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Learn how to engage the diverse families of English learners (ELs)
and immigrants with the effective, practical approaches in this
book. This must-have resource for teachers and school leaders is
packed with fresh ideas geared toward building a partnership
between school communities and ELs and immigrant families at school
and at home. The book includes information and activities to:
Assess current practices Investigate family perceptions and
expectations Overcome challenges Improve communication Fund family
engagement Fully revised and up-to-date, the new edition shines a
much-needed spotlight on immigrant families from numerous homelands
and includes a chapter on schools and organizations that have
applied many of the ideas in the book for successful partnerships.
New online resources include 20 new activities to complement the
book chapters, over 50 annotated websites, and additional book
recommendations to provide insight into the immigrant experience.
The support materials can be found at routledge.com/9780367607548.
Organized with the busy educator in mind, the book can be read
straight through or section by section to best fit your specific
needs. As the demographics of America's schools continue to grow
and change, this book guides you to building an inclusive school
community in which every family can thrive!
Learn how to engage the diverse families of English learners (ELs)
and immigrants with the effective, practical approaches in this
book. This must-have resource for teachers and school leaders is
packed with fresh ideas geared toward building a partnership
between school communities and ELs and immigrant families at school
and at home. The book includes information and activities to:
Assess current practices Investigate family perceptions and
expectations Overcome challenges Improve communication Fund family
engagement Fully revised and up-to-date, the new edition shines a
much-needed spotlight on immigrant families from numerous homelands
and includes a chapter on schools and organizations that have
applied many of the ideas in the book for successful partnerships.
New online resources include 20 new activities to complement the
book chapters, over 50 annotated websites, and additional book
recommendations to provide insight into the immigrant experience.
The support materials can be found at routledge.com/9780367607548.
Organized with the busy educator in mind, the book can be read
straight through or section by section to best fit your specific
needs. As the demographics of America's schools continue to grow
and change, this book guides you to building an inclusive school
community in which every family can thrive!
This being the 20th volume in the series of Advances in Early
Education in Day Care, it encourages reflection on previous
volumes. Family involvement has been an issue in early education
going back to Pestalozzi almost two centuries ago. Although the
issue has been discussed in many different ways since then, there
are still areas where we have much to learn. This series approached
this topic in 1998 with the publication of volume 9 edited by
Stuart Reifel, Carl Dunst and Mark Wolery. What advances in the
area of family involvement in early education have been made since
the publication of the previous volume.
Some chapters focus on interventions for the child, and others on
training for the parents and professionals. The combination of
current information and evidence contained in these chapters
includes an emphasis on the importance of supporting families with
different linguistic and cultural backgrounds, and indicates how
team support (including families as part of the team) is crucial
for these children. Parents of children with special needs may have
their own challenges and this may create an additional need for
support and resources for the family and the professional. The
dynamic interaction between provider or teacher, theoretical
approaches and curriculum used, and the child's individual needs is
what maximizes the impact of any intervention. The information is
useful for early care and preschool teachers, early intervention
providers, therapists, psychologists and administrators.
This volume of "Advances in Early Education and Day Care" examines
early education from perspectives around the globe. The eight
chapters come from a variety of locations including China, Israel,
Sweden, Italy, Greece, Zambia, The United States and Canada. These
chapters discuss professional development in several contexts,
children's understandings and programs for children. This volume
should give the reader an idea of the range of work that is being
done around the globe. The unique feature of this volume is that it
brings together insider perspectives on early education in
different contexts. Each author/s has discussed what is going on in
their own context. The Reggio Emilia educational program from
Northern Italy has over the last 3 decades had a global impact on
early education. This volume seeks to add to the knowledge brought
from other diverse sources. The target audience for this book are
educational researchers and program developers who are seeking
information about international programs.
This 15th volume of "Advances in Early Education and Day Care"
focuses on the implementation of professional development for early
childhood educators, describing a number of models for improving
early childhood care. These models differ by setting, urban, rural,
public, private, center and home based child care. These programs
also differ by implementation model. Mentoring, workshops, online
information and college courses are examples of how professional
development was implemented. The systematic assessment of both the
providers and the children described in these chapters will be of
assistance for future research designers who are conducting large
scale data collection and analysis. These chapters should serve as
a way for policy makers to become informed about how best to expend
scarce resources in the implementation of professional development.
Increasing our knowledge of effective practices in professional
development is an important factor in improving the outcomes for
future generations of children. The collection of these chapters in
one volume should provide future developers of professional
development with a road map for what works and what might not be as
effective.
The importance of play for healthy development is undeniable.
Aspects of play have been linked to the development of social
skills, health and fitness, motivation, curiosity, innovation,
imagination, and problem solving. Both theory and research suggest
that play of various types is critical for healthy development and
that playfulness is an important quality across the life span.
However, opportunities to play and quality of play facilities in
schools, after-school programs, childcare centers, community parks,
and museums are not equitable by race, socio-economic status, and
ability. And racial profiling, immigrant status, illness, and
incarceration interfere with child's play. The first section of the
book defines play and social justice and describes disparities in
play opportunities in childcare, schools, and communities as well
as inequities in how play is interpreted. The next section
describes pre-school, elementary, high school, and university
programs that use play to liberate, teach, and build community as
well as after-school, hospital, and community programs that help to
level the playing field of opportunity. The final part of the book
discusses ways to ameliorate inequities through research and
advocacy. Four research methods are described that are useful for
conducting studies on the amount of play children experience,
attitudes toward play, and the effect of play on other variables.
Finally, a child, a parent, and a teacher describe ways they tried
to obtain more recess, using various methods of advocacy. The
appendix provides resources indispensable for those convinced that
play for all is indeed a social justice issue worthy of advocacy.
Play & Culture Studies is a bi-annual, peer-reviewed series
published by the Association for the Study of Play. For forty years
The Association for the Anthropological Study of Play (TAASP), now
The Association for the Study of Play (TASP) has served as the
premier professional organization in academia dedicated to
interdisciplinary research and theory construction concerning play.
During that time TASP has promoted the study of play, forged
alliances with various organizations advancing the cause for play,
organized yearly meetings to disseminate play research, and
produced an impressive catalog of play research through a variety
of publications. Volume 13 of the Play and Culture Studies Series
highlights contributions that reflect upon the rich forty-year
history of TASP, that explore current research examining the field
of play, and that advance future directions for play research.
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