Showcases a rights based participatory approaches to policy-making, practice and research with children and youth. conceptualise a rights based participatory approach. Interrogates the challenges and complexities in the implementation of a rights based participatory approach. Includes 17 newly-written chapters.

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 essential resource is designed to help busy early years practitioners to support the mental health of young children through outdoor play. Promoting social and emotional wellbeing in childhood has never been more important, and outdoor play is a crucial tool to build resilience, develop healthy relationships, and boost self-esteem. Using relatable case studies that demonstrate achievable change, the book is full of practical advice and strategies for exploring nature in both natural and man-made landscapes, and includes guidance on how to co-create inviting play spheres with children. Each chapter provides: Adaptable and cost-effective activities designed to help children feel more confident and connected to the world around them. Case studies and reflective opportunities to prompt practitioners to consider and develop their own practice. An accessible and engaging format with links to theorists, risk assessment, and individual schemas. Outdoor play allows young children to explore who they are and what they can do. It supports them as they learn to think critically, take risks, and form a true sense of belonging with their peers and with the wider community. This is an indispensable resource for practising and trainee early years practitioners, Reception teachers, and childminders as they facilitate outdoor play in their early years setting.

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.

Drama Activities for the Foundation Stage contains 80 clearly laid out and ready-to-use practical drama activities, relating to every area of the curriculum, to enable any practitioner to lead and develop dramatic work with confidence and enthusiasm. The book explains the theories and values behind the activities and how to harness children's natural abilities and enthusiasm, so that practitioners with no previous drama experience may confidently create enjoyable and productive learning experiences from the beginning, while confident drama leaders will find new ideas and inspiration. A topic index links the activities to popular early years themes and children's interests, making it easy to plan drama sessions or to find a suitable activity for any occasion. In order to develop vital self-confidence and social skills, children need frequent, regular opportunities to work in groups and to express themselves through drama. This book makes providing these opportunities easy and enjoyable and encourages practitioners and children to create wonderful experiences and memories together.

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.

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.

Early childhood education (ECE) has always been intertwined with the use of developmentally appropriate practice (DAP). To support excellence in ECE, it is critical how the knowledge about individual children and child development principles combined with the knowledge of effective early learning practices. Effective early childhood education involves an interdisciplinary collaborative process that is influenced by many factors. We present these aforementioned realities in Educating Young Children With and Without Exceptionalities: New Perspectives. In addition, we argue that general and special educators need to focus on applying new knowledge to better address critical issues that advance the field of educator preparation and improve educational outcomes for young children. Early childhood research confirms the need for intensive intervention and remedial education-we need to avoid approaches that are "too little" or "too late." Also proven to yield positive results for children are practices familiar to early childhood educators. These practices include relationship-based teaching and learning; partnering with families; adapting teaching for children from different backgrounds and for individual children; active, meaningful, and connected learning; and smaller class sizes. Evidence of the benefits of these practices suggests that they should be extended more widely into the elementary grades.

The Foundation Blocks for the Early Years series makes it easy to implement the Department of Education's new, revised Statutory Framework for the Early Years Foundation Stage (September 2012). The books are clearly laid out, with one activity per page, attractive illustrations and cross references to popular early years topics. Written by experienced early years practitioners, these books will be an invaluable resource for anyone working with 3-5 year olds. This book contains activities for the prime area of Communication and Language and the specific area of Literacy. They will encourage children to speak and listen; to express themselves clearly; and to develop confidence in using language in a variety of situations. They offer opportunities for children to use and enjoy books; to learn to link sounds and letters; to develop phonic knowledge and to begin to read and write.

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.

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.

The Foundation Blocks series makes it easy to implement the Department of Education's new, revised Statutory Framework for the Early Years Foundation Stage (September 2012). The books are clearly laid out, with one activity per page, attractive illustrations and cross references to popular early years topics. Written by experienced early years practitioners, these books will be an invaluable resource for anyone working with 3-5 year olds. This book contains activities for the prime area of Personal, Social and Emotional Development and the specific areas of Understanding the World and Mathematics. The activities will encourage children to develop self-confidence; to form positive attitudes and relationships; and to learn how to manage their feelings and behaviour within a group. They offer opportunities for children to experience their environment and community; to explore, observe and find out about people, animals and places; to investigate and experiment; and to begin to use technology. They will help children to develop and improve skills in counting, addition and subtraction; in understanding and using numbers; in problem solving; and in describing and comparing shapes, spaces and measures.

The Foundation Blocks series makes it easy to implement the Department of Education's new, revised Statutory Framework for the Early Years Foundation Stage (September 2012). The books are clearly laid out, with one activity per page, attractive illustrations and cross references to popular early years topics. Written by experienced early years practitioners, these books will be an invaluable resource for anyone working with 3-5 year olds. This book contains activities for the prime area of Physical Development and the specific area of Expressive Arts and Design. They will encourage children to be active; to move with confidence, control and coordination; to understand the importance of physical activity; to make healthy lifestyle and food choices; and to learn to care for their own basic hygiene and personal needs. They offer opportunities for children to explore a range of media and materials; to use their imaginations in design and technology; and to share thoughts, ideas and feelings through dance, movement, art, music and role-play.

This book showcases the quality work that Latin American researchers have done on transition to school in Latin American countries by offering the English-speaking world, first-hand access to some Latin American transitions research, practices, and policies. This book shows the work carried out in countries such as Brazil, Chile, Cuba, and Mexico with regards to the way in which the transition to primary school is experienced from different stakeholders' perspectives, and how Latin American educational policies and cultural practices shape such an important process for stakeholders. This book was importantly framed by the COVID-19 pandemic which placed the world in a global health emergency, and it is our hope that this book will trigger future international collaborations between researchers, policy makers, and practitioners interested in transitions which could help produce a wealth of empirical evidence to inform educational policies and transitions practices across the world. Building networks where diverse experiences are valued and respected, as well as analysed, can help provide a platform that supports educators and researchers as they continue their work and branch out in new and challenging directions.

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

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 learn when it comes to staying healthy - from how to wash your hands properly, to learning how to keep calm, remembering what foods are good for you - 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. Help guide little ones along the way by teaching them the skills needed to look after themselves and keep in tip-top condition. This book makes learning their new routine fun and easy. This delightful child development book is perfect for kids aged 3-5 years old. You'll find: - Important skills to become self-sufficient explained in a fun gentle way - Lots of important facts and practises around staying healthy alongside vibrant illistrations - Encourages children to practice their new skills and try out what they are learning in the real world - Includes a handy "staying healthy" checklist at the back of the book! - A fun and interactive way for parents to introduce the new routine for children starting nursery school Children can start to learn what foods are good for them, why it's important to wash, and key table manners. This exciting board book helps children put these new skills into practice, and try out what they are learning in the real world. Complete the series DK's This is How We series is an exciting range of early learning books for preschoolers that explain key concepts, first experiences and life skills. Look out for This is How We Make Friends, This is How We Get Ready, and This is How We Stay Safe to help your little ones grow confident to move about in the wider world.

This book discusses the issues of equity-based education in India and advocates for providing fair and inclusive system of education. It focuses on the practice of democratic education to promote critical thinking and develop problem-solving attitudes among learners in learner-centric classrooms. Offering insightful comments on the contemporary issues related to Education in India, the book underlines the need for teachers to draw from the reforms suggested in the New Education Policy 2020 to ensure equitable learning. It aims to develop teachers’ capacity to identify students’ needs and ensure community participation. The book discusses a range of topics such as holistic assessment, reflexive pedagogy, ICT, innovations in education, and inclusiveness among others. While providing theoretical as well as empirical insights on the approaches needed in classrooms for better learning, it also provides anecdotal evidence and case studies to support equity-based education. The book will be of interest to teachers and researchers of education, vocational education, and teacher education. It will also be useful for educators, educationists, education administrators, Special educators, academicians, policymakers, in-service teachers, teacher educators and teacher trainees.

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.

Play Activities for the Early Years contains over 130 activities for practitioners to use with children in the Early Years Foundation Stage (EYFS). It is full of fun ideas to encourage purposeful play. There are seven chapters, one for each of the three prime and four specific areas detailed in the 2012 EYFS. The activity pages are clearly laid out and well illustrated, making the book easy to use. The fully photocopiable activity sheets can be used: in curriculum planning; by staff and new assistants to help them understand the purposes of play activities in the setting; and on display boards to inform parents, together with examples of children's work. Many of the activities have accompanying photocopiable sheets, providing a variety of written and pictorial resource material. The simple design of the book makes it ideal for planning and assessment. The detailed tables and activity pages list Play Activities for the Early Years contains purposeful play activities for practitioners to use with children in the Early Years Foundation Stage. The activity pages are clearly laid out and well illustrated, making the book easy to use. The simple design of the book makes it ideal for planning and assessment. many possible learning opportunities and links to the new Early Learning Goals. This book will be an invaluable resource for all early years settings from preschools and day centres to reception classes and nurseries.

Colours: Activities for 3-5 Year Olds contains enjoyable play activities designed to develop important preschool skills and a deeper understanding of the world and are linked to the Early Learning Goals of the Statutory Framework for the Early Years Foundation Stage, revised by the Department of Education for September 2012. Recognizing, identifying and being able to name colours are essential steps in the early education of all children. Colour knowledge is an important means of helping children to make comparisons and observe and explore their environment. The practical activities in Colours include: fun ways of teaching colour recognition and identification; sorting and matching games; unusual art and craft ideas and suggestions for exploring colours in the environment. All the books in the Activities for 3-5 Year Olds Series contain tried-and-tested activities, linked to the Early Learning Goals of the Statutory Framework for the Early Years Foundation Stage, revised by the Department of Education for September 2012. They are an invaluable resource of fun, easy-to-use ideas for all early years settings, from preschools and nurseries to reception classes and day nurseries.

Caring and Sharing: Activities for 3-5 Year Olds contains enjoyable play activities designed to develop important preschool skills and positive relationships and are linked to the Early Learning Goals of the Statutory Framework for the Early Years Foundation Stage, revised by the Department of Education for September 2012. Caring and Sharing is a very simple phrase to which young children readily respond. It sums up an approach to learning and living with others which, if begun early enough in a positive and enjoyable way, can carry a child through life. The practical activities encourage active learning and family involvement, so that the adults at home and those in the early years settings may work together consistently to support the children's developing skills and values. They include ideas for encouraging children to: enjoy using the words 'please' and 'thank you'; take turns; share; and listen to one another. In this way, children are helped to appreciate kindness and respect for members of their own family, friends and the world around them. All the books in the Activities for 3-5 Year Olds Series contain tried-and-tested activities. They are an invaluable resource of fun, easy-to-use ideas for all early years settings, from preschools and nurseries to reception classes and day nurseries.