Your child's language development depends almost entirely on you. But all you need to fullfill this awesome responsibility is to talk to her at every opportunity, from the moment she is born. Children learn through play, and school readiness can be promoted at home by creating the time and opportunity for play. This title tells you how to advance your child's language and learning skills through play, how to exploit her natural enthusiasm, curiosity and energy, and how to create opportunities for confidence building, social and emotional growth, the development of coordination, and problem-solving skills.

Andy West teaches philosophy in prisons. He has conversations with people inside about their lives, discusses their ideas and feelings and listens as the men and women he works with explore new ways to think about their situation. Could we ever be good if we never felt shame? What makes a person worthy of forgiveness? Could someone in prison ever be more free than someone outside? These questions about how to live are ones we all need to ask, but in this setting they are even more urgent. When Andy steps into jail, he also confronts his inherited guilt: his father, uncle and brother all spent time in prison. He has built a different life for himself, but he still fears that their fate will be his. As he discusses questions of truth, identity and hope with his students, he searches for his own form of freedom. Moving, sympathetic, wise and frequently funny, The Life Inside is an elegantly written and unforgettable book. Through its blend of memoir, storytelling and gentle philosophical questioning, readers will gain a new insight into our justice system, our prisons and the plurality of lives found inside.

Over the last several decades, videotestimony with aging Holocaust survivors has brought these witnesses into the limelight. Yet the success of these projects has made it seem that little survivor testimony took place in earlier years. In truth, thousands of survivors began to recount their experience at the earliest opportunity. This book provides the first full-length case study of early postwar Holocaust testimony, focusing on David Boder's 1946 displaced persons interview project. In July 1946, Boder, a psychologist, traveled to Europe to interview victims of the Holocaust who were in the Displaced Persons (DP) camps and what he called "shelter houses." During his nine weeks in Europe, Boder carried out approximately 130 interviews in nine languages and recorded them on a state-of-the-art wire recorder. Likely the earliest audio recorded testimony of Holocaust survivors, the interviews are today the earliest extant recordings, valuable for the spoken word (that of the DP narrators and of Boder himself) and also for the song sessions and religious services that Boder wire recorded at various points through the expedition. Eighty were eventually transcribed into English, most of which were included in a self-published manuscript of more than 3,100 pages. Rosen sets Boder's project in the context of the postwar response to displaced persons, sketches the dramatic background of his previous life and work, chronicles in detail the evolving process of interviewing both Jewish and non-Jewish DPs, and examines from several angles the implications for the history of Holocaust testimony. Such postwar testimony, Rosen avers, deserves to be taken on its own terms-as unbelated testimony-rather than to be enfolded into earlier or later schemas of testimony. Moreover, Boder's efforts and the support he was given for them demonstrate that American postwar response to the Holocaust was not universally indifferent but rather often engaged, concerned, and resourceful.

Educational psychology in social context: Ecosystemic applications in Southern Africa applies educational psychology to aid teachers and other educators to enhance the learning experience of students. The book uses Uri Bronfenbrenner’s Ecological systems theory as a guiding framework for understanding child development and the environmental barriers to learning faced by children. This ecosystemic approach examines how different spheres from the family to the community to wider social structures influence a child’s development and learning and how these interactions are impacted by the passage of time.

Educational Psychology in social context is relevant to both undergraduate and postgraduate study in either pre-service or in-service teacher education. It can be used for courses in educational psychology in programmes such as BEd, BEd (Hons) and PGCE, and as a handbook for in-service teachers, educational psychologists, and other learning support professionals.

Features

• The new edition has been updated for contextual and theoretical developments and new research referenced where relevant.
• Chapter 2: Quality education for all includes guidance on ethical conduct within the school context including learners, parents, colleagues and communities. It also includes guidance on working with neurodiverse learners in the classroom.
• Chapter 4: Positive psychology includes more on mental health in the school context, as well as positive practical strategies for teachers to enhance the well-being of learners as well as the well-being of teachers.
• Chapter 6: Constructivism and learning contains a new section on developing a pedagogy that is inclusive of different voices and based on an ethics of care and recognition.
• Chapter 13: Substance abuse and violence includes more content on school violence (violence within the school setting), a new section on teacher abuse, and expanded guidelines for conflict resolution and building safe schools.
• Chapter 14: Gender, sexu ality, related discrimination, and associated challenges has been rewritten with greater focus on topical issues such as gender, sexual identity, and child and teenage pregnancy, while streamlining the sections dealing with HIV and AIDS.
• Chapter 16: Disabilities contains new sections on recognising and responding to autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) in the classroom.

What is consciousness? How does the subjective character of consciousness fit into an objective world? How can there be a science of consciousness? In this sequel to his groundbreaking and controversial The Conscious Mind, David Chalmers develops a unified framework that addresses these questions and many others. Starting with a statement of the "hard problem" of consciousness, Chalmers builds a positive framework for the science of consciousness and a nonreductive vision of the metaphysics of consciousness. He replies to many critics of The Conscious Mind, and then develops a positive theory in new directions. The book includes original accounts of how we think and know about consciousness, of the unity of consciousness, and of how consciousness relates to the external world. Along the way, Chalmers develops many provocative ideas: the "consciousness meter", the Garden of Eden as a model of perceptual experience, and The Matrix as a guide to the deepest philosophical problems about consciousness and the external world. This book will be required reading for anyone interested in the problems of mind, brain, consciousness, and reality.

Your brain is always listening and responding to these hidden influences and unless you recognize and deal with them, they can steal your happiness, spoil your relationships, and sabotage your health. This book will teach you to tame the:

• Dragons from the Past that ignite your most painful emotions;
• Negative Thought Dragons that attack you, fueling anxiety and depression;
• They and Them Dragons, people in your life whose own dragons do battle with yours;
• Bad Habit Dragons that increase the chances you’ll be overweight, overwhelmed, and an underachiever;
• Addicted Dragons that make you lose control of your health, wealth, and relationships;
• Scheming Dragons, advertisers and social media sites that steal your attention.