In the World Library of Educationalists international experts compile career-long collections of what they judge to be their most significant pieces - excerpts from books, key articles, salient research findings, major theoretical and practical contributions - so the world can read them in a single, manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Educating Young Children: A Lifetime Journey into a Froebelian Approach draws together Professor Tina Bruce CBE's most prominent writings from her accomplished 40-year international career in education centred on the Froebelian tradition. Chosen to illustrate the changes that have occurred in Professor Bruce's thinking and practices over the last four decades, carefully selected readings address key Froebelian themes such as literacy, play, inclusion and creativity. Short introductions are provided for each chapter and excerpt, helping readers to understand the significance of what is presented and explaining how this relates to other chapters in the book. Including chapters from Tina Bruce's best-selling books and articles, as well as leading journals, this collection offers a unique commentary on some of the most important issues in Early Childhood Education over the last four decades; it will be engaging and inspiring reading for anyone interested in the development and state of early years education in the UK and internationally.

Recognising multiple cultural, ethical and geographical influences which impact on the development of a child's identity, this insightful text explores the role of early childhood practitioners and settings in nurturing and navigating the child's sense of being and belonging. Multiple Early Childhood Identies confronts the diverse factors which influence early identity-formation to emphasise the child's understanding of self, outsiders' projections and the messages communicated by educators, family members and the wider community as critical to a child's identity and wellbeing. Written to provoke group discussion and extend thinking, this text also provides opportunities for international comparison, points for reflection and editorial provocations and will help students engage critically with the concept of identity-formation and influencing factors. Chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Offering in-depth discussion of the diverse perspectives, experiences and practices which impact on the formation of the child's identity, this text will enhance understanding, support self-directed learning and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.

Exploring a range of unconventional research methods and considering how these can be used effectively in practice, this accessible textbook encourages the use of innovative approaches to conduct research in early years contexts. Using Innovative Methods in Early Years Research provides key information on a range of non-traditional research methods, and details the strengths, limitations and challenges involved in diverging from more standard research methods. From researching with young children, practitioners and parents, to harnessing the arts, vignettes, identity boxes and narrative accounts, chapters draw on authors' first-hand experiences to highlight the value of 'thinking outside the box' and developing innovative research methods that meet the needs and aims of the researcher, while also involving and empowering research participants. Including detailed information on ethical concerns and the importance of reflexivity, individual and group tasks encourage students to take a critical and well-thought-out approach to conducting independent research. This will be an invaluable and inspiring resource for high-level undergraduate and postgraduate students as they embark on research projects in the field of early years education and care.

Despite the varied perceptions or ideologies of strategic leadership, educational leaders are expected to become more tactical in their leadership by leading more proactively, efficiently, and with a sense of urgency. This means moving beyond standard operational leadership, which focuses on a single approach or job, and becoming more strategic. Strategic Leadership in PK-12 Settings: Emerging Research and Opportunities is a critical research publication that explores the relevance and necessity of strategic leadership in PK-12 settings and discusses correlates that connect strategic leadership in education in order to achieve positive outcomes in student achievement. Highlighting a range of topics such as curriculum design, personalized learning, and special education, this book is ideal for educators, administrators, principals, superintendents, board members, researchers, academicians, policymakers, and students.

Challenging the normative paradigm that school readiness is a positive and necessary objective for all young children, this book asserts that the concept is a deficit-based practice that fosters the continuation of discriminatory classifications. Tager draws on findings of a qualitative study to reveal how the neoliberal agenda of school reform based on high-stakes testing sorts and labels children as non-ready, affecting their overall schooling careers. Tager reflects critically on the relationship between race and school readiness, showing how the resulting exclusionary measures perpetuate the marginalization of low-income Black children from an early age. Disrupting expected notions of readiness is imperative to ending practices of structural classism and racism in early childhood education.

Originally published in 1940. This book studies the facts regarding the actual reading of children aged 12 to 15 years, but is no mere compendium. It analyses the number and sorts of newspapers, books, magazines, poems and plays which are read during one month by boys and girls in senior and secondary schools, either in school or at home. The children's characteristic tastes and the changes in their tastes as they grow from 12 to 15 are clearly set out. The author identifies that the teacher's main function should be to supply and open up an ample range of literature suitable to the given age and that private reading in school is the realm where the teacher may exert the most exemplary influence. An excellent insight into the history of education.

How do parenting styles differ globally? How do different, international, parenting practices impact on children's development? Can we bring together and hybridise different international parenting styles? Intercultural Parenting explores the relationship between family, culture and parenting by reviewing established and evolving Western and Eastern parenting styles and their impact on children's development. Authoritarian, authoritative, permissive and neglecting approaches, as well as newer techniques such as helicopter parenting, are compared with filial, tiger and training approaches, and mixed parenting styles. Practical application sections show how cultural understanding can help demonstrate how professionals might use the information and ideas in their clinical work, whilst parental questionnaires encourage self-assessment and reflection. Dr. Foo Koong Hean brings together the traditional and evolving approaches to the art of parenting practices and also showcases relatively neglected research on Eastern parenting practices. This book is important reading for childcare professionals such as health visitors, early years' teachers and those in mental health, as well as students in family studies and developmental psychology.

How do parenting styles differ globally? How do different, international, parenting practices impact on children's development? Can we bring together and hybridise different international parenting styles? Intercultural Parenting explores the relationship between family, culture and parenting by reviewing established and evolving Western and Eastern parenting styles and their impact on children's development. Authoritarian, authoritative, permissive and neglecting approaches, as well as newer techniques such as helicopter parenting, are compared with filial, tiger and training approaches, and mixed parenting styles. Practical application sections show how cultural understanding can help demonstrate how professionals might use the information and ideas in their clinical work, whilst parental questionnaires encourage self-assessment and reflection. Dr. Foo Koong Hean brings together the traditional and evolving approaches to the art of parenting practices and also showcases relatively neglected research on Eastern parenting practices. This book is important reading for childcare professionals such as health visitors, early years' teachers and those in mental health, as well as students in family studies and developmental psychology.

Much more than simply recording events, pedagogical documentation is a revolutionary educational approach that enables practitioners to capture and understand the ways in which children learn and think. Exploring the use of pedagogic documentation across five different cultures, this book offers a unique insight into the conditions and methods through which pedagogical documentation might become an effective means of connecting teaching and learning. By drawing on theory, research-based evidence and practice, Understanding Pedagogic Documentation in Early Childhood Education reveals pedagogic documentation as an instigator for critical reflection on practice, for the creation of new pedagogical approaches and improvements in quality. Observing and documenting the lived educational experience of children and practitioners is emphasised as a means of acknowledging their voice and rights, of revealing their knowledge, their competences, their attitudes and dispositions to learning. Offering contextualised approaches and considering the challenges involved in observing and documenting day-to-day practice in early childhood settings, chapters encourage professionals to reflect and recognise the value of documentation for children, staff members and the wider community. Making a crucial contribution to the debates on pedagogical documentation, Understanding Pedagogic Documentation in Early Childhood Education offers researchers, students, policy-makers and professionals a comprehensive, and multicultural perspective on pedagogical documentation.

Much more than simply recording events, pedagogical documentation is a revolutionary educational approach that enables practitioners to capture and understand the ways in which children learn and think. Exploring the use of pedagogic documentation across five different cultures, this book offers a unique insight into the conditions and methods through which pedagogical documentation might become an effective means of connecting teaching and learning. By drawing on theory, research-based evidence and practice, Understanding Pedagogic Documentation in Early Childhood Education reveals pedagogic documentation as an instigator for critical reflection on practice, for the creation of new pedagogical approaches and improvements in quality. Observing and documenting the lived educational experience of children and practitioners is emphasised as a means of acknowledging their voice and rights, of revealing their knowledge, their competences, their attitudes and dispositions to learning. Offering contextualised approaches and considering the challenges involved in observing and documenting day-to-day practice in early childhood settings, chapters encourage professionals to reflect and recognise the value of documentation for children, staff members and the wider community. Making a crucial contribution to the debates on pedagogical documentation, Understanding Pedagogic Documentation in Early Childhood Education offers researchers, students, policy-makers and professionals a comprehensive, and multicultural perspective on pedagogical documentation.

Internationalizing Early Childhood Curriculum empowers teachers and directors to internationalize their curriculums around the world in their own unique and culturally specific ways. Serving as a guide and catalyst for thinking about curriculum in our interconnected world, this book explores how young children learn about the world and describes how children develop intercultural understanding, including how their teachers transform to expand their own global awareness and citizenship. Stories from actual classroom curriculum projects are featured, as well as suggested strategies and stages for the process of implementation. Exploring the implications for teacher education and professional development, this book gives readers the tools they need to bring internationalization into their own programs. Designed to apply to formal and informal early childhood centers across the spectrum, Internationalizing Early Childhood Curriculum is essential reading for professional developers and trainers, as well as classroom teachers, directors, policy-makers and NGO professionals providing early childhood services in the U.S. and around the world.

This book, at the intersection of early childhood and reconceptualizing practice, looks at how practitioners, theorists, and teachers are supporting young children to care about the environment differently. Despite the current popularity of post-human perspectives, in social science more broadly and in early childhood studies more specifically, this is one of few to make visible international practices and perspectives that emerge at the intersection of early childhood education, environmental justice, sustainability, and intergenerational/interspecies communities. The book provides an innovative exploration of the links between children, elders, and nature. With contributions from established scholars, practitioners, and newcomers this book reframes educating for social justice within an ecological landscape; one in which young children and their elders are mobilized to understand, reconceptualize and even undo negative environmental impact, whilst grappling with the ways in which the earthly forces are acting upon them. Specific theoretical chapters (spirituality, nature, critical and post-human/materiality, pragmatics, and constructivism approaches) are blended with applications of pedagogic strategies from across the globe. This book responds to a growing interest among early childhood professionals and scholars for sustainably focused and ethically reimagined programs. This collection rewards the reader with opportunities to critically reflect on their own practice, delves into new terrestrial collectives, and explores new pedagogical pathways. It will be essential reading for practitioners and scholars alike.

Presenting a compelling case for changing our system of education from a graded, curriculum-centered approach to a multiage, child-centered approach, Understanding Multiage Education is a comprehensive exploration of the philosophy and foundations of multiage education. Veteran educators Stone and Burriss examine the "why" of multiage education, exploring how multiage classrooms' structure, environment, strategies, and assessments unfold and complement the multiage philosophy and pedagogy. Delineating the differences between a standard and a mixed-age approach, each chapter features Inside Insights, short vignettes, case studies, examples of multiage in practice and discussion questions challenging readers to engage with the core concepts and examine how we might define success in a multiage classroom. Designed for graduate-level students of early childhood, elementary, and general education courses, as well as experienced practitioners, this is an essential guide for anyone interested in understanding the rationale, implementation, and benefits of multiage education.

Internationalizing Early Childhood Curriculum empowers teachers and directors to internationalize their curriculums around the world in their own unique and culturally specific ways. Serving as a guide and catalyst for thinking about curriculum in our interconnected world, this book explores how young children learn about the world and describes how children develop intercultural understanding, including how their teachers transform to expand their own global awareness and citizenship. Stories from actual classroom curriculum projects are featured, as well as suggested strategies and stages for the process of implementation. Exploring the implications for teacher education and professional development, this book gives readers the tools they need to bring internationalization into their own programs. Designed to apply to formal and informal early childhood centers across the spectrum, Internationalizing Early Childhood Curriculum is essential reading for professional developers and trainers, as well as classroom teachers, directors, policy-makers and NGO professionals providing early childhood services in the U.S. and around the world.

This volume provides a critical assessment of the mainstream western childhood constructions and their impact to the developing world. Using African feminist and indigenous epistemological frameworks, the volume decolonizes the understanding of childhood, children, and youth. Specifically, the volume presents Global South contestations to mainstream western constructions by exploring alternative notions to standardized universal understanding of childhood. The author further deliberates childhood as a human right, exploring how armed violence hinders realization of such rights assessing humanitarian assistance during armed violence. Besides childhood, the volume explores the complex intersectional nature of youthhood and its cultural relevance to formerly displaced communities and how this manifests in access to and use of humanitarian assistance.

This book examines key ideas related to the Theory of Subjectivity within a cultural-historical approach. It brings together the intellectual contributions made by Professor Fernando Gonzalez Rey (1949-2019) towards understanding human subjectivity, and emphasizing their unfolding in different fields and contexts. The book addresses the genesis and development of Gonzalez Rey's work, articulating this discussion with the author's biography. Gonzalez Rey's main scientific contribution is the Theory of Subjectivity in a cultural-historical perspective, which is inseparable from Qualitative Epistemology and from its constructive-interpretive methodological expression. The book presents and discusses Gonzalez Rey's contributions to different contexts and fields, such as psychological research, education, cultural-historical psychology, human development, motivation, human health and psychotherapy. This book brings together examples of how these ideas have been employed and developed in different fields and contexts.

This book brings together key authors from the Nordic countries (Sweden, Finland, Norway, Denmark and Iceland) to discuss theoretical and empirical research on families and children. Sharing the Nordic perspective from each of the five countries, the book highlights key ideas within and across the countries. The chapters provide an understanding of the history of the Nordic perspectives of family and children, present current innovative research on solutions to complex issues, and explore contemporary issues. Nordic countries continually attain high scores in lifestyle measures, quality of life and children's outcomes. Much of this has to do with the specific culture and policy of the Nordic countries. Written by academics within the region who are well regarded for contributing to academic and public debate, this book will appeal to an international audience interested in the Nordic perspective and social policy around family and children.

Although Chinese societies have generally become striking as the classic over-achievers in international measures of academic performance, there has been no specialised publication exploring early childhood curriculum in Chinese contexts. Through this book, readers will learn more about how the Chinese context and culture collide with educators' beliefs about the right activities for children and educators in early childhood settings. This book will be the first one of its kind to focus on early childhood curriculum in Chinese societies - from social context and culture to reforms and practices, and finally to the lessons that researchers, policymakers and practitioners could learn, as well as future directions. Is play valued? Are young children schooled earlier in Chinese societies? How do Chinese children learn in kindergartens? What is valued by Chinese educators when they implement early childhood curricula? How do Chinese teachers deliver early childhood curricula for their young children? Why were Chinese early childhood curricula implemented in these ways? Answers to these questions and more will be provided in this pioneering book.

Learning for the Age of Artificial Intelligence is a richly informed argument for curricular change to educate people towards achievement and success as intelligent machine systems proliferate. Describing eight key competences, this comprehensive volume prepares educational leaders, designers, researchers, and policymakers to effectively rethink the knowledge, skills, and environments that students need to thrive and avoid displacement in today's technology-enhanced culture and workforce. Essential insights into school operations, machine learning, complex training and assessment, and economic challenges round out this cogent, relatable discussion about the imminent evolution of the education sector.

Managers in child-centred settings need to be able to draw on a wide range of personal and professional skills to ensure that they are providing the best possible service. Now in its third edition, Essential Skills for Managers of Child-Centred Settings looks at how you can develop the key leadership skills needed to manage people to achieve excellent settings for children. The authors outline ten 'essential skills' for leading and supporting those around you in your child-centred settings and offer sound advice so you can build your personal and professional skills and become a confident and assertive manager. With a balance of both accessible theory and practical application from a wide range of settings, this book explains management theory and will help you to develop the skills to: become a confident leader set clear aims and objectives for your setting manage your time effectively make decisions and implement change build and develop a team reflect on and develop practice deal with difficult situations and people. This book also contains case studies and 'real-life' scenarios from managers undertaking training with the authors which will ensure you provide an excellent service in your setting. No manager or leader should be without this user-friendly guide!

Play is critical to children's well-being and development. All students should have access to and adequate time for positive play experiences every day. Learning and Connecting in School Playgrounds invites parents, teachers, principals and education administrators to take another look at their school playgrounds as spaces crucial to learning, well-being and development. This book combines research findings, commentary and the authors' personal experiences and observations together with the views of teachers, principals, parents and students related to play and play spaces. Key content includes consideration of the role of adults in the school playground, the influence of technology on play, the challenges experienced by children transitioning to new school environments and consideration of strategies to support students' access and participation in the playground. Cases are presented to illustrate the use of an audit tool to enhance school playgrounds. The future of school playgrounds is also considered through the reported hopes and dreams of adults and students and a range of recommendations are made for the review and development of schools' outdoor play spaces. Learning and Connecting in School Playgrounds is written with a sense of urgency, calling for the recognition of positive play experiences as invaluable to children's education. It includes important and challenging insights to inform and guide decision-making and will be an essential resource for all stakeholders who share responsibility for children's participation and learning during school break-times.

Reflecting the importance of drawing on children's perspectives to shape professional practice, this book offers a nuanced approach to understanding the aims, implications and practicalities of accessing and incorporating children's perspectives in pedagogial practices relating to transitions. Listening to Children's Advice about Starting School and School Age Care: emphasises the importance of listening to and respecting children's perspectives at the time of their transitions to school and school age care; shares children's perspectives of the transition to school and school age care in ways that are both authentic and provocative; explores implications for practice as a consequence of children's input; provokes a deep level of critical reflection and practice/policy development that is informed by a dialogue between research and practice. Chapters report research conducted in seven different countries to highlight approaches that acknowledge and respect children's input, and use this as a basis for critical reflection on practice, with a view to improving the children's transition experiences. Using examples of practice and offering practical and theoretical insights, the book illustrates the multiplicity of children's perspectives, and prompts educators to reflect on and critique practice. This book will be invaluable reading for researchers, students, educators and practitioners involved in young children's transitions to school and school-age care.

Originally published in 1984, this is a study of the kings and the aristocracy who ruled England between the Conquest and the Reformation. Not, as usual, about their adult lives, but how they became the people they were through childhood and education. The first such study of its kind, it follows noble boys and girls from birth through the care of their nurses, masters and mistresses, until they left home for further training in noble households, monasteries and universities. The author examines the theories and treatises on noble education, again for the first time. The rest of the book broadens into a wide cultural survey as Dr Orme describes the skills and ideas which noble children learnt. He explains how they mastered speech and literacy; worship and behaviour; dancing, music and applied art; athletics and training for war. This part of the study is a handbook of noble pursuits in medieval times. In his final chapter the author considers the nature of noble education in the middles ages, and examines how and whether it changed at the Renaissance. Nicholas Orme has written a comprehensive study, spanning 450 years of English history and making a major contribution to social and cultural history, as well as the history of education. His book will be invaluable to historians and medievalists of all disciplines, and essential reading from those who study the Renaissance.

Presenting a compelling case for changing our system of education from a graded, curriculum-centered approach to a multiage, child-centered approach, Understanding Multiage Education is a comprehensive exploration of the philosophy and foundations of multiage education. Veteran educators Stone and Burriss examine the "why" of multiage education, exploring how multiage classrooms' structure, environment, strategies, and assessments unfold and complement the multiage philosophy and pedagogy. Delineating the differences between a standard and a mixed-age approach, each chapter features Inside Insights, short vignettes, case studies, examples of multiage in practice and discussion questions challenging readers to engage with the core concepts and examine how we might define success in a multiage classroom. Designed for graduate-level students of early childhood, elementary, and general education courses, as well as experienced practitioners, this is an essential guide for anyone interested in understanding the rationale, implementation, and benefits of multiage education.

There is inherent complexity in a field like early childhood where people and their relationships are at the center of their work; daily practices involve negotiating webs of dynamic relations, shifting contexts, value conflicts, and profoundly diverse family constellations and community and cultural environments. Emphasizing Social Justice and Equity in Leadership for Early Childhood: Taking a Postmodern Turn to Make Complexity Visible expands our conceptions of leadership by drawing on postmodern ontological and epistemological perspectives that value, and make visible, diversities and complex human experiences. Julie Nicholson explores the challenges facing children domestically and globally regarding contemporary social justice and equity; she also provides several frameworks and specific strategies that early childhood educators can draw from in enacting leadership inspired by the ideas presented throughout the book. Richly contextualized vignettes are woven into each chapter to highlight the voices and experiences of courageous early childhood professionals working in very different roles and contexts.