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A focal point of early childhood education is how young children
build knowledge and the ways that practitioners, parents and carers
can help them to do so. Many adults find it challenging to identify
what knowledge young children are building and how they do so,
making it difficult to support young children's learning and
development in the most effective ways. This essential guide will
help you to identify and develop young children's knowledge and
understanding in early years settings, not only in terms of
statutory requirements but far beyond them. Building Knowledge in
Early Childhood Education draws on empirical research findings from
the Young Children As Researchers (YCAR) project to examine
everyday activities and reveal the means that young children use to
build knowledge and understanding, as well as exploring the
similarities between learning behaviours in early childhood and
adult life. Interweaving everyday activities in practice with
research and theory, this book covers: how young children construct
knowledge; learning, problem-solving and exploring; concepts and
conceptualising in early childhood; evidence-based decision-making;
how young children behave as researchers. Offering practical advice
and suggestions to create opportunities that identify and
facilitate young children's own constructions of knowledge and
understanding, this book is essential reading for practitioners,
students and all those interested in the theories surrounding young
children as researchers.
Based on a rich seam of research evidence, this book leverages
value in engaging with scientific enquiry to further understanding
of young children's emotional experiences. Early childhood
development has featured increasingly prominently on international
policymakers' agenda in recent years. Yet whilst policy foregrounds
economic imperatives including academic attainment, school
readiness, and time-bound outcomes, similar attention has not been
afforded to the potential value of nourishing affective engagements
that may secure 'emotional capital' for infants and young children.
This collection from the field of early childhood is therefore
timely. Its chapters are based on empirical evidence derived from
contemporary scientific studies, and address challenges and
opportunities inherent in young children's emotional experiences in
diverse twenty-first century early childhood education and care
contexts. The authors provoke debate, discussion, and critique, and
they ask significant questions of the policymakers, practitioners,
and carers who may influence young children's lives and their
emotional experiences. The findings that are presented in the
chapters indicate overall that a test-based approach may detract
from young children's emotional development as well as the positive
affective experiences in early childhood which have potential to
provide an important foundation for a fulfilling life. This book
was originally published as a special issue of Early Child
Development and Care.
In spite of our apparently connected global environment, people are
becoming less connected. Digital communication leads to fewer
face-to-face engagements, and many young children are separated
from their parents for extended periods. The post-truth phenomenon
has resulted in mistrust between policymakers and the people they
serve, whilst increased immigration has led to some rich countries
adopting a protectionist stance that transforms collaboration into
separatism. At its 2014 meeting, the European Early Childhood
Education Research Association's Young Children's Perspectives
Special Interest Group considered how these issues were affecting
young children, particularly the many thousands entering Europe at
that time as refugees and migrants escaping conflict in their home
countries. Many of those displaced young children found themselves
situated on the margins of their new contexts. The feeling of being
'othered' can be existential for any young child experiencing
liminality, yet a sense of belonging is important for young
children's well-being and development of identity: the feeling of
belonging lies at the core of social inclusion. This book, the idea
for which arose out of this meeting, is drawn from leading edge
empirical studies, and reveals the diverse experiences of young
children's marginalisation. This book was originally published as a
special issue of the European Early Childhood Education Research
Journal.
Based on a rich seam of research evidence, this book leverages
value in engaging with scientific enquiry to further understanding
of young children's emotional experiences. Early childhood
development has featured increasingly prominently on international
policymakers' agenda in recent years. Yet whilst policy foregrounds
economic imperatives including academic attainment, school
readiness, and time-bound outcomes, similar attention has not been
afforded to the potential value of nourishing affective engagements
that may secure 'emotional capital' for infants and young children.
This collection from the field of early childhood is therefore
timely. Its chapters are based on empirical evidence derived from
contemporary scientific studies, and address challenges and
opportunities inherent in young children's emotional experiences in
diverse twenty-first century early childhood education and care
contexts. The authors provoke debate, discussion, and critique, and
they ask significant questions of the policymakers, practitioners,
and carers who may influence young children's lives and their
emotional experiences. The findings that are presented in the
chapters indicate overall that a test-based approach may detract
from young children's emotional development as well as the positive
affective experiences in early childhood which have potential to
provide an important foundation for a fulfilling life. This book
was originally published as a special issue of Early Child
Development and Care.
In spite of our apparently connected global environment, people are
becoming less connected. Digital communication leads to fewer
face-to-face engagements, and many young children are separated
from their parents for extended periods. The post-truth phenomenon
has resulted in mistrust between policymakers and the people they
serve, whilst increased immigration has led to some rich countries
adopting a protectionist stance that transforms collaboration into
separatism. At its 2014 meeting, the European Early Childhood
Education Research Association's Young Children's Perspectives
Special Interest Group considered how these issues were affecting
young children, particularly the many thousands entering Europe at
that time as refugees and migrants escaping conflict in their home
countries. Many of those displaced young children found themselves
situated on the margins of their new contexts. The feeling of being
'othered' can be existential for any young child experiencing
liminality, yet a sense of belonging is important for young
children's well-being and development of identity: the feeling of
belonging lies at the core of social inclusion. This book, the idea
for which arose out of this meeting, is drawn from leading edge
empirical studies, and reveals the diverse experiences of young
children's marginalisation. This book was originally published as a
special issue of the European Early Childhood Education Research
Journal.
A focal point of early childhood education is how young children
build knowledge and the ways that practitioners, parents and carers
can help them to do so. Many adults find it challenging to identify
what knowledge young children are building and how they do so,
making it difficult to support young children's learning and
development in the most effective ways. This essential guide will
help you to identify and develop young children's knowledge and
understanding in early years settings, not only in terms of
statutory requirements but far beyond them. Building Knowledge in
Early Childhood Education draws on empirical research findings from
the Young Children As Researchers (YCAR) project to examine
everyday activities and reveal the means that young children use to
build knowledge and understanding, as well as exploring the
similarities between learning behaviours in early childhood and
adult life. Interweaving everyday activities in practice with
research and theory, this book covers: how young children construct
knowledge; learning, problem-solving and exploring; concepts and
conceptualising in early childhood; evidence-based decision-making;
how young children behave as researchers. Offering practical advice
and suggestions to create opportunities that identify and
facilitate young children's own constructions of knowledge and
understanding, this book is essential reading for practitioners,
students and all those interested in the theories surrounding young
children as researchers.
Written to commemorate 30 years since the United Nations Convention
on the Rights of the Child (UNCRC), The Routledge International
Handbook of Young Children's Rights reflects upon the status of
children aged 0-8 years around the world, whether they are
respected or neglected, and how we may move forward. With
contributions from international experts and emerging authorities
on children's rights, Murray, Blue Swadener and Smith have produced
this highly significant textbook on young children's rights
globally. Containing sections on policy, along with rights to
protection, provision and participation for young children, this
book combines discussions of children's rights and early childhood
development, and investigates the crucial yet frequently overlooked
link between the two. The authors examine how policy, practice and
research could be utilised to address the barriers to universal
respect for children, to create a safer and more enriching world
for them to live and flourish in. The Routledge International
Handbook of Young Children's Rights is an essential resource for
students and academics in early childhood education, social work
and paediatrics, as well as for researchers, policymakers, leaders
and practitioners involved in the provision of children's services
and paedeatric healthcare, and international organisations with an
interest in or ability to influence national or global policies on
children's rights.
Diverse international perspectives on the ways in which young
children's learning and care may be supported converge in this
book. Traversing the field of early childhood education and care
from its established philosophical underpinnings to 21st century
research, policies, and practices, the contributions to this volume
draw together past and present discourses as a basis for shaping
future trajectories. In spite of a growing international consensus
on the strong influence of early childhood experiences on lifetime
outcomes, the nineteen chapters reveal contemporary early childhood
pedagogy as a collection of spaces characterised by plurality,
complexity, and dissonance. These characteristics signal the
importance of recognising early childhood pedagogies: multiple
models of practice for the many diverse learning and care contexts
that have the capacity to value young children as individuals and
enable each to flourish now and throughout their lives. Moreover,
such characteristics disrupt notions that a single 'optimal' early
childhood pedagogy is either possible or desirable. This exciting
global collection of empirical research reports and discursive
papers provides inspiration to spark new reflections, fresh
debates, and innovative endeavours among early childhood students,
practitioners, researchers, and policymakers around the world. This
book was originally published as a special issue of Early Child
Development and Care.
Diverse international perspectives on the ways in which young
children's learning and care may be supported converge in this
book. Traversing the field of early childhood education and care
from its established philosophical underpinnings to 21st century
research, policies, and practices, the contributions to this volume
draw together past and present discourses as a basis for shaping
future trajectories. In spite of a growing international consensus
on the strong influence of early childhood experiences on lifetime
outcomes, the nineteen chapters reveal contemporary early childhood
pedagogy as a collection of spaces characterised by plurality,
complexity, and dissonance. These characteristics signal the
importance of recognising early childhood pedagogies: multiple
models of practice for the many diverse learning and care contexts
that have the capacity to value young children as individuals and
enable each to flourish now and throughout their lives. Moreover,
such characteristics disrupt notions that a single 'optimal' early
childhood pedagogy is either possible or desirable. This exciting
global collection of empirical research reports and discursive
papers provides inspiration to spark new reflections, fresh
debates, and innovative endeavours among early childhood students,
practitioners, researchers, and policymakers around the world. This
book was originally published as a special issue of Early Child
Development and Care.
First English translation of one of the most influential French
poems of the Middle Ages. The anonymous Ovide moralisé (Moralized
Ovid), composed in France in the fourteenth century, retells and
explicates Ovid's Metamorphoses, with generous helpings of related
texts, for a Christian audience. Working from the premise that
everything in the universe, including the pagan authors of
Graeco-Roman Antiquity, is part of God's plan and expresses God's
truth even without knowing it, the Ovide moralisé is a massive and
influential work of synthesis and creativity, a remarkable window
into a certain kind of medieval thinking. It is of major importance
across time and across many disciplines, including literature,
philosophy, theology, and art history. This volume offers an
English translation of this hugely significant text - the first
into any modern language. Based on the only complete edition to
date, that by Cornelis de Boer and others completed in 1938, it
also reflects more recent editions and numerous manuscripts. The
translation is accompanied by a substantial introduction, situating
the Ovide moralisé in terms of the reception of Ovid, the
mythographical tradition, and its medieval French religious and
intellectual milieu. Notes discuss textual problems and sources,
and relate the text to key issues in the thought of theologians
such as Bonaventure and Aquinas.
Papers from a 2007 conference marking 21 years of the Friends of
Whithorn Trust. Contents: Introduction (Alex Woolf); Archaeology
and the dossier of a saint: Whithorn excavations 1984-2001
(Jonathan Wooding); The Latinus stone: Whithorn's earliest
Christian monument (Katherine Forsyth); Early Christian cemeteries
in southwest Scotland (Dave C. Cowley); Christianity in northern
Britain in the late-Roman period (Mike McCarthy); Britain and the
continent in the fifth and sixth centuries: the evidence of Ninian
(Ian Wood).
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