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Books > Social sciences > Education > Schools > Pre-school & kindergarten
This book explores childhood and schooling in late socialist
societies by bringing into dialogue public narratives and personal
memories that move beyond imaginaries of Cold War divisions between
the East and West. Written by cultural insiders who were brought up
and educated on the eastern side of the Iron Curtain - spanning
from Central Europe to mainland Asia - the book offers insights
into the diverse spaces of socialist childhoods interweaving with
broader political, economic, and social life. These evocative
memories explore the experiences of children in navigating state
expectations to embody "model socialist citizens" and their mixed
feelings of attachment, optimism, dullness, and alienation
associated with participation in "building" socialist futures.
Drawing on the research traditions of autobiography,
autoethnography, and collective biography, the authors challenge
what is often considered 'normal' and 'natural' in the historical
accounts of socialist childhoods, and engage in (re)writing
histories that open space for new knowledges and vast webs of
interconnections to emerge. This book will be compelling reading
for students and researchers working in education, sociology and
history, particularly those within the interdisciplinary fields of
childhood and area studies. 'The authors of this beautiful book are
professional academics and intellectuals who grew up in different
socialist countries. Exploring "socialist childhoods" in myriad
ways, they draw on memories, and collective history, emotional
insider knowledge and the measured perspective of an analyst. What
emerges is life that was caught between real optimism and dullness,
ethical commitments and ideological absurdities, selfless devotion
to children and their treatment as a political resource. Such
attention to detail and examination of the paradoxical nature of
this time makes this collective effort not only timely but
remarkably genuine.' -Alexei Yurchak, University of California, USA
This book focuses on the representation of nature in science
education in schools in the United States. Given the importance of
our relationship with the nonhuman world for the fate of our
planet, this work gives special attention to the representation,
instruction, and understanding of the relationship between the
social and the natural world. It also proposes an alternative,
sustainability science-based conceptual framework for ecology and
environmental science topics in science education, which is
compatible with the current social-ecological understanding of life
in the Anthropocene epoch.
This book explores how concepts and values of contemporary
democracy are variously understood and applied in diverse cultural
contexts, with a focus on children and childhood and diversity.
Drawing on a range of methodological approaches relevant to early
childhood education, it discusses young children's engagement and
voice. The book identifies existing practices, strengths, theories
and considerations in democracy in early childhood education and
childhood, highlighting the democratic participation of children in
cultural contexts. Further, it illustrates how democracy can be
evident in early childhood practices and interactions across a
range of curriculum contexts and perspectives, and considers ways
of advancing and sustaining practices with positive
transformational opportunities to benefit children and wider
ecological systems. It offers readers insights into what democracy
and citizenship look like in lived experience, and the issues
affecting practice and encouraging reflection and advocacy.
This is fully updated with new material to support practitioners in
observing children within the Early Years Foundation Stage. This
book retains the popular, practical approach of the first edition,
making it ideal for practitioners to dip in and out of for
day-to-day guidance and in-depth enough for students learning the
theory and skills for the first time. It includes updated
information relating to the National Primary Strategy to support
effective observations in schools. It also offers examples of
observations throughout enable students and practitioners to relate
the theory and techniques to their setting.
Our image-rich, media-dominated culture prompts critical thinking
about how we educate young children. In response, this volume
provides a rich and provocative synthesis of theory, research, and
practice that pushes beyond monomodal constructs of teaching and
learning. It is a book about bringing "sense" to 21st century early
childhood education, with "sense" as related to modalities (sight,
hearing), and "sense" in terms of making meaning. It reveals how
multimodal perspectives emphasize the creative, transformative
process of learning by broadening the modes for understanding and
by encouraging critical analysis, problem solving, and
decision-making. The volume's explicit focus on children's visual
texts ("art") facilitates understanding of multimodal approaches to
language, literacy, and learning. Authentic examples feature
diverse contexts, including classrooms, homes, museums, and
intergenerational spaces, and illustrate children's "sense-making"
of life experiences such as birth, identity, environmental
phenomena, immigration, social justice, and homelessness. This
timely book provokes readers to examine understandings of language,
literacy, and learning through a multimodal lens; provides a
starting point for constructing broader, multimodal views of what
it might mean to "make meaning;" and underscores the production and
interpretation of visual texts as meaning making processes that are
especially critical to early childhood education in the 21st
century.
This book is based on the power of stories to support children in
all areas of their lives. It examines the role narratives can play
in encouraging growth in contexts and domains such as personal and
family identity, creative movement, memory and self-concept, social
relationships, or developing a sense of humor. Each chapter
describes innovative and research-based applications of narratives
such as movement stories, visual narratives to develop historical
thinking, multimodal storytelling, bibliotherapy, mathematics
stories, family stories, and social narratives. The chapters
elaborate on the strength of narratives in supporting the whole
child in diverse contexts from young children on the autism
spectrum improving their social skills at school, to four- and
five-year-olds developing historical thinking, to children who are
refugees or asylum-seekers dealing with uncertainty and loss.
Written by accomplished teachers, researchers, specialists,
teaching artists and teacher educators from several countries and
backgrounds, the book fills a gap in the literature on narratives.
"...this work delves into the topic of narratives in young
children's lives with a breadth of topics and depth of study not
found elsewhere." "Collectively, the insights of the contributors
build a convincing case for emphasizing story across the various
disciplines and developmental domains of the early childhood
years." "The writing style is scholarly, yet accessible. Authors
used a wide array of visual material to make their points clearer
and show the reader what meaningful uses of story "look like"."
Mary Renck Jalongo, Journal and Book Series Editor Springer
Indiana, PA, USA
This book presents innovative strategies for teaching the Chinese
language to English-speaking students around the world, using
in-depth research arising from a long-running and successful
Chinese language teaching programme in Sydney. Throughout the book
its authors emphasise the importance of teaching methods which
explore the relevance of Chinese to all aspects of students'
everyday lives; 'Localising Chinese' by folding it into students'
everyday sociolinguistic activities performed in English. The
research presented here demonstrates how, through school-driven,
research-oriented service-learning, university graduates from China
learnt to use student-centred learning-focused language education
as a basis for professional learning. In the context of China's
growing influence in the global academic community, this book
addresses the urgent need to promote effective communication and
partnerships. It provides a valuable resource for language teachers
and teacher educators, as well as education researchers in the
areas of international education, linguistics, the sociology of
education and knowledge exchange.
Learn your colours with Winnie-the-Pooh and his friends in this fun
board book book for curious pre-schoolers. Toddlers will love this
chunky board book that takes them through all the colours of the
rainbow with recognisable characters and scenes from the
Winnie-the-Pooh stories. With fun rhymes and beautiful
illustrations, this first colours book is perfect for pre-schoolers
and the youngest readers of Winnie-the-Pooh. Yellow's the colour of
our Pooh bear, Just like the bees who buzz in the air... Other
available Winnie-the-Pooh early learning concept books:
Winnie-the-Pooh: H is for honey (An ABC Book) Winnie-the-Pooh: 10
busy bees (A Counting Book) Winnie-the-Pooh: How Are You? (A Book
about Feelings)
This book makes the case for young children as both keenly
materially aware of and highly dependent on sets of interrelated
material-discursive circumstances. It argues that long-term
engagement with children around the topic of meaning-matter
relations upends many taken-for-granted notions of consumption,
self-regulation, knowledge production, and what constitutes quality
of life within a school setting. The book provides complex accounts
of agency on multiple scales - the capability of children to shape
and share research, the force of objects, stuff, and things to
impact the "social" workings of a classroom, and the impact of
nonhuman animals on the trajectory of the ways in which children
relate to each other. This work makes a significant contribution to
both theoretical conceptions and practical enactments of
childhoods, productively addressing the many contradictions
inherent in a posthuman and participatory approach to researching
with young children. It also offers insights into how the everyday
materialities of children's classrooms (and their complex
representations) are capable of disrupting the common-sense order
of things.
This book provides an extensive overview of curricula and
instructional strategies for teaching children with autism spectrum
disorder (ASD). It offers an empirically solid framework for
designing and developing interventions for learners along the
autism spectrum by reducing skill deficits and enhancing learner
strengths while being flexible enough to allow for individual
differences. The book discusses key concepts in educating
individuals with ASD as they impact the processes of syllabus
building, from planning goals and objectives to generating content
choosing appropriate teaching strategies, and assessing progress.
Chapters detail curriculum designs in academic areas such as
language skills, science, and social studies, as well as functional
skills, including independent living, career development, and
preventing social victimization. The book concludes with
recommendations for future interventions and curricula-building.
Among the topics covered: Communication and autism spectrum
disorder. Mathematical problem-solving instruction for students
with ASD. Visual arts curriculum for students with ASD. How to
build programs focused on daily living and adult independence.
Sexuality education for students with ASD. Curricula for Teaching
Students with Autism Spectrum Disorder is a must-have resource for
researchers, graduate students, and clinicians and related
therapists and professionals in clinical child and school
psychology, childhood/special education, social work, developmental
psychology, behavioral therapy/rehabilitation, and child and
adolescent psychiatry.
This book explores the effects of the REACH program (Recruiting and
Enlightening through Access to and Communication with High-need
schools), a seven-year initiative devised to help find, attract,
and prepare diverse teacher candidates interested in working with
young children. The book analyzes how the program, set at a
national liberal arts college in the US, used the three R's:
recruitment, retention, and recognition, to successfully draw in
diverse educators for young children who then go on to became
leaders and role models in their schools and communities. Chapters
examine ways to provide the academic, social, and enrichment
supports necessary for diverse teacher candidates and identify
current teacher education practices that are effective as well as
opportunities for change.
This is a complete guide to supporting problem solving, reasoning
and numeracy in the Early Years Foundation Stage (EYFS), promoting
a holistic approach and exploring good practice. "Problem Solving,
Reasoning and Numeracy" introduces this area of the Early Years
Foundation Stage (EYFS) to trainee and qualified early years
professionals. This area of learning and development, problem
solving, reasoning and numeracy, is introduced within the context
of the development of children aged between 0-5 years in the Early
Years Foundation Stage (EYFS). A balanced approach to the Early
Learning Goals is encouraged ensuring that key principles of good
early years practice are maintained and developed, and the holistic
development of the child is promoted. This user-friendly guide will
support early years professionals to: reflect on current practice
and develop skills; evaluate the implications of research for early
years practice and provision; promote interdisciplinary teamwork
between those who work with and support young children; meet the
diverse needs of children at different developmental stages and
ages; and support children as they move within and beyond the EYFS.
This series introduces each of the six areas of the Early Years
Foundation Stage (EYFS): Personal, Social and Emotional
Development; Language, Literacy and Communication; Problem Solving,
Reasoning and Numeracy; Knowledge and Understanding of the World;
Creative Development; and Physical Development. Each book delivers
accessible yet rigorous support for practitioners, whether training
or qualified, in developing their professional understanding and
practice in each of these Early Learning Goals. Whilst considering
each area in turn, the aim throughout the series is to promote the
holistic development of the child. Each volume includes: an
introduction to the key area; consideration of the development of
children in the key area from birth to 3 years; 3 to 5 years; and
into 5 to 7 years; consideration of the holistic development of the
child and the impact of that development on the key area being
discussed; research evidence to support practice; practical
examples of good practice; discussions on leadership in the key
area; and support in the development of pedagogical skills and
reflective professional practice. In line with the aims of the
EYFS, this series will help you in meeting the challenges that come
with supporting the different needs of children, working in
multi-professional partnerships, balancing the different areas of
development, and supporting transitions within and beyond the EYFS.
This book provides significant information regarding the policies
and provisions for early childhood teacher education programs in
universities in fourteen different countries. Early childhood
education and care (ECEC) is expanding rapidly across the globe
with unprecedented numbers of children attending EC centres,
requiring the investment in educators to provide good quality ECEC.
Yet, there is an inconsistent approach to early childhood teacher
preparation and the quality of existing programs is not known. Each
country's contributing author/s is/are well known in their field
for their in-depth knowledge of early childhood teacher education
programs including content, structure, and professional experience
that works within the scope of policy and registration agencies.
The chapters address the current situation of staffing-shortage or
oversupply-of early childhood teachers in their country. The book
informs policy regarding content of early childhood teacher
preparation programs and provides evidence of current courses
across many under-represented countries throughout the world. It
makes a significant contribution to understanding the environment
for early childhood teacher programs.
Offers a fresh, research-based approach to the popular flipped
learning model, with practical strategies for both experienced
practitioners and teachers new to flipped learning. Written by two
passionate teachers who have spent years testing this innovative
approach to flipped learning, the book provides practical
strategies and examples that support an effective in-class flip.
Breaking down the idea of the in-class flip, the authors
demonstrate how it differs from traditional flipped learning, and
walk teachers through the many possibilities of this new approach,
with details on how to implement it successfully from scratch. In
particular, the book highlights how the in-class flip supports
differentiation in learning. Freeing up class time for teachers to
apply strategies for learning and enabling them to better observe
students' learning processes, levels of understanding, interests,
preferences and personalities, the in-class flip creates learning
spaces and teaching opportunities for differentiation in every
lesson. The book explores ways to differentiate learning in terms
of access and resources, pace, learning preference, grouping,
content, choice, feedback, student support and mastery. The book:
Proposes solutions for a range of scenarios, including non-homework
policies, differentiation, student-centered learning, non-tech
settings and student-teacher relationships. Identifies and breaks
down various configurations for doing station work, depending on
each teacher's setup/environment. Shares alternatives to station
work, offering flexibility for those working in certain
instructional environments where station work may not be feasible.
Offers tips for lesson planning, with insights from educators from
around the world. Offers detailed planning guidance, with the
authors sharing their experiences and techniques for designing an
in-class flip. This accessible guide includes many real-world
examples, lesson planning guides and templates, and information
about online learning, gamification and other methodologies that
in-class flip supports. Educators will discover myriad ideas to use
in their classrooms immediately.
This handbook discusses early childhood special education (ECSE),
with particular focus on evidence-based practices. Coverage spans
core intervention areas in ECSE, such as literacy, motor skills,
and social development as well as diverse contexts for services,
including speech-language pathology, physical therapy, and
pediatrics. Contributors offer strategies for planning,
implementing, modifying, and adapting interventions to help young
learners extend their benefits into the higher grades. Concluding
chapters emphasize the importance of research in driving
evidence-based practices (EBP). Topics featured in the Handbook
include: Family-centered practices in early childhood intervention.
The application of Response to Intervention (RtI) in young children
with identified disabilities. Motor skills acquisition for young
children with disabilities. Implementing evidence-based practices
in ECSE classrooms. * Cultural, ethnic, and linguistic implications
for ECSE. The Handbook of Early Childhood Special Education is a
must-have resource for researchers, professors, upper-level
undergraduate and graduate students, clinicians, and practitioners
across such disciplines as child and school psychology, early
childhood education, clinical social work, speech and physical
therapy, developmental psychology, behavior therapy, and public
health.
Drawing from first-hand discussions and interviews, this essential
guide offers an in-depth, realistic overview of bringing up a child
with complex and specific needs to enhance current practice and
collaborative work with parents. The book supports the development
of effective child-centred planning and family-centred approaches,
by using the expert voices and lived experiences of parents to
inform critical discussion and build the skills of professionals.
Chapters provide strategies, guidance, and suggestions to
strengthen effective partnership work with parents, children, and
young people. Scenarios, key takeaways, and questions for
discussion are also woven throughout, offering a greater
understanding of the barriers faced by parents of children with
SEND and encouraging the reader to consider how they can more
effectively co-produce with families. True Partnerships in SEND
uses the voice of the parent and their lived experiences as the
basis for narrative, research and discussion and includes wider
concepts that can inform positive parent-professional interactions
globally. It will be essential reading for SENCOs, teachers, and
other education professionals working with children with SEND and
their families.
As one of the few books on the history and philosophy of American
elementary school education, Cavanaugh's work examines the
pioneering careers of Francis Wayland Parker, John Dewey, Rudolph
Steiner, Hughes Mearns, and Laura Zirbes. Finding the basic
framework for current fashionable trends in education like the
Whole Language and Process Writing Movement, Cavanaugh shows how
educators came to these ideas over 100 years ago. After presenting
the five biographies, Cavanaugh goes on to explain how children
learn to read and write; what kinds of schools foster this
learning; the roles of teachers, students, and parents; and the
important tools of grading, evaluation, and assessment. In all
these areas there are important lessons to learn from the past.
The public provision of early childhood education has developed at
different rates across individual countries over the past two
centuries. This book provides the historical background to explain
how these national differences occurred, with particular reference
to welfare and educational systems, to highlight how particular
influences grew.
First published in 2000. Routledge is an imprint of Taylor &
Francis, an informa company.
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