A clear and practical presentation of the workings of an experimental nursery school. Miss Johnson offers no hasty generalizations; she sets down the record of her eight years' experience, and indicates the conclusions which may be drawn from the study of children's activities during the most significant period of physical, mental and social development--from fourteen to thirty-six months. She exlains how the nursery goes about its attempt to scale civilization down to the child level in its behavior demands and to open up wider opportunities for active exploration that an adult world can afford. In discussing the environment offered by the nursery school, she considers the child's activities and materials, his relation to other children and to adults, and his introduction to language and rhythm.

The Handbook of International Perspectives on Early Childhood Education provides a groundbreaking compilation of research from an interdisciplinary group of distinguished experts in early childhood education (ECE), child development, cultural and cross-cultural research in the psychological sciences, etc. The chapters provide current overviews of ECE in Latin America and the Caribbean, the Middle East, Asia, Australia, Africa, Europe, the US, and Canada, and convey how ECE is multi-sectorial, multi-cultural, and multi-disciplinary, undergirded by such disciplines as neuroscience, psychological anthropology, cross-cultural human development, childhood studies, and political science.

Drawing from an array of international scholars' practical experiences, Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts demonstrates how to conduct collaborative cross-cultural research and investigates the field's nuances and dilemmas. The book focuses on rich, real-life attempts to negotiate and develop culturally sensitive theoretical and conceptual frameworks, equivalent studies, and systems of relationships across distances, languages, ethics, and practices. The models presented consider the possible political and moral implications for all participants in cross-cultural research endeavors, including issues of race, colonization, immigration, indigenous populations, and more.

This comprehensive text highlights new developments in sociological, educational and psychological aspects of socialisation, examining how human beings as 'subjects' - experiencing, thinking and acting individuals - confront the material, social and cultural 'objects' of their environment and sustain their position. The authors provide an overview of the most important theories of socialisation, then integrate these using the Productive Processing of Reality (PPR) model. This novel approach is applied to a life course analysis, examining developmental tasks and the challenges of productive processing of the internal and external reality at various stages of development. The book also considers contexts, addressing the inequalities between different socio-economic and ethnic groups and genders, to consider how humans - with their genetic dispositions and their individual instincts and needs - solve the task of coping with the requirements of society, culture and economy while at the same time safeguarding their status as unique individuals. It is core reading for advanced students on socialisation modules in developmental or social psychology and educational sciences and is additionally of value for the professional training of sociologists, teachers and social workers. It is also relevant for all those interested in elementary questions of how the interaction between the society and the individual works; how human beings deal not only with themselves but also with their social and physical environment, and how they shape it in their own way.

This comprehensive text highlights new developments in sociological, educational and psychological aspects of socialisation, examining how human beings as 'subjects' - experiencing, thinking and acting individuals - confront the material, social and cultural 'objects' of their environment and sustain their position. The authors provide an overview of the most important theories of socialisation, then integrate these using the Productive Processing of Reality (PPR) model. This novel approach is applied to a life course analysis, examining developmental tasks and the challenges of productive processing of the internal and external reality at various stages of development. The book also considers contexts, addressing the inequalities between different socio-economic and ethnic groups and genders, to consider how humans - with their genetic dispositions and their individual instincts and needs - solve the task of coping with the requirements of society, culture and economy while at the same time safeguarding their status as unique individuals. It is core reading for advanced students on socialisation modules in developmental or social psychology and educational sciences and is additionally of value for the professional training of sociologists, teachers and social workers. It is also relevant for all those interested in elementary questions of how the interaction between the society and the individual works; how human beings deal not only with themselves but also with their social and physical environment, and how they shape it in their own way.

Found in Translation: Connecting Reconceptualist Thinking with Early Childhood Education Practices highlights the relationships between reconceptualist theory and classroom practice. Each chapter in this edited collection considers a contemporary issue and explores its potential to disrupt the status quo and be meaningful in the lives of young children. The book pairs reconceptualist academics and practitioners to discuss how theories can be relevant in everyday educational contexts, working with children who are from a wide range of cultural, ethnic, gender, language, and social orientations to enable previously unimagined ways of being, thinking, and doing in contemporary times.

Found in Translation: Connecting Reconceptualist Thinking with Early Childhood Education Practices highlights the relationships between reconceptualist theory and classroom practice. Each chapter in this edited collection considers a contemporary issue and explores its potential to disrupt the status quo and be meaningful in the lives of young children. The book pairs reconceptualist academics and practitioners to discuss how theories can be relevant in everyday educational contexts, working with children who are from a wide range of cultural, ethnic, gender, language, and social orientations to enable previously unimagined ways of being, thinking, and doing in contemporary times.

Young Children Playing and Learning in a Digital Age explores the emergence of the digital age and young children's experiences with digital technologies at home and in educational environments. Drawing on theory and research-based evidence, this book makes an important contribution to understanding the contemporary experiences of young children in the digital age. It argues that a cultural and critically informed perspective allows educators, policy-makers and parents to make sense of children's digital experiences as they play and learn, enabling informed decision-making about future early years curriculum and practices at home and in early learning and care settings. An essential read for researchers, students, policy-makers and professionals working with children today, this book draws attention to the evolution of digital developments and the relationship between contemporary technologies, play and learning in the early years.

Based on an extended ethnographic study of a dual language (Spanish-English) Kindergarten, this book takes a critical look at children's linguistic (and non-linguistic) interactions and the ways that teaching design can help or hinder language development. With a focus on official "Spanish time", it explores the particular challenges of supporting the minority language use as well as the teacher's strategies for doing so. In bilingual classrooms, teachers' goals include bilingualism as well as academic achievement for all. The children may share these interests, but have their own agendas as well. This book explores the linguistic and social interactions that may help, or hinder, these multiple and sometimes conflicting agendas. How can teachers design educational practice that takes into consideration broader forces of language hegemony as well as children's immediate interests?

"Harassed" writes: "Your answers to correspondents are exceedingly clear, and when I read them I say, 'That is just the answer I should think of', though I believe I should have great difficulty when it came actually to putting it into words! However, I cannot answer my own problems, so will you please help me?" (20 August 1930) This much-needed collection brings together the columns of parenting adviser Ursula Wise, "agony aunt" for The Nursery World between 1929 and 1936, and pseudonym for the eminent educationalist and pioneering psychoanalyst Susan Isaacs. Wise's replies, informed by theories in education, psychology and psychoanalysis, provide an insight into the development of modern, child-centred attitudes to parenting, with remarkably fresh and relevant advice. The letters are passionate, urgent, occasionally provocative, sometimes funny and always thoughtful. Topics from behaviour and temperament, anxieties and phobias, to play and education are explored and each theme is introduced and contextualised in contemporary parenting approaches. Bringing pivotal theories from the fields of education, child psychology and psychoanalysis into dialogue, this is an essential read for early years practitioners, teachers, course leaders and those studying in the field of early years education and child psychoanalysis. The continued relevance of Isaacs' advice for modern parenting also makes this an enjoyable and informative read for parents. It is also an excellent resource for those interested in social history and the little known contributions made by women pioneers.

Colwyn Trevarthen's seminal work has earned him a place alongside the most prestigious thinkers, writers and researchers into human development. He is universally acknowledged as the pre-eminent expert on foetal, neonatal and early childhood development. Sandra Smidt examines the impact of his scientific training, linked to his interest in how filmed episodes of mother or father/baby interactions might inform his understanding about early sociocultural development, encouraging us to view the human infant with fresh eyes and realise how purposive human behaviour is from the start. His interest in and collaborations with others introduce the reader to the idea of communicative musicality which, together with physical movement, lead the child to acquiring language. This book focuses on the earliest years of life and makes complex ideas accessible and applicable to a range of settings. As well as providing a glossary of key terms and an introduction to the life and work of Trevarthen, the book is split into three parts: From foetus to neonate, The remainder of the first year of life and From one to three. Each part offers case studies, practical examples, draws on recent research evidence and includes helpful pointers for students, labelled 'Think about this'. This essential guide to his work will be of interest to professionals working with children in early childhood settings and to undergraduate students training to become early childhood professionals.

There are many transitions that children experience before they are five, including the first major transition from home to an early years setting. Successive changes can have a serious impact on young children and stress, separation and insecure attachments can affect not only a child's emotional health but also cognitive and intellectual development. Featuring new material on provision for two year olds, school readiness, and families and transitions, this thought-provoking text explains why transitions matter and provides practical guidance on how to support young children's developing emotional resilience and equip them to embrace change in the future. Aimed at practitioners and students, this fully-updated second edition: draws together evidence from neuroscience, attachment theory, child development and childcare practices; provides a context for practitioners to empathise with children and families as they relate to their own understanding of the impact of change and transition; looks at ways to reduce the number of transitions including the key person approach, and; offers guidance and practical strategies for practitioners, managers and head teachers for supporting children through transitions. Including case studies, examples of good practice and questions for reflection, Understanding Transitions in the Early Years emphasises the little things that practitioners can do for the individual children in their care, helping them to feel secure and confident when dealing with change.

Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text's narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning making based on the experiences of young children, their families, and educators.

This volume presents a selection of some of the most exciting new perspectives on moral development that have emerged over the last decade and have transformed our understanding of the field. The contributors to this book cut across traditional boundaries to provide an innovative and integrative approach to fundamental questions dealing with the nature and acquisition of morality. In addressing these questions, the chapters draw on new work on the origins of morality in infancy and the early years, comparative approaches examining morality in primates, new perspectives on moral emotions such as guilt and empathy, and new perspectives on the emerging moral self in childhood and moral identity in adolescence. The book also examines the roles of parenting and culture in children's and adolescents' moral development. Each chapter is framed in theory and methodology and provides illustrative examples of new research to address important questions in the field. This book is essential reading for researchers and advanced undergraduate and postgraduate students studying moral development and developmental psychology. It will also be of interest to academics and professionals in related fields such as education and public policy.

This volume presents a selection of some of the most exciting new perspectives on moral development that have emerged over the last decade and have transformed our understanding of the field. The contributors to this book cut across traditional boundaries to provide an innovative and integrative approach to fundamental questions dealing with the nature and acquisition of morality. In addressing these questions, the chapters draw on new work on the origins of morality in infancy and the early years, comparative approaches examining morality in primates, new perspectives on moral emotions such as guilt and empathy, and new perspectives on the emerging moral self in childhood and moral identity in adolescence. The book also examines the roles of parenting and culture in children's and adolescents' moral development. Each chapter is framed in theory and methodology and provides illustrative examples of new research to address important questions in the field. This book is essential reading for researchers and advanced undergraduate and postgraduate students studying moral development and developmental psychology. It will also be of interest to academics and professionals in related fields such as education and public policy.

Documentation and Inquiry in the Early Childhood Classroom explores teacher inquiry, reflection, and research and the documentation of these processes within a variety of school sites and models. Compiling underrepresented inquiry stories from practicing teachers and administrators in early childhood (0-5) classrooms in the San Francisco Bay Area, this book highlights the power of the community in supporting professional development for early childhood educators and the education of young children. Important elements addressed include teacher learning, children's curricula, parent and community communication, and equity and social justice for teachers, children, and families.

The Datafication of Primary and Early Years Education explores and critically analyses the growing dominance of data in schools and early childhood education settings. Recognising the shift in practice and priorities towards the production and analysis of attainment data that are compared locally, nationally and internationally, this important book explores the role and impact of digital data in the 'data-obsessed' school. Through insightful case studies the book critiques policy priorities which facilitate and demand the use of attainment data, within a neoliberal education system which is already heavily focused on assessment and accountability. Using an approach influenced by policy sociology and post-foundational frameworks, the book considers how data are productive of data-driven teacher and child subjectivities. The text explores how data have become an important part of making teachers' work visible within systems which are both disciplinary and controlling, while often reducing the complexity of children's learning to single numbers. Key ideas covered include: The impact of data on the individual teacher and their pedagogical practice, particularly in play-based early years classrooms The problems of collecting data through assessment of young children How schools respond to increased pressure to produce the 'right' data - or how they 'play with numbers' How data affect children and teachers' identities International governance and data comparison, including international comparison of young children's attainment Private sector involvement in data processing and analysis The Datafication of Primary and Early Years Education offers a unique insight into the links between data, policy and practice and is a crucial read for all interested in the ways in which data are affecting teachers, practitioners and children.

This fourth edition of the bestselling Mathematics in Early Years Education provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics - number and counting, calculation, pattern, shape, measures and data handling - it provides a wide range of practical activities and guidance on how to support young children's mathematical development. There is also guidance on managing the transition to KS1 and a strong emphasis throughout on creating home links and working in partnership with parents. This new edition has been fully updated to incorporate the latest research and thinking in this area and includes: why mathematics is important as a way of making sense of the world how attitudes to mathematics can influence teaching and learning how children learn mathematics and what they are capable of learning how technology can support maths teaching maths phobia and the impact society has on maths teaching material on sorting, matching and handling data the importance of educating about finance in today's world ideas for observation and questioning to assess children's understanding examples of planned activities suggestions for language development assessment criteria. This textbook is ideal for those training to be teachers through an undergraduate or PGCE route, those training for Early Years Professional Status and those studying early childhood on foundation or honours degrees, as well as parents looking to explore how their young children learn mathematics. This will be an essential text for any early years practitioner looking to make mathematics interesting, exciting and engaging in their classroom.

Many people grow up with at least one sibling. These siblings are often 'fellow travellers' through adversity or significant life events; they can act as a source of support for some children while a source of conflict for others. For these reasons, siblings are a potentially powerful influence on development and this book is one of the first of its kind to provide an overview of cutting-edge psychological research on this important relationship. Why Siblings Matter is a cornerstone text on siblinghood. Integrating findings from a 10 year longitudinal study alongside wider research, it provides a lifespan perspective examining the impact of sibling relationships on children's development and well-being. This text situates siblings in their historical, developmental and family context, considers the influence of siblings on children's development and adjustment, and provides an introduction to new research on siblings in diverse contexts. The authors discuss sibling relationships in varied populations such as siblings with disabilities, siblings in different cultures and siblings in non-traditional families, while also considering the practical implications of research. Covering both classical studies and new results this book offers take-home messages for promoting positive sibling interactions. It will be invaluable reading for students and researchers in developmental psychology and family studies and professionals in education, health and social work.

Originally published in 1988, this volume presented a new understanding of how teachers in early childhood education helped children learn. It carefully and critically reviews different teaching approaches, and evaluates two innovatory teaching techniques which were at the focus of recent action research studies and which complemented the traditional early childhood curriculum at the time. The book is intended for all those concerned with early education, including students in initial training or those doing inservice courses for children between 3 and 7. Its contents will still be of relevance to people interested in playgroups and parent education.

Although the work of Piaget dealt with the intellectual development of children, and that of Goldman with a child's religious thought, there had hitherto been no comparable book on child morality to complete the developmental picture of the time. Originally published in 1968 William Kay's book was designed to fill this gap, for he offers a complete description of the moral growth of children from infancy to adolescence. Dr Kay was writing specifically for students and practising teachers and carefully avoids specialist jargon where ordinary terms suffice. He concludes that the findings of research into attitude formation and change could provide teachers with those techniques to help their pupils become morally mature members of society. His book contains a valuable analysis of the development of ideas concerning moral growth, and is a bold contribution to the problems of moral education.

Originally published in 1931, the study reported in this book was undertaken as part of the research programme of the Canadian National Committee for Mental Hygiene. It represents a systematic inquiry into the social and emotional behaviour of pre-school children as observed from day to day in a nursery school. The study extended over a period of three years, and it concerned children between the ages of two and five years who were in attendance at the McGill University Nursery School and child laboratory. It can now be read and enjoyed in its historical context.

Troubling the Changing Paradigms is the fourth volume in the Educational Philosophy and Theory: Editor's Choice series and represents a collection of texts that were selected as representations of the philosophy and pedagogy of early years, childhood and early childhood education. The philosophy of the early years is complex, and this book demonstrates how this fascinating subject can be interlinked with both the philosophy and history of education as being instrumental in shaping the child subject, childhoods and children's educational futures. This book demonstrates the application of philosophical and theoretical perspectives that provide us with global and local narratives and understandings of children as subjects, and their subjectivities. The philosophical traditions offer new spaces in which to think about alternative childhoods, and contribute to an important analysis in which philosophy has the capacity to shape children's lives and education, and to elevate the multiplicity of discourses around very young children and their education and care. Through the texts in this volume, the authors aim to find creative philosophical forms that are capable of interrupting, if not disrupting, traditional and, in some settings, perhaps more conventional discourses about children and their childhoods. These philosophical forms present productive ways that allow fresh conceptions of what is all too often an assumed set of subjectivities and experiences about very young children. Troubling the Changing Paradigms will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

This unique book explores research related to education for sustainability within early childhood education in the United Kingdom. Divided into the four home nations, it examines what education for sustainability looks like in practice, discusses the different application and positions of each region, and considers the contribution of early childhood education to support the Sustainable Development Goals. Each chapter considers the relevant early years framework and includes associated case studies which highlight connections between statutory guidance, policy and positive early years pedagogical practice. The authors use an education for sustainability lens to explore the critical issues and explicit and implicit links embedded in each of the curricula frameworks. Each chapter acknowledges the context of outdoor learning with discussion related to different interpretations of ecological sustainability. This exploration should help readers to consider the idea of sustainability within early childhood education. The book considers early childhood education as a distinct and valuable phase beyond the readiness for school discourse and recognises the importance of having skilful and knowledgeable adults to work with young children from birth. It offers a unique resource for students, practitioners, leaders and researchers engaged in the study of education for sustainability in early childhood and the importance of the early years for the development of life-long pro-environmental attitudes.