Pre-school and kindergarten Books
Taylor & Francis Play and Literacy in Early Childhood
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£128.25
Taylor & Francis Play and Literacy in Early Childhood
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£39.99
Taylor & Francis Childrens Learning in Laboratory and Classroom Contexts
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£128.25
Taylor & Francis Applied Cognitive Research in K3 Classrooms
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£161.50
Taylor & Francis Handbook of Research on Schools Schooling and Human Development
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£247.00
Taylor & Francis Handbook of Research on Schools Schooling and Human Development
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£123.50
Taylor & Francis Early Childhood Mathematics Education Research
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£71.24
Taylor & Francis Communication for the Early Years
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£34.19
Taylor & Francis Pedagogies for Diverse Contexts
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£128.25
Taylor & Francis Teaching for Active Citizenship
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£42.74
Taylor & Francis Reading A Basic Guide for Parents and Teachers Routledge Library Editions Literacy
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£31.99
Taylor & Francis Literature and Philosophical Play in Early Childhood Education
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£128.25
Taylor & Francis Understanding Childrens Worry Clinical Developmental and Cognitive Psychological Perspectives Essays in Developmental Psychology
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£128.25
Taylor & Francis Understanding Childrens Worry Clinical
Book SynopsisThis accessible guide offers a concise introduction to the science behind worry in children, summarising research from across psychology to explore the role of worry in a range of circumstances, from everyday worries to those that can seriously impact childrenâs lives. Wilson draws on theories from clinical, developmental and cognitive psychology to explain how childrenâs worry is influenced by both developmental and systemic factors, examining the processes involved in pathological worry in a range of childhood anxiety disorders. Covering topics including different definitions of worry, the influence of childrenâs development on worry, Generalised Anxiety Disorder (GAD) in children, and the role parents play in childrenâs worry, this book offers a new model of worry in children with important implications for prevention and intervention strategies.Understanding Childrenâs Worry is valuable reading for students in clinical, educational and developmental psychology, and professionals in child mental health.Table of Contents1. What is Worry? 2. Children’s Worry and Development 3. Children’s Worry and the Family 4. When Children’s Worry becomes a Problem 5. Children’s Worry and Psychological Disorders 6. A New Developmental Understanding of Worry Bibliography Index
£37.99
Taylor & Francis From Birth to Sixteen Childrens Health Social Emotional and Linguistic Development
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£128.25
Taylor & Francis Snapshots of Museum Experience
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£128.25
Taylor & Francis Early Childhood Education Redefined Reflections and Recommendations on the Impact of Start Right
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£128.25
Taylor & Francis 21st Century Preschool Bilingual Education
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£128.25
Taylor & Francis Early Childhood Care and Education at the Margins
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£128.25
Taylor & Francis Ltd Playing with S
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£31.99
Taylor & Francis Ltd Exploring the Potential of Artificial Intelligence in Early Childhood Education
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£147.25
Taylor & Francis Ltd Early Childhood Teachers Professional Competence in Mathematics
Book SynopsisThis edited volume presents cutting-edge research on the professional competence of early childhood mathematics teachers. It considers professional knowledge, motivational-affective dispositions, skills and performance in early childhood mathematics and outlines future fields of research in this area.The book argues that it is essential for early childhood teachers to prepare a high-quality learning environment and that mathematical competence is highly relevant for children's individual development. Bringing together research from mathematics education, educational science and psychology, it integrates international perspectives and considers the contextual factors that affect the development of children's mathematical competence within Early Childhood Education and Care (ECEC) settings. The book uses a model to describe professional teacher competence that considers the dispositions of early childhood teachers, situation-specific skills of early childhood teachers anTable of Contents Introduction Simone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts & Lars Jenßen Part 1 - Dispositions Voices of competence: What I learned from my Early Education students by Herbert P. Ginsburg Preschool teachers’ mathematical pedagogical content knowledge and self-reported classroom activities by Joke Torbeyns, Febe Demedts and Fien Depaepe Age-appropriate performance expectations and learning objectives of early childhood teachers in the field of mathematics: a cross-country comparison of Austria and Switzerland by Karoline Rettenbacher, Lars Eichen, Manfred Pfiffner & Catherine Walter-Laager How preservice teacher training changes prospective ECEC teachers’ emotions about mathematics by Oliver Thiel A math-avoidant profession? Review of the current research about early childhood teachers' mathematics anxiety and empirical evidence by Lars Jenßen Kindergarten educators’ affective-motivational dispositions: examining enthusiasm for fostering mathematics in kindergarten by Franziska Vogt, Miriam Leuchter, Simone Dunekacke, Aiso Heinze, Anke Lindmeier, Susanne Kuratli Geeler, Anuschka Meier, Selma Seemann, Andrea Wullschleger & Elisabeth Moser Opitz Part 2 - Situation-Specific Skills Early mathematics education – What do pre-service teachers learn? by Simone Dunekacke & Sigrid Blömeke Supporting Preservice Early Childhood Educators to Identify Mathematical Activities in the Actions of Preverbal Young Children by Audrey Cooke & Jenny Jay Part 3 - Performance Early childhood teachers‘ selection of subskills-related activities and instructional approaches to foster children’s early number skills by Lara Pohle, Lars Jenßen & Katja Eilerts Longitudinal Evaluation of a Scale-up Model for Professional Development in Early Mathematics by Julie Sarama, Douglas H. Clements & Shannon Stark Guss Preschool Teachers’ Ways of Promoting Mathematical Learning in Picture Book Reading by Camilla Björklund & Hanna Palmér The relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children’s mathematical competencies by Aljoscha Jegodtka, Georg Hosoya, Markus Szczesny, Lars Jenßen, Corinna Schmude Outlook: Context and its consequences—a neglected factor in research on early-childhood teachers’ professional skills? by Esther Brunner
£37.04
Taylor & Francis Ltd Exploring Challenging Picturebooks in Education
Book SynopsisWhat should children and students read? This volume explores challenging picturebooks as learning materials in early childhood education, primary and secondary school, and even universities. It addresses a wide range of thematic, cognitive, and aesthetic challenges and educational affordances of picturebooks in various languages and from different countries. Written by leading and emerging scholars in the field of picturebook studies and literacy research, the book discusses the impact of challenging picturebooks in a comprehensive manner and combines theoretical considerations, picturebook analyses, and empirical studies with children and students. It introduces stimulating picturebooks from all continents and how they are used or may be used in educational settings and contexts. The chapters touch on subjects like reading promotion, second-language acquisition, art education, interdisciplinary learning, empathy development, minority issues, and intercultural competence. MorTrade Review"[The] case studies illuminate professional practice and there are plenty of applicable ideas for how to promote empathy and to use challenging picture books in ways that engage and hold potential for reframing how books and reading might be considered by non traditional readers. An engaging book that offers potential for developing professional practice." - Jake Hope, The School Librarian "On the wbole, Exploring Challenging Picture-books in Education offers an expansive, outward-looking evaluation of this exciting medium in varying contexts. Altbough many of us who study and teach children's literature have long celebrated the joy of reading picturebooks with our students, the triumph of this volume is its dedication to empirical research and to showing, in concrete terms, how picturebooks work to change readers' worldviews." - Lauren Rizzuto, Independent scholar, USATable of ContentsIntroduction: Challenging Picturebooks in EducationÅse Marie Ommundsen, Gunnar Haaland, and Bettina Kümmerling-MeibauerPart I Theoretical Perspectives on Challenging Picturebooks in Education1 Cognitive Challenges of Challenging PicturebooksBettina Kümmerling-Meibauer and Jörg Meibauer2 Challenging Picturebooks and Literacy StudiesJennifer Farrar, Evelyn Arizpe, and Julie McAdamPart II Challenging Picturebooks in Early Childhood and Primary Education3 Interpreting and Mediating a Wordless Picturebook in Pre-primary Early English Language LearningSandie Mourão4 Picturebooks and Aesthetic Literacy in Early Childhood EducationMarnie Campagnaro5 Cognitively Challenging Picturebooks and the Pleasures of Reading: Explorative Learning from Picturebooks in the ClassroomÅse Marie Ommundsen6 Picturebooks that Challenge the Young English Language LearnerJanice Bland7 Gender Diversity in Picturebooks: Challenges of a Taboo Topic in Portuguese SchoolsEmanuel Madalena and Ana Margarida RamosPart IIIChallenging Picturebooks in Secondary and Tertiary Education8 Intercultural Learning through Peter Sís’ The Wall: Teenagers Reading a Challenging PicturebookSissil Lea Heggernes9 Challenging Picturebooks in the School Library: An Untapped Resource?Åse Kristine Tveit10 Exploring a Challenging Picturebook Gospel in the ClassroomGunnar Haaland, Eivind Karlsson, Anne Kristine Øgreid, and Åse Marie Ommundsen11 The Challenge of Creativity: Using Picturebook Sequencing for Creative WritingBjörn Sundmark and Cecilia Olsson JersPart IVGlobal Perspectives Pertaining to Challenging Picturebooks in Education12 Crossing Boundaries of Age, Culture, and Time with Challenging PicturebooksSandra L. Beckett13 Confronting the Trauma of the Child Evacuee: Picturebooks as Entrances to Visual LiteracyMia Österlund14 Challenging the Status Quo with Picturebook and App: A Canadian Case Study Margaret Mackey15 Publishing Challenging PicturebooksLaura LittleIndex
£35.14
Taylor & Francis Ltd Handbook of Research on Waldorf Education
Waldorf Education: An all-round, balanced approach to education that is equally concerned with intellectual-cognitive and artistic-creative learning. A practice- and experience-based pedagogy. Non-selective and open to all children and young people; offering a stress-free, secure learning environment across 12 grades; embedded in a community of students, teachers, and parents. An alternative education that has been successfully practiced for over a century. The first Waldorf School was founded in Stuttgart, Germany, in 1919. Today, Waldorf Education is practiced in all countries and cultures around the world: in over 1,000 schools, more than 2,000 kindergartens, and numerous centers for special needs education. This makes Waldorf Education the most prevalent alternative approach to teaching. And yet, despite the success and (now empirically validated) recognition that Waldorf schools enjoy, the theory underlying them remains controversial. Within the academic debate, Waldorf
£94.99
Taylor & Francis Ltd Whats the Buzz For Early Learners
Book SynopsisFor many, social thinking is hard-wired at birth and strengthens naturally through experiences. However, for a variety of reasons, some children find it harder to think and develop socially. What's the Buzz? For Early Learners 2e is a fully updated social and emotional literacy foundation programme for children aged 48 years. Following the global popularity of the first edition of the What's the Buzz programme, this revised edition leads children through Archie's adventures over 16 lessons, as he encounters a range of social and emotional dilemmas. Through evidence-based activities, discussion, role-play, games, and explicit social skill instruction, children learn how develop positive problem-solving skills to transfer into their everyday lives. It also focuses on developing an understanding of a diversity of ability and cultural background, helping to teach children how to read' the emotional needs of others, show empathy, and increase self-awareTable of Contents1.Meeting Archie and celebrating diversity. 2.Gently and smoothly joining in to play together. 3.The how and why of sharing and taking turns. 4.Cooperation: the art of working together. 5.Keeping calm and friendly while you wait your turn. 6.Making things better - how to repair friendships when you’ve been upset with each other. 7.Winning and losing – ‘gracefully’. 8.Fact or opinion? Staying kind and friendly over different ideas. 9.Working with feelings. 10.Angry feelings. 11.Wellbeing: Building healthy bodies, happy minds and steady feelings. 12.Honesty – telling the truth. 13.Speaking up (learning to be assertive). 14.Empathy. 15.A worrying moment – knowing how to deal with it. 16.Time to say goodbye.
£29.99
Taylor & Francis Ltd Amplifying Activities for Great Experiential
Book SynopsisThis book provides proven practical strategies and approaches to help you run your existing learning activities in new and more effective ways. It shows how by using distinct and deliberate strategies, teachers and trainers can guide and maximise the learning and development that their activity provides. The 37 ideas can all be used independently and are appropriate for children and young people of different ages and abilities and can be used in many different environments including outside, inside, classrooms, sports pitches and wilderness, and more. Each strategy is presented on a double page spread with illustrations and includes: Issues this strategy will help address How to implement this strategy The strategy in action, with examples from a wide selection of educational fields How this strategy helps maximise learning Any pitfalls to be wary of Other similar strategiTrade Review"Many books on experiential learning are strongly theory-led, whereas the writers' approach here, informed by years of practice, is much more direct - so it's an intelligent 'how-to' book, useful for those engaged in the daily struggles of experiential learning. There aren't enough such books yet..." Bill Krouwel, Senior Lecturer at Trinity College, Carmarthen Table of ContentsIntroduction Choosing the Right Strategy The Strategies 1. Abandon 2. Charge 3. Cheerleader 4. Delegate 5. Devil on the Shoulder 6. Devil’s Advocate 7. Drag and Drop 8. Fish Bowl 9. Free Rein 10. Help for Sale 11. Hidden Agendas 12. How High 13. In the Picture 14. Instruction Manual 15. Islands of Safety 16. Iterative Goals 17. Leg Up 18. Lifelines 19. Listen Very Carefully 20. Mime Artist 21. Mysterious Voice 22. Peer Expert 23. Playtime 24. Plot Spoiler 25. Pulling Strings 26. Questioner 27. Saviour 28. Secret Agent 29. Shifting Sands 30. Souvenir 31. Storyteller 32. Sum of the Whole 33. The Bigger Picture 34. Train Tracks 35. Wind Up and Let Go 36. Wizard 37. Written Brief Let’s Carry on the Conversation About the Authors
£21.99
Taylor & Francis The Role of Metaphor and Symbol in Motivating
Book SynopsisThis book provides a fresh approach to motivation in primary school children by exploring the role of metaphor and symbol in language and art as a means of expressing insights developed through learning. The book investigates and transcends Piaget's dominant child developmental theories and considers alternative theories from psychiatry, not least ideas drawn from the theories of Jung and the works of McGilchrist. Using literary examples from primary school children's work, including prose and poetry, religious narratives, and drama and art based on Jungian archetypal images, the book analyses how creative approaches to lesson planning around metaphor and symbol enable children to achieve higher levels of understanding than had been previously thought possible. Ultimately, the volume evaluates why current practice largely fails to retain the initial enthusiasm shown for learning by young children, and instead offers a wealth of possible new foundations and insights for
£37.04
Taylor & Francis Ltd The Early Years Intervention Toolkit
Book SynopsisThe Early Years Intervention Toolkit provides a range of ready-made activities to enable early years practitioners and health visitors to address observed difficulties in a child's development prior to starting school. It includes a checklist of observed behaviours which links to a range of effective and engaging activities to support children's development across the three prime foundational areas of learning: Communication and Language; Physical Development; and Personal, Social and Emotional Development. Activities focus on a variety of crucial skills such as speaking and listening, moving and handling, and forming relationships, making use of materials that are readily available in every early years setting.This toolkit offers: A time-saving approach to interventions, with additional guidance on planning, providing, and recording appropriate interventions Advice and activities to share with parents for them to try at home A framework to Table of ContentsThe Importance of Early Identification and Intervention Making Meaningful Observations Using the Early Years Intervention Toolkit Checklists of Observed Behaviours The Early Years Intervention Activities Parents as Partners Parent Support Activities (PSA)
£31.99
Taylor & Francis Ltd Discover Creativity with 25 Year Olds
Book SynopsisDiscover Creativity with 25 Year Olds explores young children's creative development and shares important insight as to why and how practitioners can encourage their natural curiosity. It will help early years practitioners and professionals to rediscover the joy of working creatively with young children and how to support them in developing their ideas, thoughts and feelings through creative expression and opportunities. The book provides an in-depth account of what creativity is and how best to support children in their creative endeavours. Covering the prime areas of the early years foundation stage, it is packed with engaging, cost-effective and achievable activity ideas to support the young creative mind. Including case studies, discussion boxes and reflective points, the chapters consider key topics underpinned by theoretical perspectives including: - Understanding he unique differences and needs of toddlers and pre-school children- Table of ContentsContentsAbout the AuthorAcknowledgementsIntroductionPART 1 Looking deeper at creativity What it means to be a creative toddler What it means to be a creative pre-schooler Pioneering Influences Forming respectful relationships Developing an environment for creativity Resourcing for creativity Exploring outdoors PART 2 Let them play: Provocations Discover Cooking with young children Discover Communication and Language Discover Physical Discover Outdoors References Index
£20.19
Taylor & Francis Ltd Studying for an Early Childhood Degree
Book SynopsisStudying for an Early Childhood Degree, based on the practices of The Pen Green Centre for children and families, exemplifies how student-practitioners can foster strong communities of learners and create student-teacher connections that remain long after studies are complete.The Pen Green Integrated Centre in Corby, UK, has developed a unique approach to adult education. Highly qualified tutors, with their wide-ranging experiences, have written Studying for an Early Childhood Degree in collaboration with current and former students. It illustrates different ways to complete assignments, providing 20 case-studies of work that achieved an excellent grade from students of different professional, geographical, ethnic, educational and socio-economic backgrounds; it also explores the rationale behind what contributed to these excellent final grades. Each chapter, linked to the key themes of the Quality Assurance Agency (QAA) Early Childhood Studies degree, iTrade Review"The world class work of the team at Pen Green is legendary and the Centre has become a beacon in the development of integrated high quality early childhood and family services, supported by well-qualified and experienced professional practitioners. Pen Green is also home to a democratic community of practitioner researchers, many of whom are studying for advanced level qualifications in their quest to enhance their expertise. The critical importance of knowledge development and transfer in ECEC is vital as the pressures on early childhood in the 21st century become even greater. This stimulating and provocative book of Pen Green students’ practitioner research assignments, which are then subject to critical and reflective dialogue between the students themselves and their tutors, provides a set of inspiring narratives, underpinned by evidence and a clear values set. It creates a reflective and action focused agenda for all those who work with young children and are studying to improve their practice. The chapters collectively bring diverse research and development experiences together and attempts the courageous act of producing an integrated and unifying narrative of deep professional development through academic study. Individually each chapter provides an insight into reflective and dialogic research and practice, but collectively they stand as a model of critical thinking and theory making for practice. I believe anyone who reads this book of professional studies will be inspired and motivated to challenge and extend their thinking and professional practice, adopting the critical and nurturing stance which lies at the heart of Pen Green’s quality services for children and families."Professor Chris Pascal, Director, Centre for Research in Early Childhood"Pen Green degree courses are grounded in constructivism, respecting that, from the beginning of our lives, through experiencing and engaging with others and the world around us, we create representations, make meaning from and assimilate and accommodate new information into our prior apperceptions. The Pen Green team celebrates the wealth of experience and knowledge each adult learner brings to their studies and encourages each to follow their particular interests in their readings, reflections, practice and research. This book attests to the powerful learning journeys of 20 diverse learners on their individual paths in gaining Pen Green degrees.Pen Green courses make explicit our basic psychological needs from birth through old age, and the social environments needed to meet those needs in order to ensure healthy functioning and development throughout our lives. Social inclusion, equality, equity and democratic approaches are intrinsic features of healthy environments. Just as those working in early years seek to promote the wellbeing and development of the young children, families and communities they serve, leaders and managers seek to promote the wellbeing and development of all those providing services. These aspects of best practice are brought to life in the work of the adult learners and tutors who share their work in this book."Karen John, PhD, Developmental Psychologist Adlerian Psychotherapist, Co-author, "Democratising Leadership in the Early Years: A Systemic Approach"Table of Contents1. Principles for working with adult learners 2. Yourself as a Learner and Reflective Practitioner 3. Child Study ‘Children as Learners’ 4. Working with families 5. Practitioner Research ‘Why practitioner research has value 6. Leadership 7. Conclusion about the impact of Pen Green learning in practice
£24.99
Taylor & Francis Ltd Digital Learning in HighNeeds Schools
Book SynopsisDigital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realitiesfrom the digital divide and digital literacy to poverty and language barriersaffect our most vulnerable and underresourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools' implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge frTrade Review"This extraordinarily practical book is a must-have book for all stakeholders in high-needs schools. The cases and findings would also be beneficial for educators seeking to resolve digital inequity and enhance digital learning, especially in the post-pandemic era."—Jongpil Cheon, Associate Professor of Instructional Technology, College of Education, Texas Tech University, USA"In arguing that digital equity is school equity and analyzing the issue as one that involves both intersectional identities and an undergirding sociopolitical context, Heejung An and David Fuentes, professors and scholars of teacher education with expertise in preparing educators to serve diverse communities, provide a deep and nuanced exploration that broadens understanding. Chapters written by interdisciplinary scholars offer examples of equitable leadership of digital learning in high-needs schools that range from the use of social media in professional development to the role of school librarians to address the needs of all learners. There is something in this text for everyone who works in schools and cares about making needed change to provide children with more equitable learning environments."—Amy Ginsberg, Dean of the College of Education, William Paterson University, USA"Where will education go next? The authors tackle this colossal question to embrace this era of uncertainty. This book covers a diverse array of perspectives and will add great value in high-needs schools."—Keol Lim, Professor, Department of Educational Technology, Konkuk University, South Korea"The COVID-19 pandemic presented unprecedented challenges for K-12 schools, while heightening the effects of unequal access to educational resources, particularly online digital technologies. An and Fuentes have gathered a fine group of experts that consider the complexity of these issues from a variety of angles. Rather than envisioning digital technologies as a panacea, the grounded approach generally shared by the authors focus their concerns on funding and wrap-around resources, with new technologies as pieces of a much larger puzzle. Each chapter is framed with guiding questions and concluded with key takeaways and recommended resources, making it an eminently practical tool for both teachers and researchers."—Lance E. Mason, Associate Professor of Education, Indiana University Kokomo, USA"Grounded in research and real school experiences, this essential and thought-provoking book challenges the reader to rethink and transform PreK-12 classroom teaching, administration, and schools, especially in high-needs communities. An and Fuentes have gathered varied respected individuals with expertise in working in schools in challenging times and communities to share their research, knowings, encounters, and strategies for addressing digital equity and student learning. By defining and examining the intertwined layers that impact student learning in high-needs communities, this book begins by laying a foundation for exploring student, family, and school needs to inform and support educational systems with an equity and digital lens. While inspired by the disruption and impact of the COVID-19 pandemic on schools and learning, the authors provide practical supports and guidance for PreK-12 teachers, administrators, undergraduate and graduate students in teacher preparation and education programs to renovate and reinvigorate student learning and family supports. With a focus on digital learning, equity, and best pedagogical practices, the authors provide guiding questions in each chapter to frame discussion, inspire action, and effect change in the best interests of students and schools. A must-have book with new and engaging information for anyone interested in impacting high-needs communities."—Holly Seplocha, Professor Emeritus in the Department of Teacher Education: PreK-12, College of Education, William Paterson University, USA"This edited book provides a unique collection of critical perspectives, policy analyses, organizational innovations, tools and strategies, and valuable lessons on digital learning in high-needs P-12 schools. A wide range of readers, such as policymakers, educators, administrators, educational researchers, and anyone interested in addressing the digital divide will find extremely relevant insights in this book to achieve accessible and equitable learning in high-needs schools. The contributions from twenty-five authors also demonstrate the vision and commitment of the editors to diversity, inclusion, innovation, and collaboration in this timely and needed publication."—Ke Zhang, Professor of Learning Design and Technology, College of Education, Wayne State University, USATable of ContentsSection I: Understanding the Intersection of Students, Families, and Schooling in High-Needs Communities 1. Understanding the Sociocultural and Sociopolitical Contexts of U.S. High-Needs Public Schools Before, During, and After the COVID-19 Pandemic 2. Ramifications of the Digital Divide on Cognitive Development and School Preparedness 3. Strategies to Help Administrators, Teachers, and Parents to Achieve Equitable Digital Learning in U.S. High-Needs School Communities Section II: Vision and Leadership for Digital Learning in High-Needs Communities 4. Bridging the Digital Divide: An Analysis of Federal, State, and Local Policies in U.S. Schools 5. Twitter for Professional Development and Learning in High-Needs Schools: Considerations for School Leaders 6. Feedback, Evaluation, and Grading: The Unique Considerations Distance Learning Poses to the Evaluation Cycle and the Task of Ensuring Equitable Practices 7. Students’ Informational Needs: Applying the Principles of Universal Design to Address Inequity in High-Needs Schools During Virtual Learning Section III: Pedagogical Strategies and Digital Tools Across the Curriculum 8. Content-Neutral Technologies as a Pedagogical Response in High-Needs Schools and Communities: Design Thinking, Making, and Learning 9. Strategies to Facilitate Digital Learning in Urban High-Needs Social Studies Classrooms 10. Designing a Culturally Responsive Multilingual Arts-Integration Program: Read-Aloud and Book-Inspired Art-Making Videos 11. The Influence of an Online Mathematics Activity on Elementary School Students’ Engagement and Learning in a High-Needs Context 12. Digital Learning for Students With Disabilities 13. Using Bitmoji® and Google Classroom® to Support Remote Literacy Instruction in High-Needs Schools 14. A Whole New World: Virtual Excursions for Learners From Urban Settings 15. Rural Social Studies Teachers’ Postpandemic Use of Technology Tools
£38.99
Taylor & Francis Lollipop Logic
Book SynopsisLollipop Logic employs visual and pictorial clues to introduce and reinforce high-powered thinking for pre-readers.Seven different thinking skillsârelationships, analogies, sequences, deduction, inference, pattern decoding, and critical analysisâare presented in a format designed to appeal to gifted young learners. This straightforward, one-of-a-kind tool gives wings to pre-readers and non-readers who are ready for a challenge but donât yet have the reading skills for more traditional critical thinking activities. Now with full-color illustrations, this beloved classic has been fully updated with refreshed activities, images, and text to help young learners continue to soar into the stratosphere of thinking skills far beyond their reading levels.Table of ContentsAbout This Book Teacher's Instructions Reproducible Lessons Sequential Synthesis (Lessons 1–8) Relationships (Lessons 9–16) Analogies (Lessons 17–24) Deductive Reasong (Lessons 25–31) Pattern Decoding (Lessons 32–39) Inference (Lessons 40–49) Crticial Analyzing Skills (Lessons 50–52) Answers
£16.72
Taylor & Francis Ltd Playful Education
Playful Education provides a guide for you to activate the powers of play to boost your teaching practices and increase your effectiveness as an educator. Based on Virginia Axline and Garry Landreth's play therapy, this book is an operational and practical guide on using play therapy to strengthen your holistic learning development and relationships with students. Chapters offer practical responsive interventions for children with behavioral and academic challenges and preventative practices. You will learn the purpose and goals of implementing play times, (i.e., PlayBreaks), with individuals and groups of students, skills necessary to facilitate playtimes, and how to transfer play skills to the larger classroom. Educators will learn the foundations of play therapy and how they can be used to guide play within a classroom setting. Expanding beyond the classroom, this book is loaded with playful activities to enhance child-teacher relationships and integrate play througho
£26.99
Taylor & Francis Ltd Reflection and Reflective Spaces in the Early
Book SynopsisReflection and Reflective Spaces in the Early Years will support readers in developing their own reflective practice and creating reflective environments for the young children and families they work with. Combining case studies and reflective tasks to compliment a range of theories, concepts and alternative approaches to reflection, this book shows how the reflective process can help practitioners adapt to rapid changes in the sector and improve professional practice.Drawing on action research alongside the use of Japanese words and concepts (such as Ikigai, exploring your reason for being, Hansei, the art of honest self- reflection, and Wabi-Sabi, reflecting upon your perfectly imperfect self), chapters are full of practical guidance, activities and questions to prompt reflective thinking, covering such topics as: Reflection and Reflective Theory The Art of Self Reflection The Reflective UTrade Review"You will not regret reading this! It's an insightful and motivational book, which inspires and ignites many different reflective practices such as Hansei and Wabi-Sabi whilst introducing the concept of 'perfectly imperfect'. Annie guides you through the fascinating art of self-reflection plus creating reflective spaces for young children, beautifully balancing theory with top tips, case studies and useful tools. I am definitely inspired to reflect more and in different ways, some of which I had never even thought of!" - Michelle Hague, HEYD Founder "I thoroughly enjoyed reading Reflection and Reflective Spaces by Annie Pendrey recently. The book took me on a journey of reflection and introduced to me to different approaches and theoretical viewpoints, significantly the influence from Japan. Case studies are embedded into the chapters to bring the work alive and add context for the reader. I enjoyed reading about reflection from this new viewpoint, but also it reminded me of the importance of the environment. Creating an environment conducive for reflection is essential, but as Annie reminds us, it doesn’t have to be perfect, and it needs to be what you need it to be for your own reflective journey, ‘wabi-sabi! If you get a chance take a read, there are many strategies and tips to support you on your own reflective journey." - Janet King, Sector Manager Education and Childcare, NCFE Table of ContentsIntroduction 1. Reflection and Reflective Practice 2. The Art of Self Reflection 3. The Reflective Underground 4. Reflection and Research: Creating Reflective Spaces 5. Creative Methods of Reflection and our Reflective Space Final Reflection
£20.19
Taylor & Francis Ltd Science Technology Engineering Arts and
Book SynopsisThis book provides a fresh perspective on recent debates around integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in early childhood.The book offers inspiration and practical advice for educators and researchers. It suggests concrete ways to engage young children in STEAM learning activities and promote their development. With contributions from international experts, the book discusses how to develop age-appropriate STEAM learning activities for young children. Divided into four parts, the book covers a wide range of topics, including the perceptions and practices of STEAM education among early childhood teachers in different countries, the use of new pedagogies and technologies to promote equitable and accessible STEAM education, the role of teacher education and policy in reducing inequality in STEAM education, and how early STEAM education can promote social change and achieve sustainable development goals. The book highlights the imporTrade ReviewAndreas Schleicher – Director for the Directorate of Education and Skills, OECD Children are born as STEM experts, they love understanding nature, to try things out and test ideas, and to figure out cause and effect. But as they grow older, many turn away from this early love, experiencing the STEM subjects in school as an abstract world of formulas and equations that is unrelated to their lives and dreams, quickly memorised and then forgotten. Yang, Kewalramani and Senthil show how we can turn this around, teaching STEM in the early years in ways that build curiosity, agency and a science-based world view. This is not just about the next generation of engineers, it is about citizens who share an evidence-based reality and who take responsible decisions for themselves, for others and for the planet.Philip Hui Li – Chair Professor and Dean of Shanghai Institute of Early Childhood Education, Shanghai Normal University, ChinaThis book provides a comprehensive overview of the cutting-edge state of STEAM education in early childhood settings with practical examples and effective strategies. It covers a wide range of topics, including teacher perceptions and practices, the role of new pedagogies and technologies, equity and inclusion, teacher education and policy, and achieving sustainable development goals. The diverse global perspectives and enriched international experiences make this book an essential read for anyone interested in promoting STEAM education for young children. The editors, Weipeng Yang, Sarika Kewalramani, and Jyoti Senthil, have brought together an incredible group of contributors to create a timely and valuable resource for educators, policymakers, and researchers alike.Coral Campbell – Professor of Science Education, Deakin University, Australia In recent years, two very strong focuses have emerged that impact the world – the need for STEM capabilities and the development of sustainable futures. If we are to have a prosperous, equitable future, we need to cultivate a futures-oriented approach to learning that involves young children. In the area of early childhood education, STEAM education has been expanding to provide young children with a means to contribute as active participants in their learning. Children also have a role in sustaining a viable environmental future. Young children will need to manage the sustainability issues of the future, with STEAM skills and knowledge. This book is a valuable contribution to the field as it successfully brings together recent relevant research from across the globe. Using a structured approach to identify the issues and successes in STEAM education for sustainability, this book is a ‘must read’ for any early childhood professional educator and researcher who seeks to understand the complexities underpinning a sustainability approach to STEAM teaching and learning. It is a significant contribution to the field.Professor Susanne Garvis, Griffith UniversityThis book draws together 16 chapters from around the world to explore different perspectives, theories and practices useful for early childhood education practitioners and researchers. The alignment with the Sustainable Development Goals shows the importance of creating high quality learning experiences with young children to support successful equitable and sustainable futures for all. A focus on future orientation provides opportunities for teachers and policy makers to rethink what is possible and allow strong connections between theory and pedagogical practices.Table of Contents1. From STEM to STEAM: Creating A More Sustainable and Equitable World for Young Children Part 1. The Microsystem: How Early Childhood Teachers Perceive and Practice STEAM - Inequality within and across Countries? 2. Understanding the Dynamic Process of Integrating and Navigating STEAM in Australian Early Childhood Education 3. A Chinese Style of STEM Inquiry? The Discourse of Inquiry-Based STEM Education among Chinese Early Childhood Practitioners 4. STEAM and Sustainable Development Challenges in Early Childhood Education: Estonian Preschool Teachers’ Views and Practices 5. Towards the Sustainable Development Goals: STEAM Education Beliefs and Practices in Turkish Preschools 6. STEAM Education in Preschools in Hanoi, Vietnam: Teachers’ Beliefs About the Learning Environment and Challenges in Teaching Part 2. The Mesosystem: Higher-Order Effects from New Pedagogies and Technologies for Promoting Quality and Accessible STEAM Education 7. Learning STEAM Content Via Arts-Based Hands-On Activities 8. “But Then I Am the Robot’s Brain!”: Children’s and Preschool Teachers’ Communication During STEM Teaching Scaffolded by Digital Tools 9. Equity and Inclusion Through STEAM Play in Early Childhood Education: Culturally Valued Play-Based Practices 10. “Because Every Kid Can Think Like A Scientist”: Reflecting South-African Children’s Voices on Being Scientists and Engineers Based on Their STEAM Experience Part 3. The Exosystem: The Role of Teacher Education and Policy in Early STEAM Education to Reduce Inequality 11. Early Childhood Teachers Becoming Makers Themselves Before Teaching Young Children the Value of Making 12. Saudi Early Childhood Female Teachers’ Perceptions of Children’s Gender Stereotypes When Implementing STEM 13. Early Childhood Teacher Agency and Creative Insubordination Through STEAM Learning Part 4. The Macrosystem: Achieving Sustainable Development Goals Through Early STEAM Education to Promote Social Change 14. The Design of the Curriculum for Sustainability and Climate Education in the Early Years 15. Children as Inventors of Sustainable Future: Imagination-Driven Approach to Early STEAM Education 16. STEAM Activities to Advance SDG4 in the Early Years by Making Items from Recycled Materials 17. “It’s Not a Challenge, It’s an Opportunity”: Empowering Children to Create a Sustainable Future 18. Challenges and Opportunities in STEAM Education in the Early Years Against the Global Move Towards a Sustainable Future
£35.99
Taylor & Francis Ltd The Inclusive Early Years Educator
Book SynopsisAll young children are entitled to high-quality experiences when it comes to their education. Too often, when we meet a child who has learning differences or a disability, our instinct is to sound the alarm bells and call for additional support. The Inclusive Early Years Educator is a resource that encourages us to change our mindset when it comes to children with learning differences and disabilities, considering areas where our provision needs adjustment, in order to be truly inclusive.This toolkit aims to ensure all children have the best possible chance of making progress by supporting practitioners to identify all children's strengths and to celebrate all aspects of individual children's learning. The book: Provides a holistic picture of a child's learning, considering an array of reflective opportunities, while always keeping the child at the centre of our thoughts Includes a wealth of real-life case studies and worked examples Features
£24.51
Taylor & Francis Ltd Language Identity and Diversity in Picturebooks
This book presents a range of perspectives on the way language, diversity and identity are reflected in New Zealand children's literature, based on the published research of Nicola Daly, an Associate Professor in the Division of Education of the University of Waikato and her colleagues.The book is organised into two sections. The first section examines the use of Te Reo Maori and English in the text of New Zealand picturebooks, exploring the linguistic landscape of Maori-English bilingual picturebooks. The second section, The Pedagogical Potential of Picturebooks, explores how picturebooks featuring Maori, English, New Zealand Sign Language (NZSL) and Pacific languages reflect identity and support diversity in society. Research from several educational contexts ranging from kindergarten to university where picturebooks are used to support learning language and learning about language is also discussed. Themes of language, identity, and diversity are explored throughout
£35.14
Taylor & Francis Ltd Creative Sound Play for Young Learners
Book SynopsisThis fun and engaging guide invites you to use sound-making as a collaborative, play-based practice in your early childhood classroomfirst to transform tricky transition times and ultimately to support your children's executive functioning development and social-emotional learning. The book offers techniques and ideas for every teacher to reach every child in their classroom including verbal, nonverbal, and special needs children. Easy to integrate into all standard early years curricula, it focuses on three basic elements of sound: pitch, volume, and duration. The book features an overview of the school year calendar and an implementation guide, in addition to a variety of suggested sound-making activities that start out simply and, through the course of the book, expand to engage children's creativity in more dynamic ways. Creative Sound Play for Young Learners is key reading for any preschool teacher, leader, or parent.
£26.99
Taylor & Francis Ltd How the Childs Mind Develops
Book SynopsisHow do we get from helpless baby to knowing teenager? What impact do iPads, social media, video games, and evolving technology have on the way children''s minds develop?How we learn to think, perceive, remember, talk, reason, and learn is a central topic in psychology and one that sees constant new research. How the Child''s Mind Develops discusses the latest studies and covers all the controversies that have dogged the subject for nearly 150 years. David Cohen examines the fundamental issues of how children learn to read and write, of how their intellectual abilities are measured and the development of their morality. This fully updated Fourth Edition incorporates issues of cultural differences in brain development and skin-to-skin contact, and how they effect development, addiction to social media, the effect of trauma and stress, and emotional development.This book is an integrated and thought-provoking account of the central issues in child develo
£29.99
Taylor & Francis Supporting Early Childhood Practice Through
Book SynopsisSupporting Early Childhood Practice Through Difficult Times encourages early childhood students and practitioners to take stock of current practices and pedagogies in light of challenges like the COVID-19 pandemic, ecological concerns, and regulatory pressures.The contributions from various scholars and practitioners present a range of theoretical concepts as well as innovative practice examples, inviting deep reflection on your own beliefs and attitudes. They examine and envisage different ways of working with and for young children, their families and communities for a better future. Chapters in this timely book include experts from around the globe examining key issues in early childhood education. The first section questions the increasing digitalisation in nurseries and pre-schools and its impact on staff members, parents and children. The second section focuses on workforce development, management systems and the role of parents in policymaking. The third section showcases innovative pedagogical approaches looking beyond widely accepted early learning goals, assessments and curricula to develop inclusive environments that foster all childrenâs development and learning. Lastly, the fourth section steps back from day-to-day practice and considers what concern for the environment, social justice and posthumanism means for early childhood education and pedagogy. This book will be a key resource for early childhood education and care practitioners, graduate students, policymakers and researchers facilitating the step from the here-and-now to revised future practice and policy that will enable all children to flourish.
£35.99
Taylor & Francis Teaching Reading Organically in the Early
Book SynopsisThis book offers pre-service and practicing teachers the tools, materials, teaching strategies, and theoretical understandings to implement an organic reading program for beginning readers.Utilizing the work of Sylvia Ashton-Warner and field research carried out in nine multi-age early childhood classrooms, the book advocates for organic teaching methods to promote childrenâs love of reading and life-long literacy. Written in a narrative style, each chapter describes teaching strategies that are easily accessible and includes real-life classroom examples to make the implementation of an organic primary literacy program clear. With this approach, the book seeks to instill the desire and appreciation for reading; validates how books nurture and inform our lives; provides the tools and the skills to decode unknown words (word analysis skills); confirms how language is integral not only to reading but also to other language arts, such as spelling, word definitions, comprehension, reading aloud, and speaking; and provides the means for readers to make intelligent interpretations of text, from what is on the surface to those underlying meanings.This is a key resource for pre-service teachers and teacher educators in early literacy and early childhood curriculum courses, as well as reading specialists and students seeking teaching certification.
£37.99
Taylor & Francis Transforming Early Head Start Home Visiting
Book SynopsisResearch on home visiting shows that Early Head Start (EHS) home-based programs benefit from additional training and resources that streamline philosophy and content. In this essential guide, Walsh and Mortensen propose that alignment with Family Life Educationâs (FLE) strengths-based methodology results in greater consistency through a model of prevention, education, and collaboration with families.This text is the first to outline linkages between FLE and EHS home visiting. It explores a qualitative study of FLE integrated in a current EHS home-based program and application of FLE methodology to home visiting topics. This approach will influence professional practice and provide a foundation for developing evidence-based home visiting practices. Online content accompanies the text, with videos demonstrating the FLE approach in action and discussion questions to encourage engagement with and understanding of the core material.Transforming Early Head Start Home VisitinTable of ContentsForewordPrefaceChapter 1 Introduction to Family Life Education: A Historical PerspectiveChapter 2 The State of Early Head Start Home VisitingChapter 3 Family Life Education: A Foundation for Early Head Start Home VisitingChapter 4 Family Life Education Approach to Home Visiting: A Qualitative StudyChapter 5 Reflective PracticeChapter 6 Building and Supporting Relationships Chapter 7 Supporting Development and LearningChapter 8 Health and SafetyChapter 9 Observing Behavior, Development, and EnvironmentsChapter 10 Guidance of Infant/Toddler BehaviorsChapter 11 Partnering with and Supporting FamiliesChapter 12 Diversity and Inclusion with an Emphasis on Supporting Families of Infants/Toddlers with Special NeedsChapter 13 ProfessionalismChapter 14 Supporting Competencies in AdultsChapter 15 Promises and Challenges for the Interface of Home Visiting and Family Life EducationChapter 16 Training to Promote a Family Life Education Approach to Early Head Start Home VisitingAppendix A Introduction to Early Head Start Home Visiting: One Program’s DescriptionAppendix B Competencies for Pre-Service Home Visitors AlignmentAppendix C FLE as an Enhancement to Parents as TeachersAppendix D How to Become a CFLE
£45.59
Taylor & Francis Developing Creativity and Curiosity Outdoors
Book SynopsisThis accessible guide will inform, prompt and inspire practitioners as they develop their own creativity and seize the rich opportunities offered by outdoor environments to cultivate and encourage the creative skills of the young children in their care. Including information on Forest School, Developing Creativity and Curiosity Outdoors builds on theories of creative learning and development, and offers a wealth of ideas and activities for application in a range of outdoor settings. From designing and building structures, to making music and exploring colour, shape and pattern, this book illustrates how engagement in and with the natural world might extend childrenâs creative development, encouraging them to speak, listen, move freely, play and learn. Case studies demonstrate good practice and each chapter concludes with questions, encouraging the reader to reflect on and develop their own practice. Practical ideas can be adapted for use in more urban environmenTable of ContentsAcknowledgements About the Authors Overview of the book Chapter One: The nature of creativity Chapter Two: The nature of curiosity and imagination Chapter Three: The forest school background Chapter Four: Communication in the Natural world Part One Listening and Speaking Part Two Storytelling Chapter Five: Creative Structures and Design in the Natural World Chapter Six: Movement Outdoors Chapter Seven: Colour, Shape, Pattern and Form in the Natural World Chapter Eight: Music and Sound Outdoors Chapter Nine: Conclusion Index
£27.99
Taylor & Francis Ltd The Holistic Care and Development of Children
Book SynopsisThe Holistic Care and Development of Children from Birth to Three provides students and practitioners with the knowledge and understanding they need to meet the complex needs of babies and toddlers. With a focus on the fundamentally holistic nature of young children's development, and emphasising the role of play, and the emotional and physical environment throughout, the book shows its reader how to maximise each and every opportunity for learning when caring for the under threes.The text addresses both theory and practice, foregrounding the vital link between the two as the reader learns how to integrate theoretical approaches into their own setting and ways of working. From personal, physical, social and emotional development, to cooperation with parents, SEN and enabling environments, a wealth of topics are discussed in the depth and detail required to ensure that children can be given the best possible start in their critical first three years.Trade Review"This newly published book provides a sound basis on which further exploration of the field may be built. It covers essential underpinning knowledge of physical growth and development – and also includes information about nutrition and oral health. The case studies and reflective questions are well chosen and should provide ample material for positive discussion to support practice and provision. Well structured, accessible and relevant – overall – this book is to be recommended."— www.activematters.orgTable of ContentsA Visual Tour of The Holistic Care and Development of Children from Birth to Three Acknowledgements Chapter 1: Introduction to Holistic Development Chapter 2: Personal, Social and Emotional Development Chapter 3: Physical Development Chapter 4: Language Development Chapter 5: Play and Holistic Development Chapter 6: Early Mathematical Development Chapter 7: Cognitive Development Chapter 8: Special Educational Needs Chapter 9: Suitable physical environments Chapter 10: Effective Partnerships Chapter 11: What Does the Future Hold?
£27.99
Taylor & Francis Ltd Young Childrens Play and Creativity
Book SynopsisThis book draws on the voices of practitioners, academics and researchers to examine young children's play, creativity and the participatory nature of their learning. Bringing together a wide range of perspectives from the UK and internationally, it focuses on the level of engagement and exploration involved in children's play and how it can be facilitated in different contexts and cultures. This new reader aims to challenge thinking, promote reflection and stimulate further discussion by bringing together research and practice on play and creativity.Divided into two parts, Part I is written by researchers and academics and explores key themes such as creative meaning making, listening to children's voices, risk and spaces, children's rights, play and technology. Part II is authored by Early Childhood professionals and reveals how practitioners have responded to the issues surrounding play and creativity. Each chapter is contextualised by an introduction to highlighTable of ContentsList of figures and tables Acknowledgements Introduction Part I: Researching young children’s play and creativity 1. Reflecting on children ‘playing for real’ and ‘really playing’ in the early years 2. Learning to play, or playing to learn? Children’s participation in the cultures of homes and settings 3. Domestic play collaborations in diverse family contexts 4. ‘Where’s the bear? Over there!’ Creative thinking and imagination in den making 5. Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science 6. Young children’s expressions of spirituality in creative and imaginary play 7. 5 x 5 x 5 = creativity: principles, learning and our legacy 8. Children at play: digital resources in home and school contexts 9. Making connections: young children exploring early friendships through play 10. Playful meaning making in music with young children and parents 11. Voices in the park: researching the participation of young children in outdoor play in early years settings 12. Listening to young children: multiple voices, meanings and understandings Part II: Practitioners responding to young children’s play and creativity 13. Equality inclusion and the Persona Doll approach 14. Taking the initiative: creative collaborations for family literacy 15. The role of environments and spaces in the pedagogy of Pistoia 16. Mud, glorious mud! Mud kitchens and more 17. ‘Because we like to’: young children’s experiences hiding in their home environment 18. Using digital resources to document young children’s everyday moments 19. Count on play: the importance of play in making sense of mathematics 20. The role of art education in children’s development 21. ‘My leaf is smiling at the whole world’: exploring creativity through learner-led projects 22. If you go down to the woods today: young children learning outdoors 23. You sing, I sing, we both sing, we all sing
£31.99
Taylor & Francis The Routledge Handbook of Digital Literacies in
Book SynopsisAs fast-evolving technologies transform everyday communication and literacy practices, many young children find themselves immersed in multiple digital media from birth. Such rapid technological change has consequences for the development of early literacy, and the ways in which parents and educators are able to equip todayâs young citizens for a digital future.This seminal Handbook fulfils an urgent need to consider how digital technologies are impacting the lives and learning of young children; and how childhood experiences of using digital resources can serve as the foundation for present and future development. Considering children aged 0â8 years, chapters explore the diversity of young childrenâs literacy skills, practices and expertise across digital tools, technologies and media, in varied contexts, settings and countries.The Handbook explores six significant areas: Part I presents an overview of research into young childrenâs digital literaTable of ContentsIntroduction: The Emerging Field of Digital Literacies in Early Childhood Ola Erstad, Rosie Flewitt, Bettina Kümmerling-Meibauer and Íris Susana Pires Pereira Part I Perspectives on Digital Literacies in Early Childhood 1 Researching the Digital Literacy and Multimodal Practices of Young Children: A European Agenda for Change Jackie Marsh 2 Theorizing Digital Literacy Practices in Early Childhood Ola Erstad and Julia Gillen 3 Researching Digital Literacy Practices in Early Childhood: Challenges, Complexities and Imperatives David Poveda 4 Ethics and Researching Young Children’s Digital Literacy Practices Rosie Flewitt 5 Comparative Global Knowledge about the Use of Digital Technologies for Learning among Young Children Sonia Livingstone, Sun Sun Lim, Anulekha Nandi and Becky Pham Part II Young Children’s Digital Literacy Practices in Homes, Communities and Informal Learning Spaces 6 Young Children’s Digital Literacy Practices in Homes: Past, Present and Future Research Directions Kristiina Kumpulainen and Julia Gillen 7 Reconceptualizing the Home of Digital Childhood Marta Morgade, Cristina Aliagas and David Poveda 8 Older Siblings as Mediators of Infants’ and Toddlers’ (Digital) Media Use Andra Siibak and Elyna Nevski 9 Safety Issues in Young Children’s Digital Literacy Practices at Home Stéphane Chaudron, Rosanna Di Gioia and Monica Gemo 10 Children’s Divergent Practices and Access to Digital Media in Home, School and Neighbourhood Communities Mastin Prinsloo 11 "You know what’s glitching?": Emergent Digital Literacies in Video Game Play Edward Rivero and Kris D. Gutiérrez Part III Young Children’s Digital Literacy Practices in Early Education Settings 12 Digital and Media Literacy-related Policies and Teachers’ Attitudes Christine W. Trültzsch-Wijnen, Sascha Trültzsch-Wijnen and Kjartan Ólafsson 13 Pedagogical Approaches to Digital Literacy in Early Years Education Stavroula Kontovourki and Eufimia Tafa 14 Inclusivity and Young Children’s Digital Literacy Practices in Early Education Grace Oakley 15 Young Children’s Digital Play in Early Childhood Settings: Curriculum, Pedagogy and Teachers’ Knowledge Elizabeth Wood, Joce Nuttall, Susan Edwards and Sue Grieshaber 16 Remixing Emergent Literacy Education: Cross-age, Plurilingual, Multimedia Adventures in Narrative Teaching and Learning Heather Lotherington 17 Posthuman Theory as a Tool to Explore Literacy Desirings: Sara-Taylor-iPad-Book Becoming in Writers’ Studio Candace R. Kuby and Tara Gutshall Rucker Part IV Reading and Writing on Screen 18 Young Children’s Writing in the 21st Century: The Challenge of Moving from Paper to Screen Clare Dowdall 19 Digital Reading in the Early Years: Expertise, Engagement and Learning Íris Susana Pires Pereira, Cristina Vieira da Silva, Mônica Daisy Vieira de Araújo and Maria Manuel Borges 20 Children’s Reading in the Digital Age: A Research Summary on Children’s Digital Books Natalia Kucirkova 21 The Role of Moving Images in Young Children’s Literacy Practices Margaret Mackey 22 Availability and Quality of Storybook Apps Across Five Less Widely Used Languages Adriana G. Bus, Trude Hoel, Cristina Aliagas Marin, Margrethe Jernes, Ofra Korat, Charles L. Mifsud and Jan van Collie Part V Negotiating Digital Literacy Lives in Hybrid Virtual and Physical Spaces 23 Young Children’s e-books as Digital Spaces for Multimodal Composing, Translanguaging, and Intercultural Sharing Mary E. Miller and Deborah Wells Rowe 24 Virtual Play: Developing a Baroque Sensibility Cathy Burnett and Guy Merchant 25 The Quantified Child: Discourses and Practices of Dataveillance in Different Life Stages Giovanna Mascheroni and Donell Holloway 26 Minecraft ‘Worldness’ in Family Life: Children’s Digital Play and Socio-material Literacy Practices Michael Dezuanni 27 Digital Literacy Practices in Children’s Everyday Life. Participating in On-screen and Off-screen Activities Pål Aarsand and Helen Melander Bowden 28 P(l)aying Online: Toys, Apps, and Young Consumers on Transmedia Playgrounds Karen E. Wohlwend 29 Webs of Relationships: Young Children’s Engagement with Web Searching Susan Danby and Christina Davidson Part VI Emergent Themes and Future Visions 30 Future Pedagogical Approaches to Digital and Multimodal Practice in Early Childhood Education Anne Jyrkiäinen, Kirsi-Liisa Koskinen-Sinisalo, Pirjo Kulju, Reijo Kupiainen, Marita Mäkinen, and Angela Wiseman 31 Emergent Challenges for the Understanding of Children’s Digital Literature Bettina Kümmerling-Meibauer 32 Researching Children’s Play and Identity in the Digital Age: A Holistic Approach Becky Parry and Fiona Scott 33 Taking a Wide-Angled View of Contemporary Digital Literacy Amélie Lemieux and Jennifer Rowsell Index
£199.50
Taylor & Francis Ltd Exploring Key Issues in Early Childhood and
Book SynopsisExploring Key Issues in Early Childhood and Technology offers early childhood allies, both in the classroom and out, a cutting-edge overview of the most important topics related to technology and media use in the early years.In this powerful resource, international experts share their wealth of experience and unpack complex issues into a collection of accessibly written essays. This text is specifically geared towards practitioners looking for actionable information on screen time, cybersafety, makerspaces, coding, computational thinking, STEM, AI and other core issues related to technology and young children in educational settings. Influential thought leaders draw on their own experiences and perspectives, addressing the big ideas, opportunities and challenges around the use of technology and digital media in early childhood. Each chapter provides applications and inspiration, concluding with essential lessons learned, actionable next steps and a helpful list of reTable of Contents1. Media and Marriage: "From this day forward, for better or for worse" 2. Five Things that Haven’t Changed (Much) 3. Fred Rogers: The Media Mentor We Need to Navigate the Digital Age 4. Smart Phones and Tablets and Kids—Oh My, Oh My 5. When the technology disappears 6. Seeing is Believing: Racial Diversity in Children’s Media 7. Claiming Rights and Righting Wrongs: Children’s Rights in the Digital Environment 8. Child-Centered Design: Integrating Children’s Rights and Ethics into the Heart of the Design Process 9. Digital Play 10. Coding as Another Language: Why Computer Science in Early Childhood Should Not Be STEM 11. Personalized Education and Technology: How Can We Find an Optimal Balance? 12. Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity 13. Mobile Media and Parent-Child Interaction 14. No Surprise: Families Matter in Digital-based Learning 15. A Mission for Media Mentors: Creating Critical Thinkers 16. Digesting the iScreen Decade: What Should Media Makers, Policymakers and Philanthropy Do Next? 17. Childhood 2040 - A Wishlist
£29.99
Taylor & Francis Ltd Developing Childrens Resilience and Mental Health
Book SynopsisWith the increased focus on providing for children's mental health, there is ever more demand for resources that will support educational settings to help children develop the skills needed to cope in today's world. This book presents nursery and school staff with a simple, jargon-free guide which offers a creative approach to supporting young children to develop their social and emotional skills throughout the academic year. Developing Children's Resilience and Mental Health is a comprehensive programme made up of fun, practical activities in a 32-session format. Each session contains a warm-up, main learning activity, and relaxation exercise, focusing on four REAL core themes of development: Relationships Emotions Awareness Learning Each session can be carried out on a weekly basis to build a firm foundation for children''s development and to help reduce issues rTable of ContentsSection 1. Introduction Section 2. Top tips for teachers Section 3. Relationships Section 4. Emotions Section 5. Awareness Section 6. Learning Section 7. Appendices
£128.25
