Early childhood care and education Books
Exisle Publishing Nurturing a Healthy Mind: Doing What Matters Most
Book Synopsis
£9.49
Waldorf Early Childhood Association North America Waldorf Early Childhood Education: An
Book SynopsisThis comprehensive collection of essays addresses all the key aspects of Waldorf early years education: its history, the developing child, the rhythm of the day, activities, language, storytelling and puppetry and the young child and the spiritual world.There are contributions from many experienced educators, including: Susan Howard, Joan Almon, Helmut von Kügelgen, Freya Jaffke, Ingeborg Schöttner, Kimberly Lewis, Stephan Spitalny, Nancy Foster, Susan Weber, Daniel Udo de Haes and Bronja Zahlingen.This is a revised, newly edited edition of two previously available publications, 'An Overview of the Waldorf Kindergarten', and 'A Deeper Understanding of the Waldorf Kindergarten', with the addition of other relevant contributions.Trade Review'This is a valuable new compilation for teachers' and parents' bookshelves in any setting working with young children. It contains a collection of classic articles from WECAN publications, well edited and introduced. It could be useful to parent and child leaders or kindergarten teachers looking for inspiration for a parents' evening, to new staff needing an overview, to students in training searching for information on a specific area, in addition to providing material for actively interested parents.'-- Kindling
£18.00
National Association for the Education of Young Children Families and Educators Together: Building Great
Book SynopsisHome–school relationships have always been a cornerstone of children’s success and well-being. But cultivating positive, supportive partnerships between educators and families is an ongoing process, one that requires reciprocal respect and communication to grow. Use the practical information and ideas in this book to develop and embed a culture of family engagement in all aspects of your early childhood program, from curriculum planning to addressing children’s individual needs, by Creating a welcoming environment for families Providing many ways for families to engage in the program and their children’s learning Ensuring two-way communication and addressing communication challenges Building on learning opportunities families already provide at home Supporting diverse home languages and cultures Collaborating on community-wide efforts Packed with strategies, resources, and examples from early childhood programs, this book illustrates numerous ways to engage families in your early childhood community so that together, families + educators = thriving children.Trade Review“The title says it all! For everyone who works with young children, this essential book is easy to read and well researched, and it includes many family engagement stories that connect that research to real-life experiences. The practical strategies emphasize how children’s learning is enhanced when families are engaged and involved in the process.”—Barbara Kaiser, consultant, trainer, and co-author of Challenging Behavior in Young Children“This is an important book for teachers, coaches, program leaders, family educators, and anyone who wants to build culturally responsive relationships with families. The strategies, resources, and examples of effective family engagement in this book are based on current research and theories on how to build mutual, respectful family partnerships.” —Debbie Leekeenan, early childhood consultant and co-author of From Survive to Thrive and Leading Anti-Bias Early Childhood ProgramsTable of ContentsIntroduction Chapter 1: Understanding Family Engagement Chapter 2: The Role of Teachers in a Comprehensive Family Engagement Approach Chapter 3: Family Engagement in Action Chapter 4: Communicating with Families Chapter 5: Connecting Home and Program Teaching and Learning Chapter 6: Partnering with the Community Appendix: Family Engagement Resources References Acknowledgments About the Authors
£19.99
National Association for the Education of Young Children Literacy Learning for Infants, Toddlers, and
Book SynopsisSpring 2023 Smart Book winners from the Academics' Choice Awards Literacy Learning begins at birth and continues throughout our lives! Birth to age 5 is a critical period in building the foundation for later success in reading and writing. Educators play a vital role in nurturing young children’s early language and literacy knowledge and skills. However, the specific practices that support literacy development in early childhood are often different than those used with older children. From some of the foremost early literacy development experts in the field comes this practical resource that is a must-have for all educators of infants, toddlers, and preschoolers. Using eight key practices—Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding—as the framework, the authors discuss how educators can support five important areas of young children’s early literacy development: Language and knowledge Print concepts Sounds and letters Writing Text comprehension A range of features highlights information about these areas and practices, including the latest research findings, recommended resources, tips for integrating technology into play and learning, and more. With this book, explore how to create effective, appropriate, and fun learning opportunities for our littlest literacy learners. Trade ReviewToo often, educators are simply told they need to teach early literacy without being provided with support for how to engage young children in meaningful and developmentally appropriate learning experiences. This book is filled with evidence-based and easy-to-implement teaching practices that educators can put into practice immediately. The emphasis on the power of intentional environments and interactions as the pathway to supporting literacy learning for young children is aligned with everything we know about what’s important for our youngest learners. —Bridget K. Hamre, Research Associate Professor, University of Virginia, and CEO and Cofounder, Teachstone This is simply the best book on early language and literacy in the marketplace. It not only elucidates research and key practices in a highly informative, jargon-free way, it brings these practices to life in engaging vignettes that make them all the more real to readers. —Susan B. Neuman, Professor of Childhood Education and Literacy Development, Steinhardt School of Culture, Education, and Human Development, New York University If you’re thirsty for more about the science of early literacy instruction, read this brilliant book. The children you teach will benefit richly from what you learn. Parents should read it too! —Ronald F. Ferguson, Founder and President, The Basics, Inc., and Faculty Director, Achievement Gap Initiative at Harvard University Children’s media creators can greatly impact how children learn, but understanding how to create effective educational content can be challenging. Literacy Learning for Infants, Toddlers, and Preschoolers provides clear, concise examples of real-world learning that can easily be implemented in storytelling for children’s television and digital games. —Olubunmi Mia Olufemi, Supervising Producer, Children’s Television The construction of this book is early educator friendly and provides a set of comprehensive tools and resources to aid in the complexities of teaching unique learners along their continuum of early literacy development. By following the provided key practices as guideposts for language acquisition, print recognition, vocabulary expansion, and reading and writing text, educators can more readily adjust their own instructional practice using the provided cues and tips. —Denise Smith, Implementation Director, Hope Starts Here – Detroit’s Early Childhood Partnership Table of ContentsAbout the Authors Introduction and How to Use this Book Introduction to the purposes and structure of the book including an introduction to the eight core Practices for early childhood educators: Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding. Chapter 1: Clever Communicators Both language and conceptual knowledge are critical for understanding texts and for learning about the world. In Chapter 1, early childhood educators learn to support young children in building knowledge, and in developing language, including vocabulary, to talk about the concepts they learn and texts that are read. Chapter 2: Print Navigators As children interact with different types of written text, they learn about how print is used to convey meaning. In Chapter 2, early childhood educators learn to support these understandings by encouraging children to engage with literacy materials in meaningful ways. Chapter 3: Sound–Letter Linkers The understanding that oral language can be broken into smaller sounds is a critical building block for literacy development. In Chapter 3, early childhood educators learn to use games and activities that encourage children to play with sounds in words. Chapter 4: Resourceful Writers In the early childhood years, children can begin to represent their ideas using pictures, symbols, and eventually with letters. In Chapter 5, early childhood educators learn to encourage and support children’s attempts to share their ideas through writing. Chapter 5: Text Comprehenders Young children can understand, enjoy, learn from, and apply ideas from texts and images. In Chapter 6, early childhood teachers learn to engage children in read alouds and other interactions with written text that facilitate language development and higher-order discussion. Index
£20.89
Springer Nature Switzerland AG Nordic Families, Children and Early Childhood
Book SynopsisLargely as a result of social policies and cultural factors, the Nordic countries continually score high in lifestyle measures, quality of life and children’s outcomes. This book brings together authors from the Nordic countries (Denmark, Finland, Iceland, Norway and Sweden) to share knowledge and understanding regarding families, children, primary education and children’s leisure time activities. The empirical research and theoretical contributions provide important insights into the ‘Nordic model’ and explore the issues facing Nordic countries. The book reveals that while there are many similarities across the countries, differences also arise. The content of the book is more relevant now than ever, as countries look at better ways to support their populations. Nordic Families, Children and Early Childhood Education will be of interest to students and scholars across a range of disciplines, including Education, Sociology and Social Policy.Table of Contents1. An Introduction to the Nordic countries: family, children and early childhood education.2. Children's Initiatives in the Finnish Early Childhood Education Context.3. Do children learn through play? How do we know?.4. Practicing Belonging in Kindergarten: Children's use of Places and Artefacts.5. Parental involvement in ECEC in Finland and in Sweden.6. Negotiating 'real families' in Swedish preschools.7. Instructional Strategies in Early Swedish Immersion in Finland.8. Children under the age of three in Norwegian childcare: Searching for Qualities.9. Systematic quality work in a Swedish context.10. Early Childhood Education (ECE) in the Nordic Countries: Universal Challenges to the Danish Model- Towards a Future ECE Paradigm.
£49.49
Springer Nature Switzerland AG Globalization, Transformation, and Cultures in
Book SynopsisThis edited volume provides a critical discussion of globalization and transformation, considering the cultural contexts of early childhood education systems as discourses as well as concrete phenomena and ‘lived experience.’ The book focuses on theoretical explorations and critical discourses at the level of education policy (macro), the level of institutions (meso), and the level of social interactions (micro). The chapters offer a wide range of interpretative, contextualized perspectives on early childhood education as a cultural construct.Table of Contents1. Globalization, transformation, and cultures - Theoretical notes and perspectives on reconceptualization and international comparison in Early Childhood Education and Care2. The contribution of cultural studies to early childhood education discourses and research3. Dimensions of International Comparison in Early Childhood Education and Care - Theoretical notes4. (E)Utopia: the local, the global and the imaginary in early childhood Education5. GERM and its Effects on ECEC: Analyzing Unintended Consequences and Hidden Agendas6. A cultural-historical analysis of "Childhood" and "Early Childhood Education" in contemporary Iran7. Understanding culturally specific pedagogy and practices within Swedish Early Childhood Education and Care8. Doing Ethnicity? The representation and negotiation of cultures in ECEC as an unexplained research task9. Peer Culture and Mealtimes with Toddlers in a Child Care Context: "Put your bowls on the table. It's not a toy"10. "We do not make angels here" Secularism in Norwegian kindergartens11. A social justice perspective in early childhood teacher education12. "After lunch we offer quiet time and meditation" Early Learning Environments in Australia and Finland Through the Lenses of Educators13. Teachers' Involvement in Their Designed Play Activities in a Chinese Context14. Professionalization and change - recognition of qualifications, educational processes and competencies in Germany
£104.49
Springer Nature Switzerland AG Play Across Childhood: International Perspectives
Book SynopsisThis book explores how play is perceived and practiced through the lens of various different professional and international contexts. Children’s experiences of play will vary according to the different institutions and organisations they are involved in across their lifespan during childhood. The chapters cover play from pre-school to adolescence that includes education, playwork and the new developing area of intergenerational play. This wide variety of contexts and cultures raises questions about universal concepts and notions of ‘play’. The editors and contributors explore how policy, practice and research can identify both differences and commonalities between the way that play is perceived and experienced by children and adults across different types of provision. Table of ContentsIntroduction; Pete King and Shelly Newstead.Play and Pre-School; Kathoe Brody.Pre-School Play in South Africa; Taryn Krause.Play in Head Start Programs: The Underutilized Resource; Janette C. Weitzel.Play in UK Primary Schools; Karen McInnes.Play and Education from a Swedish Perspective; Susanne Axelsson.Play Across Australian Schooling; Brendon Hyndman.The Process of Play in a Playwork Context; Shelly Newstead and Pete King.Dangers in the Invisible Playground? Young People and Online Play; Pam Jarvis.Play in The United States of America: Intergenerational Play; LaDonna Atkins and Anita Glee Bertram. Conclusion; Pete King and Shelly Newstead.
£98.99
Springer Nature Switzerland AG Outdoor Learning and Play: Pedagogical Practices
Book SynopsisThis Open Access book examines children’s participation in dialectical reciprocity with place-based institutional practices by presenting empirical research from Australia, Brazil, China, Poland, Norway and Wales. Underpinned by cultural-historical theory, the analysis reveals how outdoors and nature form unique conditions for children's play, formal and informal learning and cultural formation. The analysis also surfaces how inequalities exist in societies and communities, which often limit and constrain families' and children's access to and participation in outdoor spaces and nature. The findings highlight how institutional practices are shaped by pedagogical content, teachers' training, institutional regulations and societal perceptions of nature, children and suitable, sustainable education for young children. Due to crises, such as climate change and the recent pandemic, specific focus on the outdoors and nature in cultural formation is timely for the cultural-historical theoretical tradition. In doing so, the book provides empirical and theoretical support for policy makers, researchers, educators and families to enhance, increase and sustain outdoor and nature education. Table of Contents
£33.24
Springer Nature Switzerland AG Preschool Peer Social Intervention in Autism
Book SynopsisThis book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation. The book outlines the PPSI’s transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child’s natural social environment, such as preschool, and it includes the child’s social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains. Building up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children’s immediate social experience with peers, but also their future social competence that relies on these early building blocks. Table of ContentsPreface.- Introduction.- Part I: The PPSI protocol.- Chapter 1. INTERACTION-intervention.- Chapter 2. PLAY-intervention.- Chapter 3. CONVERSATION-intervention.- Chapter 4. PPSI empirical support.- Part II: PPSI Principles.- Chapter 5. Ecological and Developmental CBT – based model.- Chapter 6. Emphasis on peer-peer interaction.- Chapter 7. Adults mediated the intervention.- Chapter 8. Structured manualized program and lessons.- Chapter 9. Activities chosen based on children’s CA.- Chapter 10. Lessons combined learning (child-therapists) and practicing (small group).- Part III: Conclusions and practical implementation of the PPSI.- Chapter 11. PPSI techniques.- Chapter 12. Problem Solving.- Chapter 13. Role play.- Chapter 14. Doll play.- Chapter 15. Use of various visual stimuli: drawn pictures and photos.- Chapter 16. Use of fun play activities and various games.- Chapter 17. Creative craft activities.- Appendix.
£104.49
Springer Nature Switzerland AG Intergenerational Bonds: The Contributions of
Book SynopsisThis book studies the many different ways in which the lives of the first, third, and fourth generations intersect and the reciprocal benefits that can accrue from establishing positive intergenerational bonds. The unifying feature across the chapters is that the authors view these relationships as a powerful influence on Quality of Life (QoL). The book takes the stance that older adults figure prominently in the QoL of young children, with the latter group defined here as ranging in age from infancy up to and including eight years of age. It examines how bonds with older adults can affect young children’s functioning across developmental domains—physical, emotional, social, and cognitive. It addresses questions of importance to those who have a commitment to the very young such as: “What benefits can young children derive from positive bonds with older adults?”, “How do young children understand the aging process and develop respect for the elderly?”, “How can published research be used to guide both informal and formal interactions between the older generation and the newest one?” and, finally, “How can various stakeholders such as professionals, families, organizations, and communities collaborate to enrich and enlarge the kind and amount of support that older adults provide to the very young child?”Table of ContentsForewordMargaret Kernan, International Child Development Initiatives, Leiden, NETHERLANDSGiulia Cortellesi, International Child Development Initiatives, Leiden, NETHERLANDSPrefaceMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAPART ONE: YOUNG CHILDREN’S CONCEPTS OF AGINGChapter 1: Counteracting Ageism: Promoting Accurate Concepts About Aging in Young ChildrenSandra L. McGuire, Emerita, College of Nursing, University of Tennessee, Knoxville, TN, USAChapter 2: Capturing Children’s Perspectives: Older Adults in Images and WordsKeith A. Anderson, Ph.D. Program Director, School of Social Work, University of Texas at Arlington, Arlington, TX, USAChapter 3: Forging Intergenerational Understanding through Children’s LiteraturePatricia A. Crawford, University of Pittsburgh, Pittsburgh, PA, USAChapter 4: Explaining Dementia and Memory Loss to Young Children in Developmentally Appropriate WaysAmanda Gernant, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USALaura A. Knight, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USAIngrid J. Krecko, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USAChapter 5: Helping Young Children to Cope with the Loss of an Older Adult:Developmental Perspectives and Picturebooks as a ResourceNatalie Conrad Barnyak, Early Childhood, University of Pittsburgh at Johnstown, Johnstown, PA, USAMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAPatricia A. Crawford, University of Pittsburgh, Pittsburgh, PA, USAPART TWO: YOUNG CHILDREN AND OLDER EXTENDED FAMILY MEMBERSChapter 6: Parenting Intergenerationally: Seniors Raising Young ChildrenLaurie Nicholson, Emerita, Indiana University of Pennsylvania, Indiana, PA, USAChapter 7: Supporting Young Children with Disabilities: The Role of GrandparentsLouise Kaczmarek, Emeritus Faculty, Special Education, School of Education, University of Pittsburgh, Pittsburgh, PAChapter 8: Intergenerational Relationships: Stories from Selected Countries in the Pan Pacific RegionMarjory Ebbeck, Professor Emeritus, University of South Australia, Magill, AUSTRALIAHoi Yin Bonnie Yim, Associate Professor, Deakin University, Geelong, AUSTRALIALai Wan Maria Lee, President, Pacific Early Childhood Education Research Association, HONG KONGChapter 9: Promoting Prosocial Behavior in Young Children: Older Adults as Role ModelsMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAWanda Boyer, Faculty of Education, University of Victoria, Victoria, BC, CANADAAlbert F. Hodapp, School Psychologist (Retired), Clear Lake, IA, USAPART THREE: PROMOTING POSITIVE INTERGENERATIONAL RELATIONSHIPS IN COMMUNITIESChapter 10: Facilitating Intergenerational Experiences in Community Settings for Young Children and Older AdultsSimone DeVore, Professor Emeritus, Early Childhood / Special Education, Universityof Wisconsin-Whitewater, Whitewater, WI, USAChapter 11: Building Community: Intergenerational Projects with Young ChildrenMatthew Kaplan, Department of Agricultural Economics, Sociology, and EducationThe Pennsylvania State University, University Park, PA, USAElizabeth Larkin, Professor Emeritus, University of South Florida, Tampa, FL, USAChapter 12: Volunteering: Reciprocal Benefits for Older Adults and Young ChildrenMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAPART FOUR: LITERACY AND LEARNINGChapter 13: Children, Elders, and Materials Composing Together: A Qualitative Study of Two Intergenerational Art ProgramsRachel M. Heydon, Faculty of Education, Western University, Ontario, CANADARosamund Stook, Faculty of Education, Western University, Ontario, CANADALori L. McKee, Faculty of Education, St. Francis Xavier University, Ontario,CANADAChapter 14: Building Young Children's Foundational Skills in Mathematics:The Contributions That Older Adults Can MakeJonathan Brendefur, President, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USASam Strother, Director of Professional Development, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USAJana Estes, Mathematics Instruction Specialist, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USAChapter 15: Digital Game Apps and Electronic Books: Fostering Relationships between Young Children and Older AdultsTracy A. McNelly, Education Department, Saint Vincent College, Latrobe PA, USAJessica Harvey, Communication Department, Saint Vincent College, Latrobe PA, USA
£107.99
Springer Nature Switzerland AG How Toddlers Learn the Secret Language of Movies
Book SynopsisThis book takes a radically new approach to the well-worn topic of children's relationship with the media, avoiding the "risks and benefits" paradigm while examining very young children's interactions with film and television. Bazalgette proposes a refocus on the learning processes that children must go through in order to understand what they are watching on televisions, phones, or iPads. To demonstrate this, she offers unique insight from research done with her twin grandchildren starting from just before they were two years old, with analysis drawn from the field of embodied cognition to help identify minute behaviours and expressions as signals of emotions and thought processes. The book makes the case that all inquiry into early childhood movie-viewing should be based on the premise that learning–usually self-driven–is taking place throughout.Table of Contents1. Introduction Part 1 - Preamble2. Beyond "Risks or Benefits"3. Two-Year-Olds' Learning4. The Nature of the System5. Evolution, Neuroscience and Embodied CognitionPart 2 - Aspects of Movie-Learning6. Fear and Sadness7. Reality and Make-Believe8. What Happened? Understanding Narrative9. Watching Together10. Conclusion: Why Movie-Learning Matters
£85.49
Springer International Publishing AG Innovative Practices in Early English Language
Book SynopsisThis book shines a light on novel and less familiar domains of early English language education for children aged 3 to 12, in mainstream and out-of-school settings. Enveloping the volume is the making of creative connections to wider educational philosophies which extend beyond the confines of a narrow linguistic lens. In reconciling the theory-practice divide in English language education, each chapter presents a synthesis of research issues leading to a practical showcase of ideas. Organised in two main parts, the first focuses on innovations within classroom practice, curriculum development, and child-centred assessment, exploring areas which have either received insufficient attention and/or have been reimagined through fresh perspectives. The second part explores innovations in pre- and in-service teacher education contexts and focuses on lesser-known and/or underexplored topics, including bridging general and language education, multilingualism, in-depth learning, metacognition, and pragmatics. This is a timely publication for teacher educators and practitioners alike. Table of ContentsPreface: Annamaria Pinter Foreword: Sue Garton 1. Introduction: confluence, connections and a call to action in early English education David Valente and Daniel Xerri PART 1: Innovative Practices in Early English Education 2. Integrating language learning into education in the primary English classroom Andrew Littlejohn 3. Implementing agency-based approaches in upper-primary English language education Hendrik Dirk Lagerwaard 4. Developing intercultural competence in early years and primary ELT Carol Read 5. Enriching early years English language education with translanguaging Lijuan Shi 6. Developing primary English learners’ visual literacy for a multimodal world Joan Kang Shin 7. Fostering digital literacies in primary English language education Georgios Neokleous 8. Reimagining picturebook pedagogy for online primary English language education Gail Ellis and Tatia Gruenbaum 9. Building in assessment for learning to existing primary ELT practice Shelagh Rixon 10. Expanding the role of self-assessment: From assessing to learning English Yuko Goto Butler PART 2: Innovative Practices in Early English Teacher Education 11. Embedding ELT within early childhood teacher education Julie Waddington 12. Educating early years and primary English language teachers multilingually Nayr Ibrahim 13. Scaffolding in-depth learning: picturebooks for intercultural citizenship in primary English teacher education David Valente 14. Mainstreaming metacognitive practices in primary English teacher education programmes Donna Lim, Willy A. Renandya and Kiren Kaur 15. Incorporating pragmatics into primary English language teacher education Anders Myrset and Troy McConachy Afterword: Fiona Copland
£104.49
Springer International Publishing AG Educating for Sustainability in a Small Island
Book SynopsisThis volume problematizes the intentions of early childhood education for sustainability (ECEfS) from two new perspectives – the context of small island states and the bi-directional, intergenerational learning about the environment and sustainability that takes place in a variety of contexts, including the family home and school. It questions how belonging to a small island and the children’s home influence learning in the early years of life. In doing so, this book offers new insights and new theoretical perspectives into intergenerational environmental learning in the school, family and beyond. Informed by consideration of the most recent literature in early childhood education and sustainability, this volume also looks at how these informal learning spaces provide young children with the opportunities to enhance further learning in the field, thus portraying the fluidity of intergenerational learning from different theoretical standpoints. It provides a deep insight into ECEfS and intergenerational learning about the environment and environmental issues in early childhood education from a perspective of a small island state by adopting a children’s rights perspective. It additionally explores the relationship between early childhood theories, children’s rights and postcolonial theory.Table of ContentsChapter 1. Framing: Young children’s environmental interests.- Chapter 2. Colonialism, small island states and sustainability.- Chapter 3. Education and sustainability: Debates, tensions and possibilities in practice, policy and research.- Chapter 4. Early childhood education for what? The Maltese education system, the environment and sustainability.- Chapter 5. Listening to stories that matter.- Chapter 6. Malta and its environment: Stories told by children.- Chapter 7. Young children and the environment: Visions of nature.- Chapter 8. Young children and environmental sustainability: An emerging relationship.- Chapter 9. Contextual, cultural or what? Influences on children’s environmental perceptions.- Chapter 10. Intergenerational learning: Environmental literacy in the family and beyond.- Chapter 11. Early childhood education for sustainability in the postcolonial era – Knowledge, identity, power and voice of early childhood teachers.- Chapter 12. Bringing the stories together: The way forward.
£104.49
Springer International Publishing AG Pedagogies of Educational Transitions: European
Book SynopsisThis book presents the latest research on educational transitions from a variety of research traditions and practical contexts set in Australia, New Zealand, and several European countries. It examines, critically questions, and reshapes ideas and notions about children’s transitions to school. The book is divided into five parts, the first two of which emphasise diversity and inclusion, with Part II focusing solely on the transition to school for children from Indigenous cultures. Part III explores the notion of continuity, which has been widely debated in terms of its role in the transition to school. Part IV explores the transition to school through the notion of ‘crossing borders’. The final section of this book, Part V, includes ideas about future directions for work in the area of educational transitions, and presents the notion of transitions as a tool for change to policy, research and practice. The book concludes with a critical synthesis of the research outlined throughout, including recommendations regarding future research related to educational transitions.Table of Contents1. International Perspectives on the Pedagogies of Educational Transitions; Nadine Ballam, Bob Perry and Anders Garpelin.- Part I: Diversity and Inclusion in Transition to School.- 2. Diversity and Pedagogies in Educational Transitions; Tina Hellblom-Thibblin and Helen Marwick.- 3. Bridging Transitions Through Cultural Understanding and Identity; Linda Mitchell, Amanda Bateman, Robyn Gerrity and Htwe Htwe Myint.- 4. Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives; Tina Hellblom-Thibblin, Gunilla Sandberg and Anders Garpelin.- 5. Collaboration in Transitions from Preschool: Young Children with Intellectual Disabilities; Jenny Wilder and Anne Lillvist.- Part II: Transition to School for Indigenous Children.- 6. Transition to School for Indigenous Children; Margie Hohepa and Leonie McIntosh.- 7. Māori Medium Education and Transition to School; Margie Hohepa and Vanessa Paki.- 8. A Social Justice View of Educators’ Conceptions of Aboriginal Children Starting School; Lysa Dealtry, Bob Perry and Sue Dockett.- Part III: Continuity and Change as Children Start School.- 9. Continuity and Change as Children Start School; Sue Dockett and Jóhanna Einarsdóttir.- 10. Educators’ Views on Transition: Influence on Daily Practice and Children’s Well-being in Preschool; Bryndís Garðarsdóttir and Sara Margrét Ólafsdóttir.- 11. Creating Continuity Through Children’s Participation: Evidence From Two Preschool Contexts; Kristin Karlsdóttir and Bob Perry.- 12. Contexts of Influence: Australian Approaches to Early Years Curriculum; Sue Dockett, Bob Perry and Jessamy Davies.- 13. Mathematics Learning Through Play: Educators’ Journeys; Bryndís Garðarsdóttir, Guðbjörg Pálsdóttir and Jóhanna Einarsdóttir.- Part IV: Borderlands, Bridges and Rites of Passage.- 14. Borderlands, Bridges and Rites of Passage; Sally Peters and Gunilla Sandberg.- 15. Educational Practices and Children’s Learning Journeys From Preschool to Primary School; Gunilla Sandberg, Kenneth Ekström, Tina Hellblom-Thibblin, Pernilla Kallberg and Anders Garpelin.- Part V: Into the Future.- 16. Transitions as a Tool for Change; Aline-Wendy Dunlop.- 17. Pedagogies of Educational Transitions: Current Emphases and Future Directions; Sue Dockett, Bob Perry, Anders Garpelin, Johanna Einarsdóttir, Sally Peters and Aline-Wendy Dunlop.
£89.99
Verlag Herder Das Grosse Kindergartenmarchenbuch: Geschichten,
Book Synopsis
£21.60
Springer Fachmedien Wiesbaden Kindheit und Kindheitsforschung intersektional
Book SynopsisDer Band befasst sich mit der Bedeutung gesellschaftlicher Differenz- und Ungleichheitsverhältnisse für Kindheit und die Lebensweisen von Kindern. Die Beiträge des Bandes bearbeiten erstens die Frage, inwiefern die erziehungs- und sozialwissenschaftliche Kindheitsforschung diese Verhältnisse in ihrer Intersektionalität bereits betrachtet bzw. welches Potenzial in einer intersektional gedachten Kindheitsforschung liegt. Zweitens nehmen sie in den Blick, inwiefern Differenz, Ungleichheit und Diskriminierung in pädagogischen Kontexten der Kindheit relevant sind und dort in pädagogisch-programmatischer, professioneller und politischer Hinsicht bearbeitet werden.Trade Review Table of Contents
£56.99
Springer Fachmedien Wiesbaden Erziehungsziel Mehrsprachigkeit: Eine qualitative
Book SynopsisIn der Studie wird die Erziehung zur frühkindlichen Mehrsprachigkeit in Familien aus der Türkei untersucht. Anhand von mehrsprachigen qualitativen Interviews mit Müttern und Vätern, differenziert nach Geschlecht, Migrationsgeneration und Schulbildung, werden Erziehungsvorstellungen, familiäre Aushandlungen sowie Erwartungen an Einrichtungen der Frühpädagogik diesbezüglich herausgearbeitet. Als ein wichtiges Ergebnis ist festzuhalten, dass die elterliche Erziehung zur Mehrsprachigkeit in komplexe Planungs- und Reflexionsprozesse eingebettet ist und sich durch ein hohes Maß an (unsichtbarer) Erziehungsarbeit auszeichnet. Gleichzeitig sind vielfache Spannungen festzuhalten, die sich aus normativ gerahmten Erziehungsvorstellungen sowie der konkreten migrations- und minderheitenspezifischen Lebenslage und familiären Dynamiken ergeben.Table of ContentsEinleitung.- Begriffe, theoretische Zugänge und historische Entwicklungen.- Elternschaft, Erziehung und Bildung im Kontext von Migration.- Forschungsüberblick: Aufwachsen in mehrsprachigen Familien.- Zusammenführung: Elterliche Erziehung zur Mehrsprachigkeit.- Methodisches Vorgehen und Methodologie.- Erziehungsziel Mehrsprachigkeit und elterliche Erziehungsvorstellungen zumfrühkindlichen Mehrsprachenerwerb.- Dynamiken einer Minderheiten-Mehrsprachigkeit.- Ergebnisdiskussion und Ausblick.
£50.99
Springer Fachmedien Wiesbaden Kinder im Übergang sprechen über (ihr) Lernen:
Book SynopsisWie sprechen Kinder, die kurz vor der Einschulung stehen, über ihr Lernen im Kindergarten, insbesondere in der Lernwerkstatt? Und welche Vorstellungen haben sie vom Lernen in der Schule? Diese Fragen stehen im Zentrum der vorliegenden Studie. Über detaillierte fallspezifische Rekonstruktionen wird expliziert, wie unterschiedlich Kinder das räumlich-materielle Arrangement einer Lernwerkstatt im Kindergarten für eigene individuelle Lernpraktiken nutzen und welche Orientierungen dabei für sie handlungsleitend sind. Anhand der von der Autorin analysierten Interviews mit Kindergartenkindern wird zudem gezeigt, welche Vorstellungen und Bilder diese von Schule respektive schulischem Lernen aufrufen und welche Entwicklungsaufgaben, die sich den Kindern im Übergang zur Grundschule stellen, sichtbar werden. Die Ergebnisse der Studie weisen auf die Bedeutung der professionellen Begleitung des Übergangs vom Kindergarten in die Grundschule hin und sind so auch für Pädagog*innen beider Institutionen von Interesse.Table of ContentsEinleitung.- Institutionelle Lern- und Bildungsprozesse im Übergang vom Kindergarten in die Grundschule.- Die Lernwerkstatt als Ort des Lernens im Übergang vom Kindergarten zur Grundschule.- Zum Forschungsdesign der vorliegenden Studie.- Rekonstruktion der Fälle.- Fallübergreifende Analyse.- Zusammenfassung und Ausblick.- Literaturverzeichnis.
£61.74
Springer Fachmedien Wiesbaden Erweiterung der Interaktionskompetenz mit Inakko:
Book SynopsisDas vorliegende Manual stellt die Konkretisierung und Fortsetzung des Verfahrens zur Einschätzung und Erweiterung sensitiv-responsiver und lernunterstützender Interaktionskompetenz frühpädagogischer Fachkräfte dar, welches 2017 bei Springer VS veröffentlicht wurde. Das Werk enthält Informationen über die Entwicklung von Inakko, die Einordnung des Verfahrens in den Gesamtzusammenhang der wissenschaftlichen Diskussion zur Messung von Interaktionsqualität in Kindestageseinrichtungen, die Alleinstellungsmerkmale von Inakko sowie die konkrete Beschreibung des Verfahrens, die wissenschaftliche Fundierung der sechs Merkmalskomplexe mit den jeweiligen Items und den siebenstufigen Ausprägungsgraden sowie die pädagogische Begründung für die Auswahl der einzelnen Merkmalskomplexe. Das videofeedbackbasierte Qualifizierungssegment wird ausführlich vorgestellt sowie die Einsatzmöglichkeiten und Handhabung des Verfahrens. Ein Online-Anhang beinhaltet alle Dokumente, die für den Einsatz von Inakko benötigt werden. Das Beobachtungs- und Reflexionsverfahren Inakko hat sich im Rahmen von Weiterbildungskontexten pädagogischer Fachkräfte für effektive Videofeedbackgespräche zur Erweiterung förderlichen Interaktionsverhaltens sehr bewährt.Table of ContentsEinführung in die Arbeit mit dem Manual.-Identifikationsraster.- Ausprägungen der Kategorien und Items (behavioral markers).- Beschreibung und Begründung der Kategorien und Items.
£49.49
Verlag Barbara Budrich Early Childhood Education Leadership in Times of
Book SynopsisDie COVID-19-Pandemie hat weltweit dramatische Auswirkungen auf sämtliche Aspekte des Berufs- und Alltagslebens, auch auf den Bereich der frühkindlichen Bildung und Betreuung. Dieser Band beleuchtet das Thema Führung in Kitas: Wie erleben Leitungskräfte die Herausforderungen, mit denen sie konfrontiert sind, und welche Bewältigungsstrategien wenden sie an, um mit den Veränderungen im Alltag und in der Praxis in der Kita umzugehen? Autor*innen aus zwölf Ländern präsentieren empirische Befunde, die Informationen über verschiedene Mechanismen der Krisenbewältigung von Kinderbetreuungssystemen auf der ganzen Welt liefern.Table of ContentsElina Fonsén, Raisa Ahtiainen, Kirsi-Marja Heikkinen, Lauri Heikonen, Petra Strehmel & Emanuel Tamir: Introduction Part I: Leadership Practices during the COVID-19-Pandemic Taija Korhonen, Elina Fonsén & Raisa Ahtiainen: Pedagogical Leadership in Early Childhood Education during the COVID-19 Pandemic in Finland Maria Styf & Catarina Arvidsson: Leadership in Early Childhood Education during a Time of Crisis: The Case of Sweden Marit Bøe: Leadership Development of Early Childhood Center Leaders through Peer-to-Peer Shadowing in Demanding Times in Norway Bernhard Kalicki, Sina Fackler, Mariana Grgic, Hanna Maly-Motta, Franz Neuberger & Susanne Kuger: Leading Early Childhood Education Centres under the Conditions of the Pandemic: The German Case Manja Flöter, Eva Pölzl-Stefanec, Susanne Kammerhofer & Catherine Walter-Laager: Leadership in Early Childhood Education and Care Facilities – Meaningful Work, Even in Times of Crisis in Austria, Germany and Switzerland Emanuel Tamir: Change or Inertia? Plans for the Day After the Corona Crises – Kindergarten – Teachersʼ Conceptions in Israel Melissa Rodriguez-Meehan & Clarisse Halpern: Returning to in-Person School during COVID: Perspectives from Kindergarten Classrooms in Florida Sandie Wong, Lauren Sadow, Manjula Waniganayake, Yvonne Zurynski, Janaki Amin, Rebecca Bull, Maria R. Dahm, Sheila Degotardi, Michael J. Donovan, Fay Hadley & Linda J. Harrison: The Leadership Role of Australian Early Childhood Education Organizations in Communicating Health Information during COVID-19: Lessons from Elite Interviews Part II: Stress, Coping and Resilience of ECE-Leaders during the COVID-19-Pandemic Ulla Soukainen & Marja-Liisa Keski-Rauska: The Impact of the Covid-19 Pandemic on Finnish Early Childhood Education and Care Sanna Parrila & Marjo Mäntyjärvi: Crisis Leadership in Public Early Childhood Education Centers in Finland – Relation to Wellbeing at Work and Resilience Eleftheria Argyropoulou: Pedagogical Leadership in Crises: The Greek Context Petra Strehmel: Challenges, Stressors and Coping Strategies of Early Childhood Education Leaders in Germany Kirsi-Marja Heikkinen, Elina Fonsén, Lauri Heikonen, Raisa Ahtiainen, Emanuel Tamir & Petra Strehmel: Stress, Coping Strategies and Resources of Early Childhood Education Leaders during the COVID-19-Pandemic in Finland, Germany and Israel Petra Strehmel, Emanuel Tamir, Elina Fonsén, Kirsi-Marja Heikkinen, Lauri Heikonen & Raisa Ahtiainen: Conclusion: Lessons Learned for Crises Leadership and Organizational Resilience Author Bios Index
£40.50
Springer Verlag, Singapore Early Childhood Pedagogical Play: A
Book SynopsisThis book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children’s academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child’s motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child’s cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child’s learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.Table of ContentsForeword.- Chapter 1 Introduction.- Chapter 2 Re-theorising Play as Pedagogical.- Chapter 3 Examining Play from the Child's Perspective.- Chapter 4 Sustained Shared Thinking in Pedagogical Play.- Chapter 5 Dimensions of Play Activity.- Chapter 6 Play Affordances across Institutional Contexts.- Chapter 7 Imagination in Play: Space and Artefacts.- Chapter 8 In the Everyday Moments of Play.- Chapter 9 Recognising Cultural Influences in Play.- Chapter 10 Contemporary Interpretations of Pedagogical Play.
£123.49
Springer Verlag, Singapore Interactions in Early Childhood Education: Recent
Book SynopsisThis book provides new insights into how interactions in early childhood education are being studied, and into what these studies’ findings mean for improving the quality of early childhood education. The editors examine the methods, ethics, practices, and questions arising from such close work with children, families and educators, and have brought together a collection that highlights interactions research and practical implications for early childhood education and research, with the ultimate aim of shaping quality practices.Starting with an overview of interaction research and its pedagogical value in early childhood education the book subsequently introduces new interaction studies in early childhood from Europe and Australasia. Drawing from a range of perspectives and using different conceptual and methodological tools the contributors use their interactions research to comment collectively on process quality in early childhood education, and its relationship to the phenomenon of pedagogical interactions. The work as a whole bridges the gap between practice and research by addressing quality interactions for early learning (for practitioners) and providing researchers valuable information on methods for studying interactions within the everyday contexts of early childhood education.Table of ContentsChapter 1 Interactions in learning: Theoretical and empirical overview.- Chapter 2 A conceptual framework for early education: What micro-sociology can contribute to a theoretically and empirically well-founded didactic in early education.- Chapter 3 Sensitive responsiveness: An approach to the analysis and improvement of Teacher-Child-Interactions in early childhood settings.- Chapter 4 Children's use of objects in their storytelling.- Chapter 5 Young children's participation in a new language context: A synthesizing analysis for a holistic perspective.- Chapter 6 Shaping gender relations in early childhood education: Children's interactions and learning about gender.- Chapter 7 A dialogic approach to understanding infant interactions.- Chapter 8 Enhancing interactions: Understanding family pedagogy and funds of knowledge "on their turf".- Chapter 9 "That's not Fair!": Concepts of fairness in New Zealand and Japanese early childhood education.- Chapter 10 Strategies for teacher learning and development over child-adult interactions in ECE settings.- Chapter 11 The importance of professional knowledge for learning support in German ECEC settings.- Chapter 12 Learning about interactions and their role in learning in early childhood education: Lessons from research.
£94.99
Springer Verlag, Singapore Early Childhood Development and Education in
Book SynopsisThis book presents a holistic view of child development that emphasises on being mindful of the child as well as his/her environment. It presents a history of the development of the early childhood education sector in Singapore. This book consolidates the more recent research work that has been done in early childhood education, specifically by researchers from the National Institute of Education, Singapore. It discusses topics focusing on child development and education, teacher training and wellbeing, and the development of culturally appropriate assessment. The content of this book center around the child, with a consideration of influences in the environment that can impact child development.Table of Contents1 Introduction to early childhood development and research in Singapore.- 2 The honeycomb of early childhood development in Singapore.- 3 Uplifting early childhood teacher education.- 4 Early learners’ curriculum: Case of Singapore early childhood education working towards quality.- 5 Researching early interventions, inclusion and well-being for children with low income family background in Singapore – For whom and from whose perspective?.- 6 Early childhood intervention for young children with special needs.- 7 Importance of positive environments on infant and early childhood neurodevelopment.- 8 Preschool teachers’ experiences of stress: A pilot study in Singapore.- 9 Mindfulness in early childhood: Developing 21st century competencies.- 10 Developing culturally appropriate tools for psychoeducational assessment of children and families.- 11 Exploratory play in infancy and early childhood.- 12 Emotional competence in early childhood.- 13 Arithmetic skills: What, when and how?.- 14 Bilingual development in the early years: The concept, significance and implications.- 15 Does early language development contribute to socio-emotional functioning in preschool and beyond?.- 16 Epilogue: Moving forward in research and practice in the early childhood sector.
£107.99
Springer Verlag, Singapore STEM, Robotics, Mobile Apps in Early Childhood
Book SynopsisThis book brings together a collection of work from around the world in order to consider effective STEM, robotics, mobile apps education from a range of perspectives. It presents valuable perspectives—both practical and theoretical—that enrich the current STEM, robotics, mobile apps education agenda. As such, the book makes a substantial contribution to the literature and outlines the key challenges in research, policy, and practice for STEM education, from early childhood through to the first school age education. The audience for the book includes college students, teachers of young children, college and university faculty, and professionals from fields other than education who are unified by their commitment to the care and education of young children.Table of ContentsPart 1: Preschool Education Domain.- Part 2: Technological Tools, STEM, Robotics and Mobile Apps.- Part 3: Pedagogy, Strategy and Creative Approach.- Part 4: In Service and Per-Service Teachers’ perceptions.- Part 5: Students and Parents Perceptions.- Part 6: Issues, Challenges and Trends.
£113.99
Springer Verlag, Singapore Assessment and Data Systems in Early Childhood
Book SynopsisThis book describes the use of data systems in early childhood settings (birth to eight years) for the purposes of assessment, evaluation and curriculum planning. It presents an international collection of research examining ways in which teachers and researchers have revisited notions of what constitutes effective assessment, revised ways in which they assess children’s learning and development and use the knowledge gained for curriculum planning. It offers insights into contemporary research on how teachers and children are engaging with data systems as part of effective assessment and how these approaches influence practice.This book presents recent theorizing and examples of research which have investigated innovative approaches to assessment using data systems in early years settings. It represents both early childhood and junior primary contexts and includes research which focusses on teachers’ perspectives and reflections on use of data systems. It also examines research which reflects on what children gain from being involved in these data systems.Table of Contents1. Using data systems to inform early childhood practice.- 2. Revisiting the roles of teachers as assessors of children’s progress.- 3. The Collection and Use of Assessment information in Early Childhood Settings.- 4. Using digital tools to support STEM learning.- 5. An exploration of how e-portfolios shape how learning is supported, evidenced and communicated in early years education.- 6. Tools and time for noticing in early childhood pedagogy outdoors.- 7. Documentation as a tool for changing practices in Iceland.- 8. Using new tools to support a data, knowledge, action stance to explore children’s experiences of curriculum.- 9. Using a variety of data collection methods to better understand students in physical education in primary schools.- 10. Disrupting the myths regarding young children’s vulnerabilities by assessing emotional and social wellbeing.- 11. Dual purposes: Using children’s self-assessment plans as summative data.- 12. Child-Voiced Assessment for Understanding Children’s Learning and Transforming Pedagogic Practices.- 13. Children as assessors of their own learning- the power of listening to children’s own reflections.- 14. Developing teachers’ capacity to use data systems.- 15. Using Activity-Focused Assessment Within an Embedded Instruction Framework.- 16. Towards the future use of data systems in early years settings.
£107.99
Springer Verlag, Singapore Children’s Lifeworlds in a Global City: Singapore
Book SynopsisThis book examines connections between policy contexts, school experiences and everyday activities of children growing up in the global city of Singapore. In particular, it explores how Singapore children’s everyday experiences inside and outside of school shape their orientations towards educational success. Alongside an analysis of school life and educational policies, it also considers children’s out-of-school activities, including leisure, homework, and enrichment activities, and connections between these and their school-based activities. The book draws on empirical data from Primary 4 classes in two Singapore schools in the form of student-completed surveys, classroom ethnographies, student responses to a learning dialogues activity, and a re-enactment of one child's out-of-school life, as well as curriculum and policy analysis. It provides readers with an in-depth understanding of Singapore Primary 4 children’s experiences inside and outside of school, including the structure of timetables and pedagogical approaches encountered in school lessons, children’s enjoyment of activities inside and outside of school, children’s engagement and wellbeing at school, and the impact of Singapore’s educational policies on children’s learning experiences. Moving beyond a simplistic focus on Singapore children’s academic performance in international high-stakes testing, the book offers a comprehensive exploration of their lives inside and outside of school. This holistic approach is unique in the Singapore context and contributes to a greater understanding of children’s everyday lives in the city.Table of ContentsChapter 1. Introduction.- Chapter 2. Timetabling and routines.- Chapter 3. Pedagogical encounters.- Chapter 4. School engagement and orientations to success.- Chapter 5. School belonging and wellbeing.- Chapter 6. Activities outside of school.- Chapter 7. Synthesis.
£104.49
Information Age Publishing Contemporary Perspectives on Research on
Book SynopsisImmigration is when individuals leave their country of residency to permanently settle in a different country. According to the United Nations (UN) Department of Economic and Social Affairs, in 2017 a cumulative of 258 million persons were residents in a country that differed from their own. The September 11, 2001, terrorist attacks and the increase in prohibited immigration impelled the United States (US) to propose a number of immigration laws. In 2012, the US Department of Homeland Security (DHS) established the Deferred Action for Childhood Arrivals (DACA) policy, which allowed undocumented immigrants to work legally without being deported as long as they maintain a useful and lawful status. Approximately 800,000 immigrants attained DACA standing, permitting them to legally work and go to school in the US.Furthermore, the immigration law of 1965 prompted an excessive entrance of multicultural immigrants to the United States which brought about a great representation of children who live with immigrant families. These children faced several environmental structures which were affected by changes and multiplicity in their family situations. Immigrant children attempted to understand a different culture, values, and emerging issues in relation to their assimilation paths.The purpose of this volume is to offer a complete representation of the way immigrant children and families respond and develop in the US and Europe. It will extend current knowledge and reinforce contemporary frameworks that associate the cultural differences between immigrant families and teachers. In the classroom environment teachers have the opportunity to effectively assume both nurturing and instructional roles to aid young children to cultivate their social and cognitive abilities. The teachers' personal characteristics, formal education, specialized training, and cultural knowledge may affect their effectiveness in the classroom environment. Most of the studies show that both family and teachers have the most significant effects on the children's development and learning. Immigration researchers and scholars were invited to review, critically analyze, discuss, and submit a manuscript for the volume titled, Contemporary Perspectives on Research on Immigration in Early Childhood Education.The concept of immigration has heavily influenced modern views in early childhood education. Researchers, scholars, and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of immigration in the United States and Europe. The contents of the volume reflect the major shifts in the views of early childhood researchers, scholars, and educators in relation to the research on immigration, its historical roots, the role of immigration in early childhood education, and its relationship to theory, research, and practice.
£48.45
Information Age Publishing Contemporary Perspectives on Research on
Book SynopsisImmigration is when individuals leave their country of residency to permanently settle in a different country. According to the United Nations (UN) Department of Economic and Social Affairs, in 2017 a cumulative of 258 million persons were residents in a country that differed from their own. The September 11, 2001, terrorist attacks and the increase in prohibited immigration impelled the United States (US) to propose a number of immigration laws. In 2012, the US Department of Homeland Security (DHS) established the Deferred Action for Childhood Arrivals (DACA) policy, which allowed undocumented immigrants to work legally without being deported as long as they maintain a useful and lawful status. Approximately 800,000 immigrants attained DACA standing, permitting them to legally work and go to school in the US.Furthermore, the immigration law of 1965 prompted an excessive entrance of multicultural immigrants to the United States which brought about a great representation of children who live with immigrant families. These children faced several environmental structures which were affected by changes and multiplicity in their family situations. Immigrant children attempted to understand a different culture, values, and emerging issues in relation to their assimilation paths.The purpose of this volume is to offer a complete representation of the way immigrant children and families respond and develop in the US and Europe. It will extend current knowledge and reinforce contemporary frameworks that associate the cultural differences between immigrant families and teachers. In the classroom environment teachers have the opportunity to effectively assume both nurturing and instructional roles to aid young children to cultivate their social and cognitive abilities. The teachers' personal characteristics, formal education, specialized training, and cultural knowledge may affect their effectiveness in the classroom environment. Most of the studies show that both family and teachers have the most significant effects on the children's development and learning. Immigration researchers and scholars were invited to review, critically analyze, discuss, and submit a manuscript for the volume titled, Contemporary Perspectives on Research on Immigration in Early Childhood Education.The concept of immigration has heavily influenced modern views in early childhood education. Researchers, scholars, and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of immigration in the United States and Europe. The contents of the volume reflect the major shifts in the views of early childhood researchers, scholars, and educators in relation to the research on immigration, its historical roots, the role of immigration in early childhood education, and its relationship to theory, research, and practice.
£86.70
Information Age Publishing Digital Technologies and Early Childhood in
Book SynopsisThis edited book on Digital Technologies and Early Childhood in China: Policy and Practice is the eighth volume in the Research in Global Child Advocacy Series. This volume details the entanglement of digital technologies and early childhood ecologies, learning and pedagogies in China. It analyses how traditional Chinese values, Eastern and Western curricular approaches, and socio-political, economic, cultural, and demographic changes influence current policies, services, and practice. This book is the first research-based review of technology integration into early childhood education and the factors that affect it in China. It is particularly timely given China's growing influence and the increased recognition of the importance of early childhood education for human capital development globally. Across international contexts, there is limited knowledge of China's early childhood curricular reforms, and this book offers insight into the socio-cultural and political influences that have driven the nation's tremendous investment in the technology infrastructure, the ambitious goals for implementation into the education of young children, and barriers to these integration efforts.Collectively, this rich collection of chapters offers a nuanced understanding of the entanglement of digital technologies and early childhood education in China. Each chapter sheds light on a distinct aspect of this complex landscape, providing valuable insights and opening new avenues for exploration. It sheds light on the socio-cultural and political influences that have shaped China's ambitious goals for technology integration in the education of young children. By addressing the barriers and challenges faced in these integration efforts, the book provides critical knowledge for policymakers, researchers, and educators seeking to enhance early childhood education practices in China and beyond.Furthermore, this volume contributes to the global understanding of China's early childhood curricular reforms and the significant investments made in technology infrastructure. As China continues to play an influential role in the global landscape, understanding its early childhood curricular reforms and technology integration efforts becomes increasingly important. This book contributes to the international knowledge base by offering insights into the socio-cultural and political influences driving China's investment in technology infrastructure and the challenges faced in its implementation. It serves as a valuable resource for researchers, policymakers, and educators worldwide seeking to enhance early childhood education practices, promote digital literacy, and harness the potential of digital technologies in early learning environments.
£48.45
Information Age Publishing Digital Technologies and Early Childhood in
Book SynopsisThis edited book on Digital Technologies and Early Childhood in China: Policy and Practice is the eighth volume in the Research in Global Child Advocacy Series. This volume details the entanglement of digital technologies and early childhood ecologies, learning and pedagogies in China. It analyses how traditional Chinese values, Eastern and Western curricular approaches, and socio-political, economic, cultural, and demographic changes influence current policies, services, and practice. This book is the first research-based review of technology integration into early childhood education and the factors that affect it in China. It is particularly timely given China's growing influence and the increased recognition of the importance of early childhood education for human capital development globally. Across international contexts, there is limited knowledge of China's early childhood curricular reforms, and this book offers insight into the socio-cultural and political influences that have driven the nation's tremendous investment in the technology infrastructure, the ambitious goals for implementation into the education of young children, and barriers to these integration efforts.Collectively, this rich collection of chapters offers a nuanced understanding of the entanglement of digital technologies and early childhood education in China. Each chapter sheds light on a distinct aspect of this complex landscape, providing valuable insights and opening new avenues for exploration. It sheds light on the socio-cultural and political influences that have shaped China's ambitious goals for technology integration in the education of young children. By addressing the barriers and challenges faced in these integration efforts, the book provides critical knowledge for policymakers, researchers, and educators seeking to enhance early childhood education practices in China and beyond.Furthermore, this volume contributes to the global understanding of China's early childhood curricular reforms and the significant investments made in technology infrastructure. As China continues to play an influential role in the global landscape, understanding its early childhood curricular reforms and technology integration efforts becomes increasingly important. This book contributes to the international knowledge base by offering insights into the socio-cultural and political influences driving China's investment in technology infrastructure and the challenges faced in its implementation. It serves as a valuable resource for researchers, policymakers, and educators worldwide seeking to enhance early childhood education practices, promote digital literacy, and harness the potential of digital technologies in early learning environments.
£86.70
