George Morrison's goal in creating the Thirteenth Edition of "Early Childhood Education Today "was to collect the most current, researched-based information available on providing the high-quality early education "all" children need to be successful in school and in life. " "The new edition integrates thirteen critical themes that are foundational to the field today: the importance of children's literacy development, teaching in increasingly diverse classrooms, applying developmentally appropriate practice, closing the achievement gaps between children in poverty and those that are more economically advantaged, integrating special education and early childhood education, teaching in an inclusive classroom, closing school readiness gaps, meeting the challenges of teacher accountability, integrating STEM subjects into the curriculum, providing for children's mental health, using technology to support learners, developing as a professional, and guiding children's behavior to promote personal responsibility. The new edition retains the engaging style that has made the book so popular and provides practical examples of authentic teaching practices used by master teachers around the country. Its strong coverage of development in the age-specific chapters and its emphasis on diversity make it the leading book in the field. Enhanced Pearson eText. Included in this package is access to the new Enhanced eText exclusively from Pearson. The Enhanced Pearson eText is:

• Engaging. Full-color online chapters include dynamic videos that show what course concepts look like in real classrooms, model good teaching practice, and expand upon chapter concepts. Video links, chosen by our authors and other subject-matter experts, are embedded right in context of the content you are reading.
• Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad and Android tablets.*
• Interactive. Features include embedded video, embedded assessment, note taking and sharing, highlighting and search.
• Affordable. Experience all these advantages of the Enhanced eText along with all the benefits of print for 40% to 50% less than a print bound book.

This book gives insight in the vivid research area of early mathematics learning. The collection of selected papers mirror the research topics presented at the third POEM conference. Thematically, the volume reflects the importance of this relatively new field of research. Structurally, the book tries to guide the reader through a variety of research aims and issues and is split into four parts. The first two parts concentrate on teacher professional development and child learning development; the third part pools research studies creating and evaluating designed learning situations; and the fourth part bridges focuses on parent-child-interaction.

This is the ninth volume in an annual series designed to provide an academic forum for the publication of original research, critical reviews and conceptual analyses of theoretical and substantive issues related to the education, care and development of young children.

This book provides readers with a detailed sketch of the Mandarin competence of Chinese children in Singapore from different home language backgrounds. Their Mandarin competence is defined in terms of lexical diversity, syntactic complexity and code-switching tendency. The findings presented show that there are statistical differences in lexical diversity and syntactic complexity among the compared groups of children, and these differences in linguistic competence were found to be positively correlated to increased Mandarin exposure at home. They also demonstrate that there are statistical differences in code-switching tendency among the groups of children compared, which were found to be negatively correlated to increased exposure to Mandarin at home. A general relationship between home language exposure and Mandarin competence was established, although this relationship was found to be volatile, especially among children who are more bilingually exposed. This book shares these findings with linguists, language educators, and language policymakers, both local and international.

This series is aimed particularly at early years practitioners, trainers and researchers, with the intention of providing discussions of some of the most recent and relevant research findings, in order to foster evidence-based practice in the rapidly expanding field of early childhood education and care. The contributions to the texts come from internationally renowned writers with experience and expertise in practical as well as academic settings, who are able to offer critical analyses of the research findings they present. The series focuses mainly on the years from birth to six and the research themes reviewed range from those with policy level and macro-issues foci to 'intra-child' questions. Overall, the series explores different perspectives, viewing research issues concerning within-child differences in their contexts, and acknowledging the impact of cultural expectations and constructions of childhood in our complex and diverse global society.

This comprehensive and applied textbook clearly describes and respects infant and toddler development through a relationship-based approach to early care and education. Covering not only development, curriculum, and program planning, but also guidance and professionalism, this text promotes a relationship-based model for understanding how infants and toddlers grow and learn in typical and atypical ways. This new edition continues to emphasize the importance of families' and teachers' relationships and responsiveness in interactions with young children, the latest developmental research, an emphasis on child-centered planning, particularly strong coverage of infants and toddlers with special needs, and the effects of culture, families, and quality programs on infant-toddler development and interactions. Readers will come away with a deeper understanding of why, according to the science of child development, certain practices support or hinder an infant's or toddler's optimal development-and how to provide responsive, joyful, meaningful and lasting high-quality care.The Third Edition is enhanced with videos (in the Pearson eText only), new engaging photos, expanded coverage of culture, and many other valuable additions.

Studying for an Early Childhood Degree, based on the practices of The Pen Green Centre for children and families, exemplifies how student-practitioners can foster strong communities of learners and create student-teacher connections that remain long after studies are complete. The Pen Green Early Childhood Centre in Corby, UK, has developed a unique approach to adult education. Highly qualified tutors, with their wide-ranging experiences, have written Studying for an Early Childhood Degree in collaboration with current and former students. It illustrates different ways to complete assignments, providing 20 case-studies of work that achieved an excellent grade from students of different professional, geographical, ethnic, educational and socio-economic backgrounds; it also explores the rationale behind what contributed to these excellent final grades. Each chapter, linked to the key themes of the QAA Early Childhood Studies degree, includes discussions, reflections, commentary and extracts from students' works through Levels 4-7, as well as suggestions for further reading. Studying for an Early Childhood Degree is an essential read for learners as well as educators and practitioners. It will be a key resource for students having varied learning needs, professional heritages, writing styles and interests. Further, it will also support other educators to consider the unique and often competing demands of being an adult in higher education.

This book on teaching through story is the first to highlight the rich storytelling cultures of Australia and Asia. It presents insights from practicing storytelling educators from Black and White Australia, China, India, Japan, Thailand, and Vietnam, who share their art of storytelling as pedagogy. Designed for early childhood and primary teachers, teacher educators and student teachers across Australia and Asia, Storytelling Pedagogy in Australia & Asia provides inspiration to teach through storytelling to promote intercultural understanding, imagination, active citizenship and language and literacy learning. Each chapter includes told stories, and teaching and learning ideas to guide and encourage those who are new to the art of storytelling pedagogy and those wishing to expand their understanding of storytelling in Australia and Asia.

This volume on literacy in early childhood education covers topics such as: teachers' roles in promoting literacy-related play; hypermediating literacy activity; creating opportunities for discourse; bridging home and school literacy; and engaging children in the appropriation of literacy.

This book sheds light on new research related to welfare state, child care policies, and small children's everyday lives in instuitutions in a variety of countries. In uniting recent social childhood research, welfare perspectives and historical and comparative approaches, the book explores institutionalization as a feature of modern child life.

Class-based self-perception is a rising issue worldwide. Through observation in kindergartens in Fiji, Brison examines how schools instil these ideas in Suva children. Teachers have different goals depending on the social background of the families while students create friendships through shared experience of toys, gender roles, and mass media.

Making Meaning is a synthesis of theory, research, and practice that explicitly presents art as a meaning making process.

This book provokes readers to examine their current understandings of language, literacy and learning through the lens of the various arts-based perspectives offered in this volume; provides a starting point for constructing broader, multimodal views of what it might mean to "make meaning"; and underscores why understanding arts-based learning as a meaning-making process is especially critical to early childhood education in the face of narrowly-focused, test-driven curricular reforms. Each contributor integrates this theory and research with stories of how passionate teachers, teacher-educators, and pre-service teachers, along with administrators, artists, and professionals from a variety of fields have transcended disciplinary boundaries to engage the arts as a meaning-making process for young children and for themselves.

When it's time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K-12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what's different about practice-centered teaching and learning at all grade levels. The book addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education? 2. What do the eight practices look like in the classroom? 3. How can educators engage students in practices to bring the NGSS to life? Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K-12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework's initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge-not just receive and repeat information-this book is for you.

When it comes to science, many of today's children experience narrow and impoverished learning opportunities, which, as professor Judah Schwartz writes in the preface to this book, lead ultimately to a mere caricature of science. As a curative to this prevalent and unfortunate situation, this well-written and thought-provoking book presents the state of the art in science education for kindergarten and primary schools. It begins with a thorough theoretical discussion on why it is incumbent on the science educator to teach science already at first stages of childhood. It goes on to analyze and synthesize a broad range of educational approaches and themes such as: inquiry-based teaching; learning through authentic problems; scaffolding; situated learning; learning through projects; non-verbal knowledge; and informal learning.

This book examines black intellectual thought during from 1890-1940, and its relationship to the development of the alternative black curriculum in social studies. Inquiry into the alternative black curriculum is a multi-disciplinary project; it requires an intersectional approach that draws on social studies research, educational history and black history. Exploring the gendered construction of the alternative black curriculum, Murray considers the impact of Carter G. Woodson and W.E.B. DuBois in creating the alternative black curriculum in social studies, and its subsequent relationship to the work of black women in the field and how black women developed the alternative black curriculum in private and public settings.

Returning to the origins of education, Becoming Pedagogue explores its role in today's society by reuniting philosophy with pedagogy. It investigates the aesthetics, ethics and politics of childhood, education and what a teacher really does, enabling educators to define and perform their profession as per its historical and intellectual roots. Reflecting on the practice, science and knowledge-tradition of pedagogy as well as abstract and formalist discourse at all levels, Olsson's work evokes real and free aspects of educational experiences and events. Through a close reading of French philosopher Henri Bergson's major works, historical and contemporary pedagogical resources as well as the pedagogy developed in the early childhood centres in Reggio Emilia, Italy, it develops a critical-cum-creative methodology that both analyses the present educational situation as well as creates new pedagogical alternatives. Using brand new perspectives as well as practical examples of what teachers do, Becoming Pedagogue will provide students, educators and researchers tools for critiquing simplified ideas of what a teacher is as well as giving them inspiration to experiment with alternative ways of teaching.

--First of its kind, comprehensive handbook on waldorf education. --Contributions identify and describe the practices and philosophical underpinnings of this educational approach. --Discusses the fundamentals of Waldorf Education as a scientifically accessible concept within the core disciplines of education science.

Agreements concerning inter-institutional rules in the treaties of the European Union often give rise to reactions and processes of adaptation within the EU institutions. Recent literature on EU legislative politics has increasingly examined decision-making within the EU institutions, but has largely overlooked how these internal processes react and adapt to changes in relations between the EU bodies. To fill this gap the authors present a series of empirical studies that examine how shifts in inter-institutional rules and procedures affect intra-institutional politics. They show that the resulting intrainstitutional adaptations may in turn both have distributive consequences and affect the efficiency of the initial inter-institutional reforms. In addition, they provide some stepping stones for theory-building on how treaty reforms affect organizational structure and decision-making within the EU institutions by outlining a series of mediating variables that link these two types of change processes.

This book was originally published as a special issue of West European Politics.

- Each chapter will include case studies and vignettes - Focuses in depth on reading with children aged 0-3 years - Highlights research studies that outline the benefits of book reading for early childhood students and teachers

Young Children Learning Through Schemas is a creative and highly engaging text that shows how young children can learn through exploring repeated patterns in their actions. With contributions from a range of practitioners, this book examines the philosophical approaches underpinning constructivism and includes a variety of case studies of small children in order to demonstrate the universal explorations we all engage in as human beings. This approach from the contributors, which involves presenting observations of one or two young children per chapter, is engaging, inspirational and yet rooted in every day practice. Chapters include a variety of observations of young children at home, in nursery and in groups with their parents or carers, which continue the dialogue about early years practice and the roles of families and professionals. Containing a wealth of illustrative photos, any practitioner researching or working in the area of Early Years education and care will find this book essential reading.

Mission Statement: The mission of the series is to provide an integrated view of current knowledge within the various areas of early childhood education. Each volume in the series will present a scholarly, but accessible review of research and theory related to some aspect of early childhood education. The topics to be covered in each volume will be determined by which aspects of the field are considered particularly important at the time of its development as well as which are particularly generative in relation to current research and theory.

This is the first book to provide a comprehensive review of the burgeoning literature on theory of mind (TOM) after the preschool years and the first to integrate this literature with other approaches to the study of social understanding. By highlighting the relationship between early and later developments, the book provides readers with a greater understanding of what we know and what we still need to know about higher-order TOM. Although the focus is on development in typical populations, development in individuals with autism and in older adults is also explored to give readers a deeper understanding of possible problems in development.

Examining the later developments of TOM gives readers a greater understanding of:

• Developments that occur after the age of 5.
• Individual differences in rate of development and atypical development and the effects of those differences.
• The differences in rate of mastery which become more marked, and therefore more informative, with increased age.
• What it means to have a good theory of mind.
• The differences between first- and second- order theory of mind development in preschoolers, older children, adolescents, and adults.
• The range of beliefs available to children at various ages, providing a fuller picture of what is meant by understanding of belief.
  

After the introduction, the literature on first-order developments during the preschool period is summarized to serve as a backdrop for understanding more advanced developments. Chapter 3 is devoted to the second-order false belief task. Chapters 4 and 5 introduce a variety of other measures for understanding higher-level forms of TOM thereby providing readers with greater insight into other cognitive and social developmental outcomes. Chapter 6 discusses the relation between children s TOM abilities and other aspects of their development. Chapters 7 and 8 place the work in a historical context. First, the research on the development of social and mental worlds that predated the emergence of TOM is examined. Chapter 8 then provides a comparative treatment of the two literatures and how they complement one another.

Ideal as a supplement in graduate or advanced undergraduate courses in theory of mind, cognitive development, or social development taught in psychology and education. Veteran researchers will also appreciate this book s unique synthesis of this critical research.

Monsters Under the Bed is an essential text focussing on critical and contemporary issues surrounding writing for early years children. Containing a critically creative and a creatively critical investigation of the cult and culture of the child and childhood in fiction and non-fictional writing, it also contains a wealth of ideas and critical advice.

This text dynamically explores the issue of picture books, literacy and writing for early years children with a wider view on child-centred culture, communication and media. Internationally recognised as an expert in the field, Andrew Melrose encourages academics, researchers and students to examine the fundamental questions in writing for and addressing early years children, through an exploration of text and images. Accessibly written and lively in its approach, this book includes:

• an accessible and critically important challenge to the latest international academic research and debates in the field of children 's literature and creative writing;
• an extensive investigation of early years writing and reading;
• a pathway to developing critical awareness of children 's literature, allowing students to develop their own critical ability and writing skills;
• constant checkpoints throughout, in which the reader is encouraged to reflect on critically creative and creatively critical development.

Providing a coherent and pedagogical approach, this compelling text will be an indispensable resource for critics, writers and students interested in children's writing, as well as those on Creative Writing, Children's Literature and English BA and MA programmes. It will also be of great interest to those in teacher training, PGCE students and for those studying at Doctoral and Post-Doctoral level.