Murray Reflective Practice - Caroline Jones

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Book SynopsisEarly Childhood is a complex and diverse field. This text is designed to help students understand and engage with current themes in early childhood, supporting the development of critical thinking skills. Key themes such as children's voice, child wellbeing, identities and professional relationships are presented and opened up for the reader through essential theory and selected extracts. Thought provoking activities in all chapters help students to get a deeper understanding of contemporary themes in early childhood, supporting them in assignment writing and in linking theory to practice. About the Early Years Series This series has been designed to support students of degrees and foundation degrees in Early Years, Early Childhood and related disciplines. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Learning features help readers engage with the text and understand the subject from a numbeTrade Review′Ideal as text for students engaged in early childhood studies courses, this is also a very useful starting point for stimulating discussion and reflection among members of existing early years teams′ -- Early Years UpdateTable of ContentsINTRODUCTION: THEMES AND DEBATES - Mary Wild and Alison Street STRAND 1: EXPLORING IDENTITIES Equality and Difference in the Early Years - Alison Street Children′s Rights and Children′s Voice - Catherine Gilson Working Inclusively in the Early Years - Catherine Gilson and Alison Street STRAND 2: EXPLORING LEARNING AND WELL-BEING Exploring How Children in the Early Years - Mary Wild The Place of Play in the Early Years Curriculum - Nick Swarbrick Ensuring Children′s Emotional Well-being in the Early Years - Mary Wild and Ingram Lloyd STRAND 3: EXPLORING PROFESSIONALISM Working with Families in the Early Years - Alison Street and Mary Wild Professionalism - Raising the Stakes in the Early Years: ′She′s Only Going to Work with Little Children′ - Helena Mitchell and Ingram Lloyd Multi-professional Working in the Early Years - Helena Mitchell

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Book Synopsis Everything you need to know about how to best raise, educate and guide Generation Alpha (born 2010-24) - the most materially endowed and technologically literate generation ever - to help them live their best life.Renowned social demographer Mark McCrindle shares everything we need to know about Generation Alpha in this accessible, fascinating book for parents and educators on how the most globally connected generation ever (born 2010-2024) will grow up, how we should parent them, what we should teach them and what we need to be aware of to ensure that we get the best out of them.Discussing the impacts of the recent Coronavirus pandemic as an educational, world health and economic crisis with a unique set of problems presented to this first-ever remote-learning generation, Mark will help parents understand how complex the life experiences of today''s children truly are. From looking at digital anxieties around social media t

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Book SynopsisUnderstand the connection between how kids grow and how they learn Rae Pica knows what she's talking about. With over 35 years in the field of education, she's realized that what's missing from our approach to schooling is an understanding of the connection between how children develop and how they learn. In this collection, Pica keeps children front and center as she provides thought-provoking commentary and actionable insights on topics such as the Common Core, the self-esteem movement, and standardized testing. You'll find 29 short essays on topics critical to best practice in child development and education Opinions of experts supported by research and anecdotal evidence Real-life stories shared by teachers and parents References to related articles and interviews with experts With its unflinching look at well-meaning initiatives that may be holding students back, Trade Review"What a pleasure to read common sense wisdom about what young children need!" -- Diane Ravitch, Research Professor of Education"This is an amazing book. It does far more than chase down the myths about how to ensure that children are successful. If offers real, research-backed practical strategies every teacher and parent can use quickly and easily. This belongs on every desk for quick and handy use!" -- Eric Jensen, Director"This book is a must read for anyone who is part of the current education system. It is time to think about what we are doing to the youth who are the new digital generation era and to ensure we are teaching them in ways that are the most developmentally appropriate." -- Lyneille Meza, Coordinator of Data and Assessment"This is a great read. Its social media flavor is inviting and inspiring. The issues presented echo teacher discussions made around the water fountain. [Rae Pica’s] expertise and evidence based on research will move your hair-pulling complaints to policy-changing action." -- Leonard J. Villanueva, Teacher"This book offers provocative ideas for the new educator, the experienced teacher, and administrators alike. Let’s use what we know about child development to start remaking our schools to meet the needs of all students. This book provides a starting point." -- Katrina L. Ladopoulos, Teacher"Rae Pica has a deep understanding of childhood development and she has delved into every facet of it so that educators, parents, and policymakers will come to that understanding, too. What If Everybody Understood Childhood Development? includes 29 critically important chapters that focus on every single important issue we don’t always take enough time to talk about. This book needs to not just be on everyone’s shelves, but open in everyone’s hands." -- Peter DeWitt, Author/Consultant"Our understanding of young children has become quite distorted, as have our policies and practices. It′s time to reorient our views and Rae Pica’s What If Everybody Understood Child Development? gives clear examples of the problems and of the solutions. To her children are remarkable human beings -- active, caring, and creative. They are more than an investment in the future. They are of immense value here and now." -- Joan Almon, Co-founder"Rae Pica understands children. With her wisdom and insight, she helps us know how to do right by kids in a world full of conflicting pressures. Thank you, Rae, for this valuable book. We need it now more than ever!" -- Nancy Carlsson-Paige, Professor EmeritaPica’s folksy, straight talk about the big and small, but still contentious, issues in education today couldn’t be more refreshing. Some of the subjects are among the most vexing of our time, but they’re served up with a wicked wit, not to mention a deep respect for developmental science, that makes them easily digestible. -- Susan Ochshorn, Founder and Principal"What If Everybody Understood Child Development? would be a great book to give to any parent or teacher you know who is uneasy about aspects of our current educational system (excessive testing, lack of play-based or individualized learning, etc.) but having difficulty articulating the problems." (http://jkrbooks.typepad.com/blog/2016/04/what-if-everyone-understood-child-development-rae-pica.html -- Jen Robinson, Book Reviewer and Joyful Learning AdvocateTable of ContentsPreface Acknowledgments About the Author Introduction Part I. Understanding Children 1. All Children Are Not the Same 2. The Earlier the Better? 3. The Power of Joy 4. Bubble Wrapping Not Required 5. When Did a Hug Become a Bad Thing? 6. Teaching Girls They’re More Than a Pretty Face 7. Doing Away With the “Baby Stuff” 8. “But Competition Is Human Nature” 9. Terrorist Tots? Part II. Understanding the Mind/Body Connection 10. The Myth of the Brain/Body Dichotomy 11. Why Does Sitting Still Equal Learning? 12. In Defense of Active Learning 13. “Play” Is Not a Four-Letter Word 14. The Body Matters, Too 15. Reading, Writing, ’Rithmetic . . . and Recess 16. Why Kids Need “Gym” Part III. Understanding Developmentally Appropriate Practice 17. In Defense of Authentic Learning 18. Who Should Lead the Learning? 19. The Trouble With Testing 20. Failure Is an Option 21. Should We Teach Handwriting in the Digital Age? 22. Just Say “No” to Keyboarding in Kindergarten 23. iPads or Play-Doh? 24. The Homework Debate 25. In Defense of the Arts 26. No More “Good Job!” 27. Bribes and Threats Work, But . . . 28. Time to Give Time-Out a Time-Out 29. “You’re Outta Here!”

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Book SynopsisThis collection explores leading values and concepts in global child-based research through the lens of reflexivity. The book considers issues such as the identities and roles of researchers, as well as the burdens, boundaries, and ethical frameworks which govern their activities. Using empirical examples from Israel, India, Thailand, and England, expert contributors discuss a range of topics including online safety, disabilities, gang membership, safeguarding, sexting, and child prostitution. This book guides childhood research towards a more reflexive debate that critically challenges conventions, and highlights plurality of voice.Table of ContentsIntroduction - Sarah Richards and Sarah Coombs 1. Do No Online Harm: Balancing Safeguarding with Researchers and Participants in Online Research with Sensitive Populations - Michelle Lyttle Storrod 2. The Ethical Challenges of Researching Sexting with Children and Adolescents - Tsameret Ricon and Michal Dolev-Cohen 3. Responding Reflexively, Relationally and Reciprocally to Unequal Childhoods - Pallawi Sinha 4. Researching Children’s Experiences in a Conflict Zone and a Red-light Area: Conducting Ethnographic Fieldwork in India and Kashmir - Ayushi Rawat 5. Capturing Narratives: Adopting a Reflexive Approach to Research with Disabled Young People - Marianna Stella and Allison Boggis 6. Youth Social Action: Shaping Communities, Driving Change - Katie Tyrrell 7. A New Panorama of Child Voice in the Child Protection Context - Samia Michail 8. A Bump on the Head in the Graveyard: Palimpsests of Death, Selves, Care, and Touch - Sarah Coombs and Sarah Richards 9. Owning Our Mistakes: Confessions of an Unethical Researcher - Heather Montgomery

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Book SynopsisThe result of collaboration between students and researchers across Europe as part of an Erasmus+ funded project, this book sheds light on power structures and exclusion processes in education from the perspectives of young people. Bridging practical, empirical and theoretical questions, and focusing on young people’s stories in and outside of school, this edited collection delves into the narratives of young respondents that have experienced severe challenges in their school life. Written in three parts, the authors introduce the basic concepts surrounding social inclusion and equality, present chapters written and co-written with students, and consider the implications and models for practice, both in schools, youth work and higher education. Including a final chapter written by guest author Distinguished Professor Michelle Fine, who reflects on the project, and the potentials for future education, youth work and research, this book invites readers to better understand marginalization and how to build an inclusive educational future.Table of ContentsPART I. BACKGROUND DISCUSSIONS, THEORETICAL AND METHODOLOGICAL ACCOUNTS Chapter 1. Bringing people together. An introduction to the book, the project and the research behind it; David Thore Gravesen, Sidse Hølvig Mikkelsen, and Peter Hornbæk Frostholm Chapter 2. Social cultural learning: students as co-researchers, a key for students’ success?; Mette Bunting, Sidse Hølvig Mikkelsen, and Paul Cammack Chapter 3. The context of early school leavers; Kaz Stuart, Mette Bunting, Sidse Hølvig Mikkelsen, and Geir H. Moshuus Chapter 4. Equalities literacy framework; Kaz Stuart and David Thore Gravesen Chapter 5. The indirect approach – the basics, the craft and the ethics; Peter Hornbæk Frostholm and Steve Walker PART 2. EMPIRICAL FINDINGS, NARRATIVES AND ANALYTICAL TAKES Chapter 6. The importance of the student-teacher relationship; Mette Bunting and Kristin Jota Chapter 7. The educational potential of the arts for at-risk-students; Marie Møller-Skau Chapter 8. Social exclusion in school - a view on vulnerability in a context based-perspective; Camilla Josephine Haven Pagh and Mette Elgaard Dyrholm Chapter 9. The one and only civilised way through education; Annemette Lund Kjær Chapter 10. Young voices about inclusive education; Kathrine Bordevich, Mette Bunting, and Ingrid Gulseth Berge Chapter 11. Educational deprivation in Blackpool in the UK; Kaz Stuart, Deborah Terras, and Tracy Cow Chapter 12. ‘Done with’ not ‘Done to’. Confronting marginalization by engaging in conversations with young people; Steve Walker and Mette Bunting Chapter 13. The importance of families and social relations outside school; David Thore Gravesen, Sidse Hølvig Mikkelsen, Peter Hornbæk Frostholm, and Josefine Mark Raunkjær PART 3. IMPLICATIONS AND POTENTIALS FOR FUTURE PRACTICE Chapter 14. A broader view at marginalization – and the steps towards change; David Thore Gravesen, Kaz Stuart, and Mette Bunting Chapter 15. Now what? Practical implications for higher education; Sidse Hølvig Mikkelsen and David Thore Gravesen Chapter 16. A love letter of sorts; Michelle Fine

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Book SynopsisIn a time of automated personalized ads, artificially intelligent social robots, and smart devices in the homes of millions, it has become critically important to understand the impact of our digitized selves - especially upon our younger generations. When children as young as three can take their own selfies, and customise their own avatars, how should we respond to the opportunity and threat of digital personalization for young children? Tracing thematic links between trends that are often addressed separately, and drawing on multidisciplinary research evidence, Kucirkova offers a comprehensive account of the effects of digitally-mediated personalization on children’s development of 'self'. Looking to the future, she provides a balanced account of the positives and negatives of personalisation against the backdrop of broader societal trends, such as globalisation/localisation, (de)centralisation of services and communication. Providing critical thinking tools, Kucirkova challenges us to understand the profound implications that the personal data economy and network-based technologies might have played in our own understanding of ourselves and each other.Trade Review'An astonishing amount of information for educators, other professionals and parents on almost every aspect of technology’s impact on children’s development of "self" and sense of agency. Dr Kucirkova has written a powerful book about the growing impact of technology induced personalization on children and our collective future. The book contains rich information to how children learn that is embedded in context including social science, child development, philosophy and literature. A must read!' -- Barry Zuckerman MD, Boston University School of Medicine, USA'Anyone concerned about the impact of technology on their life and the lives of children should rush to read this book. This book will motivate teachers, parents, designers, policy makers, and users of technology to re-examine the implications of personalization in their lives. Drawing on technological advances, research findings, and theoretical insights Kucirkova identifies trade-offs, dilemmas, and paradoxes that deserve our attention. The book gives readers tools for thinking about the interacting factors determining how experiences are personalized. In one example, Kucirkova identifies the trade-offs that ensue when balancing personalization targeted to the individual and pluralization targeted to the overall audience. This distinction arises every time teachers make decisions about whether to assign the same book to their class or to let each student select their own book.' -- Marcia C. Linn, Evelyn Lois Corey Professor of Instructional Science, Graduate School of Education, University of California, Berkeley, USATable of ContentsChapter 1. Personalization-Pluralization Chapter 2. Quantity and complexity Chapter 3. Agency Chapter 4. Acceleration Chapter 5. Density Chapter 6. Sequence Chapter 7. Distance

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Book SynopsisUnderstanding Decision-Making in Educational Contexts presents 'problem cases' confronting school leaders in real settings, and illustrates the multiple approaches that school leaders draw upon to navigate complex and challenging decision-making contexts. Although school leaders draw upon knowledge and instruments that are available to them, the approach used for this volume is decidedly Popperian in nature. In this collection, each chapter presents a case study problem, a discussion of the salient concepts and principles of the case, an exploration of problem formulation, and concludes with a decision analysis using a Popperian approach to problem solving. Each chapter concludes with lessons learned and the expected decision-making skills acquired from the critical analysis of each educational challenge using the Objective Knowledge Growth Framework, a Popperian decision-making approach. This book is essential reading for anyone who aspires to take on a leadership role in a school setting, or is curious to develop their understanding of leadership problems.Trade Review'From close-up accounts of individual classrooms to entire national policy frameworks, this important and clearly written book reveals that decision-making in leadership is not just about rational problem-solving. It is also an ethical, emotional, and politically aware process of struggling to be oneself and do the right thing in complex and dangerous times. If you want to dig deeper in your leadership, this is the book for you.' -- Andrew Hargreaves, Boston College'Anyone seeking practical help with school level decision making will appreciate this well-crafted and researched book. Using relevant examples, Chitpin describes how aspiring and current school leaders can analyze and evaluate common leadership problems and she offers proactive guidance to ensure that things go right. This theory rich volume is infused with practical applications of key decision-making theories that are, in turn, essential to transforming feelings of hopelessness into constructive leadership action. In a time when we all need school leaders to engage in creating more effective and creative systems of decision making, this book proves to be both practical and important.' -- Sharon Kruse, Washington State UniversityTable of ContentsPART I Chapter 1. Introduction Chapter 2. What is Decision-Making? Chapter 3. Educational Leadership in Performative Times: High Stakes Testing in England Chapter 4. Opportunities and Challenges in Leadership Chapter 5. Great Expectations: The Achievement Gap in English Schools PART II Chapter 6. Inside an Ivy League High School: The Problem of Promise, Passion and Pain Chapter 7. License Revocation of Teachers Chapter 8. Attendance Policy in Action Chapter 9. A Tale of Two Learning Theories Chapter 10. Rights and Freedoms Educational Standardization in the UK Chapter 11. The Nature of Decision-Making in School Leadership: An Epilogue

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Book SynopsisFrom the bestselling author of How Are You Feeling Today?, this picture book encourages children to celebrate uniqueness and diversity and helps them to challenge stereotypes. The Same but Different explores the ways in which we’re all unique as well as the similarities we all share. Using everyday examples, clear explanations and colourful illustrations by Sarah Jennings, this book encourages children to rejoice in their differences. After all, imagine how boring the world would be if everyone was exactly the same! This book covers lots of ways in which we're different, including how we look, where we live, the languages we speak, what our families are like and what we believe in. It's the perfect resource for starting important conversations with children about diversity and inclusion, with topics such as race, disability, gender, sexual orientation and religion. Early Years and PSHE expert Molly Potter also provides a glossary of terms and notes for parents and carers offering advice on tackling prejudice right from the start. Let’s Talk books help you start meaningful conversations with your child. Written by an expert and covering topics like feelings, relationships, diversity and mental health, these comforting picture books support healthy discussion right from the start.Trade ReviewMolly Potter's books are just gorgeous and this one is another winner! * Kathy Brodie, Early Years expert and host of Early Years TV *A good starting point for conversations about inclusion. * The Bookseller *

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Book SynopsisThis rich collection of 32 original songs assists you in supporting the development of positive educational and therapeutic outcomes. Born of clinical work by music therapists at The Center for Discovery, areas addressed through the songs include fine and gross motor skills; cognitive and academic skills; social skills and emotional skills.Covering both practical applications and clinical context, the wide range of songs in this book empower you as a therapist or music educator to compose your own songs and adapt the songs in this collection for use in everyday practice.Each song is available to download for easy use in practice settings.Included in the collection are: greetings songs, songs for building self-awareness and emotional expression; songs for special occasions and rhythmic chants to inspire creative movement and social connectedness.Trade ReviewA treasure trove of accessible, varied and engaging songs, sensitively written for specific clinical situations by practicing music therapists who are also creative musicians. Music therapists and music therapy students will enjoy using the songs as they are written, but also as an inspiration and starting point to improvise freely to meet the needs of their clients. -- Amelia Oldfield, Emeritus Professor, Anglia Ruskin University; clinical music therapist for 40 years.This therapeutic songbook provides an abundance of creative resources for music therapists and music educators to integrate and adapt in music-making experiences with people across the lifespan. The intentional construction of each song reflects the reverence these therapists hold for each person they welcome into musicking. They create a musical framework that is equally aesthetically inviting and therapeutically intentional. -- Lindsay Markworth, MMT, MT-BC, Nordoff-Robbins Music Therapist, Twin Cities Music Therapy Services

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Book SynopsisThis comprehensive collection of essays addresses all the key aspects of Waldorf early years education: its history, the developing child, the rhythm of the day, activities, language, storytelling and puppetry and the young child and the spiritual world.There are contributions from many experienced educators, including: Susan Howard, Joan Almon, Helmut von Kügelgen, Freya Jaffke, Ingeborg Schöttner, Kimberly Lewis, Stephan Spitalny, Nancy Foster, Susan Weber, Daniel Udo de Haes and Bronja Zahlingen.This is a revised, newly edited edition of two previously available publications, 'An Overview of the Waldorf Kindergarten', and 'A Deeper Understanding of the Waldorf Kindergarten', with the addition of other relevant contributions.Trade Review'This is a valuable new compilation for teachers' and parents' bookshelves in any setting working with young children. It contains a collection of classic articles from WECAN publications, well edited and introduced. It could be useful to parent and child leaders or kindergarten teachers looking for inspiration for a parents' evening, to new staff needing an overview, to students in training searching for information on a specific area, in addition to providing material for actively interested parents.'-- Kindling

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Book SynopsisSpring 2023 Smart Book winners from the Academics' Choice Awards Literacy Learning begins at birth and continues throughout our lives! Birth to age 5 is a critical period in building the foundation for later success in reading and writing. Educators play a vital role in nurturing young children’s early language and literacy knowledge and skills. However, the specific practices that support literacy development in early childhood are often different than those used with older children.     From some of the foremost early literacy development experts in the field comes this practical resource that is a must-have for all educators of infants, toddlers, and preschoolers. Using eight key practices—Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding—as the framework, the authors discuss how educators can support five important areas of young children’s early literacy development: Language and knowledge Print concepts Sounds and letters Writing Text comprehension A range of features highlights information about these areas and practices, including the latest research findings, recommended resources, tips for integrating technology into play and learning, and more.      With this book, explore how to create effective, appropriate, and fun learning opportunities for our littlest literacy learners.  Trade ReviewToo often, educators are simply told they need to teach early literacy without being provided with support for how to engage young children in meaningful and developmentally appropriate learning experiences. This book is filled with evidence-based and easy-to-implement teaching practices that educators can put into practice immediately. The emphasis on the power of intentional environments and interactions as the pathway to supporting literacy learning for young children is aligned with everything we know about what’s important for our youngest learners.      —Bridget K. Hamre, Research Associate Professor, University of Virginia, and CEO and Cofounder, Teachstone    This is simply the best book on early language and literacy in the marketplace. It not only elucidates research and key practices in a highly informative, jargon-free way, it brings these practices to life in engaging vignettes that make them all the more real to readers.   —Susan B. Neuman, Professor of Childhood Education and Literacy Development, Steinhardt School of Culture, Education, and Human Development, New York University    If you’re thirsty for more about the science of early literacy instruction, read this brilliant book. The children you teach will benefit richly from what you learn. Parents should read it too!     —Ronald F. Ferguson, Founder and President, The Basics, Inc., and Faculty Director, Achievement Gap Initiative at Harvard University    Children’s media creators can greatly impact how children learn, but understanding how to create effective educational content can be challenging. Literacy Learning for Infants, Toddlers, and Preschoolers provides clear, concise examples of real-world learning that can easily be implemented in storytelling for children’s television and digital games.    —Olubunmi Mia Olufemi, Supervising Producer, Children’s Television    The construction of this book is early educator friendly and provides a set of comprehensive tools and resources to aid in the complexities of teaching unique learners along their continuum of early literacy development. By following the provided key practices as guideposts for language acquisition, print recognition, vocabulary expansion, and reading and writing text, educators can more readily adjust their own instructional practice using the provided cues and tips.   —Denise Smith, Implementation Director, Hope Starts Here – Detroit’s Early Childhood Partnership Table of ContentsAbout the Authors Introduction and How to Use this Book Introduction to the purposes and structure of the book including an introduction to the eight core Practices for early childhood educators: Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding. Chapter 1: Clever Communicators Both language and conceptual knowledge are critical for understanding texts and for learning about the world. In Chapter 1, early childhood educators learn to support young children in building knowledge, and in developing language, including vocabulary, to talk about the concepts they learn and texts that are read. Chapter 2: Print Navigators As children interact with different types of written text, they learn about how print is used to convey meaning. In Chapter 2, early childhood educators learn to support these understandings by encouraging children to engage with literacy materials in meaningful ways. Chapter 3: Sound–Letter Linkers The understanding that oral language can be broken into smaller sounds is a critical building block for literacy development. In Chapter 3, early childhood educators learn to use games and activities that encourage children to play with sounds in words. Chapter 4: Resourceful Writers In the early childhood years, children can begin to represent their ideas using pictures, symbols, and eventually with letters. In Chapter 5, early childhood educators learn to encourage and support children’s attempts to share their ideas through writing. Chapter 5: Text Comprehenders Young children can understand, enjoy, learn from, and apply ideas from texts and images. In Chapter 6, early childhood teachers learn to engage children in read alouds and other interactions with written text that facilitate language development and higher-order discussion.     Index

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Book SynopsisLargely as a result of social policies and cultural factors, the Nordic countries continually score high in lifestyle measures, quality of life and children’s outcomes. This book brings together authors from the Nordic countries (Denmark, Finland, Iceland, Norway and Sweden) to share knowledge and understanding regarding families, children, primary education and children’s leisure time activities. The empirical research and theoretical contributions provide important insights into the ‘Nordic model’ and explore the issues facing Nordic countries. The book reveals that while there are many similarities across the countries, differences also arise. The content of the book is more relevant now than ever, as countries look at better ways to support their populations. Nordic Families, Children and Early Childhood Education will be of interest to students and scholars across a range of disciplines, including Education, Sociology and Social Policy.Table of Contents1. An Introduction to the Nordic countries: family, children and early childhood education.2. Children's Initiatives in the Finnish Early Childhood Education Context.3. Do children learn through play? How do we know?.4. Practicing Belonging in Kindergarten: Children's use of Places and Artefacts.5. Parental involvement in ECEC in Finland and in Sweden.6. Negotiating 'real families' in Swedish preschools.7. Instructional Strategies in Early Swedish Immersion in Finland.8. Children under the age of three in Norwegian childcare: Searching for Qualities.9. Systematic quality work in a Swedish context.10. Early Childhood Education (ECE) in the Nordic Countries: Universal Challenges to the Danish Model- Towards a Future ECE Paradigm.

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Book SynopsisThis edited volume provides a critical discussion of globalization and transformation, considering the cultural contexts of early childhood education systems as discourses as well as concrete phenomena and ‘lived experience.’ The book focuses on theoretical explorations and critical discourses at the level of education policy (macro), the level of institutions (meso), and the level of social interactions (micro). The chapters offer a wide range of interpretative, contextualized perspectives on early childhood education as a cultural construct.Table of Contents1. Globalization, transformation, and cultures - Theoretical notes and perspectives on reconceptualization and international comparison in Early Childhood Education and Care2. The contribution of cultural studies to early childhood education discourses and research3. Dimensions of International Comparison in Early Childhood Education and Care - Theoretical notes4. (E)Utopia: the local, the global and the imaginary in early childhood Education5. GERM and its Effects on ECEC: Analyzing Unintended Consequences and Hidden Agendas6. A cultural-historical analysis of "Childhood" and "Early Childhood Education" in contemporary Iran7. Understanding culturally specific pedagogy and practices within Swedish Early Childhood Education and Care8. Doing Ethnicity? The representation and negotiation of cultures in ECEC as an unexplained research task9. Peer Culture and Mealtimes with Toddlers in a Child Care Context: "Put your bowls on the table. It's not a toy"10. "We do not make angels here" Secularism in Norwegian kindergartens11. A social justice perspective in early childhood teacher education12. "After lunch we offer quiet time and meditation" Early Learning Environments in Australia and Finland Through the Lenses of Educators13. Teachers' Involvement in Their Designed Play Activities in a Chinese Context14. Professionalization and change - recognition of qualifications, educational processes and competencies in Germany

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Book SynopsisThis book explores how play is perceived and practiced through the lens of various different professional and international contexts. Children’s experiences of play will vary according to the different institutions and organisations they are involved in across their lifespan during childhood. The chapters cover play from pre-school to adolescence that includes education, playwork and the new developing area of intergenerational play. This wide variety of contexts and cultures raises questions about universal concepts and notions of ‘play’. The editors and contributors explore how policy, practice and research can identify both differences and commonalities between the way that play is perceived and experienced by children and adults across different types of provision. Table of ContentsIntroduction; Pete King and Shelly Newstead.Play and Pre-School; Kathoe Brody.Pre-School Play in South Africa; Taryn Krause.Play in Head Start Programs: The Underutilized Resource; Janette C. Weitzel.Play in UK Primary Schools; Karen McInnes.Play and Education from a Swedish Perspective; Susanne Axelsson.Play Across Australian Schooling; Brendon Hyndman.The Process of Play in a Playwork Context; Shelly Newstead and Pete King.Dangers in the Invisible Playground? Young People and Online Play; Pam Jarvis.Play in The United States of America: Intergenerational Play; LaDonna Atkins and Anita Glee Bertram. Conclusion; Pete King and Shelly Newstead.

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Book SynopsisThis book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation. The book outlines the PPSI’s transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child’s natural social environment, such as preschool, and it includes the child’s social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains. Building up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children’s immediate social experience with peers, but also their future social competence that relies on these early building blocks. Table of ContentsPreface.- Introduction.- Part I: The PPSI protocol.- Chapter 1. INTERACTION-intervention.- Chapter 2. PLAY-intervention.- Chapter 3. CONVERSATION-intervention.- Chapter 4. PPSI empirical support.- Part II: PPSI Principles.- Chapter 5. Ecological and Developmental CBT – based model.- Chapter 6. Emphasis on peer-peer interaction.- Chapter 7. Adults mediated the intervention.- Chapter 8. Structured manualized program and lessons.- Chapter 9. Activities chosen based on children’s CA.- Chapter 10. Lessons combined learning (child-therapists) and practicing (small group).- Part III: Conclusions and practical implementation of the PPSI.- Chapter 11. PPSI techniques.- Chapter 12. Problem Solving.- Chapter 13. Role play.- Chapter 14. Doll play.- Chapter 15. Use of various visual stimuli: drawn pictures and photos.- Chapter 16. Use of fun play activities and various games.- Chapter 17. Creative craft activities.- Appendix.

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Book SynopsisThis book studies the many different ways in which the lives of the first, third, and fourth generations intersect and the reciprocal benefits that can accrue from establishing positive intergenerational bonds. The unifying feature across the chapters is that the authors view these relationships as a powerful influence on Quality of Life (QoL). The book takes the stance that older adults figure prominently in the QoL of young children, with the latter group defined here as ranging in age from infancy up to and including eight years of age. It examines how bonds with older adults can affect young children’s functioning across developmental domains—physical, emotional, social, and cognitive. It addresses questions of importance to those who have a commitment to the very young such as: “What benefits can young children derive from positive bonds with older adults?”, “How do young children understand the aging process and develop respect for the elderly?”, “How can published research be used to guide both informal and formal interactions between the older generation and the newest one?” and, finally, “How can various stakeholders such as professionals, families, organizations, and communities collaborate to enrich and enlarge the kind and amount of support that older adults provide to the very young child?”Table of ContentsForewordMargaret Kernan, International Child Development Initiatives, Leiden, NETHERLANDSGiulia Cortellesi, International Child Development Initiatives, Leiden, NETHERLANDSPrefaceMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAPART ONE: YOUNG CHILDREN’S CONCEPTS OF AGINGChapter 1: Counteracting Ageism: Promoting Accurate Concepts About Aging in Young ChildrenSandra L. McGuire, Emerita, College of Nursing, University of Tennessee, Knoxville, TN, USAChapter 2: Capturing Children’s Perspectives: Older Adults in Images and WordsKeith A. Anderson, Ph.D. Program Director, School of Social Work, University of Texas at Arlington, Arlington, TX, USAChapter 3: Forging Intergenerational Understanding through Children’s LiteraturePatricia A. Crawford, University of Pittsburgh, Pittsburgh, PA, USAChapter 4: Explaining Dementia and Memory Loss to Young Children in Developmentally Appropriate WaysAmanda Gernant, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USALaura A. Knight, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USAIngrid J. Krecko, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USAChapter 5: Helping Young Children to Cope with the Loss of an Older Adult:Developmental Perspectives and Picturebooks as a ResourceNatalie Conrad Barnyak, Early Childhood, University of Pittsburgh at Johnstown, Johnstown, PA, USAMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAPatricia A. Crawford, University of Pittsburgh, Pittsburgh, PA, USAPART TWO: YOUNG CHILDREN AND OLDER EXTENDED FAMILY MEMBERSChapter 6: Parenting Intergenerationally: Seniors Raising Young ChildrenLaurie Nicholson, Emerita, Indiana University of Pennsylvania, Indiana, PA, USAChapter 7: Supporting Young Children with Disabilities: The Role of GrandparentsLouise Kaczmarek, Emeritus Faculty, Special Education, School of Education, University of Pittsburgh, Pittsburgh, PAChapter 8: Intergenerational Relationships: Stories from Selected Countries in the Pan Pacific RegionMarjory Ebbeck, Professor Emeritus, University of South Australia, Magill, AUSTRALIAHoi Yin Bonnie Yim, Associate Professor, Deakin University, Geelong, AUSTRALIALai Wan Maria Lee, President, Pacific Early Childhood Education Research Association, HONG KONGChapter 9: Promoting Prosocial Behavior in Young Children: Older Adults as Role ModelsMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAWanda Boyer, Faculty of Education, University of Victoria, Victoria, BC, CANADAAlbert F. Hodapp, School Psychologist (Retired), Clear Lake, IA, USAPART THREE: PROMOTING POSITIVE INTERGENERATIONAL RELATIONSHIPS IN COMMUNITIESChapter 10: Facilitating Intergenerational Experiences in Community Settings for Young Children and Older AdultsSimone DeVore, Professor Emeritus, Early Childhood / Special Education, Universityof Wisconsin-Whitewater, Whitewater, WI, USAChapter 11: Building Community: Intergenerational Projects with Young ChildrenMatthew Kaplan, Department of Agricultural Economics, Sociology, and EducationThe Pennsylvania State University, University Park, PA, USAElizabeth Larkin, Professor Emeritus, University of South Florida, Tampa, FL, USAChapter 12: Volunteering: Reciprocal Benefits for Older Adults and Young ChildrenMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAPART FOUR: LITERACY AND LEARNINGChapter 13: Children, Elders, and Materials Composing Together: A Qualitative Study of Two Intergenerational Art ProgramsRachel M. Heydon, Faculty of Education, Western University, Ontario, CANADARosamund Stook, Faculty of Education, Western University, Ontario, CANADALori L. McKee, Faculty of Education, St. Francis Xavier University, Ontario,CANADAChapter 14: Building Young Children's Foundational Skills in Mathematics:The Contributions That Older Adults Can MakeJonathan Brendefur, President, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USASam Strother, Director of Professional Development, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USAJana Estes, Mathematics Instruction Specialist, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USAChapter 15: Digital Game Apps and Electronic Books: Fostering Relationships between Young Children and Older AdultsTracy A. McNelly, Education Department, Saint Vincent College, Latrobe PA, USAJessica Harvey, Communication Department, Saint Vincent College, Latrobe PA, USA

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Book SynopsisThis book takes a radically new approach to the well-worn topic of children's relationship with the media, avoiding the "risks and benefits" paradigm while examining very young children's interactions with film and television. Bazalgette proposes a refocus on the learning processes that children must go through in order to understand what they are watching on televisions, phones, or iPads. To demonstrate this, she offers unique insight from research done with her twin grandchildren starting from just before they were two years old, with analysis drawn from the field of embodied cognition to help identify minute behaviours and expressions as signals of emotions and thought processes. The book makes the case that all inquiry into early childhood movie-viewing should be based on the premise that learning–usually self-driven–is taking place throughout.Table of Contents1. Introduction Part 1 - Preamble2. Beyond "Risks or Benefits"3. Two-Year-Olds' Learning4. The Nature of the System5. Evolution, Neuroscience and Embodied CognitionPart 2 - Aspects of Movie-Learning6. Fear and Sadness7. Reality and Make-Believe8. What Happened? Understanding Narrative9. Watching Together10. Conclusion: Why Movie-Learning Matters

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Book SynopsisThis book shines a light on novel and less familiar domains of early English language education for children aged 3 to 12, in mainstream and out-of-school settings. Enveloping the volume is the making of creative connections to wider educational philosophies which extend beyond the confines of a narrow linguistic lens. In reconciling the theory-practice divide in English language education, each chapter presents a synthesis of research issues leading to a practical showcase of ideas. Organised in two main parts, the first focuses on innovations within classroom practice, curriculum development, and child-centred assessment, exploring areas which have either received insufficient attention and/or have been reimagined through fresh perspectives. The second part explores innovations in pre- and in-service teacher education contexts and focuses on lesser-known and/or underexplored topics, including bridging general and language education, multilingualism, in-depth learning, metacognition, and pragmatics. This is a timely publication for teacher educators and practitioners alike. Table of ContentsPreface: Annamaria Pinter Foreword: Sue Garton 1. Introduction: confluence, connections and a call to action in early English education David Valente and Daniel Xerri PART 1: Innovative Practices in Early English Education 2. Integrating language learning into education in the primary English classroom Andrew Littlejohn 3. Implementing agency-based approaches in upper-primary English language education Hendrik Dirk Lagerwaard 4. Developing intercultural competence in early years and primary ELT Carol Read 5. Enriching early years English language education with translanguaging Lijuan Shi 6. Developing primary English learners’ visual literacy for a multimodal world Joan Kang Shin 7. Fostering digital literacies in primary English language education Georgios Neokleous 8. Reimagining picturebook pedagogy for online primary English language education Gail Ellis and Tatia Gruenbaum 9. Building in assessment for learning to existing primary ELT practice Shelagh Rixon 10. Expanding the role of self-assessment: From assessing to learning English Yuko Goto Butler PART 2: Innovative Practices in Early English Teacher Education 11. Embedding ELT within early childhood teacher education Julie Waddington 12. Educating early years and primary English language teachers multilingually Nayr Ibrahim 13. Scaffolding in-depth learning: picturebooks for intercultural citizenship in primary English teacher education David Valente 14. Mainstreaming metacognitive practices in primary English teacher education programmes Donna Lim, Willy A. Renandya and Kiren Kaur 15. ​Incorporating pragmatics into primary English language teacher education Anders Myrset and Troy McConachy Afterword: Fiona Copland

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Book SynopsisThis volume problematizes the intentions of early childhood education for sustainability (ECEfS) from two new perspectives – the context of small island states and the bi-directional, intergenerational learning about the environment and sustainability that takes place in a variety of contexts, including the family home and school. It questions how belonging to a small island and the children’s home influence learning in the early years of life. In doing so, this book offers new insights and new theoretical perspectives into intergenerational environmental learning in the school, family and beyond. Informed by consideration of the most recent literature in early childhood education and sustainability, this volume also looks at how these informal learning spaces provide young children with the opportunities to enhance further learning in the field, thus portraying the fluidity of intergenerational learning from different theoretical standpoints. It provides a deep insight into ECEfS and intergenerational learning about the environment and environmental issues in early childhood education from a perspective of a small island state by adopting a children’s rights perspective. It additionally explores the relationship between early childhood theories, children’s rights and postcolonial theory.Table of ContentsChapter 1. Framing: Young children’s environmental interests.- Chapter 2. Colonialism, small island states and sustainability.- Chapter 3. Education and sustainability: Debates, tensions and possibilities in practice, policy and research.- Chapter 4. Early childhood education for what? The Maltese education system, the environment and sustainability.- Chapter 5. Listening to stories that matter.- Chapter 6. Malta and its environment: Stories told by children.- Chapter 7. Young children and the environment: Visions of nature.- Chapter 8. Young children and environmental sustainability: An emerging relationship.- Chapter 9. Contextual, cultural or what? Influences on children’s environmental perceptions.- Chapter 10. Intergenerational learning: Environmental literacy in the family and beyond.- Chapter 11. Early childhood education for sustainability in the postcolonial era – Knowledge, identity, power and voice of early childhood teachers.- Chapter 12. Bringing the stories together: The way forward.

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Book SynopsisWie sprechen Kinder, die kurz vor der Einschulung stehen, über ihr Lernen im Kindergarten, insbesondere in der Lernwerkstatt? Und welche Vorstellungen haben sie vom Lernen in der Schule? Diese Fragen stehen im Zentrum der vorliegenden Studie. Über detaillierte fallspezifische Rekonstruktionen wird expliziert, wie unterschiedlich Kinder das räumlich-materielle Arrangement einer Lernwerkstatt im Kindergarten für eigene individuelle Lernpraktiken nutzen und welche Orientierungen dabei für sie handlungsleitend sind. Anhand der von der Autorin analysierten Interviews mit Kindergartenkindern wird zudem gezeigt, welche Vorstellungen und Bilder diese von Schule respektive schulischem Lernen aufrufen und welche Entwicklungsaufgaben, die sich den Kindern im Übergang zur Grundschule stellen, sichtbar werden. Die Ergebnisse der Studie weisen auf die Bedeutung der professionellen Begleitung des Übergangs vom Kindergarten in die Grundschule hin und sind so auch für Pädagog*innen beider Institutionen von Interesse.Table of ContentsEinleitung.- Institutionelle Lern- und Bildungsprozesse im Übergang vom Kindergarten in die Grundschule.- Die Lernwerkstatt als Ort des Lernens im Übergang vom Kindergarten zur Grundschule.- Zum Forschungsdesign der vorliegenden Studie.- Rekonstruktion der Fälle.- Fallübergreifende Analyse.- Zusammenfassung und Ausblick.- Literaturverzeichnis.

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Book SynopsisDas vorliegende Manual stellt die Konkretisierung und Fortsetzung des Verfahrens zur Einschätzung und Erweiterung sensitiv-responsiver und lernunterstützender Interaktionskompetenz frühpädagogischer Fachkräfte dar, welches 2017 bei Springer VS veröffentlicht wurde. Das Werk enthält Informationen über die Entwicklung von Inakko, die Einordnung des Verfahrens in den Gesamtzusammenhang der wissenschaftlichen Diskussion zur Messung von Interaktionsqualität in Kindestageseinrichtungen, die Alleinstellungsmerkmale von Inakko sowie die konkrete Beschreibung des Verfahrens, die wissenschaftliche Fundierung der sechs Merkmalskomplexe mit den jeweiligen Items und den siebenstufigen Ausprägungsgraden sowie die pädagogische Begründung für die Auswahl der einzelnen Merkmalskomplexe. Das videofeedbackbasierte Qualifizierungssegment wird ausführlich vorgestellt sowie die Einsatzmöglichkeiten und Handhabung des Verfahrens. Ein Online-Anhang beinhaltet alle Dokumente, die für den Einsatz von Inakko benötigt werden. Das Beobachtungs- und Reflexionsverfahren Inakko hat sich im Rahmen von Weiterbildungskontexten pädagogischer Fachkräfte für effektive Videofeedbackgespräche zur Erweiterung förderlichen Interaktionsverhaltens sehr bewährt.Table of ContentsEinführung in die Arbeit mit dem Manual.-Identifikationsraster.- Ausprägungen der Kategorien und Items (behavioral markers).- Beschreibung und Begründung der Kategorien und Items.

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Book SynopsisThis book provides new insights into how interactions in early childhood education are being studied, and into what these studies’ findings mean for improving the quality of early childhood education. The editors examine the methods, ethics, practices, and questions arising from such close work with children, families and educators, and have brought together a collection that highlights interactions research and practical implications for early childhood education and research, with the ultimate aim of shaping quality practices.Starting with an overview of interaction research and its pedagogical value in early childhood education the book subsequently introduces new interaction studies in early childhood from Europe and Australasia. Drawing from a range of perspectives and using different conceptual and methodological tools the contributors use their interactions research to comment collectively on process quality in early childhood education, and its relationship to the phenomenon of pedagogical interactions. The work as a whole bridges the gap between practice and research by addressing quality interactions for early learning (for practitioners) and providing researchers valuable information on methods for studying interactions within the everyday contexts of early childhood education.Table of ContentsChapter 1 Interactions in learning: Theoretical and empirical overview.- Chapter 2 A conceptual framework for early education: What micro-sociology can contribute to a theoretically and empirically well-founded didactic in early education.- Chapter 3 Sensitive responsiveness: An approach to the analysis and improvement of Teacher-Child-Interactions in early childhood settings.- Chapter 4 Children's use of objects in their storytelling.- Chapter 5 Young children's participation in a new language context: A synthesizing analysis for a holistic perspective.- Chapter 6 Shaping gender relations in early childhood education: Children's interactions and learning about gender.- Chapter 7 A dialogic approach to understanding infant interactions.- Chapter 8 Enhancing interactions: Understanding family pedagogy and funds of knowledge "on their turf".- Chapter 9 "That's not Fair!": Concepts of fairness in New Zealand and Japanese early childhood education.- Chapter 10 Strategies for teacher learning and development over child-adult interactions in ECE settings.- Chapter 11 The importance of professional knowledge for learning support in German ECEC settings.- Chapter 12 Learning about interactions and their role in learning in early childhood education: Lessons from research.

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Book SynopsisThis book presents a holistic view of child development that emphasises on being mindful of the child as well as his/her environment. It presents a history of the development of the early childhood education sector in Singapore. This book consolidates the more recent research work that has been done in early childhood education, specifically by researchers from the National Institute of Education, Singapore. It discusses topics focusing on child development and education, teacher training and wellbeing, and the development of culturally appropriate assessment. The content of this book center around the child, with a consideration of influences in the environment that can impact child development.Table of Contents1 Introduction to early childhood development and research in Singapore.- 2 The honeycomb of early childhood development in Singapore.- 3 Uplifting early childhood teacher education.- 4 Early learners’ curriculum: Case of Singapore early childhood education working towards quality.- 5 Researching early interventions, inclusion and well-being for children with low income family background in Singapore – For whom and from whose perspective?.- 6 Early childhood intervention for young children with special needs.- 7 Importance of positive environments on infant and early childhood neurodevelopment.- 8 Preschool teachers’ experiences of stress: A pilot study in Singapore.- 9 Mindfulness in early childhood: Developing 21st century competencies.- 10 Developing culturally appropriate tools for psychoeducational assessment of children and families.- 11 Exploratory play in infancy and early childhood.- 12 Emotional competence in early childhood.- 13 Arithmetic skills: What, when and how?.- 14 Bilingual development in the early years: The concept, significance and implications.- 15 Does early language development contribute to socio-emotional functioning in preschool and beyond?.- 16 Epilogue: Moving forward in research and practice in the early childhood sector.

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Book SynopsisThis book brings together a collection of work from around the world in order to consider effective STEM, robotics, mobile apps education from a range of perspectives. It presents valuable perspectives—both practical and theoretical—that enrich the current STEM, robotics, mobile apps education agenda. As such, the book makes a substantial contribution to the literature and outlines the key challenges in research, policy, and practice for STEM education, from early childhood through to the first school age education. The audience for the book includes college students, teachers of young children, college and university faculty, and professionals from fields other than education who are unified by their commitment to the care and education of young children.Table of ContentsPart 1: Preschool Education Domain.- Part 2: Technological Tools, STEM, Robotics and Mobile Apps.- Part 3: Pedagogy, Strategy and Creative Approach.- Part 4: In Service and Per-Service Teachers’ perceptions.- Part 5: Students and Parents Perceptions.- Part 6: Issues, Challenges and Trends.

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Book SynopsisThis book describes the use of data systems in early childhood settings (birth to eight years) for the purposes of assessment, evaluation and curriculum planning. It presents an international collection of research examining ways in which teachers and researchers have revisited notions of what constitutes effective assessment, revised ways in which they assess children’s learning and development and use the knowledge gained for curriculum planning. It offers insights into contemporary research on how teachers and children are engaging with data systems as part of effective assessment and how these approaches influence practice.This book presents recent theorizing and examples of research which have investigated innovative approaches to assessment using data systems in early years settings. It represents both early childhood and junior primary contexts and includes research which focusses on teachers’ perspectives and reflections on use of data systems. It also examines research which reflects on what children gain from being involved in these data systems.Table of Contents1. Using data systems to inform early childhood practice.- 2. Revisiting the roles of teachers as assessors of children’s progress.- 3. The Collection and Use of Assessment information in Early Childhood Settings.- 4. Using digital tools to support STEM learning.- 5. An exploration of how e-portfolios shape how learning is supported, evidenced and communicated in early years education.- 6. Tools and time for noticing in early childhood pedagogy outdoors.- 7. Documentation as a tool for changing practices in Iceland.- 8. Using new tools to support a data, knowledge, action stance to explore children’s experiences of curriculum.- 9. Using a variety of data collection methods to better understand students in physical education in primary schools.- 10. Disrupting the myths regarding young children’s vulnerabilities by assessing emotional and social wellbeing.- 11. Dual purposes: Using children’s self-assessment plans as summative data.- 12. Child-Voiced Assessment for Understanding Children’s Learning and Transforming Pedagogic Practices.- 13. Children as assessors of their own learning- the power of listening to children’s own reflections.- 14. Developing teachers’ capacity to use data systems.- 15. Using Activity-Focused Assessment Within an Embedded Instruction Framework.- 16. Towards the future use of data systems in early years settings.

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Book SynopsisThis book examines connections between policy contexts, school experiences and everyday activities of children growing up in the global city of Singapore. In particular, it explores how Singapore children’s everyday experiences inside and outside of school shape their orientations towards educational success. Alongside an analysis of school life and educational policies, it also considers children’s out-of-school activities, including leisure, homework, and enrichment activities, and connections between these and their school-based activities. The book draws on empirical data from Primary 4 classes in two Singapore schools in the form of student-completed surveys, classroom ethnographies, student responses to a learning dialogues activity, and a re-enactment of one child's out-of-school life, as well as curriculum and policy analysis. It provides readers with an in-depth understanding of Singapore Primary 4 children’s experiences inside and outside of school, including the structure of timetables and pedagogical approaches encountered in school lessons, children’s enjoyment of activities inside and outside of school, children’s engagement and wellbeing at school, and the impact of Singapore’s educational policies on children’s learning experiences. Moving beyond a simplistic focus on Singapore children’s academic performance in international high-stakes testing, the book offers a comprehensive exploration of their lives inside and outside of school. This holistic approach is unique in the Singapore context and contributes to a greater understanding of children’s everyday lives in the city.Table of ContentsChapter 1. Introduction.- Chapter 2. Timetabling and routines.- Chapter 3. Pedagogical encounters.- Chapter 4. School engagement and orientations to success.- Chapter 5. School belonging and wellbeing.- Chapter 6. Activities outside of school.- Chapter 7. Synthesis.

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Book SynopsisImmigration is when individuals leave their country of residency to permanently settle in a different country. According to the United Nations (UN) Department of Economic and Social Affairs, in 2017 a cumulative of 258 million persons were residents in a country that differed from their own. The September 11, 2001, terrorist attacks and the increase in prohibited immigration impelled the United States (US) to propose a number of immigration laws. In 2012, the US Department of Homeland Security (DHS) established the Deferred Action for Childhood Arrivals (DACA) policy, which allowed undocumented immigrants to work legally without being deported as long as they maintain a useful and lawful status. Approximately 800,000 immigrants attained DACA standing, permitting them to legally work and go to school in the US.Furthermore, the immigration law of 1965 prompted an excessive entrance of multicultural immigrants to the United States which brought about a great representation of children who live with immigrant families. These children faced several environmental structures which were affected by changes and multiplicity in their family situations. Immigrant children attempted to understand a different culture, values, and emerging issues in relation to their assimilation paths.The purpose of this volume is to offer a complete representation of the way immigrant children and families respond and develop in the US and Europe. It will extend current knowledge and reinforce contemporary frameworks that associate the cultural differences between immigrant families and teachers. In the classroom environment teachers have the opportunity to effectively assume both nurturing and instructional roles to aid young children to cultivate their social and cognitive abilities. The teachers' personal characteristics, formal education, specialized training, and cultural knowledge may affect their effectiveness in the classroom environment. Most of the studies show that both family and teachers have the most significant effects on the children's development and learning. Immigration researchers and scholars were invited to review, critically analyze, discuss, and submit a manuscript for the volume titled, Contemporary Perspectives on Research on Immigration in Early Childhood Education.The concept of immigration has heavily influenced modern views in early childhood education. Researchers, scholars, and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of immigration in the United States and Europe. The contents of the volume reflect the major shifts in the views of early childhood researchers, scholars, and educators in relation to the research on immigration, its historical roots, the role of immigration in early childhood education, and its relationship to theory, research, and practice.

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Book SynopsisImmigration is when individuals leave their country of residency to permanently settle in a different country. According to the United Nations (UN) Department of Economic and Social Affairs, in 2017 a cumulative of 258 million persons were residents in a country that differed from their own. The September 11, 2001, terrorist attacks and the increase in prohibited immigration impelled the United States (US) to propose a number of immigration laws. In 2012, the US Department of Homeland Security (DHS) established the Deferred Action for Childhood Arrivals (DACA) policy, which allowed undocumented immigrants to work legally without being deported as long as they maintain a useful and lawful status. Approximately 800,000 immigrants attained DACA standing, permitting them to legally work and go to school in the US.Furthermore, the immigration law of 1965 prompted an excessive entrance of multicultural immigrants to the United States which brought about a great representation of children who live with immigrant families. These children faced several environmental structures which were affected by changes and multiplicity in their family situations. Immigrant children attempted to understand a different culture, values, and emerging issues in relation to their assimilation paths.The purpose of this volume is to offer a complete representation of the way immigrant children and families respond and develop in the US and Europe. It will extend current knowledge and reinforce contemporary frameworks that associate the cultural differences between immigrant families and teachers. In the classroom environment teachers have the opportunity to effectively assume both nurturing and instructional roles to aid young children to cultivate their social and cognitive abilities. The teachers' personal characteristics, formal education, specialized training, and cultural knowledge may affect their effectiveness in the classroom environment. Most of the studies show that both family and teachers have the most significant effects on the children's development and learning. Immigration researchers and scholars were invited to review, critically analyze, discuss, and submit a manuscript for the volume titled, Contemporary Perspectives on Research on Immigration in Early Childhood Education.The concept of immigration has heavily influenced modern views in early childhood education. Researchers, scholars, and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of immigration in the United States and Europe. The contents of the volume reflect the major shifts in the views of early childhood researchers, scholars, and educators in relation to the research on immigration, its historical roots, the role of immigration in early childhood education, and its relationship to theory, research, and practice.

Read more less