This book brings together a unique collection of chapters to facilitate a broad discussion on food education that will stimulate readers to think about key policies, recent research, curriculum positions and how to engage with key stakeholders about the future of food. Food education has gained much attention because the challenges that influence food availability and eating in schools also extend beyond the school gate. Accordingly, this book establishes evidence-based arguments that recognise the many facets of food education, and reveal how learning through a futures' lens and joined-up thinking is critical for shaping intergenerational fairness concerning food futures in education and society. This book is distinctive through its multidisciplinary collection of chapters on food education with a particular focus on the Global North, with case studies from England, Australia, the Republic of Ireland, the United States of America, Canada and Germany. With a focus on three key themes and a rigorous food futures framework, the book is structured into three sections: (i) food education, pedagogy and curriculum (ii) knowledge and skill diversity associated with food and health learning (iii) food education inclusivity, culture and agency. Overall, this volume extends and challenges current research and theory in the area of food education and food pedagogy and offers insight and tangible benefits for the future development of food education policies and curricula. This book will be of great interest to students, scholars, policymakers and education leaders working on food education and pedagogy, food policy, health and diet and the sociology of food.

This book brings together a unique collection of chapters to facilitate a broad discussion on food education that will stimulate readers to think about key policies, recent research, curriculum positions and how to engage with key stakeholders about the future of food. Food education has gained much attention because the challenges that influence food availability and eating in schools also extend beyond the school gate. Accordingly, this book establishes evidence-based arguments that recognise the many facets of food education, and reveal how learning through a futures' lens and joined-up thinking is critical for shaping intergenerational fairness concerning food futures in education and society. This book is distinctive through its multidisciplinary collection of chapters on food education with a particular focus on the Global North, with case studies from England, Australia, the Republic of Ireland, the United States of America, Canada and Germany. With a focus on three key themes and a rigorous food futures framework, the book is structured into three sections: (i) food education, pedagogy and curriculum (ii) knowledge and skill diversity associated with food and health learning (iii) food education inclusivity, culture and agency. Overall, this volume extends and challenges current research and theory in the area of food education and food pedagogy and offers insight and tangible benefits for the future development of food education policies and curricula. This book will be of great interest to students, scholars, policymakers and education leaders working on food education and pedagogy, food policy, health and diet and the sociology of food.

Strongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young children's learning and development. Kinaesthetic or hands-on active learning is extremely important for young children's personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of early childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for young children, as well as authentic classroom data. Written by leading experts in the field, this book shares authentic, appropriate classroom strategies for implementing kinaesthetic learning with young children and will be essential reading for researchers as well as pre- and in-service educators.

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

Kumon workbooks are based on the "Kumon Method," an educational philosophy that aims at unlocking the full learning potential of each individual child. The Kumon Method introduces learning concepts in an incremental, step-by-step approach, allowing children to master new skills easily and without anxiety or frustration. As a result, children gain confidence in their abilities and are motivated to learn on their own.

- 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

It will enable parents to guide their children comfortably into the world of mathematics, using everyday examples that present themselves amidst the hustle and bustle of daily life. And it requires no special knowledge or training; just a positive attitude and a sharpening of your interactions with your children to familiarise them with maths concepts through play.

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.

Originally published in 1958, this reconstruction of the lives of young children of nursery age is an excursion into the past, from the Middle Ages to the opening years of the twentieth century. It tells of the methods, often extraordinary to our ideas, by which they were brought up from babyhood to about seven years old, their clothes, diet, the fearsome remedies that were inflicted on them in illness, their toys, games, books and first steps in education. It shows how the pristine simplicity of the child's nature, which hardly alters throughout the centuries, was moulded by the pressure of the adult society around them into some semblance of the accepted contemporary type. This story of the nursery is not only about young children, but about their parents too. There are parents in it who are stern, harsh, even cruel, and many more loving and careful ones; but one thing strikes us in these parents of former times: there is an air of unassailable confidence and certainty about them that the modern parent, versed in child psychology, would find it hard to achieve. As one seventeenth-century worthy put it, 'For that which always happens in a concerne so universall as breeding children must needs be provided for by a traditionell method of proceeding.'

The Hidden History of Early Childhood Education provides an understandable and manageable exploration of the history of early childhood education in the United States. Covering historical, philosophical, and sociological underpinnings that reach from the 1800s to today, contributors explore groups and topics that have traditionally been marginalized or ignored in early childhood education literature. Chapters include topics such as home-schooling, early childhood education in Japanese-American internment camps, James "Jimmy" Hymes, the Eisenhower legacy, Constance Kamii, and African-American leaders of the field. This engaging book examines a range of new primary sources to be shared with the field for the first time, including personal narratives, interviews, and letters. The Hidden History of Early Childhood Education is a valuable resource for every early childhood education scholar, student, and practitioner.

Although most children learn language relatively quickly, as many as 10 per cent of them are slow to start speaking and are said to have developmental language disorder (DLD). Children with DLD are managed by a variety of different professionals in different countries, are offered different services for different periods of time and are given a variety of different therapeutic treatments. To date, there has been no attempt to evaluate these different practices. Managing Children with Developmental Language Disorder: Theory and Practice Across Europe and Beyond does just this, reporting on the findings of a survey carried out as part of the work of COST Action IS1406, a European research network. Law and colleagues analyse the results of a pan-European survey, looking at how different services are delivered in different counties, at the cultural factors underpinning such services and the theoretical frameworks used to inform practice in different countries. The book also provides a snapshot of international practices in a set of 35 country-specific "vignettes", providing a benchmark for future developments but also calling attention to the work of key practitioners and thinkers in each of the countries investigated. This book will be essential reading for practitioners working with children with language impairments, those commissioning services and policy in the field and students of speech and language therapy.

Originally published in 1980 The Verbal Games of Pre-school Children states that in the course of acquiring language, every child recognizes that verbal interaction is a powerful tool which can be used to interpret and manipulate the world. During the last previous two decades developments in the study of both language acquisition and linguistic theory had begun to illustrate that the acquisition of a first language involves considerably more than the mere learning of grammatical structure. This view of learning had led researchers gradually to see children as more than grammarians devising grammatical constructs. The tendency at the time was to see the child as an active partner in what are essentially games of communication and invention during which the rules of usage as well as the rules of grammar are discovered. This study is based on extensive and detailed observation of the verbal interaction of two pre-school children, and as such offers far-reaching ideas and conclusions concerning the manner in which all children determine the role of language in their lives, whilst simultaneously learning how to piece it together.

Practitioner and teacher confidence in their own mathematical understanding is often low - the book helps the reader to recognise the mathematics taking place in children's play. Provides guidance on building on children's existing knowledge to introduce new concepts and address misconceptions linking mathematical development to other key aspects of early years pedagogy Explores the meaning of Mastery in depth and shows clearly what this looks like in children's play and continuous provision It is a practice based book - includes full colour photographs, case studies, links to practice and reflective questions It includes examples from the TFMM exemplification which show how to build on and extend children's mathematical development and learning - giving ideas for the adults role, the enabling environment and home learning

Theories of Early Childhood Education continues to provide a comprehensive overview of the various theoretical perspectives in early childhood education from developmental psychology to critical studies, Piaget to Freire. This revised and updated edition includes additional chapters on Michael Alexander Halliday's view of language learning and the attachment theory work of John Bowlby and Mary Ainsworth. Each author questions assumptions underpinning the use of theory in early childhood education and explores the implications of these questions for policy and practice. Theories reported in this book are a timely reminder of the importance of the relationship between theory and practice necessary for teacher candidates, teacher educators, and early childhood teachers. Students will learn the fundamentals while in-service teachers and professionals will learn the theory behind field observations for their certification exams.

- 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

Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday. While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use, and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration from Alexander and other theorists, they employ a fine-grained and analytic approach to the exploration of their data. The authors make use of the linguistic tools and models of language in society, in order to examine the turn-by-turn unfolding of the interaction. The authors relate their insights from disparate forms of linguistic analysis to elements of Alexander's (2020) dialogic framework, situating the discourse in its contexts and discussing the pedagogical implications of the linguistic choices at play. In presenting this work from a range of situations and perspectives the authors strive to demonstrate how dialogic discourse plays out in educational contexts across the world. The book aims to foster further research in this direction and to inspire educators to explore dialogic discourse for themselves. It will be of interest to a wide audience, including literacy researchers, linguists, teachers and teacher educators, as well as graduate students.

This book provides a vital and original investigation into, and critique of, the situation facing the realisation of the child's right to play. The right to play has been referred to as a forgotten right - forgotten by States implementing the Convention on the Rights of the Child, by the Committee on the Rights of the Child in monitoring and providing guidance on the Convention, and by human rights academics. Through multidisciplinary, original archival, novel doctrinal and primary empirical research, the work provides a thorough investigation of the right to play. It offers an innovative insight into its value, the challenges facing the realisation of the right, its raison d'etre and its scope, content and obligations. It also critiques the Committee's engagement with the right to play and shares lived experiences of efforts to support its implementation in the United Kingdom and Tanzania. The book highlights elements of best practice, challenges and weaknesses, and makes recommendations for its continued and improved realisation. The book will be a valuable resource for researchers, academics, advocates and policy-makers working in the areas of Children's Rights, International Human Rights Law, Public International Law, Child Welfare and Education.

Relationship-Based Learning provides a helpful range of accessible strategies, approaches, practical ideas and guidance on how to implement 'behaviour for learning' for children with social, emotional and mental health issues, as well as those at risk of exclusion from school. This essential resource explores the conceptual framework of Ellis & Tod's highly effective 'behaviour for learning' conceptual framework, with each chapter featuring practical strategies and foundations that can be used at an organisational or whole-school level, as well as in the classroom. It includes tried-and-tested structures and strategies which have been proven to improve the learning and behaviour of children. The implementation of the 'behaviour for learning' framework has been evidenced to have a significant impact on the quality of teaching and learning with outstanding and, in some cases, exceptional outcomes for all learners. The strategies and approaches explored in this book are relevant for teaching children in any school or alternative provision, especially those with social, emotional and mental health needs. Relationship-Based Learning is a must-read for practitioners, senior leaders, teachers and support staff, outreach services and multi-agency staff who are committed to improving outcomes for children with social, emotional, and mental health needs.

Mobile technologies combined with an interdisciplinary approach to knowledge and organization of learning experiences that are meaningful to children could create a creative and interactive learning environment different from that of traditional teaching. Making good use of mobile learning with appropriate devices will increase the learning motivations of the students and help them bring about positive performance. Mobile Learning Applications in Early Childhood Education is a collection of innovative research on the methods and applications of mobile learning techniques and strategies within diversified teaching settings. While highlighting topics including computational thinking, ubiquitous learning, and social development, this book is ideally designed for researchers, teachers, parents, curriculum developers, instructional designers, academicians, students, and practitioners seeking current research on the application of mobile technology within child education.

This book explores how we can better understand and support children's learning identity as artists. It discusses an innovative pedagogical approach that outlines parents' and educators' roles in developing and supporting children as artists. Drawing on original research, the book discusses rich case study examples and vignettes to give new insights into children's learning and developing identities as artists. It identifies the key characteristics of children's creative learning and outlines a creative and reflective pedagogy while highlighting the role of adults in the process. The chapters discuss topics such as curiosity, creative skills, self-directed learning, real-life contexts for learning and ways of engaging creative learning and imagination. The book provides a new model for children's art education and will be essential reading for academics, researchers, and students in the fields of arts education, creativity, and learning. It will also appeal to specialist art educators and policy makers within the arts and arts education.

Developing Professional Practice in the Early Years encourages the reader to critically consider key aspects of early childhood education and care. The book is a valuable and accessible tool for those on professional pathways to Qualified Teacher Status (QTS) or Early Years Teacher Status (EYTS) or those engaged in Early Childhood Studies programmes or similar degree programmes courses relating to early years practice. This book will also be of interest to those engaged in continuous professional development (CPD) programmes. The book recognises the important contribution that early years education and care can make to children's future outcomes. It can be read in-depth or dipped into when need arises. Each chapter will help the reader to engage with challenging concepts and ideas which underpin early childhood policy and practice. Strong practical elements to the book aim to support the application of learning to high quality practice with young children. The generic term 'early childhood professional' is used throughout the book to encompass the diversity of roles within early childhood practice. The book aims to support the reader to critically consider the complexity of 'being professional' in contemporary early childhood practice by providing a strong theoretical and practice-based framework of the role and context of the early childhood professional. Key features of the book include: * Reflective tasks to support critical thinking about key aspects of professional practice * Case studies to enable the reader to learn from stories and situations about real professionals and their practice * Positive Practice Impact (PPI) boxes to provide specific examples of good professional practice in early childhood. Each chapter of this essential text concludes by signposting further reading - book chapters, journal articles, websites - to build greater depth of knowledge and extend the reader's understanding of early childhood theory and practice.

Learn how to effectively lead and make an impact in early childhood and primary school settings. The New Leader's Guide to Early Childhood Settings explores how to empower educators and caregivers, advocate for early intervention, promote culturally responsive teaching, and confront common fears and hurdles. Packed with helpful resources and strategies, chapters feature key tips about effective communication, leveraging technology, and questions for reflection. Practical and accessible, this engaging guidebook delivers quick, effective advice whether you're just starting out or are an experienced leader newly jumping into the early years.

* There is no single book, which introduces readers to the Bronfenbrenner's model of development as a context for early years practice * Fully updated with one new chapter and broader coverage on transitions * Bronfenbrenner's theories on 'ecological systems' in human development are one of the most influential models in early childhood education - and yet many practitioners and researchers rely on his original work as the only source of guidance * Draws on practice-based research to identify and animate key elements of Bronfenbrenner's model and how it impacts on early educational pedagogy and practice. * In light of the important research data emerging from the neurosciences, Bronfenbrenner's bio-ecological model of development provides a rich framework in which to enhance understandings.

Help your little one learn all the key life skills that they need with this new series of books all about preparing little ones for school. There's so much to remember when it comes to staying safe - from knowing who to talk to if you feel upset, to remembering to put your seatbelt on and how to cross the road safely, and a whole bunch of other things too. But don't panic! This first experiences book for children is a great way to encourage independence and responsibility. This delightful early learning book is perfect for kids aged 3-5 years old. It helps: - Children learn lots of important personal, social, and emotional skills - Encourage children to put their new skills into practice, and try out what they are learning in the real world - A fun and interactive way for parents to introduce children to a new routine - Presented in a highly visual way with bright and attractive illustrations to keep kids entertained and interested No matter what grown-ups tell you, being little is hard work, there's so much to learn! This amusing board book is here to guide little ones along the way by teaching them the skills needed to look after themselves and keep safe - on the road, online, and around strangers. This is How We... Stay Safe is one of four books about starting school for preschoolers! These board books explain key concepts and life skills to children. Look out for This is How We... Get Ready, Eat Well, and Make Friends to help your little ones grow confident to move about in the wider world.