|
Books > Social sciences > Education > Schools > Pre-school & kindergarten
First Published in 1983. Routledge is an imprint of Taylor &
Francis, an informa company.
This book examines the complexities of these negotiations in a
particularly complicated and volatile context (Palestine) and a
particularly ""hot"" development field (early childhood
development). The international community's efforts to support
early childhood programming in the developing world fall more
broadly within the empowerment camp than other development sectors,
and, through their greater-than-average integration of civil
society institutions, local communities, and governments, may serve
as a source of important lessons about ""fishing expeditions"" in
development more generally. This case, in particular, speaks to the
conflux of interests, priorities, and dreams that shape local
initiatives for early childhood development, and examines the ways
in which the supposed students of fishing may, sometimes, teach
their instructors a thing or two.
This book provides new insights into how interactions in early
childhood education are being studied, and into what these studies'
findings mean for improving the quality of early childhood
education. The editors examine the methods, ethics, practices, and
questions arising from such close work with children, families and
educators, and have brought together a collection that highlights
interactions research and practical implications for early
childhood education and research, with the ultimate aim of shaping
quality practices. Starting with an overview of interaction
research and its pedagogical value in early childhood education the
book subsequently introduces new interaction studies in early
childhood from Europe and Australasia. Drawing from a range of
perspectives and using different conceptual and methodological
tools the contributors use their interactions research to comment
collectively on process quality in early childhood education, and
its relationship to the phenomenon of pedagogical interactions. The
work as a whole bridges the gap between practice and research by
addressing quality interactions for early learning (for
practitioners) and providing researchers valuable information on
methods for studying interactions within the everyday contexts of
early childhood education.
High quality interactions are recognised as fundamental to the
achievement of outstanding teaching and learning in the early
years. If you are working with children from six months to six
years this authoritative new book from leading author Julie Fisher
encourages you to reflect deeply on the quality and impact of
interactions in your setting. Drawing on research undertaken in
baby rooms, nurseries and classrooms over four years the book
challenges prevailing orthodoxies and offers specific practical
guidance on how to improve the quality of interactions on a
day-to-day basis. With its illuminating examples, the book shows
how you can best tune into and respond effectively to young
children's conversations. It exemplifies how interactions are most
effectively sustained and how developing high quality interactions
can better scaffold and support children's learning and
development. 'Interacting or Interfering?' * Identifies the key
components of effective interactions and how implementing these can
improve the quality of children's learning * Contains transcripts
of interactions from baby rooms through to Year 2 classes which
exemplify key messages * Provides prompts you can use to analyse
and improve your own practice Written in the author's exceptionally
clear and accessible style, this book is indispensable reading for
all students and practitioners working and studying in the early
years. "There is a tendency for adult talk to dominate nurseries
and schools in an attempt to manage, organise and interrogate
children's learning; this closes down children's own investigation
and capacity for thought. Fisher points out how 'the very act of
"being an educator" can sometimes distort the nature of an
interaction so much that it inhibits the very learning it is trying
to promote'. In this timely, thought-provoking and very readable
book she prompts us to think more deeply about interactions and
adapt new strategies to encourage all young children to engage in
meaningful and enriching talk." TACTYC, March, 2016 "The prompts
and points for reflection encourage practitioners to critically
consider their role and function, noting where their work is
affirmed and where there is scope for further development ... This
book is both relevant, though provoking and extremely useful for
all involved in early childhood - an excellent tool for
professional development." Marion Dowling, Early Education Journal,
No 79/ Summer 2016
This book introduces a comprehensive RTP Model that reframes
research to practice knowledge and inclusive education philosophy
to promote the sustained use of research to promote and enhance
meaningful education for all students.
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.
It is important that early educators view sensitive topics not as
problems, but as subjects that are part of our global society.
Early educators need to engage children in conversations in which
to consider and share diverse perspectives. Early educators also
should examine their own experiences when addressing these serious
issues. This volume contains chapters that invite conversations
about sensitive issues to help educators, children and families use
real-life experiences to construct knowledge about their world and
other people.
The authors of this practical, timely work maintain that the public
schools can, and should, play a role in delivering both a good
educational start and high-quality care to young children.
Addressed to a wide readership including federal and state
legislators, state commissioners of social services and education,
policy planners, education and advocacy organizations, and public
school administrators, this book focuses on the major contemporary
child care issues in a readable, understandable format. It will, by
virtue of its breadth and authority, change the way those in the
field perceive and respond to the critical and sensitive problems
of early care.
What comes before phonics? The teaching of phonics is now strongly
embedded in early literacy teaching in schools and early years
settings, and it has been shown to be an important part of becoming
literate. There is, however, significant concern about the
formalising of phonics teaching for very young children. So what
should we be focusing on in early years? What comes before this
formal teaching? What do children need to know and experience to
enable them to access phonics teaching with success? This book
looks in detail at the knowledge, understanding, skills and
attitudes that children need to enable them to come to phonics
teaching ready to learn and with a good chance of success. The
second edition has been updated to include the latest research and
enhanced support on working with parents and carers.
By implication, a well - prepared teacher is key to the
sustainability of a quality education system globally. However, the
outbreak of the coronavirus globally exposed many deficiencies in
the education system, especially in developing nations. The
education sector was not spared at the outbreak of COVID-19 as
school systems everywhere were abruptly shut down and children were
required to stay at home. Little did educators know that the period
would linger longer than expected, hence the need to keep children
learning through virtual mode. The vital questions that should be
addressed are: Are teachers of early childhood capable of meeting
the challenges in an emergency period like this as well as future
emergencies? What expertise do they have or should they possess to
meet up with the demands of emergency times and situations? Are
there challenges to be addressed to enhance teachers on the job
performance for any circumstances? How technologically prepared and
ready are the teachers of this age for emergency times which may be
natural or man-made? Is there a match between early childhood
teacher preparation curriculum and societal experiences? This book
aims to identify, share, and explain teachers' experiences during
and after emergencies, whether they be natural or man-made across
all nations. It illuminates cross-cultural commonalities and unique
differences in the conceptualizations of teacher effectiveness and
practices and empowers teachers on procedures and approaches to
manage any form of emergency to the best of their abilities and for
their student's benefit. This crucial reference is targeted towards
pre-service and in-service teachers, as well as practitioners in
early childhood education. Academicians, researchers, and students
in education will also benefit from the research contained within
this book.
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.
School can be a frustrating and confusing experience for children
who have not developed their communication skills. not only will
access to the curriculum be difficult, so will developing
co-operative skills and friendships. This book has been developed
to teach and develop oral language and social interaction skills to
children aged 4-6. Containing 40 sessions, designed to take place
two to three times a week, the book aims to help teachers to
develop the "rules" of interaction with the help of the character
Ginger the Bear, who features in all the activities. Skills taught
include: eye contact; taking turns; sharing; greetings; awareness
of feelings; giving; following instructions; listening; paying
attention; and play skills. The book should provide a useful
resource for Literacy Hour and curriculum Key Stage 1.
This book is open access under a CC BY 4.0 license. This open
access book examines the modern role of the European School system
within the European Union, at a time when the global economy
demands a new vision for contemporary education. The European
schools are currently in a state of crisis: their 60-year-old
tradition of bilingual and multilingual education is being strained
by rapid EU expansion and the removal of English speaking teachers
as a result of Brexit. Their tried and tested model of mathematics
and science education has rapidly been overtaken by new
developments in pedagogy and assessment research, while recruitment
and retention of students and teachers has become increasingly
fraught as European member states review what they are, and what
they are not, prepared to fund. The authors draw on original and
empirical research to assess the European Schools' place in a new
Europe where the entire post-war European Project is potentially at
risk. This well-researched volume will be of interest to
practitioners working in European schools as well as students and
scholars of EU politics and international education.
Human capital theory, developing children as future workers, shapes
thinking about early childhood education policy around the globe.
International contributors problematize this thinking and offer
alternatives.
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.
Understanding Research in Early Childhood Education: Quantitative
and Qualitative Methods prepares readers to be informed consumers
of early childhood research. Rather than following the traditional
format of covering quantitative and qualitative methods separately,
this innovative textbook offers side-by-side coverage and
comparison about the assumptions, questions, purposes and methods
for each, offering unique perspectives for understanding young
children and early care and education programs. Understanding
Research in Early Childhood Education is broadly based across the
major research paradigms, and numerous examples are offered
throughout the text. Through the use of this book, students will be
able to more knowledgeably read, evaluate, and use empirical
literature. These skills are becoming more important as early
childhood educators are increasingly expected to use evidence-based
research in practice and to participate in collecting and analyzing
data to inform their teaching.
The Children's Music Studio is the first book that provides music
teachers, parents and early childhood educators a wealth of
materials and a clear roadmap for applying Reggio Emilia principles
and practices to preschool and early childhood music education.
Drawing on Professor Hanna's extensive experience researching and
teaching in Reggio- inspired music classrooms, this pioneering book
provides a comprehensive and in-depth manual for designing music
ateliers-hands-on studios that capture the imagination and
creativity of children. Informed by the cutting edge research on
music learning, this practical guide includes detailed studio
plans, examples of Reggio-inspired music studio explorations and
documentation of children's work in music studios. In this book you
will: - Learn why the Reggio approach is considered one of the best
educational approaches in the world. - Discover how children can
naturally learn music through the studio approach, drawing on the
poetic languages and the power of collaborative environments. - See
detailed examples and documentation of project-based studio
learning. - Understand how music learning increases overall
artistic and academic literacy across the curriculum. - Learn how
to develop customized projects for your classroom that will teach
children to think and communicate fluently through music and sound.
Early childhood and elementary music teachers will find this book
especially useful as it provides innovative ideas for
Reggio-inspired music teaching and learning techniques that can be
integrated into the existing curriculum. Music teachers will learn
how to balance multiple roles of researcher, professional artist
and co-learner for delivering high quality musical experiences
using the Reggio-inspired studio approach. Detailed examples and
templates show how teachers can design music studios, along with
clear instructions for observing and documenting children's musical
learning. The Children's Music Studio also provides a unique
theoretical framework for using music in the studio based on music
materials, musical modalities and processes, which align with the
Common Core Arts Standards.
Many teachers use traditional counting and shape books in math
class. But what would happen if we approached any story with a math
lens? How might mathematizing children's literature give learners
space to ask their own questions and make connections between
stories, their lives, and the world around them? These are the
questions Allison Hintz and Antony T. Smith set out to explore in
this book as they invite us to consider fresh ways of using
interactive read-alouds to nurture students as both readers and
mathematicians. Inside Mathematizing Children's Literature, you'll
learn how to do the following: Select picture books according to
the goals of the read aloud experience. Plan and facilitate three
kinds of read aloud discussions-Open Notice and Wonder, Math Lens
and Story Explore. Utilize Idea Investigations-experiences that
invite students to pursue literacy and math-focused ideas beyond
the pages of the-read aloud. Connect with students' families and
communities through stories. Along the way, Allison and Antony
offer a wide range of picture book suggestions and appendices that
include ready-to-use planning templates, a note-taking form, and a
bookmark of guiding questions. Mathematizing Children's Literature
is a practical resource you'll find yourself referring to
frequently.
Due to the demand for flexible working hours and employees who are
available around the clock, the time patterns of childcare and
schooling have increasingly become a political issue. Comparing the
development of different 'time policies' of half-day and all-day
provisions in a variety of Eastern and Western European countries
since the end of World War II, this innovative volume brings
together internationally known experts from the fields of
comparative education, history, and the social and political
sciences, and makes a significant contribution to this new
interdisciplinary field of comparative study.
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 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.
|
|