This book is the first comprehensive investigation of interlanguage pragmatic issues in a primary school context that is based on both primary school teachers' statements on their own teaching realities, views and preferences, and a thorough investigation of materials used by teachers and recommended by teacher educators in the state the primary schools are located in. It offers a contrastive analysis of primary school learners acquiring English in a typical English as a foreign language school context and their age peers in the same state that are exposed to English in a school immersion context. This book will be of interest to scholars, researchers, educators in higher education that focus on English language teaching, second language acquisition and applied linguistics. It is also intended for students who are planning to become primary school teachers of English as a foreign language.

This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children's learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the 'what' of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher's playing skills and examples of play with very young as well as older children.

The first book in the series Policy and Pedagogy with Under-three year olds: Cross Disciplinary insights and innovations establishes a path for the much-needed examination of the experiences of infants and toddlers in contemporary educational settings across the globe. Bringing together internationally renowned scholars in the field, it starts a series of discussions about the positioning of under-three year olds in contemporary practice and policy contexts. It takes an in-depth look at what this means for our understanding of under-three year olds and those who share their worlds. Featuring some of the most important contemporary topics in this pedagogical domain, such as care, well-being, belonging, professionalism and status, the contributors offer a kaleidoscope of perspectives for contemplating the new normality of very young children living their lives in group-based early childhood settings, and what gives rise to their current realities. It also explores some important policy directions and trends.

This 15-volume set has titles originally published between 1929 and 1994 and is an array of scholarship on the early years of children, from birth to age seven. The set focuses on learning and education but also contains titles with perspectives on child development, parenting and various other issues in the area of early years. Individual volumes examine nurseries (both in the home and the school), playgroups, language development, teaching of mathematics and other curriculum subjects. This collection will be a great resource for those interested in the history of early years and education.

Yellow Pig's Family is a new look at the family using the colors of the rainbow; Yellow Pig Goes To The Zoo is a whimsical look at this familiar experience, using the popular vehicle of opposites to guide the young visitor; Yellow Pig's Day tells of a typical day in the character's life; Yellow Pig Goes to School puts a positive air of excitement into a potentially scary experience and Yellow Pig Talk is just for the fun of talking. In each of these books the author use a familiar structure and phrasing which young children enjoy. The repetition of key phrases and the simple construction make it ideal for young readers, and the whimsy of the characters lends itself readily to illustration.

This book makes a comprehensive, multi-disciplinary argument for investing in effective early childhood education programs, especially those that develop in children their proven natural capacity to construct knowledge by building meaningful relationships. Recent insights in the fields of law, policy, economics, pedagogy, and neuroscience demonstrate that these particular programs produce robust educational, social, and economic benefits for children and for the country. The book also provides legal and political strategies for achieving these proven benefits as well as pedagogical strategies for developing the most effective early childhood education programs. The book concludes by making visible the wonderful learning that can take place in an early education environment where teachers are afforded the professional judgment to encourage children to construct their own knowledge through indispensable learning relationships.

Empowering Methods for Effective Childcare
As a professional childcare provider, you want to create an environment that is inviting and nurturing for children as well as encouraging for your adult staff. You want to find ways to form a partnership with parents in their children's development. Simply put, you want to provide an all-around quality childcare experience at every level. This book is also great for parents who want to take an active role in assuring the best childcare for their children.

Positive Discipline for Childcare Providers offers a thorough, practical program that is easily adaptable to any childcare or preschool situation and setting. Inside are workable solutions to many of today's toughest childcare issues and everything you need to develop an enriching experience for children, parents, and workers alike. You'll learn how to:
·Create a setting where children can laugh, learn, and grow
·Support healthy physical, emotional, and cognitive development in all children, including those with special needs
·Encourage parents to establish a partnership with you and provide the same kind, firm limits and respectful environment at home
·Uncover support and learning opportunities for yourself and fellow childcare providers
·And much more!
"In a magical way, Positive Discipline for Childcare Providers demonstrates techniques that decrease misbehavior by increasing the child's sense of capability, courage, and community feeling."
—Rob Guttenberg, a state-certified childcare trainer, director of parenting education at YMCA Youth Services Maryland, and author of The Parent As Cheerleader

"Wow! This book is an incredible resource full of effective and practical ideas—from creating an environment where everyone feels welcome to a model of discipline that respects and empowers adults and children."
—Mary Jamin Maguire, M.A., L.P., LICSW, trainer, Minnesota School-Age Childcare Training Network

This edited collection provides an in-depth exploration of different aspects of contemporary early childhood literacy research and the implications for educational practice. Each chapter details how the research was conducted and any issues that researchers encountered in collecting data with very young children, as well as what the research findings mean for educational practice. It includes photographs of effective literacy practice, detailed explanations of research methods so the studies can be replicated or expanded upon, and key features for promoting effective literacy practice in early childhood settings. This book is an essential read for everyone who is interested in exploring the complexities and challenges of researching literacy acquisition in the youngest children.

This edited book presents the most recent theory, research and practice on information and technology literacy as it relates to the education of young children. Because computers have made it so easy to disseminate information, the amount of available information has grown at an exponential rate, making it impossible for educators to prepare students for the future without teaching them how to be effective information managers and technology users. Although much has been written about information literacy and technology literacy in secondary education, there is very little published research about these literacies in early childhood education. Recently, the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children s Media at Saint Vincent College published a position statement on using technology and interactive media as tools in early childhood programs. This statement recommends more research to better understand how young children use and learn with technology and interactive media and also to better understand any short- and long-term effects. Many assume that today s young children are digital natives with a great understanding of technology. However, children may know how to operate digital technology but be unaware of its dangers or its value to extend their abilities. This book argues that information and technology literacy include more than just familiarity with the digital environment. They include using technology safely and ethically to demonstrate creativity and innovation; to communicate and collaborate; to conduct research and use information and to think critically, solve problems and make decisions."

This book contains a collection of the author's previously published articles on early childhood care and education. Each chapter was written in response and reaction to particular events or contexts that were provocative. Many of the issues explored were stimulated by experiences with teachers and caregivers of young children, many of whom were also the author's students, as well as with other professional colleagues. These background experiences and events are described briefly in the introduction to each article.

Emergent Science is essential reading for anyone involved in supporting scientific learning and development with young children aged between birth and 8. Drawing on theory, the book helps to develop the essential skills needed to understand and support science in this age range. The book is organised into three parts: development, contexts and pedagogy, exploring the underpinning theory alongside practical ideas to help trainees, teachers and childcare practitioners to create high-quality science experiences for the children they teach. The text includes guidance on developing professional, study and research skills to graduate and postgraduate level, as well as all the information needed to develop scientific skills, attitudes, understanding and language through concrete, social experiences for young children. Features include: Reflective tasks-at three levels of professional development;- early career/student, developing career/teacher and later career/leader. Case studies that exemplify good practice and practical ideas. Tools for learning - explain how science professionals can develop their professional, study skills and research skills to Masters level

Teaching Literacy in Early and Middle Childhood provides pre-service and practicing teachers with effective strategies for teaching English Language Arts. Filled with suggestions that can immediately be put to use, the anthology focuses on supporting the successful implementation of English Language Arts standards. Featuring topics such as vocabulary instruction, teaching phonemic awareness, fostering comprehension, and the use of graphic organizers and visual strategies, each chapter of the book gives the reader a deeper understanding of specific literacy content. The readings are framed by original introductions and learning activities that support content comprehension. Readers who follow the suggested before, during, and after reading activities will benefit from complete immersion into the material. The second edition features updated chapter introductions and seven new readings that explore phonics and mediated word identification, various approaches to teaching reading comprehension, the benefits of assisted reading, building English language learners' academic vocabulary, and more. Teaching Literacy in Early and Middle Childhood combines practical and theoretically sound instruction strategies for literacy with learning activities for educators. Designed as a supplement for standard textbooks, the anthology is well-suited to courses in K-6 education, English instruction, and reading.

This book takes a radically new approach to the well-worn topic of children's relationship with the media, avoiding the "risks and benefits" paradigm while examining very young children's interactions with film and television. Bazalgette proposes a refocus on the learning processes that children must go through in order to understand what they are watching on televisions, phones, or iPads. To demonstrate this, she offers unique insight from research done with her twin grandchildren starting from just before they were two years old, with analysis drawn from the field of embodied cognition to help identify minute behaviours and expressions as signals of emotions and thought processes. The book makes the case that all inquiry into early childhood movie-viewing should be based on the premise that learning-usually self-driven-is taking place throughout.

Teaching Music in the Multicultural Early Childhood ClassroomM discusses principles and strategies for integrating music into early childhood and early elementary school education. Readers learn how music education meets the expressive and developmental needs of young children, and how integrating music into curricula enhances enactive, iconic, and symbolic learning experiences. Written to align with national teaching standards for early childhood teaching certification, the book teachers readers how to identify and describe basic music notation, perception, and performance. They study music and lesson planning methodology, and learn how to successfully plan and present a lesson using music as the link to the desired learning objective. Specific topics include music for children with special needs, multicultural music, ELL and ESL bilingual fluencies, rhythm and movement, extension and character songs, and the importance of singing. Each chapter includes lesson plan templates and study guides with key terms and assessment questions. The book features numerous activities, all of which have been successfully class-tested. The revised first edition incorporates small edits throughout based on student feedback and to clarify key concepts. Teaching Music in the Multicultural Early Childhood Classroom has been developed for courses in early childhood music, and elementary school programs such as music and children, music in the early childhood, Mommy and Me, and Kindermusik, among others.

Interpreting the voices of under three year olds is central to early childhood education. Yet entering into their life-worlds is fraught with challenges and unrealised possibilities. This ground-breaking book generates a dialogue about the multiple ways researchers have exploited a range of methods for approaching, accessing, understanding and interpreting infant voice. Each chapter explores the kinds of ethical considerations and dilemmas that may arise in this process. The book itself represents a chorus of international voices (researchers, children, teachers and parents), all adding to a discussion about various circumstances, dilemmas and possibilities involved in doing research with our youngest. This book is an essential read for researchers and teachers alike who seek to 'listen' and 'see' very young children with fresh ears and eyes.

This Encyclopedia is a reference work about young children in the USA, designed for use by policy makers, community planners, parents of young children, teacher and early childhood educators, programme and school administrators, among others. The field of early childhood education has been affected by changes taking place in the nation's economy, demographics, schools, communities and families that influence political and professional decisions. These diverse historical, political economic, socio-cultural, intellectual and educational influences on early childhood education have hindered the development of a clear definition of the field. The Encyclopedia provides an opportunity to define the field against the background of these influences and relates the field of early childhood education to its diverse contexts and to the cultural and technological resources currently affecting it.

Spontaneous Activity in Education details the principles of Maria Montessori's educational philosophy, allowing the reader to grasp her unique and innovative style of teaching. Published in the early 20th century and translated to English in 1917, this manual of education contains a step-by-step account of the approach Montessori took in teaching youngsters. Although a doctor by trade, Montessori held a profound interest in the development of young people's minds, and how best to ensure they fulfill their academic potential. To this end, she devised a system of education which aims to give every child the best chance of success, irrespective of their individual capacity for learning. In this book, the Montessori system is explained in terms useful for parents and teachers alike. Explaining the nature of a child's life, Montessori discusses her personal contributions to experiments in education, and how when these were applied correctly the achievement and advancement of children was improved.