As the impact of climate change has become harder to ignore, it has become increasingly evident that children will inherit futures where climate challenges require new ways of thinking about how humans can live better with the world. This book re-situates weather in early childhood education, examining people as inherently a part of and affected by nature, and challenges the positioning of humans at the centre of progress and decision-making. Exploring the ways children can learn with weather, this book for researchers and advanced students, works with the pedagogical potential in children's relations with weather as a vital way of connecting with and responding to wider climate concerns.

As the impact of climate change has become harder to ignore, it has become increasingly evident that children will inherit futures where climate challenges require new ways of thinking about how humans can live better with the world. This book re-situates weather in early childhood education, examining people as inherently a part of and affected by nature, and challenges the positioning of humans at the centre of progress and decision-making. Exploring the ways children can learn with weather, this book for researchers and advanced students, works with the pedagogical potential in children's relations with weather as a vital way of connecting with and responding to wider climate concerns.

This thought-provoking study challenges the usefulness of existing parameters for assessing and describing the development of children in early education settings, and shows how notions of developmentally appropriate practices exclude vitally important social and political constructs of gender. By repositioning gender at the centre of our view of children's interactions and emotional, physical, intellectual and social development, Blaise highlights the imbalance of power in the classroom and the continually shifting performances and understanding of young children's awareness of gender and gender roles. Insightful and inspiring for classroom practitioners, this book will also be of interest to anyone concerned with child development, gender studies, feminist and queer studies, and all those fascinated by the socialization of our children.

This thought-provoking study challenges the usefulness of existing parameters for assessing and describing the development of children in early education settings, and shows how notions of developmentally appropriate practices exclude vitally important social and political constructs of gender. By repositioning gender at the centre of our view of children's interactions and emotional, physical, intellectual and social development, Blaise highlights the imbalance of power in the classroom and the continually shifting performances and understanding of young children's awareness of gender and gender roles. Insightful and inspiring for classroom practitioners, this book will also be of interest to anyone concerned with child development, gender studies, feminist and queer studies, and all those fascinated by the socialization of our children.

Learning to Teach, third edition, offers a unique perspective by positioning the reader as a pre-service teacher embarking on their new career. The reader is introduced to three fictional pre-service teachers whose narratives flow throughout the text. These characters share how their personal and professional life experiences have exposed them to new ways of thinking about young people, teaching, and learning. This book explores how educators are working to transform their practices in like-minded communities for radically changing times. It examines current government initiatives and regulations while developing the reader's ability to analyse scenarios, critically reflect on their own assumptions, and develop best teaching practices.