Early childhood care and education Books

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

Read more less

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

Read more less

Book Synopsis

Read more less

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

Read more less

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

Read more less

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

Read more less

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.

Read more less

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.

Read more less

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.

Read more less

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.

Read more less

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.

Read more less

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.

Read more less

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

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

Book SynopsisThis edited book on Digital Technologies and Early Childhood in China: Policy and Practice is the eighth volume in the Research in Global Child Advocacy Series. This volume details the entanglement of digital technologies and early childhood ecologies, learning and pedagogies in China. It analyses how traditional Chinese values, Eastern and Western curricular approaches, and socio-political, economic, cultural, and demographic changes influence current policies, services, and practice. This book is the first research-based review of technology integration into early childhood education and the factors that affect it in China. It is particularly timely given China's growing influence and the increased recognition of the importance of early childhood education for human capital development globally. Across international contexts, there is limited knowledge of China's early childhood curricular reforms, and this book offers insight into the socio-cultural and political influences that have driven the nation's tremendous investment in the technology infrastructure, the ambitious goals for implementation into the education of young children, and barriers to these integration efforts.Collectively, this rich collection of chapters offers a nuanced understanding of the entanglement of digital technologies and early childhood education in China. Each chapter sheds light on a distinct aspect of this complex landscape, providing valuable insights and opening new avenues for exploration. It sheds light on the socio-cultural and political influences that have shaped China's ambitious goals for technology integration in the education of young children. By addressing the barriers and challenges faced in these integration efforts, the book provides critical knowledge for policymakers, researchers, and educators seeking to enhance early childhood education practices in China and beyond.Furthermore, this volume contributes to the global understanding of China's early childhood curricular reforms and the significant investments made in technology infrastructure. As China continues to play an influential role in the global landscape, understanding its early childhood curricular reforms and technology integration efforts becomes increasingly important. This book contributes to the international knowledge base by offering insights into the socio-cultural and political influences driving China's investment in technology infrastructure and the challenges faced in its implementation. It serves as a valuable resource for researchers, policymakers, and educators worldwide seeking to enhance early childhood education practices, promote digital literacy, and harness the potential of digital technologies in early learning environments.

Read more less

Book SynopsisThis edited book on Digital Technologies and Early Childhood in China: Policy and Practice is the eighth volume in the Research in Global Child Advocacy Series. This volume details the entanglement of digital technologies and early childhood ecologies, learning and pedagogies in China. It analyses how traditional Chinese values, Eastern and Western curricular approaches, and socio-political, economic, cultural, and demographic changes influence current policies, services, and practice. This book is the first research-based review of technology integration into early childhood education and the factors that affect it in China. It is particularly timely given China's growing influence and the increased recognition of the importance of early childhood education for human capital development globally. Across international contexts, there is limited knowledge of China's early childhood curricular reforms, and this book offers insight into the socio-cultural and political influences that have driven the nation's tremendous investment in the technology infrastructure, the ambitious goals for implementation into the education of young children, and barriers to these integration efforts.Collectively, this rich collection of chapters offers a nuanced understanding of the entanglement of digital technologies and early childhood education in China. Each chapter sheds light on a distinct aspect of this complex landscape, providing valuable insights and opening new avenues for exploration. It sheds light on the socio-cultural and political influences that have shaped China's ambitious goals for technology integration in the education of young children. By addressing the barriers and challenges faced in these integration efforts, the book provides critical knowledge for policymakers, researchers, and educators seeking to enhance early childhood education practices in China and beyond.Furthermore, this volume contributes to the global understanding of China's early childhood curricular reforms and the significant investments made in technology infrastructure. As China continues to play an influential role in the global landscape, understanding its early childhood curricular reforms and technology integration efforts becomes increasingly important. This book contributes to the international knowledge base by offering insights into the socio-cultural and political influences driving China's investment in technology infrastructure and the challenges faced in its implementation. It serves as a valuable resource for researchers, policymakers, and educators worldwide seeking to enhance early childhood education practices, promote digital literacy, and harness the potential of digital technologies in early learning environments.

Read more less

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

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

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

Read more less