Infants and toddlers-the so?called "touchscreen generation"-are living in a screen mediasaturated world. They are the target market for ever?growing numbers of apps, TV shows, electronic toys, and e?books. Making sense of the complex issues associated with screen media in the lives of children under 3 can be challenging for the adults who care for them. There is a strong need among teachers (and parents) of infants and toddlers for guidance related to the appropriate role of screen media in early care and education. Unlike most other books about technology in early childhood, this book focuses specifically on infants and toddlers. It explores why and how infant and toddler teachers need to be techwise in order to understand the implications of screenmedia for children's learning and development. The book serves as a single, accessible resource to relevant research findings from the fields of pediatric medicine, child development, developmental psychology, social and behavioral sciences, and brain science. It provides infant/toddler teachers with a comprehensive approach and strategies to guide their decisionmaking and promote practices that are evidence?based, family?centered, culturally responsive, and collaborative. It is a call for teachers to think carefully and act wisely when making decisions about screen media-both the technology that they are encountering now and the technology they will encounter in the future-in order to optimize the learning and healthy development of infants and toddlers.

The Standards for Mathematical Practice are written in clear, concise language. Even so, to interpret them and visualize what they mean for your teaching practice isn't always easy. In this practical, easy-to-read book, Mike Flynn provides teachers with a clear and deep sense of these standards and shares ideas on how best to implement them in K-2 classrooms. Each chapter is dedicated to a different practice. Using examples from his own teaching and vignettes from many other K-2 teachers, Mike does the following: Invites you to break the cycle of teaching math procedurally Demonstrates what it means for children to understand-not just do-math Explores what it looks like when young children embrace the important behaviors espoused by the practices The book's extensive collection of stories from K-2 classroom provides readers with glimpses of classroom dialogue, teacher reflections, and examples of student work. Focus questions at the beginning of each vignette help you analyze the examples and encourage further reflection. Beyond Answers is a wonderful resource that can be used by individual teachers, study groups, professional development staff, and in math methods courses.

A male educator explores the joys of working with children in this inspirational account.

Manuel Kichi Wong shares his personal journal entries that consider the challenges and obstacles of being a male educator in a field dominated by women. Whether it's cooking, cleaning, changing diapers, dealing with parents, or interacting with children, he does whatever it takes to get the job done.

Find out what it really means to pursue a career as an early-childhood educator. Wong discusses ways to

-apply different methods to help children learn;- work with children in various settings, including at school and at home;-balance the demands of your job and personal life; and-communicate better with parents and fellow teachers.

He also provides candid stories about the questions a man fields when he is an early-childhood teacher. Life in this profession isn't easy, but the joys of giving and of working and being with children make it all worthwhile.

"As we were getting drinks one day, a little girl said, "Mrs. Noser, when this fountain runs out of water, can you fill it with Kool-Aid?""

It is no secret that a group of five-year-olds have the ability to provide an interesting and entertaining perspective on life. Just ask Carol Porter Noser, a veteran kindergarten teacher who for thirty years listened in on the amusing and endearing comments made by her students.

Noser considers teaching young children to be one of the best jobs in the world. After one of her students asked her one day, "Do you have a job?" and another asked her, "Do you work?" she soon realized that they all instinctively knew she loved to teach. From early on, Noser jotted down the silly, sad, and funny comments her students made, eventually compiling a collection after she retired. As she shares one witty anecdote after another, she provides a glimpse into the very active and imaginative minds of five-year-olds who never let anyone forget how smart they really are about what is important in life.

From rather open discussions about their family, to the misuse of words, to questions about God, the children profiled in Kindergarten Conversations share their innocent and honest views of the world.

Dit stel ouers in staat om van vroeg af en te midde van 'n druk lewe alledaagse geleenthede om hulle te gebruik om hul kleingoed gemaklik in die wereld van wiskunde in te lei. En dit verg geen spesiale kennis of opleiding van ouers nie; net 'n positiewe instelling en 'n opskerping van hulle interaksie met hul kleingoed om hulle al spelenderwys vertroud te maak met wiskundebegrippe.

This book draws on both in and out of school literacy practices with teachers and families to enhance the numeracy of early learners. It provides highly illustrative exemplars, targeted for learners up to approximately eight years of age whose home language differs from the language of instruction. It identifies the challenges faced by these learners and their families, and shares ways of building both literacy and numeracy skills for some of the vulnerable learners nationally and internationally. The book shares the outcomes and strategies for teaching mathematics to early years learners and highlights the importance of literacy practices for learners for whom the language of instruction is different from their home language. Readers will gain a practical sense of how to create contexts, classrooms and practices to scaffold these learners to build robust understandings of mathematics.

This book presents a critical reimagining of education and educational research in addressing practices of representation and their relation to epistemology, subjectivity and ontology in the context of early childhood education. Drawing on posthumanist perspectives and the immanent materialism of Deleuze & Guattari to conceive of early childhood education, childhood and indeed, adult life, in new ways, it highlights the powerful role of language in subjectivity and ontology, and introduces affectensity as a concept which can be put to work to undo habitual relations and meanings. It proposes that ethical becomings require the engagement of an expansion and intensification of a body's affect or capacity, and offers readers a provocation for enhancing creative capacity as an ethic. This book is an important contribution to the discussions on methods for living and of ways of thinking commensurate with the orientation of a posthuman turn.

This book offers a comprehensive report on a three-year, cross-cultural, critical participatory action research study, conducted in children's homes and communities in Fiji. This project contributed to building sustainable local capacity in communities without access to early childhood services, so as to promote preschool children's literacy development in their home languages and English. The book includes rich descriptions of the young children's lived, multilingual literacy practices in their home and community contexts. This work advances research-based practices for fostering young children's multilingual literacy and building community capacity in a post-colonial Pasifika context; further, it shares valuable insights into processes and complexities that are inherent to multiliteracy and cross-cultural research.

This volume focuses on very young children's (aged 0-8) rights in a digital world. It gathers current research from around the globe that focuses on young children's rights as agental citizens to the provision of and participation in digital devices and content-as well as their right to protection from harm. The UN Digital Rights Framework of 2014 addresses children's needs, agency and vulnerability to harm in today's digital world and implies roles and responsibilities for a variety of social actors including the state, families, schools, commercial entities, researchers and children themselves. This volume presents a broad range of research, including chapters on parental supervision and control, the changing forms of play, early childhood education, media and cultural studies, law, design, health, special-needs education, and engineering. Implicit within this book is the acknowledgement that children of various ages, abilities, socioeconomic and geographic backgrounds should have equal access to, and positive / non-harmful experiences with, new digital technologies and content-as well as adult support and expertise that enhances these experiences. This passionate book celebrates the diversity of young children's activities in the digital world. It interrogates these through four intersecting lenses: their rights, play experiences, contextualised design, and best practice. Balancing children's eager engagement with digital content alongside adult responsibilities for education, privacy and protection, the volume provides a fitting showcase for work of global relevance. Professor Lelia Green Professor of Communications Edith Cowan University Perth, Western Australia This compelling text provides a critical resource to inform our understanding of the intersection of the digital world and children's rights. Ilene R. Berson, Ph.D. Professor of Early Childhood Education Affiliate Faculty, Learning Design & Technology Area Coordinator, Early Childhood Coordinator, Early Childhood Ph.D. Program University of South Florida College of Education A truly international collection that investigates young children's engagement with digital technologies. Identifying issues of public interest around digital practices, this highly readable book is a valuable resource for researchers, parents and policy makers. Professor Susan Danby Director, ARC Centre of Excellence for the Digital Child and, Faculty of Education School of Early Childhood and Inclusive Education QUT Kelvin Grove, Queensland

This book critically examines contemporary educational practices with a children's rights lens. Through investigating the factors that contribute to (or hinder) the realisation of children's rights in and through education in different contexts, it discusses how using a rights framework for education furthers the agenda for achieving international educational aims and goals. Using diverse international examples, the book provides a snapshot of the complexity of children's rights and education. It draws on the expertise of international research teams from Australia, England, Finland, Italy, Mexico, Poland, Portugal, Scotland, Spain, Sweden, Switzerland, and the United States, and highlights wide-ranging interpretations of the same mandate across different national contexts. Beginning with a critical overview of the broader context of children's rights in education, the book explores obligations for States and their representatives, tensions and convergences in implementation, and implications for teaching and learning. Using underutilised educational and theoretical concepts, it contributes to broadening understandings of children's rights, education and associated theoretical frameworks. Despite a human rights framework emphasising the indivisibility, interrelatedness and interconnectedness of all rights, the 'right to education' (Article 28) dominates discussions about children's rights and education. As such, equally important rights including the 'aims of education' (Article 29) are often less considered or absent from the conversation. Recognising that children's education rights involve more than just access and provision, this book advocates for a much broader understanding of the nuances underpinning children's education related rights. Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Design in Mind outlines a framework for a design thinking process that helps educators tackle complex challenges in their educational ecosystems step by step to quickly find fresh ideas and solutions. It invites readers to simultaneously think like educators and designers while centering inquiry, equity, equality and inclusion, supporting creative tension, and encouraging collaborative innovation.

There is something absolutely magical about a child who is embarking on the amazing journey called kindergarten. They are so innocent, pure, and impressionable. They are at an incredible stage in their lives-so young, yet so very ready. This book was written as a gift to parents whose children are at this wonderful stage. My intention is to share with you every insight that I have gained as a mother and as a teacher. Whether this is your first child going into kindergarten or your last child-even if you've had a gap in time where you haven't been in a kindergarten classroom for a while-this book is for you. Enjoy