This book informs students and scholars of early childhood education about the vital influences that imagination in preschool education has exerted upon the lives of various populations. It explores the deeper imaginations of scholars of philosophy and theory, and describes how their work has found its way into present-day classroom practices. The imagination of early philosophers, writers, and teachers, like Aesop, Plato, Socrates, Rousseau, and Locke, are considered in terms of how they affected the theories of Comenius, Oberlin, Pestalozzi, Froebel, Montessori, Freud, Piaget, and Erikson. These thinkers are integrated throughout the text in their proper historical and philosophical periods.

A steady stream of white poor from Europe, and blacks from southern plantations, created an overwhelming poverty population in our cities in the late 1800s and early 1900s. Newly transplanted families were aided by kindergarten philanthropists who contributed and raised funds for nursery schools and food programs in settlement houses. These neighborhood centers, first imagined by Jacob Riis and Jane Addams, were copied by various community institutions including churches and soon gave shelter to the first kindergartens and nursery schools. Childcare for poor immigrant families was championed by people like the Peabody sisters, Susan Blow, Horace Mann, Ralph Waldo Emerson, Lucy Wheelock, William T. Harris, Maria Kraus-Boelte, Matilda Kriege, Henry Barnard, and Pauline Agassiz Shaw, just to name a few. This book also reports on the work of Itard and Sicard, who inspired Maria Montessori in their dedicated work with children of the impoverished and learning disabled. An extensive reference list is provided for advanced scholarly exploration.

Cognitive style theory suggests that individuals utilize different patterns in acquiring knowledge. This book describes various styles of processing information that are employed by children as they receive new information in various settings--especially in teaching/learning situations. Cognitive style is not an indication of one's level of intelligence, but a description of the unique strategies that learners employ in acquiring new information. This book describes individual differences that have been documented through scholarly investigations of cognitive styles, highlights philosophical and theoretical foundations of cognitive style concepts, and pinpoints implications for classroom practice. Researched concepts are interwoven with current issues such as "affirmative action" and public policy to promote ideas that assist with a better understanding of at-risk learners and troubled youth in general. Currently, the theory of "multiple intelligences" is receiving widespread acceptance. This book suggests that MI theory is merely a reframing of cognitive style theory. The book also details how some children diagnosed as "hyperactive" are improperly labeled.

The African American heritage is interwoven throughout the history of the United States, but few educators are prepared to teach children about the events that shaped the African American experience. Most of the stories about slavery, the days when it was illegal to teach black children to read, and when blacks were not allowed to vote or own land, are part of the remembered oral history of black families. Morgan retells American history from the point of view of the events that effected blacks--the Great Depression, the WPA, and the federal policies that led to current Head Start programs, school integration in the 1950s and the Civil Rights Movement in the 1960s, the War on Poverty, and the IQ controversy. He shows how Aesop and the teachings of Socrates and Aristotle established the philosophical traditions perpetuated by the great black educators, W.E.B. DuBois and Booker T. Washington, with the purpose of providing black children with a better understanding of their heritage, their importance in American history, and their place in the world.

Music was everywhere in ancient Rome. Wherever one went in the sprawling city, the sound of singing and piping, drumming and strumming was never far out of earshot. This book examines the role of music in Roman politics and society, focusing on the period from the Roman conquest of Greece in the second century BCE to the end of the reign of Nero in 68 CE. Drawing on a wide range of literary texts, inscriptions and material artefacts, Harry Morgan uncovers the tensions between elite and popular attitudes towards music and shows how music was exploited as a tool by political leaders and emperors. Far from being a marginal aspect of daily life, music was fundamental to Roman political culture and social relations, shaping debates about class, gender and ethnicity. The book will be of interest to students and scholars of ancient music and Roman history.

The intellectual distance between education and cognitive neuroscience will be significantly shortened for all who read about the contributions of cognitive neuroscience to teaching and learning initiatives. This book integrates the ideas of the major theorists and focuses on the six significant domains of neuroscience (experience, attention, perception, knowledge, acquisition, memory, and retrieval) relationships to information processing. Explanatory vignettes are inserted throughout the text to provide practical examples of how learners acquire, organize, and use knowledge.

When, Yaoke Hikari, a young high school girl, wakes up on the morning of her first day of school to find a pocket watch under her pillow, she tries to find the owner, but on her way back to her dorm, she is attacked by a creature who tells her that his master wants what she has, the small watch she has found. Soon her two roommates, and best friends, Kyoki and Hana, have watches of their own and are transported to a world where magic and knights who use it abound, fighting against an enemy that had once been an ally. Friendships are tested as new and old companions are brought together and torn apart Thrown into a fight that was never theirs, they must find the courage and strength within themselves to battle against destruction and madness, coming face to face with their own darkness, or break in the attempt.

This scarce antiquarian book is a selection from Kessinger PublishingAcentsa -a centss Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for e

This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

Harry Morgan lays the foundations of what early childhood education is by integrating the history of the field with the philosophy and theories behind this discipline. From birth to age eight, when children become integrated into society through their education at school and at home, Early Childhood Education examines the education of this age group from its historical beginnings to the theories used then and today. The writings and research of philosophers such as Locke, psychologists such as Freud, and pioneers of early childhood education such as Frobel, are covered in this concise text. With lucid and engaging prose, Morgan delineates the beginnings of early childhood education and how it has become an important field of study in education today. This edition has been updated to include recent research and how current practices and culture affect the field today. Also included in this second edition is a new chapter about critical race theory and its implications on early childhood education.