Early childhood care and education Books

Book SynopsisThe handbook is composed of chapters by authors who discuss the important features of particular types of toys, provide information related to the developmental importance of this type of toy, discuss social and cultural issues engendered by play with such toys, and review the available research on the characteristics and potential impact on children's developmental progress of toys of that type. Both traditional toys and technological toys are discussed. The handbook is expected to serve both as a reference for educators, parents, toy designers, and other interested readers, and as a catalyst for further research and ongoing toy development. Its purpose includes helping readers to gain knowledge that enables them to more fully appreciate the value of children's toy play, find out more about the favorite toys they had in childhood and relive those satisfying play experiences, and learn how to foster the learning, physical development, and social-emotional growth that comes from suchTable of ContentsForeword PrefaceIntroductionSection I: Toys as Cultural PhenomenaChapter 1: The Role of Toys in Promoting Children’s Development Doris BergenChapter 2: Developmentally Appropriate Insights from the National Toy Hall of Fame Christopher BenchChapter 3: Cultural History of Developmentally Appropriate Toys Dorothy SlussSection II: Developmentally Appropriate ToysChapter 4: Large Blocks and Building Materials Lynn CohenChapter 5: Small Blocks and Building Materials Eleni LoizouChapter 6: Bicycles and Other Riding Toys Valerie UbbesChapter 7: Dolls and Animal Replicas John SutterbyChapter 8: Finger/Hand Puppets and Marionets Olga JarrettChapter 9: Climbing Toys and Structures Doris BergenChapter 10: Airplanes, Kites, Rockets/Drones Jason AbbittChapter 11: Balls, Beanbags, Frisbees Darrel DavisChapter 12: Replica Cars, Trucks, Trains, Other VehiclesAnnerieke BolandChapter 13: Science Toys Shirley MorganthalerChapter 14: Crayons and PaintsTheresa SettleberryChapter 15: Kitchen/Household Implement ReplicasDorothy SlussChapter 16: Real Life and Fantasy Dress up Clothes and MaterialsBrooke SpanglerChapter 17: Board Games/Technology Augmented GamesJames Johnson & Sonia TwariChapter 18: Craft/Workshop Replicas Sandra StoneChapter 19: Indigenous Toys Jean-Pierre RossieChapter 20: BooksKathleen RoskosChapter 21: Puzzles and Musical Toys Doris Bergen & Gail BurnettChapter 22: Technology-Augmented Dolls, Animals, and Vehicles Sohyun Meacham & Myae HanChapter 23: Other Technology-Augmented Play Materials Lena LeeSection 3: Future of Developmentally Appropriate ToysChapter 24: Designing Developmentally Appropriate Toys Barry KudrowitzChapter 25: Promoting Developmentally Appropriate Toys in a Changing Child Cultural World Doris BergenAuthor Information

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Book SynopsisHow do we begin to understand diversity in early childhood in order to combat biases? There are many layers of diversity within families that are important to examine. We must consider ethnic diversity first and foremost as we engage in a conversation regarding diversity, as we know (or should know) the history of people of color in the US and the challenges and adversities that we have experienced. In the context of this book, understanding diversity begins with positioning a definition that encompasses the realities of many families particularly across the US such as immigration status, gender, family structure, sexual identity, class, and spiritual beliefs. We also see the importance to talking about race within the context of early childhood.Table of ContentsPreface: Mari Riojas-CortezForeword: Bekisizwe Ndimande Introduction: Mari Riojas-CortezChapter 1: Preparing Early Childhood Teachers for the Importance of Seeing Color in Children: Bloom’s Taxonomy as a Guide by Kimberly Davidson, Flora Farago, and Terry HusbandChapter 2: Addressing lgbtq+ Issues with Preservice Teachers in Conservative Spaces by Kenya E. Wolff and Janice KroegerChapter 3: Ready for our Immigrant Children: Preparing Early Childhood Educators to Work with Immigrant Children and their Families by Wilma Robles-MelendezChapter 4: Religion in Early Childhood: Guidelines for Preservice Teachers by Ruth Vilà Baños, Montserrat Freixa Niella, Assumpta Aneas, and Angelina Sánchez MartíReferencesAbout the Author and Contributors

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Book SynopsisHow do we begin to understand diversity in early childhood in order to combat biases? There are many layers of diversity within families that are important to examine. We must consider ethnic diversity first and foremost as we engage in a conversation regarding diversity, as we know (or should know) the history of people of color in the US and the challenges and adversities that we have experienced. In the context of this book, understanding diversity begins with positioning a definition that encompasses the realities of many families particularly across the US such as immigration status, gender, family structure, sexual identity, class, and spiritual beliefs. We also see the importance to talking about race within the context of early childhood.Table of ContentsPreface: Mari Riojas-CortezForeword: Bekisizwe Ndimande Introduction: Mari Riojas-CortezChapter 1: Preparing Early Childhood Teachers for the Importance of Seeing Color in Children: Bloom’s Taxonomy as a Guide by Kimberly Davidson, Flora Farago, and Terry HusbandChapter 2: Addressing lgbtq+ Issues with Preservice Teachers in Conservative Spaces by Kenya E. Wolff and Janice KroegerChapter 3: Ready for our Immigrant Children: Preparing Early Childhood Educators to Work with Immigrant Children and their Families by Wilma Robles-MelendezChapter 4: Religion in Early Childhood: Guidelines for Preservice Teachers by Ruth Vilà Baños, Montserrat Freixa Niella, Assumpta Aneas, and Angelina Sánchez MartíReferencesAbout the Author and Contributors

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Book SynopsisIntegrating Literacy Naturally is a guide for nurturing a love of literacy in both teachers and young children. More than a hundred children's book titles and other resources serve as springboards for cultivating that love and meeting individual literacy needs in developmentally appropriate ways. And, educator spotlight stories show how theories move to practice. Pinkerton and Hewitt draw on their love of literacy and over four decades of combined experience to help readers navigate individualized instruction, purposeful play, literacy integration, classroom libraries, and a reimagined workshop approach. Examples for how to do all of this with children's texts are presented throughout the book. Eight guiding principles provide an easy path to becoming an intentional, authentic teacher who focuses on the individual needs of children and avoids one-sized literacy instruction. The principles grew from heart to heart conversations the authors had about joyful reading and writing experienceTrade ReviewPinkerton and Hewitt offer a practical, research-based guide to supporting early literacy development with an emphasis on creating an early literacy learning environment full of rich experiences and effective routines. Through this superb resource, Pinkerton and Hewitt support early educators' goals of fostering literacy development in each and every child. -- Christina M. Cassano, EdD, author, "Pivotal Research in Early Literacy: Foundational Studies and Classroom Practices"The authors’ love of reading is evident throughout this practical guide to literacy instruction, which includes research-based pedagogical methods, clear descriptions of best practice, and multiple references to rich resources. Teachers, preservice teachers, and parents will find the text easy to read with creative ideas and examples that can be implemented immediately in the classroom or at home. -- Carolyn Wade, EdD, early childhood teacher, professionalFinally, a text that recognizes literacy must have as its nucleus reading and writing—both working and complementing each other for our students. That Integrating Literacy Naturally: Avoiding the One-Size-Fits-All Curriculum in Early Childhood pinpoints early childhood as the critical entry point makes this text a primer for all of us who teach English language arts—Pre-K-graduate school. -- Jocelyn A. Chadwick, PhD, Harvard professor; author, “Teaching Literature in the Context of Literacy Instruction and Writing for Life: Using Literature to Teaching Writing Literacy”Pinkerton and Hewitt have taken workshop approach in a fresh and exciting direction. With a focus towards the importance of play and student engagement, this book provides practical but thought-provoking ideas to reimagine your literacy workshop. Their introduction of an iZone will especially speak to primary educators who are looking for relevant planning to meet the needs of the youngest learners. -- Laura Moore, Primary Literacy Specialist, Wylie ISD

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Book SynopsisIntegrating Literacy Naturally is a guide for nurturing a love of literacy in both teachers and young children. More than a hundred children's book titles and other resources serve as springboards for cultivating that love and meeting individual literacy needs in developmentally appropriate ways. And, educator spotlight stories show how theories move to practice. Pinkerton and Hewitt draw on their love of literacy and over four decades of combined experience to help readers navigate individualized instruction, purposeful play, literacy integration, classroom libraries, and a reimagined workshop approach. Examples for how to do all of this with children's texts are presented throughout the book. Eight guiding principles provide an easy path to becoming an intentional, authentic teacher who focuses on the individual needs of children and avoids one-sized literacy instruction. The principles grew from heart to heart conversations the authors had about joyful reading and writing experienceTrade ReviewPinkerton and Hewitt offer a practical, research-based guide to supporting early literacy development with an emphasis on creating an early literacy learning environment full of rich experiences and effective routines. Through this superb resource, Pinkerton and Hewitt support early educators' goals of fostering literacy development in each and every child. -- Christina M. Cassano, EdD, author, "Pivotal Research in Early Literacy: Foundational Studies and Classroom Practices"The authors’ love of reading is evident throughout this practical guide to literacy instruction, which includes research-based pedagogical methods, clear descriptions of best practice, and multiple references to rich resources. Teachers, preservice teachers, and parents will find the text easy to read with creative ideas and examples that can be implemented immediately in the classroom or at home. -- Carolyn Wade, EdD, early childhood teacher, professionalFinally, a text that recognizes literacy must have as its nucleus reading and writing—both working and complementing each other for our students. That Integrating Literacy Naturally: Avoiding the One-Size-Fits-All Curriculum in Early Childhood pinpoints early childhood as the critical entry point makes this text a primer for all of us who teach English language arts—Pre-K-graduate school. -- Jocelyn A. Chadwick, PhD, Harvard professor; author, “Teaching Literature in the Context of Literacy Instruction and Writing for Life: Using Literature to Teaching Writing Literacy”Pinkerton and Hewitt have taken workshop approach in a fresh and exciting direction. With a focus towards the importance of play and student engagement, this book provides practical but thought-provoking ideas to reimagine your literacy workshop. Their introduction of an iZone will especially speak to primary educators who are looking for relevant planning to meet the needs of the youngest learners. -- Laura Moore, Primary Literacy Specialist, Wylie ISD

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Book SynopsisGender bias is well established in children by age 6, so creating environments where all children can learn without bias requires an understanding of the components of gender bias and the related challenges. This book supports educators by giving them the language to talk about gender equity, the tools to assess issues of inequity in their schools, and methods to create healthier and better-balanced school culture and curriculum.This book will help educators develop ways to identify implicit bias, address imbalances, and direct more positive and balanced messages for all students. The book provides very useful information on reflective practice, action plan development, and changing the visual culture of schools. It also includes practical and engaging ways to integrate gender equity lessons within content area classes and creating a school-wide initiative.The book shares posTrade ReviewI was drawn into this book and didn’t want to put it down. It focuses on the need for all educators—and really anybody—to reflect critically and deeply on the adverse impact of gender bias on children and its effect on their personal development and achievement in school. The author gives readers a practical road map to examine and understand gender-healthy practices in schools and communities that will be meaningful for generations to come. Gender Equity in Elementary Schools is an invaluable resource for teachers and school leaders; it can help educators drive positive, actionable change in schools. -- Peggy Brookins, National Board Certified Teacher, President and CEO National Board for Professional Teaching StandardsThink you don’t have gender bias? Believe that your own gender or teaching experience can overcome any perceived bias? Ready for a challenge, discovery, and growth - just like your students? Then this carefully crafted toolbox is for you! And it’s also for those who don’t think they need it. Dorothy Venditto’s laser-like focus on today, and tomorrow’s gender equity issue is a new seed of enlightenment for the educator in all of us. Her comprehensive, thought provoking tips and strategies are valuable teaching tools, created as living documents we all must continually nurture. The call to action for self-reflection that Venditto highlights will lead to impactful development and changes required for gender equity health in our schools. -- Dennis Fitzgerald, third grade teacher, Joaquin Miller Elementary, Oakland CAThe classroom can still be an unequal space. This book is both an important call to action and a valuable road map for any educator who strives to make sure that his or her classroom is a setting where gender equity is assured and all children can flourish. When the classroom becomes a better and safer place, so too does our country and our world. -- Kayce Freed Jennings, director of Girl Rising EducatorsBeing the father of two girls, ages 11 and 15, and having the opportunity as an administrator to have seen Dorothy in action with our students, it is wonderful to see her work in a book. Gender Equity in Elementary Schools is a perfect blueprint for schools. It assists teachers with activities and resources to create responsive, proactive schools and become transformational in their approach to develop gender equitable schools. The wonderful thing about Dorothy’s approach is to focus in class, at school, and the larger community to make change. -- Edward Escobar, director of Pupil Personnel Services, Bedford Central School DistrictTable of ContentsTable of ContentsPrefaceAcknowledgmentsIntroduction: A Call to ActionChapter 1. Gender Equity: Essential UnderstandingsChapter 2. Assessing Gender Equity in Your SchoolChapter 3. Gender Equity in the ClassroomChapter 4. A Whole School and Community InitiativeChapter 5. Introduction to Student LearningChapter 6. Primary Lessons for StudentsChapter 7. Intermediary Lessons for StudentsChapter 8. IntersectionalityChapter 9. Looking to Their FutureChapter 10. ResourcesIndexAbout the Author

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Book SynopsisGender bias is well established in children by age 6, so creating environments where all children can learn without bias requires an understanding of the components of gender bias and the related challenges. This book supports educators by giving them the language to talk about gender equity, the tools to assess issues of inequity in their schools, and methods to create healthier and better-balanced school culture and curriculum.This book will help educators develop ways to identify implicit bias, address imbalances, and direct more positive and balanced messages for all students. The book provides very useful information on reflective practice, action plan development, and changing the visual culture of schools. It also includes practical and engaging ways to integrate gender equity lessons within content area classes and creating a school-wide initiative.The book shares posTrade ReviewI was drawn into this book and didn’t want to put it down. It focuses on the need for all educators—and really anybody—to reflect critically and deeply on the adverse impact of gender bias on children and its effect on their personal development and achievement in school. The author gives readers a practical road map to examine and understand gender-healthy practices in schools and communities that will be meaningful for generations to come. Gender Equity in Elementary Schools is an invaluable resource for teachers and school leaders; it can help educators drive positive, actionable change in schools. -- Peggy Brookins, National Board Certified Teacher, President and CEO National Board for Professional Teaching StandardsThink you don’t have gender bias? Believe that your own gender or teaching experience can overcome any perceived bias? Ready for a challenge, discovery, and growth - just like your students? Then this carefully crafted toolbox is for you! And it’s also for those who don’t think they need it. Dorothy Venditto’s laser-like focus on today, and tomorrow’s gender equity issue is a new seed of enlightenment for the educator in all of us. Her comprehensive, thought provoking tips and strategies are valuable teaching tools, created as living documents we all must continually nurture. The call to action for self-reflection that Venditto highlights will lead to impactful development and changes required for gender equity health in our schools. -- Dennis Fitzgerald, third grade teacher, Joaquin Miller Elementary, Oakland CAThe classroom can still be an unequal space. This book is both an important call to action and a valuable road map for any educator who strives to make sure that his or her classroom is a setting where gender equity is assured and all children can flourish. When the classroom becomes a better and safer place, so too does our country and our world. -- Kayce Freed Jennings, director of Girl Rising EducatorsBeing the father of two girls, ages 11 and 15, and having the opportunity as an administrator to have seen Dorothy in action with our students, it is wonderful to see her work in a book. Gender Equity in Elementary Schools is a perfect blueprint for schools. It assists teachers with activities and resources to create responsive, proactive schools and become transformational in their approach to develop gender equitable schools. The wonderful thing about Dorothy’s approach is to focus in class, at school, and the larger community to make change. -- Edward Escobar, director of Pupil Personnel Services, Bedford Central School DistrictTable of ContentsTable of ContentsPrefaceAcknowledgmentsIntroduction: A Call to ActionChapter 1. Gender Equity: Essential UnderstandingsChapter 2. Assessing Gender Equity in Your SchoolChapter 3. Gender Equity in the ClassroomChapter 4. A Whole School and Community InitiativeChapter 5. Introduction to Student LearningChapter 6. Primary Lessons for StudentsChapter 7. Intermediary Lessons for StudentsChapter 8. IntersectionalityChapter 9. Looking to Their FutureChapter 10. ResourcesIndexAbout the Author

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Book SynopsisDr. Mario C. Barbiere and Jane C. Wiatr have developed a practical and informative guide to teaching for both new and seasoned teachers, administrators and their support staff. This book spotlights The Student Empowerment Program and is the foundation for a positive climate and culture in the early childhood classroom. The program is detailed chapter by chapter and addresses the nature of the learner from play and exploration to technology, to rubrics and assessments. This covers the gamut of what every educator needs to know to become a master in their field. The Student Empowerment Program contains the 5'R's which is the architecture a teacher needs to build a solid foundation for learning and self-regulation. Any educator, who wants to make a positive change and become enabled to teach more and discipline less, will appreciate the simplicity of our program in this step by step handbook. Every word, whether it is our personal experience or research based is dedicated to facilitating Trade ReviewAs the director of a preschool and as an elementary school principal, I found this book to be an excellent knowledge base for the development of young children. The book introduced new strategies and approaches to brain based learning and its application for the “whole child” teaching approach in early childhood education. This book encourages learning and promoting children’s social and emotional development in the early school years. -- Sophia Z. Domogala, young children’s author (Preschool-Young Youth); Preschool & Elementary PrincipalJane and Mario combine research and real teaching experience to provide ideas that are effective and realistic. They are able to effectively communicate with teachers to provide simple implementation ideas that support current research in the field. They are an invaluable resource for teachers and administrators. -- Mark Hoyt, principal, Union Twp Board of Education, Union, NJJane and Mario provide both new as well as veteran teachers practical strategies that can be used right away in the classroom. They offer ideas and solutions to problem behaviors that may seem overwhelming to a classroom teacher, utilizing a straight forward, sensible approach... a must read for any teacher! -- Jack Jones, Special Education Teacher, Branchburg TownshipTable of ContentsPreface Acknowledgement Introduction 1. Student Empowerment 2. Nature of the Learner 3. Classroom Environment 4. Play and Exploration 5. Lesson Design 6. Rubric and Assessment 7. Technology 8. Tying It All Together About the Authors

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Book SynopsisDr. Mario C. Barbiere and Jane C. Wiatr have developed a practical and informative guide to teaching for both new and seasoned teachers, administrators and their support staff. This book spotlights The Student Empowerment Program and is the foundation for a positive climate and culture in the early childhood classroom. The program is detailed chapter by chapter and addresses the nature of the learner from play and exploration to technology, to rubrics and assessments. This covers the gamut of what every educator needs to know to become a master in their field. The Student Empowerment Program contains the 5'R's which is the architecture a teacher needs to build a solid foundation for learning and self-regulation. Any educator, who wants to make a positive change and become enabled to teach more and discipline less, will appreciate the simplicity of our program in this step by step handbook. Every word, whether it is our personal experience or research based is dedicated to facilitating Trade ReviewAs the director of a preschool and as an elementary school principal, I found this book to be an excellent knowledge base for the development of young children. The book introduced new strategies and approaches to brain based learning and its application for the “whole child” teaching approach in early childhood education. This book encourages learning and promoting children’s social and emotional development in the early school years. -- Sophia Z. Domogala, young children’s author (Preschool-Young Youth); Preschool & Elementary PrincipalJane and Mario combine research and real teaching experience to provide ideas that are effective and realistic. They are able to effectively communicate with teachers to provide simple implementation ideas that support current research in the field. They are an invaluable resource for teachers and administrators. -- Mark Hoyt, principal, Union Twp Board of Education, Union, NJJane and Mario provide both new as well as veteran teachers practical strategies that can be used right away in the classroom. They offer ideas and solutions to problem behaviors that may seem overwhelming to a classroom teacher, utilizing a straight forward, sensible approach... a must read for any teacher! -- Jack Jones, Special Education Teacher, Branchburg TownshipTable of ContentsPreface Acknowledgement Introduction 1. Student Empowerment 2. Nature of the Learner 3. Classroom Environment 4. Play and Exploration 5. Lesson Design 6. Rubric and Assessment 7. Technology 8. Tying It All Together About the Authors

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Book SynopsisThe Inclusive Classroom: Creating a Cherished Experience through Montessori brings together experts in Montessori Education and Special Education for the 3- to 6-year-old child in Montessori school. This book will be used by Montessori professionals in teacher training programs at the undergraduate and graduate levels, by Montessori teachers in classrooms including public, private, sectarian, and nonsectarian schools for classrooms ages 3 to 6, and by Montessori administrators in all types of schools. The Montessori chapters (Introduction, Practical Life, Sensorial, Math/Geometry, Language, and Conclusion) describe and include examples of how to modify or re-present Montessori lessons for children with learning challenges. These lessons are supported by the principles of Universal Design for Learning AND specific standards from the National Association for the Education of Young Children. Table of ContentsAcknowledgmentsForewordby Laura Saylor PhDPrefaceChapter 1 - Introductionby Ginger Kelley McKenzie and Victoria S. ZascavageChapter 2 - Practical Lifeby My Le N. VoChapter 3 - Montessori Sensorial Lessonsby Crystal DahlmeierChapter 4 - Montessori Early Childhood Math and Geometryby Ginger Kelley McKenzie and Victoria S. ZascavageChapter 5 - Montessori Early Childhood Language Practices Meet the Needs of All Learnersby Vanessa M. RigaudChapter 6 - Conclusionby Ginger Kelley McKenzie and Victoria S. ZascavageAppendixAbout the Authors

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Book SynopsisThe Inclusive Classroom: Creating a Cherished Experience through Montessori brings together experts in Montessori Education and Special Education for the 3- to 6-year-old child in Montessori school. This book will be used by Montessori professionals in teacher training programs at the undergraduate and graduate levels, by Montessori teachers in classrooms including public, private, sectarian, and nonsectarian schools for classrooms ages 3 to 6, and by Montessori administrators in all types of schools. The Montessori chapters (Introduction, Practical Life, Sensorial, Math/Geometry, Language, and Conclusion) describe and include examples of how to modify or re-present Montessori lessons for children with learning challenges. These lessons are supported by the principles of Universal Design for Learning AND specific standards from the National Association for the Education of Young Children. Table of ContentsAcknowledgmentsForewordby Laura Saylor PhDPrefaceChapter 1 - Introductionby Ginger Kelley McKenzie and Victoria S. ZascavageChapter 2 - Practical Lifeby My Le N. VoChapter 3 - Montessori Sensorial Lessonsby Crystal DahlmeierChapter 4 - Montessori Early Childhood Math and Geometryby Ginger Kelley McKenzie and Victoria S. ZascavageChapter 5 - Montessori Early Childhood Language Practices Meet the Needs of All Learnersby Vanessa M. RigaudChapter 6 - Conclusionby Ginger Kelley McKenzie and Victoria S. ZascavageAppendixAbout the Authors

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Book SynopsisFrom Oops to Aha pulls back the curtain on learning from mistakes in four public school Kindergarten classrooms: urban, charter, Montessori, and suburban. With each chapter, the reader is transported directly into the daily lives of teachers and their students. The portraits offer poignantly-detailed, moment-by-moment illustrations of how teachers respond to mistakes and interact with students. At the micro-level, this perspective reveals how teachers' beliefs, intentions, and instructional practices play out in context during daily life in the classroom. By juxtaposing the true stories of the lives of Kindergarten teachers and children, Donaldson makes plain that even in this very early grade, there is a wide and striking range of children's interpersonal and learning experiences in school. All Kindergarten classrooms are not the same; the nuanced way teachers respond to mistakes in the moment is impacted by access to resources and by policies enacted at a broader level. This book Table of ContentsPrefaceIntroductionChapter 1: Mr. Allen: Transforming Mistakes Into MelodiesChapter 2: Ms. Rivers: Coaching the Team Toward “Perfect Perfect” PerformanceChapter 3: Miss Carrie: Guiding Children Down the Highway to Self-Correction Chapter 4: Mrs. Tucker: Orchestrating Learning From “Oopses”Conclusion

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Book SynopsisFrom Oops to Aha pulls back the curtain on learning from mistakes in four public school Kindergarten classrooms: urban, charter, Montessori, and suburban. With each chapter, the reader is transported directly into the daily lives of teachers and their students. The portraits offer poignantly-detailed, moment-by-moment illustrations of how teachers respond to mistakes and interact with students. At the micro-level, this perspective reveals how teachers' beliefs, intentions, and instructional practices play out in context during daily life in the classroom. By juxtaposing the true stories of the lives of Kindergarten teachers and children, Donaldson makes plain that even in this very early grade, there is a wide and striking range of children's interpersonal and learning experiences in school. All Kindergarten classrooms are not the same; the nuanced way teachers respond to mistakes in the moment is impacted by access to resources and by policies enacted at a broader level. This book Table of ContentsPrefaceIntroductionChapter 1: Mr. Allen: Transforming Mistakes Into MelodiesChapter 2: Ms. Rivers: Coaching the Team Toward “Perfect Perfect” PerformanceChapter 3: Miss Carrie: Guiding Children Down the Highway to Self-Correction Chapter 4: Mrs. Tucker: Orchestrating Learning From “Oopses”Conclusion

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Book SynopsisBooks Come Alive: Reading Aloud and Reading Along with Young Children is about using read alouds to promote empathy and the ability to think deeply in response to literature. Grounded in research and theory, the book explores how to ensure that read alouds have maximum instructional value to promote literacy and spark children's lifelong love of literature. This book offers teachers information about book selection, how to plan for and conduct read alouds, and extend children's experiences. The book also includes a vetted and extensive compendium of high-quality books for read alouds, accompanied by a framework for teaching with those books.Table of ContentsPrefaceAcknowledgementsIntroductionChapter 1: Read Alouds: First ConsiderationsChapter 2: Why Read Alouds?Chapter 3: Choosing Well Crafted Books to ReadChapter 4: Scheduling and Conducting Read AloudsChapter 5: Extending the Story Experience for ChildrenPicturebook AnnotationsAppendix AAbout the Authors

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Book SynopsisBooks Come Alive: Reading Aloud and Reading Along with Young Children is about using read alouds to promote empathy and the ability to think deeply in response to literature. Grounded in research and theory, the book explores how to ensure that read alouds have maximum instructional value to promote literacy and spark children's lifelong love of literature. This book offers teachers information about book selection, how to plan for and conduct read alouds, and extend children's experiences. The book also includes a vetted and extensive compendium of high-quality books for read alouds, accompanied by a framework for teaching with those books.Table of ContentsPrefaceAcknowledgementsIntroductionChapter 1: Read Alouds: First ConsiderationsChapter 2: Why Read Alouds?Chapter 3: Choosing Well Crafted Books to ReadChapter 4: Scheduling and Conducting Read AloudsChapter 5: Extending the Story Experience for ChildrenPicturebook AnnotationsAppendix AAbout the Authors

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Book SynopsisDiversifying Pedagogy in Early Childhood Teacher Preparation Programs presents the underlying message of situating diversity at the core of early childhood programs. As such, faculty must first examine the practices that are at the center of each program. Of importance is for preservice teachers to know and understand the history, injustices, and struggles that communities of color endure. In order to increase that understanding, faculty who teach in teacher preparation programs must take the lead and discover ways to best reach preservice teachers which may take a shift in beliefs. This book presents examples of faculty taking the lead to help preservice teachers understand the social injustices in aspects of early childhood education. This move can lead to highly qualified early childhood teachers.Table of ContentsPrefaceForeword: Mary Esther Huerta, PhD, Associate Professor of Bilingual Education, Texas State UniversityIntroductionChapter 1: Perceptions and Misconceptions: How Best to Prepare Early Childhood Teachers to Work with Dual Language Learners by Cristina Gillanders and Marlene ZepedaChapter 2: Preparing Generalist Early Childhood Teachers to Work with Culturally and Linguistically Diverse Children Who Have Special Needs by Allegra Montemayor and Karen WalkerChapter 3: Preservice Teacher Confessions: Why Should I Care about Parents? By Tivy Nobles WhitlockChapter 4: The Early Childhood Teacher Self-Reflection Model by Mari Riojas-Cortez and Tivy Nobles WhitlockReferencesAbout the ContributorsAbout the Author

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Book SynopsisDiversifying Pedagogy in Early Childhood Teacher Preparation Programs presents the underlying message of situating diversity at the core of early childhood programs. As such, faculty must first examine the practices that are at the center of each program. Of importance is for preservice teachers to know and understand the history, injustices, and struggles that communities of color endure. In order to increase that understanding, faculty who teach in teacher preparation programs must take the lead and discover ways to best reach preservice teachers which may take a shift in beliefs. This book presents examples of faculty taking the lead to help preservice teachers understand the social injustices in aspects of early childhood education. This move can lead to highly qualified early childhood teachers.Table of ContentsPrefaceForeword: Mary Esther Huerta, PhD, Associate Professor of Bilingual Education, Texas State UniversityIntroductionChapter 1: Perceptions and Misconceptions: How Best to Prepare Early Childhood Teachers to Work with Dual Language Learners by Cristina Gillanders and Marlene ZepedaChapter 2: Preparing Generalist Early Childhood Teachers to Work with Culturally and Linguistically Diverse Children Who Have Special Needs by Allegra Montemayor and Karen WalkerChapter 3: Preservice Teacher Confessions: Why Should I Care about Parents? By Tivy Nobles WhitlockChapter 4: The Early Childhood Teacher Self-Reflection Model by Mari Riojas-Cortez and Tivy Nobles WhitlockReferencesAbout the ContributorsAbout the Author

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Book SynopsisSmall Talk: Activities for Language Development in Preschool Learners was written to fill a void for teachers who have little-to-no background in childhood language development, but wish to play an important role in language growth among preschool children. Small Talk: Activities for Language Development in Preschool Learners pushes aside drill exercises and provides caring teachers with language development activities that require easy to acquire materials/ingredients for food preparation, art and crafts, and game experiences that are designed to stimulate receptive and expressive language building experiences. Additionally, after the easy to follow activity steps, there is a listing of Small Talk Suggestions that is comprised of ideas that teachers can use to encourage conversations between themselves and their preschoolers. In this way, before, during, and after the language activity, the adult is able to provide a rich language model for the young language learner within a naturTable of ContentsAcknowledgementsIntroductionChapter 1: Suggested ApplicationPlanning and Presenting the ActivitiesThe Importance of Early Childhood Language LearningSymptoms of Language ImpairmentA Receptive Language ProblemAn Expressive Language ProblemChapter 2: Developmental Milestones for Speech and Language0 – 6 Months7 -12 Months13 – 18 Months19 – 24 Months2 – 3 Years3 – 4 Years4 - 5 Years5 – 6 Years6 - 7 YearsNotesChapter 3: Easy ActivitiesA TASTY GUESSING GAMEICE CREAM SUNDAE ANY DAY!YUMMY BANANA SPLITMAKING AN ICE CREAM FLOATMAKING A SALADICE CREAM WAFFLESMAKING TRAIL MIXFRUITY YOGURT PARFAITMAKING JELL-OSOUP TIME!MAKING A SANDWICHMAKING A SHIRLEY TEMPLEBOWLINGRECORDING SESSIONWHICH ONE IS MISSING?SOUNDS GUESSING GAME1-2-3 RED LIGHTCLAY TIME!KNICK-KNACK BOXTRAFFIC LIGHTPAPER PLATE PIZZAPERSONAL PHOTO ALBUMFEEL ITHAPPY or SAD?MY OUCH STORYI AM SO THANKFULFAMILY MATTERSFIND A HOUSEHUCKLE BUCKLE BEANSTALKIS THAT A CIRCLE?PASS THE PARCELSKIPPYROO KANGAROONATURE WALKChapter 4: Intermediate ActivitiesI CAN’T BELIEVE IT’S BUTTER!HEY THERE, CUPCAKE!LET’S MAKE PEANUT BUTTERCOLORED SALTMAKE A TAMBOURINECONCENTRATIONPENCIL HOLDERMAKE A CATERPILLARPOP ARTChapter 5: Challenging ActivitiesAN INDOOR PLANTERGO FISHSPONGE PAINTINGSCORN COB PAINTINGSSTRING PICTUREVASEHOP SCOTCHBibliographyLetter to TeachersAbout the Author

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Book SynopsisSmall Talk: Activities for Language Development in Preschool Learners was written to fill a void for teachers who have little-to-no background in childhood language development, but wish to play an important role in language growth among preschool children. Small Talk: Activities for Language Development in Preschool Learners pushes aside drill exercises and provides caring teachers with language development activities that require easy to acquire materials/ingredients for food preparation, art and crafts, and game experiences that are designed to stimulate receptive and expressive language building experiences. Additionally, after the easy to follow activity steps, there is a listing of Small Talk Suggestions that is comprised of ideas that teachers can use to encourage conversations between themselves and their preschoolers. In this way, before, during, and after the language activity, the adult is able to provide a rich language model for the young language learner within a naturTable of ContentsAcknowledgementsIntroductionChapter 1: Suggested ApplicationPlanning and Presenting the ActivitiesThe Importance of Early Childhood Language LearningSymptoms of Language ImpairmentA Receptive Language ProblemAn Expressive Language ProblemChapter 2: Developmental Milestones for Speech and Language0 – 6 Months7 -12 Months13 – 18 Months19 – 24 Months2 – 3 Years3 – 4 Years4 - 5 Years5 – 6 Years6 - 7 YearsNotesChapter 3: Easy ActivitiesA TASTY GUESSING GAMEICE CREAM SUNDAE ANY DAY!YUMMY BANANA SPLITMAKING AN ICE CREAM FLOATMAKING A SALADICE CREAM WAFFLESMAKING TRAIL MIXFRUITY YOGURT PARFAITMAKING JELL-OSOUP TIME!MAKING A SANDWICHMAKING A SHIRLEY TEMPLEBOWLINGRECORDING SESSIONWHICH ONE IS MISSING?SOUNDS GUESSING GAME1-2-3 RED LIGHTCLAY TIME!KNICK-KNACK BOXTRAFFIC LIGHTPAPER PLATE PIZZAPERSONAL PHOTO ALBUMFEEL ITHAPPY or SAD?MY OUCH STORYI AM SO THANKFULFAMILY MATTERSFIND A HOUSEHUCKLE BUCKLE BEANSTALKIS THAT A CIRCLE?PASS THE PARCELSKIPPYROO KANGAROONATURE WALKChapter 4: Intermediate ActivitiesI CAN’T BELIEVE IT’S BUTTER!HEY THERE, CUPCAKE!LET’S MAKE PEANUT BUTTERCOLORED SALTMAKE A TAMBOURINECONCENTRATIONPENCIL HOLDERMAKE A CATERPILLARPOP ARTChapter 5: Challenging ActivitiesAN INDOOR PLANTERGO FISHSPONGE PAINTINGSCORN COB PAINTINGSSTRING PICTUREVASEHOP SCOTCHBibliographyLetter to TeachersAbout the Author

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Book SynopsisThis book is a guide for teachers seeking to use multicultural literature in the early grades. It also serves as a valuable resource for classroom teachers who routinely use multicultural literature as part of their practice. In addition, the book is written for both undergraduate and graduate children's literature and multicultural literature courses as well as for workshops or seminars focusing on teaching preschool to grade 3 children with multicultural books. Starting with exploring that particular culture, each chapter includes a step-by-step guide on how to select and evaluate literature on the culture. The classroom examples then showcase strategies and activities for classroom teachers. Finally, resources provide suggested children's books and resources for understanding the culture.Trade ReviewAll throughout my master's program I wondered why a book like this didn't exist... now it does! I can only imagine the number of teachers, classrooms, and communities Chen and Browne will impact with such an imperative text that allows teachers to confidently, respectfully, and authentically represent diverse cultures through multicultural literature. Students will undoubtedly be supported in recognizing their own cultural identity while making connections to cultures different from their own. This book is a critical read for all educators to implement best practice strategies for introducing multicultural literature beginning in early elementary classrooms and beyond. -- Kaitlyn Greenwood, second grade teacher in Voorhees, NJChen and Browne bring together a wide-ranging collection of literacy practitioners, children's literature scholars, educators, and children's book activists to explore the critical importance of multicultural literature for young children. These culturally authoritative, leading voices guide us through practical steps for selecting, evaluating, and using multiethnic literature in the classroom while shining a light on diverse communities and pointing us to a plethora of first-rate resources. Part handbook, part manifesto for equity pedagogy, this ambitious work combines richly contextual, leading-edge scholarship with a clear-eyed, uncompromising focus on the humanistic imperative of education—an essential read for anyone with a stake in early years education and early childhood development. -- Summer Edward, MEd., Writer, Children's Editor, and Founder of AnansesemIn this edited collection, Chen & Browne provide a compelling offering of essays designed for practitioners, pre-service teachers and graduate students engaged in understanding and implementing pedagogy that centers multicultural literature in the curriculum. This book shares critical discussion about this literature while also offering readers creative and developmentally appropriate instructional activities that will surely resonate with and inspire young learners. -- Wanda M. Brooks, Professor of Teaching and Learning-Literacies and Learners Concentration at Temple UniversityXiufang Chen and Susan Browne’s Multicultural Books for PreK–Grade Three: A Guide for Classroom Teachers is a must-have reference book for preschool to K-3 educators with children who are super diverse racially, ethnically, culturally, and cognitively. The book’s focus on multicultural literature, with particular attention to specific cultures including those from communities of LGBTQ and learning disabilities in each chapter, not only serves as a practical guide but also a powerful tool for educators to celebrate diversity in their everyday teaching. It can also be used as a useful textbook for teacher educators to prepare equity-minded, culturally-relevant early childhood teachers. -- Guofang Li, Michigan State University, Professor and Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth, University of British ColumbiaTable of ContentsForewordChapter One: Overview of Multicultural Literature for Younger Children in ClassroomsChapter Two: Native American Literature Chapter Three: African American LiteratureChapter Four: Asian American LiteratureChapter Five: Jewish LiteratureChapter Six: Latinx LiteratureChapter Seven: Middle Eastern LiteratureChapter Eight: Caribbean LiteratureChapter Nine: LGBTQ+ LiteratureChapter Ten: People with DisabilitiesAbout the Contributors

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Book SynopsisThis book is a guide for teachers seeking to use multicultural literature in the early grades. It also serves as a valuable resource for classroom teachers who routinely use multicultural literature as part of their practice. In addition, the book is written for both undergraduate and graduate children's literature and multicultural literature courses as well as for workshops or seminars focusing on teaching preschool to grade 3 children with multicultural books. Starting with exploring that particular culture, each chapter includes a step-by-step guide on how to select and evaluate literature on the culture. The classroom examples then showcase strategies and activities for classroom teachers. Finally, resources provide suggested children's books and resources for understanding the culture.Trade ReviewAll throughout my master's program I wondered why a book like this didn't exist... now it does! I can only imagine the number of teachers, classrooms, and communities Chen and Browne will impact with such an imperative text that allows teachers to confidently, respectfully, and authentically represent diverse cultures through multicultural literature. Students will undoubtedly be supported in recognizing their own cultural identity while making connections to cultures different from their own. This book is a critical read for all educators to implement best practice strategies for introducing multicultural literature beginning in early elementary classrooms and beyond. -- Kaitlyn Greenwood, second grade teacher in Voorhees, NJChen and Browne bring together a wide-ranging collection of literacy practitioners, children's literature scholars, educators, and children's book activists to explore the critical importance of multicultural literature for young children. These culturally authoritative, leading voices guide us through practical steps for selecting, evaluating, and using multiethnic literature in the classroom while shining a light on diverse communities and pointing us to a plethora of first-rate resources. Part handbook, part manifesto for equity pedagogy, this ambitious work combines richly contextual, leading-edge scholarship with a clear-eyed, uncompromising focus on the humanistic imperative of education—an essential read for anyone with a stake in early years education and early childhood development. -- Summer Edward, MEd., Writer, Children's Editor, and Founder of AnansesemIn this edited collection, Chen & Browne provide a compelling offering of essays designed for practitioners, pre-service teachers and graduate students engaged in understanding and implementing pedagogy that centers multicultural literature in the curriculum. This book shares critical discussion about this literature while also offering readers creative and developmentally appropriate instructional activities that will surely resonate with and inspire young learners. -- Wanda M. Brooks, Professor of Teaching and Learning-Literacies and Learners Concentration at Temple UniversityXiufang Chen and Susan Browne’s Multicultural Books for PreK–Grade Three: A Guide for Classroom Teachers is a must-have reference book for preschool to K-3 educators with children who are super diverse racially, ethnically, culturally, and cognitively. The book’s focus on multicultural literature, with particular attention to specific cultures including those from communities of LGBTQ and learning disabilities in each chapter, not only serves as a practical guide but also a powerful tool for educators to celebrate diversity in their everyday teaching. It can also be used as a useful textbook for teacher educators to prepare equity-minded, culturally-relevant early childhood teachers. -- Guofang Li, Michigan State University, Professor and Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth, University of British ColumbiaTable of ContentsForewordChapter One: Overview of Multicultural Literature for Younger Children in ClassroomsChapter Two: Native American Literature Chapter Three: African American LiteratureChapter Four: Asian American LiteratureChapter Five: Jewish LiteratureChapter Six: Latinx LiteratureChapter Seven: Middle Eastern LiteratureChapter Eight: Caribbean LiteratureChapter Nine: LGBTQ+ LiteratureChapter Ten: People with DisabilitiesAbout the Contributors

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Book SynopsisBecause unsupervised free play is nature's way of teaching us the skills we need as adults the skills of cooperation, making and enforcing rules, compromise, negotiating conflicts, accepting defeat, children have been dependent on others to regulate them. More and more they have become other directed. It is no surprise then that during the days of self-quarantine, when schools, playgrounds and other recreational activities were shut down, children were subject to the emotional stresses of having to find their own way. Their self-direction having had little chance of development failed them when they needed it most. This is a book for teachers and parents as well who seek to develop such self-directed, can-do children.Table of ContentsPrefaceIntroductionSection I: Building Blocks of the Can-Do ChildChapter 1: Developing Personal Power Roots of the Power-Control TheoryChapter 2: Building Blocks of Empowerment: Respect for Children and Their ChoicesChapter 3: Building Blocks of Empowerment: Active Learning Experiences that Genuinely Challenge ThinkingChapter 4: Building Blocks of Empowerment: Creative, Unsupervised Play In Support of Play The Play’s the Thing ConclusionSection II: Applications of the theories to PracticeChapter 5: Introduction to the Activities Chapter 6: Debriefing: Using Interactions that Promote ReflectionChapter 7: Serious Players: The Arts Chapter 8: Serious Players: Language ArtsChapter 9: Serious Players: Social StudiesChapter 10: Serious Players: ScienceChapter 11: Serious Players: MathChapter 12: Serious Players: Moral and Ethical DilemmasSection III : EpilogueChapter 13 : What’s Important?

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Book SynopsisBecause unsupervised free play is nature's way of teaching us the skills we need as adults the skills of cooperation, making and enforcing rules, compromise, negotiating conflicts, accepting defeat, children have been dependent on others to regulate them. More and more they have become other directed. It is no surprise then that during the days of self-quarantine, when schools, playgrounds and other recreational activities were shut down, children were subject to the emotional stresses of having to find their own way. Their self-direction having had little chance of development failed them when they needed it most. This is a book for teachers and parents as well who seek to develop such self-directed, can-do children.Table of ContentsPrefaceIntroductionSection I: Building Blocks of the Can-Do ChildChapter 1: Developing Personal Power Roots of the Power-Control TheoryChapter 2: Building Blocks of Empowerment: Respect for Children and Their ChoicesChapter 3: Building Blocks of Empowerment: Active Learning Experiences that Genuinely Challenge ThinkingChapter 4: Building Blocks of Empowerment: Creative, Unsupervised Play In Support of Play The Play’s the Thing ConclusionSection II: Applications of the theories to PracticeChapter 5: Introduction to the Activities Chapter 6: Debriefing: Using Interactions that Promote ReflectionChapter 7: Serious Players: The Arts Chapter 8: Serious Players: Language ArtsChapter 9: Serious Players: Social StudiesChapter 10: Serious Players: ScienceChapter 11: Serious Players: MathChapter 12: Serious Players: Moral and Ethical DilemmasSection III : EpilogueChapter 13 : What’s Important?

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Book SynopsisGrowing up in Walltown, Italy presents an ethnographic account of the culture of early childhood education, as it is constructed in two municipal schools (a nursery and a childhood school) of an Italian town, explored through extensive participant observation and interviews of educators, teachers, school coordinators, mothers, and cooks and school staff. After providing background information on Italian early childhood education, the author describes and interprets the process of children''s insertion into the world of the school as a passage whose ritual stepsinitially accompanied by a parentare carefully prepared by educators and teachers, so that the passengers will successfully settle in, and become competent members and participants of the respective educational communities. The authors focuses on the educational and cultural learning that children between six months and five years of age attain by exercising their agency, capacity for communication, interaction and responsibilTable of ContentsIntroduction1 – The Culture of Early Childhood Education & Care2 – Passages3 – Sharing the Food, Sharing the Table4 – Sensing & Making Sense5 – Puer Legens6 – The Dialectics of Learning and Performing7 – Roles, Rules, & Rhythms Conclusion

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Book SynopsisThe world of education is an amazing and rewarding world to be in, but there is a sense among many that work within it that there is something not quite right, that all is not well. In this book, Greg Bottrill explores how he ensures that, in his Early Years setting, continuous provision enables children. He shares his Early Years pedagogy through the ′3Ms′ and explains how to apply these in the classroom. Greg also explores the definition of play – what it is and what it isn’t – and the challenging role of the Early Years teacher. This book shares good practice in: early reading and the joy of reading early writing development boys writing the nature of outdoor play and how to make this truly ‘outdoor’ the role of parents in child development mathematics in play when and how to do intervention work with children how to get Headteachers and centre managers on board. Table of ContentsPart 1 – Where do we go from here? Chapter 1 – The child at the centre of the universe Chapter 2 – Making their universe the right universe Part 2 – Getting continuous provision right Chapter 3 – What play is and what play isn’t Chapter 4 – What do I do all day? Chapter 5 – Seriously, what do I do all day? Part 3 – The 3Ms Chapter 6 – What are the 3Ms? Chapter 7 – 3M number 1 – Making conversations Chapter 8 – 3M number 2 – Mark making Chapter 9 – 3M number 3 – Mathematics Chapter 10 – 3M number 4 – Muscle and movement Chapter 11 – 3M number 5 – Mindfulness Chapter 12 – 3m number 6 – Magic Part 4 – The great outdoors Chapter 13 – The outside world Chapter 14 – Your outside space Part 5 – Partners Chapter 15 – Parents Chapter 16 – TAs Chapter 17 – The headteacher

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Book SynopsisIf you work in the early years, you have probably heard of Montessori and Bronfenbrenner - but have you heard of Bavolek or Fisher? Contemporary theorists and theories of early childhood learning have much to teach us. It is often forgotten that this learning is still evolving and that new voices are joining the discussion every year. This book introduces early years practitioners to some contemporary theorists and explores their work alongside more well-known thinkers. It demonstrates how these theories relate to everyday practice in the early years and that discussion of them can support ongoing professional learning.Table of ContentsStephen Bavolek - Aaron Bradbury Urie Bronfenbrenner - Tamsin Grimmer Pierre Bourdieu - Kate Irvine Friedrich Froebel - Meredith Rose Julie Fisher - Ruth Swailes Loris Malaguzzi - Valerie Daniel Maria Montessori - Sue Allingham Tina Bruce - Philippa Thompson Valerie Daniel - Aaron Bradbury Margaret McMillan and Grace Owen - Pam Jarvis

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Book SynopsisThis book anchors the social studies as the central unifying force for young children. Teachers use the inquiry process to foster child development of social skills and citizenship ideals in their first classroom experiences. Curriculum is built starting with children’s natural curiosity to foster literacy in all its form—speaking, listening, reading, writing. Along the way, young children acquire knowledge and academic skills in civics, economics, geography and history. Shown throughout are ways to promote social learning, self-concept development, social skills and citizenship behaviors. Featured here are individually appropriate and culturally relevant developmental practices. Considered are the importance of family collaboration and funds of knowledge children bring to early care and education. Contributors to this edition bring expertise from bilingual, early education, literacy, special education and the social studies. Beginning with citizenship and community building the authors consider all aspects of teaching young children leading to a progression of capacity to engage civically in school and community.

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Book SynopsisThis book anchors the social studies as the central unifying force for young children. Teachers use the inquiry process to foster child development of social skills and citizenship ideals in their first classroom experiences. Curriculum is built starting with children’s natural curiosity to foster literacy in all its form—speaking, listening, reading, writing. Along the way, young children acquire knowledge and academic skills in civics, economics, geography and history. Shown throughout are ways to promote social learning, self-concept development, social skills and citizenship behaviors. Featured here are individually appropriate and culturally relevant developmental practices. Considered are the importance of family collaboration and funds of knowledge children bring to early care and education. Contributors to this edition bring expertise from bilingual, early education, literacy, special education and the social studies. Beginning with citizenship and community building the authors consider all aspects of teaching young children leading to a progression of capacity to engage civically in school and community.

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Book SynopsisSome of the most iconic images of the twentieth century are of children: Dorothea Lange’s Migrant Mother, depicting farm worker Frances Owens Thompson with three of her children; six-year-old Ruby Bridges, flanked by U.S. marshals, walking down the steps of an all-white elementary school she desegregated; Huỳnh Công Út’s photograph of nine-year-old Phan Thi Kim Phuc fleeing a South Vietnamese napalm bombing. These iconic images with their juxtaposition of the innocent (in the sense of not culpable) figure of the child and the guilty perpetrators of violence (both structural and interpersonal) are ‘arresting’. The power of the image of the child to arrest the spectator, to demand a response from her has given the representation of children a central place in the history of visual culture for social reform. This book analyses a range of forms and genres from social reform documentary through feature films and onto small and mobile media to address two core questions: What difference does it make to the message who the producer is? and How has the place of children and youth changed in visual public culture?Trade ReviewIn The Visual Cultures of Childhood, Wells (human geography, Univ. of London, UK) uses photography, film, and digital media to examine the image of children in visual culture. Wells writes that the “power of the image of the child to arrest the spectator ... has given the representation of children a central place in the history of visual culture for social reform” (p. 1). Emphasizing US primary sources, Wells examines children and youth in social-reform documentary film, international nongovernmental organization campaign and sponsorship films, coming-of-age films by African American directors, LGBTQ films that are LGB written and/or directed, and coming-of-age working-class youth films in the Western genre. . . Wells also examines YouTube content produced by micro-celebrity LGBT+ activists and the visual culture of the Black Lives Matter, March for Our Lives, and South Dakota Pipeline movements. The book includes a table of budgets and box office receipts for select African American coming-of-age films. . . Summing Up: Recommended. Upper-division undergraduates through faculty. * Choice *The representation of the African American child and children of the colonial reaches of the British Empire is a crucial aspect of visual knowledge. In the first quarter of the 21st century the subjugation of Black youth and children through fatal racist violence continues, as do cultures of discrimination, imprisonment and abuse. It is necessary that histories of representation are written, read and widely taught. This book offers such a history, and will be of great benefit to high school and university students. -- Stephanie Hemelryk Donald, Professor of Film, Lincoln University and Honorary Professor, UNSWTable of Contents1. Visual Political Culture, Childhood and Youth: From Object to Subject to Activist2. The Emergence of a Sentimental Visual Culture3. ‘And Then the Kids Took it Over’: Documentary Film, Racism and the Civil Rights Movement4. The Melodrama of Being a Child: NGO Representations of Poverty5. ‘You Need to be Glad That You Graduated from High School, and That You're Alive at Eighteen’: Coming-Of-Age in Black Film6. We’ve Got a Bright Place in the Sun: LGBTQ Coming Out and Teen Melodrama7. ‘I’d Be Lost Without the Weight of You Two on My Back’: Working Class Teens and the Western8. ‘On Being the Representation’ 9. ‘We the Wounded’: Violence and Citizenship10. Theorising Childhood, Visual Culture, and Technology

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Book SynopsisThe Family Child Care 2022 Tax Companion is a comprehensive tool that will help tax preparers understand the unique rules that affect family child care businesses. Using this resource will increase your confidence in the tax professional who prepares your return, help you identify potential errors before your taxes are filed, and ensure that your tax preparer is claiming all allowable deductions. Once you fill out the worksheets in this book, give them to your tax professional to use as a guide as your tax forms are completed. This will help you ensure your business expenses are properly deducted.

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Book SynopsisPartnering to Improve Childcare: University, HUD, and Private Business proposes that the government, private businesses, and early childhood groups must join forces in collaborative partnerships to unite the workforce and childcare needs of communities. These strong partnerships will lead to quality childcare services for young children. This book emerged from the belief that early childhood programming has a significant role in helping families (parents, children, grandparents) move out of poverty (literally in terms of the larger vision of HUD programming). The contexts of poverty can make for various challenges to change the course of generational cycles of poverty. Knowing that children and childcare are the sources of hope for many families, the commitment to quality childcare in one setting that already had childcare became the group's focus. Networks must be designed with an intentional purpose to create quality childcare in collaboration with workforce initiatives. In a society driven by its economy, childcare is essential in keeping the workforce at work.Table of ContentsIntroductionChapter 1: The Beginnings of a Childcare CenterChapter 2: Community of PracticeChapter 3: Classroom OpportunitiesChapter 4: Nature-based PlaygroundChapter 5: Housing Authority of the City Pittsburgh ApproachChapter 6: A Childcare Director's PerspectiveChapter 7: Training to Support CareChapter 8: Future of the PartnershipEpilogue

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Book SynopsisThe visual has become a central theme in the study of childhood both as a research subject and a research method. The last two decades have seen huge interest in how children are represented in visual culture and how they in turn engage with visual cultures - as producers, audiences, and sometimes both. This innovative book gives a historical and geographic perspective on visual cultures of childhood, looking at representation as well as media effects. The main themes of the book are the strong presence of children in visual cultures in the modern period and the uses of this visual record for understanding how childhood is represented and constructed - as gendered, racialised and class-based. It covers social realism, melodrama and activism.Visual cultures of childhood are significant cultural resources that children draw on to understand and learn how to perform social identities. The access that teens now have to making their own visual productions and how the representation of gender, race and class than they produce compare to those produced by adults for children is interesting and very rich ground to conduct research on. It also speaks to current political concerns about, for example, how youth understand citizenship.Trade ReviewThe representation of the African American child and children of the colonial reaches of the British Empire is a crucial aspect of visual knowledge. In the first quarter of the 21st century the subjugation of Black youth and children through fatal racist violence continues, as do cultures of discrimination, imprisonment and abuse. It is necessary that histories of representation are written, read and widely taught. This book offers such a history, and will be of great benefit to high school and university students. -- Stephanie Hemelryk Donald, University of LiverpoolTable of Contents1. Visual Political Culture, Childhood And Youth: From Object To Subject To Activist / 2. The Emergence Of A Sentimental Visual Culture / 3. ‘And Then The Kids Took It Over’: Documentary Film, Racism And The Civil Rights Movement / 4. The Melodrama Of Being A Child: NGO Representations Of Poverty / 5. ‘You Need To Be Glad That You Graduated From High School, And That You're Alive At Eighteen’: Coming-Of-Age In Black Film / 6. We’ve Got A Bright Place In The Sun: LGBTQ Coming Out And Teen Melodrama / 7. ‘I’d Be Lost Without The Weight Of You Two On My Back’ working class teens and the Western / 8. ‘On Being the Representation’ / 9. ‘We the Wounded’: Violence and Citizenship / 10. Theorising childhood, visual culture, and technology

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Book SynopsisIn Anti-racist Pedagogy in the Early Childhood Classroom, author Miriam Tager provides detailed descriptions of Anti-Racist lessons and activities in early childhood classrooms. With accounts and examples from educators integrating anti-racist teachings into their classroom, this book explores what Anti-racist Pedagogy can look like and how these early childhood educators effectively utilize Anti-racist Pedagogy to combat racism within schools. The book also includes professional tips and advice for the higher education teacher to use in their teacher education programs to better prepare pre-service teachers for addressing issues on race and racism within their classrooms.Table of ContentsList of FiguresChapter 1: An Introduction to a Critical StudyChapter 2: Characteristics of an Anti-Racist EducatorChapter 3: Just Say No to Black History MonthChapter 4: Racial EquityChapter 5: The ARTSChapter 6: Our History RevisedChapter 7: Racial LiteracyChapter 8: Teaching ActivismChapter 9: Critical Reflection on BiasesChapter 10: Dealing with Administrators and ParentsChapter 11: Get On BoardAppendix AAppendix BGlossaryReferencesAbout the Author

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Book SynopsisUsing an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.Trade ReviewThis critically important volume is highly overdue! Castro and Artiles have produced a rich body of work on the intersection of special education, bilingual education, and early childhood education. Theoretically and programmatically integrative, this text is essential reading for designing equitable educational approaches that consider emergent bilinguals’ unique assets and skills. Readers will appreciate learning about the developmental characteristics of an increasingly diverse population in early intervention and special education as they gain cultural and linguistic efficacy. * Iliana Alanís, The University of Texas at San Antonio, USA *The authors provide up-to-date information and critical perspectives in an integrative approach which lays the foundation for comprehensive, responsive interventions. Each chapter reflects an asset-based approach which contrasts with the long history of deficit-based views. Highly recommended for those who work with this population, but an important resource for all educators. * Robert Rueda, University of Southern California, USA *This book would be particularly useful to students studying Early Childhood or teaching qualifications intending to work with children aged 0–8 years old. It would provide them with a detailed knowledge in the field of language, special educational needs and bilingualism to apply to situations that they will inevitably face within their working lives. It would also be useful to academics, teachers and scholars teaching within this area. Overall, this is an extremely informative text that will help many to give children the attention and encouragement they need. -- Tanya Richardson * Educational Review, 2021 *Table of ContentsContributors Chapter 1. Dina C. Castro and Alfredo J. Artiles: At the Intersection of Language, Learning, and Disability in the Education of Young Bilingual Children Chapter 2. Dina C. Castro, Cristina Gillanders, Nydia Prishker, and Rodolfo Rodriguez: A Sociocultural, Integrative, and Interdisciplinary Perspective on the Development and Education of Young Bilingual Children with Disabilities Chapter 3. Carol Scheffner Hammer and Maria Cristina Limlingan: How Bilingualism Affects Children’s Language Development Chapter 4. Lillian Durán: Dual Language Learners in Early Intervention Programs: Issues of Eligibility, Access, and Service Provision Chapter 5. Sarah L. Alvarado, Sarah M. Salinas, and Alfredo J. Artiles: The Social Organization of Learning for Dual Language Learners in Inclusive Classrooms Chapter 6. Maria Adelaida Restrepo and Anny P. Castilla-Earls: Language Learning and Language Disability: Equity Issues in the Assessment of Young Bilingual Learners Chapter 7. Cristina Gillanders and Sylvia Y. Sánchez: Learning from Sociocultural Contexts: Partnering with Families of Young Bilingual Children with Disabilities Chapter 8. Norma A. López-Reyna, Cindy L. Collado, Mary Bay, and Wu-Ying Hsieh: Preparing Teachers of Young Bilingual Children with Disabilities Chapter 9. Marlene Zepeda and Michael J. Orosco: Language, Learning, and Disability in an Era of Accountability Chapter 10. Alba A. Ortiz: Young Bilingual Children with Disabilities: Challenges and Opportunities for Future Education Policies and Research Index

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Book SynopsisUsing an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.Trade ReviewThis critically important volume is highly overdue! Castro and Artiles have produced a rich body of work on the intersection of special education, bilingual education, and early childhood education. Theoretically and programmatically integrative, this text is essential reading for designing equitable educational approaches that consider emergent bilinguals’ unique assets and skills. Readers will appreciate learning about the developmental characteristics of an increasingly diverse population in early intervention and special education as they gain cultural and linguistic efficacy. * Iliana Alanís, The University of Texas at San Antonio, USA *The authors provide up-to-date information and critical perspectives in an integrative approach which lays the foundation for comprehensive, responsive interventions. Each chapter reflects an asset-based approach which contrasts with the long history of deficit-based views. Highly recommended for those who work with this population, but an important resource for all educators. * Robert Rueda, University of Southern California, USA *This book would be particularly useful to students studying Early Childhood or teaching qualifications intending to work with children aged 0–8 years old. It would provide them with a detailed knowledge in the field of language, special educational needs and bilingualism to apply to situations that they will inevitably face within their working lives. It would also be useful to academics, teachers and scholars teaching within this area. Overall, this is an extremely informative text that will help many to give children the attention and encouragement they need. -- Tanya Richardson * Educational Review, 2021 *Table of ContentsContributors Chapter 1. Dina C. Castro and Alfredo J. Artiles: At the Intersection of Language, Learning, and Disability in the Education of Young Bilingual Children Chapter 2. Dina C. Castro, Cristina Gillanders, Nydia Prishker, and Rodolfo Rodriguez: A Sociocultural, Integrative, and Interdisciplinary Perspective on the Development and Education of Young Bilingual Children with Disabilities Chapter 3. Carol Scheffner Hammer and Maria Cristina Limlingan: How Bilingualism Affects Children’s Language Development Chapter 4. Lillian Durán: Dual Language Learners in Early Intervention Programs: Issues of Eligibility, Access, and Service Provision Chapter 5. Sarah L. Alvarado, Sarah M. Salinas, and Alfredo J. Artiles: The Social Organization of Learning for Dual Language Learners in Inclusive Classrooms Chapter 6. Maria Adelaida Restrepo and Anny P. Castilla-Earls: Language Learning and Language Disability: Equity Issues in the Assessment of Young Bilingual Learners Chapter 7. Cristina Gillanders and Sylvia Y. Sánchez: Learning from Sociocultural Contexts: Partnering with Families of Young Bilingual Children with Disabilities Chapter 8. Norma A. López-Reyna, Cindy L. Collado, Mary Bay, and Wu-Ying Hsieh: Preparing Teachers of Young Bilingual Children with Disabilities Chapter 9. Marlene Zepeda and Michael J. Orosco: Language, Learning, and Disability in an Era of Accountability Chapter 10. Alba A. Ortiz: Young Bilingual Children with Disabilities: Challenges and Opportunities for Future Education Policies and Research Index

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Book SynopsisJourneys to school are important time and space transitions between homes and schools for children worldwide. This book comprises various chapters providing insights into children’s experiences of this essential aspect of their lives and schooling experience. From an interdisciplinary and intercultural perspective, leading international scholars focus on how children from very different contexts travel between their homes and their schools and how this transitional space impacts their daily lives and interactions with their environment. The way to and from school becomes a third place for some children who develop meaningful social and environmental relationships, mix up with children who belong to different groups, learn, relax, and so on. Studies from a wide range of disciplines and using different methods have highlighted benefits and risks related to children’s journey to school, providing insightful data regarding modes of transportation, health and wellbeing issues, school organisation and legislation, safety or urban development, and so on.Trade Review“The book’s multidisciplinary approach in studying children’s school journeys around the world produces rich and exciting new knowledge on children’s autonomous mobility whilst also attesting to the multidimensionality of their lives within this everyday transitional space of theirs” —Leena Alanen, Professor Emerita (Early Childhood Education), Department of Education, Associate Professor/Docent (Sociology), Department of Social Sciences and Philosophy, University of Jyväskylä, Finland.“This book provides a theoretically and empirically nuanced exploration of the school journey that the contributors highlight with carefully crafted analyses through children’s own voices and experiences. Exploring the school journey as a transitional or third space, the book greatly enriches our understanding of a key but often neglected aspect of children’s daily lives and well-being” —Spyros Spyrou, Professor of Anthropology, European University Cyprus. “School Journey as a Third Place; Theories, Methods, and Experiences around the World” is a book focusing on the topic of the journey of children between home and school. The book underlines that the way between school and home can be perceived as the “third place”, as a transition space, potentially having an impact on the children’s experience, well-being, feelings, and development. The book also presents the impact of spatial design, safety, disability, and parents’ fears on the choice of the mode of travel and the experiences of children. The authors focus on the social, cultural, psychological, and educational aspects of being in the third place. They argue that the way between home and school can be a space, where children find their independency and create relationships with the environment. Sometimes it can be a positive experience, enriching the growth of the child, however, it can also be a space of fear and danger.—Katarzyna Soszyńska, Language, Discourse & Society, vol. 11, no. 1(21), 2023.Table of ContentsIntroduction; Part I. Theories And Methods to Explore the School Journey, Chapter 1. The Multidimensionality of the Way to and from School: A Third Place for Children?; Chapter 2. Walking through Mundane Landscapes: Children’s Experience of Place during the School Journey; Chapter 3. Dangers in the Third Place: Walking, Public Transport and the Experiences of Young Girls in Cape Town and Abuja; Chapter 4. The (Im)Possibility of Spatial Autonomy for Young City Dwellers; Chapter 5. The Quality of the Way to School Lies in the Design Details; Part II. Children’s Experiences of The School Journey Chapter 6. Children’s Experiences and Affective Connections with Place in Their Independent Mobility; Chapter 7. Parental Concerns and Perceptions Related to Children’s Independent Travel to School: A Case Study in Germany; Chapter 8. How Does Families’ Daily Mobility between Home and School Change with the Trottibus, a Walking School Bus Program in Quebec, Canada?; Chapter 9. The Spatial Distribution of the Walking School Bus: An Interactionist Approach; Chapter 10. Incorporating the Extended Theory of Planned Behaviour in a School Travel Mode Choice Model: A Case Study of Shaoxing; Chapter 11. Thinking about Ableism and Third Place to Understand and Improve the School Journeys of Disabled Children and Their Families; Index

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Book Synopsis′The authors who have contributed to this book bring a wealth of expertise and a wide range of research findings. This gives the reader the opportunity to link theory with practice in a helpful and illuminating way′ - Early Years Update Praise for the first edition: `...represents an enormously rich body of research and expertise focused on the objective of taking into account the social, historical and cultural dimensions of everyday activities in order to better understand children. …will undoubtedly be of interest and value to anyone with a similar concern′ - Early Years Journal `...an international state-of-the-art early childhood education publication that sets out research-based evidence and critically links this with theory and practice. It is pitched at the graduate level and beyond. Readers will gain more from the book if they have a thorough base understanding of relevant learning and social-cultural theories and an open-mind to appreciate the perspectives presented in this book′ - Childforum, New Zealand This fully revised and up-to-date edition examines sociocultural and historical approaches to current theories of learning in early childhood education. It sets out research-based evidence linking theory and practice in early childhood settings. Written by leading figures in the field, the book extends a strong and traditional theme - the importance of the child′s perspective and respect for each child′s individual background. Within the context of early years settings, the book is structured around four overall themes: - the dynamics of learning and teaching - the nature of knowledge - assessment - evaluation and quality. This book is essential reading for undergraduate and advanced courses in early childhood studies.Trade Review′The authors who have contributed to this book bring a wealth of expertise and a wide range of research findings. This gives the reader the opportunity to link theory with practice in a helpful and illuminating way′ - Early Years UpdateTable of ContentsResearch Contexts across Cultures - Angela Anning, Joy Cullan and Marilyn Fleer PART ONE: CONCEPTUALIZATIONS OF LEARNING AND PEDAGOGY IN EARLY YEARS SETTINGS Developing a Pedagogy of Play - Elizabeth Wood Scaffolding Learning and Co-Constructing Understandings - Barbara Jordan Exploring Critical Constructivist Perspectives on Children′s Learning - Glenda MacNaughton PART TWO: THE NATURE OF KNOWLEDGE IN EARLY YEARS SETTINGS The Co-Construction of an Early Childhood Curriculum - Angela Anning Adults Co-Constructing Professional Knowledge - Joy Cullen Building Bridges between Literacies - Denise Williams-Kennedy PART THREE: ASSESSMENT IN EARLY YEARS SETTINGS The Consequences of Sociological Assessment - Bronwen Cowie and Margaret Carr On-Entry Baseline Assessment across Cultures - Peter Tymms and Christine Merrell Cultural-Historical Assessment: Mapping the Transformation of Understanding - Marilyn Fleer and Carmel Richardson PART FOUR: EVALUATION AND QUALITY IN EARLY YEARS SETTINGS Quality Teaching in the Early Years - Iram Siraj-Blatchford Questioning Evaluation Quality in Early Childhood - Valerie N Podmore Multiple Pathways between Home and School Literacies - Susan Hill and Susan Nichols PART FIVE: CONCLUSION A Framework for Conceptualizing Early Childhood Education - Marilyn Fleer, Angela Anning and Joy Cullen

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Book SynopsisDo you want to understand young children′s development in greater depth? Would you like to see how they view the world around them, and what they think the future might look like? Creativity in early childhood is an area of fascination for all those working with young children, and this book investigates why children create, and what their creations mean. Chapters describe the processes and depict the outcomes of meaning-making, and of making room for children′s voices through the open-ended activity of drawing. Issues examined include: - the increasingly popular use of multi-modal texts; - links between creativity and literacy; - the importance of art in early childhood; - concrete examples of children′s meaning-making, from the author′s research. We see how non-verbal and verbal communication is used to convey meaning, and how children′s voices emerge; the important role imagination and narrative play in the early and continuing development of children is emphasized throughout the book. Ideal for students of early childhood, and for anyone working with young children, this book is a revelatory guide to the mind of the young child. Trade Review′[This book] features concrete examples of children′s meaning-making and is an attempt to...further understand children′s development in greater depth and also to see how they view the world around them′ - Early Years Educator ′This will be an important ′seminal′ text for many years in the early childhood field. Wright′s work is based on her extensive research and work with young children, and her passion for this aspect of children′s learning and development is evident throughout the text′ - Dr Catherine Meehan, Senior Lecturer and Programme Director of BA (Hons) Early Childhood Studies, Canterbury Christ Church UniversityTable of ContentsCreativity: Meaning-Making and Representation Surfacing the Voices of Children: The Role of the Interlocutor Intratextuality in Drawing-Telling Drawing and Embodiment Intertextuality: Borrowing with a Personal Stamp Ancient Forms: New Worlds Implications for Teaching

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Book SynopsisProviding high quality play experiences is an essential part of good early years education, but this can pose a challenge for practitioners who face pressure from a more didactic primary curriculum, and from parents worried that their children will fail to acquire essential skills and knowledge. By helping the reader to develop their understanding of the complex relationships between play and learning, this book examines current theoretical perspectives on play, alongside examples of recent and innovative play research from a range of disciplinary and methodological perspectives. With contributions from leading play scholars, it brings together theory, research, policy and practice in relation to play and learning in early years settings. The emphasis is on the relationship between play and learning, and play and pedagogy, and the need to understand these dimensions more substantially in order to teach with confidence. Included are chapters on: - the influence of play on thinking, problem-solving and creativity - cooperative play and learning - play, risk and outdoor learning - learning to play in cultural context There are chapter objectives, reflective points, reflective tasks and suggestions for further reading throughout, to facilitate critical thinking and encourage independent study. Suitable for early years practitioners, early childhood students at undergraduate and postgraduate levels, and all those who work with and care for young children, this is an exciting and thought-provoking book. Trade Review′This is an authoritative and detailed analysis of the complexities of children′s play in different situations. It is made more accessible by the ′reflection points′ scattered through the text that encourage the reader to link theory with examples drawn from their own practice. It is an excellent up to date source of reference, and will be of significant interest to anyone wanting to understand more about the true nature of young children′s play and how to enhance it′ - Early Years Update ′This is a fascinating textbook about the role of play within the early years sector and highlights how the target-driven approach can create stress for practitioner and child...[This book is] very readable with interesting case studies. It would certainly prompt good discussion at a staff meeting′ - Children and Young People Now ′Designed to help practitioners at all stages of their professional development to understand different aspects of learning through play, the best thing about the book is the enthusiasm each author brings to sharing their research interests with readers. The authors demonstrate how their work can help practitioners to enrich children′s early experiences in childcare and education settings, giving them access to deep thinking about the power of play and the confidence to apply new understandings to their own settings′ - Angela Anning, Emeritus Professor, University of Leeds and Visiting Professor, Leeds Metropolitan University Table of ContentsIntroduction - Elizabeth Wood, Pat Broadhead and Justine Howard Developing Integrated Pedagogical Approaches to Play and Learning - Elizabeth Wood Learning to Play in a Cultural Context - Liz Brooker Co-Operative Play and Learning from Nursery to Year One - Pat Broadhead ′Born to Play′: The Biocultural Roots of Rough and Tumble Play, and Its Impact upon Young Children′s Learning and Development - Pam Jarvis Playing on the Edge: Perceptions of Risk and Danger in Outdoor Play - Helen Tovey Identity in Young Children′s Drawings: Power, Agency, Control and Transformation - Emese Hall Supporting a Playful Approach to Drawing - Kathy Ring Play Is a Complex Landscape: Imagination and Symbolic Meanings - Maulfry Worthington Making the Most of Play in the Early Years: The Importance of Children′s Perceptions - Justine Howard Play Metacognition and Self-Regulation - David Whitebread Conclusion: Understanding Playful Learning and Playful Pedagogies: Towards a New Research Agenda - Pat Broadhead, Elizabeth Wood and Justine Howard

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Book SynopsisCovering all the key themes, different theoretical views and approaches to studying childhood and early childhood, this book guides you through your course, telling you exactly what is expected of you throughout your studies. It will ensure you develop the skills you need to become successful, and key areas covered include: making the transition from personal experience of children, to studying childhood making the most of your lectures writing good assignments learning how to study independently developing your critical thinking drawing on the full range of student resources (people, services, research visits) getting a job in the early years sector. The new edition has been thoroughly updated and now contains: a new chapter on placements and visits detailed advice on how to avoid plagiarism full consideration of multi-agency working, throughout every chapter advice on career opportunities and further study. Designed to support students in their studies and beyond, this book is an essential purchase for anyone studying childhood or early childhood. SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. Visit the SAGE Study Skills hub for tips, quizzes and videos on study success!Trade Review′This new revised edition includes a new chapter on placements and more thoroughly considers the role and place of multi-agency working...Chapter 4 is particularly useful and provides an excellent discussion on making informed judgements in professional practice...Overall the book is comprehensive in its coverage of core skills and very accessible for students. It captures the challenges faced by Early Childhood students well and emphasises the importance of making and justifying professional decisions. There is also a comprehensive list of further reading and resources which will undoubtedly be useful for both new and final year students′ - ESCalate ′[This book] is a great guide to read prior to beginning a course and will help prepare students not only for studying childhood at degree level, but also for writing assignments and carrying out research projects too. It even offers advice on career opportunities and ′next steps′ after completing a course′ - Nursery Education PLUS ′I think this is an excellent book for childhood and early childhood students, and I can′t recommend it highly enough. The authors have captured precisely the challenging issues for students, and this book really helps to develop students′ understanding of the importance of knowledge and judgement in their future work with children′ - Elise Alexander, Principal Lecturer in Early Childhood Studies, Roehampton UniversityTable of ContentsIntroduction Key Course Themes Reading into Writing Producing a Good Assignment Visits, Observations and Placements Doing Your Dissertation or Research Project Life afterwards: Getting a Job and Further Study Further Reading and Resources Index

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Book Synopsis…a major contribution to the limited literature and research on leadership in childhood education.′ - Professor Tony Bush, Editor of Educational Management, Administration and Leadership. ′This important book focuses clearly on evidence, describing the realities of leading and managing settings in times of rapid policy changes. Carol Aubrey manages to combine theory, research and practice in a book that will be invaluable to a new generation of early years professionals.′ - Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds, UK ′..skilfully draws on sound empirical research to present a grounded theory model for leadership in early years education. ….of interest to researchers, students and practitioners internationally.′ - Professor Nithi Muthukrishna, University of KwaZulu-Natal, South Africa This Second Edition of Leading and Managing in the Early Years explores and integrates leadership and management practice with a real understanding of early years settings. Revised and updated, this new edition includes: - Two new chapters on private day care and reflective practice and action research - Further coverage of reflective practice and reflective leadership skills - More on EYPS as well as integrated centre leadership - Practical suggestions for working with resistant groups and individuals. Carol Aubrey investigates different concepts and characteristics of Early Childhood (EC) leadership as well as the roles and responsibilities of EC leaders. She also explores the types of leadership programmes or development which are needed to maximise the effectiveness of EC leaders. This book is essential reading for students in Early Childhood courses, Early Years Practitioners and local authority employees involved with the integrated centres initiative. Carol Aubrey is Professor of Early Childhood Studies at the University of Warwick. Trade Review′…a major contribution to the limited literature and research on leadership in childhood education′ - Professor Tony Bush, Editor of Educational Management, Administration and Leadership ′This important book focuses clearly on evidence, describing the realities of leading and managing settings in times of rapid policy changes. Carol Aubrey manages to combine theory, research and practice in a book that will be invaluable to a new generation of early years professionals′ - Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds, UK ′..skilfully draws on sound empirical research to present a grounded theory model for leadership in early years education. ….of interest to researchers, students and practitioners internationally′ - Professor Nithi Muthukrishna, University of KwaZulu-Natal, South Africa Table of ContentsIntroduction: Theorizing Leadership in Early Childhood The Early Childhood Leaders′ Agenda Context What Do We Know Already? What Leadership Research Applies? What Do We Need to Know? Leadership in English Early Childhood Education and Care Introduction Our Objectives What We Asked Our Early Childhood Professionals about Leadership What We Found Out What We Made of the Findings Practitioners′ Understandings of Early Childhood Leadership Introduction Characteristics of the Leaders and Staff That We Talked to Definitions and Perceptions of Leadership Roles, Responsibilities and Functions of Leaders Decision-Making Internal and External Influences on Leadership Training Leadership in a Changing World Early Childhood Leaders′ Work Introduction A Typical Day Roles, Responsibilities and Functions Decision-Making Influences on Leadership Training Collective Views on the Video Highlights ′I Don′t Like the Idea of Making a Profit... Exploiting Those on Low Wages′ Introduction Early Childhood Education and Care Policy Early Childhood Profession and Workplace Issues Making a Profit: The Role of the Private Sector Preschool Care and Education plc? Journeys into Leadership Introduction A journey? Career Paths of Early Childhood Leaders Support through the Career Cycle Mentoring as a Leadership Strategy Introduction Learning from Experience The Nature of Mentoring Establishing Appropriate Ground Rules What Does Learning from Day-to-Day Experience Really Mean? A Framework for Staff Development Mentoring for the Leader Future Possibilities The Challenge of Leading Multi-Agency Teams Introduction Challenges to Collaboration Questions to Ask What Do We know about Effective Multi-Agency Working? Models of Multi-Agency Working Organization of Professional Groups Views on Multi-Agency Working from Four Integrated Centres What we found out A closer look at the challenges of multi-agency working Case Studies Leadership by the Many Leading in a Time of Change Introduction A Need for Interprofessional Education Staff Resistance to Change A Model for Improving the Early Childhood Integrated Centre Understanding Change Reflective Practice and Action Learning Introduction Reflective Process of Progressive Problem-Solving Planning an Action Research Cycle with Integrated Centre Leaders Doing Action Research in the Early Childhood Field Conclusions Reflections Revisiting Our Initial Objectives Conclusions

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