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Draws together a diverse range of 26 countries to show the
complexity of early childhood within a contemporary world. The
first book to bring together research from across the globe
focusing on parental engagement and early childhood education.
Draws together a diverse range of 26 countries to show the
complexity of early childhood within a contemporary world. The
first book to bring together research from across the globe
focusing on parental engagement and early childhood education.
The third volume in the Early Childhood Education in the 21st
Century: International Teaching, Family and Policy Perspectives
miniseries focuses on research highlights and policy aspects of
early childhood education and care from 22 different countries
around the world. This volume provides a platform for authors to
discuss and debate the implications of research findings on current
practices that reflect policies of each country. The research
presented spans from challenges in teacher training to case studies
of family practices around early child development to problematise
the key components of teacher education and family practices that
impact young children's education and care. By problematising the
key issues, chapter authors discuss the shifting paradigm of early
childhood education and the importance of future research in
informing these changes. Offering key policy and practice insights
across 19 different countries, this book is a must-read for early
childhood educators, researchers, early childhood organisations,
policy makers and those interested to know more about early
childhood within an international perspective.
Growing Children's Social and Emotional Skills examines how
parent-educator partnerships can be achieved to enhance the
development of children's social and emotional skills. The book
presents the TOGETHER programme, a training programme that
emphasises the importance of the relationship between caregivers
and teachers with the children in their care, as well as deepening
the collaborative partnerships between teachers, educators and
caregivers. Using a case study approach, the book explores the
application of the TOGETHER programme across various home and early
childhood education contexts through the unique voices of those
involved. The TOGETHER programme presented in this book is: * Easy
to implement and adaptable, requiring minimal training time for
parents, teachers and educators * Designed to emphasise the
importance of relationships in developing children's social and
emotional skills * Supported by photocopiable resources and a
downloadable e-manual that can be used to implement the training
With the vision to empower caregivers to take an active role in
building children's social and emotional competence, this book is
written in a way that will appeal to academic researchers and
tertiary students, early childhood educators and other caregivers.
It will assist in recognising children's strengths and deepening
collaborative partnerships between families, educators and other
caregivers.
Throughout the world, the challenges facing modern education are
formidable. Although some of the challenges facing are unique to
each educational jurisdiction, there are also some important
commonalities that transcend jurisdictions. Irrespective of the
nature of these challenges, there is an increasing focus on teacher
quality - what it is and how to enhance it. To date, research tells
us what expert teachers should be doing in their classrooms. This
approach is based on the idea that teaching expertise is nothing
more than the accumulation of specific skills and knowledge, and as
teachers acquire these skills and knowledge most of our educational
challenges can be overcome. This book questions this idea by asking
37 teachers who are already recognised as experts to share their
classroom secrets. Importantly, the teachers come from diverse
cultural contexts, including Australia, Finland, Hong Kong and the
US, and they share: how they became expert teachers; their
expectations for every student when they enter their classroom; how
they view and encourage teacher-parent partnerships; and what
skills and knowledge they consider important for expert teaching.
To our knowledge, this is the first book that compares and
contrasts the approaches taken by expert teachers from four very
different cultural groups. The book helps to demystify the work of
the modern teacher - what they do and the challenges they face. If
you aspire to be an expert teacher, this book provides a clear
model of how to approach the process. If you are an education
researcher searching for 'impact', this book outlines what are some
of the emerging hot topics in education research. If you are
involved in teacher education then this book offers some new
approaches to initial teacher education. If your focus is on
educational policy, this book helps make sense of the links between
the classrooms of expert teachers, education research and academic
achievement. Finally, this book will help parents understand how
best to partner with their child's teacher in order to enhance
their learning.
Growing Children's Social and Emotional Skills examines how
parent-educator partnerships can be achieved to enhance the
development of children's social and emotional skills. The book
presents the TOGETHER programme, a training programme that
emphasises the importance of the relationship between caregivers
and teachers with the children in their care, as well as deepening
the collaborative partnerships between teachers, educators and
caregivers. Using a case study approach, the book explores the
application of the TOGETHER programme across various home and early
childhood education contexts through the unique voices of those
involved. The TOGETHER programme presented in this book is: * Easy
to implement and adaptable, requiring minimal training time for
parents, teachers and educators * Designed to emphasise the
importance of relationships in developing children's social and
emotional skills * Supported by photocopiable resources and a
downloadable e-manual that can be used to implement the training
With the vision to empower caregivers to take an active role in
building children's social and emotional competence, this book is
written in a way that will appeal to academic researchers and
tertiary students, early childhood educators and other caregivers.
It will assist in recognising children's strengths and deepening
collaborative partnerships between families, educators and other
caregivers.
The second volume in this Early Childhood Education in the 21st
Century: International Teaching, Family and Policy Perspectives
miniseries focuses on teacher and family perspectives of early
childhood education and care from 19 different countries around the
world. The aim of this volume is to articulate the key components
of teacher education and family practices that impact young
children's education and care. Each country featured in this volume
presents its own unique perspective in relation to the cultural and
societal constraints around teacher training and/or family
practices and the thinking around those practices that are
important for early childhood development. Offering a unique
insight into how teachers and families work together in different
countries, the book is essential reading for early childhood
educators, researchers, early childhood organisations, policy
makers and those interested to know more about early childhood
within an international perspective.
Developing Leadership in the Asia-Pacific focuses on the design of
leadership programs that are able to meet the needs of students,
teachers and the wider community. Rather than taking an
all-encompassing approach that cover all contexts of leadership
development, this book is based on research that guides the
leadership teacher in designing a course that takes into account
the specific context and needs of individual students, the purpose
of the course, and how the course can be evaluated for its
effectiveness. Emphasising learner diversity, the book argues that
the students' specific cultural and educational contexts need to be
taken into account when designing leadership programs. Although
these courses are often taught outside of the regular curriculum,
components of leadership can be found in the regular curriculum.
Accordingly, this book helps the leadership teacher to integrate
the leadership program with the regular curriculum through the use
of guiding questions, quizzes, case studies, dilemmas, and other
pedagogical strategies. It links research with practice,
scaffolding teachers in understanding the content or issues
described in each chapter, assisting them in building a fully
defensible leadership program. A number of real life worked
examples are also provided throughout each chapter as a practicable
framework that can be used in teaching design for everyday units of
work. This book is a useful reference for researchers working in
leadership as well as an essential tool for teachers developing
leadership programs for students in primary, secondary or tertiary
contexts.
Developing Leadership in the Asia-Pacific focuses on the design of
leadership programs that are able to meet the needs of students,
teachers and the wider community. Rather than taking an
all-encompassing approach that cover all contexts of leadership
development, this book is based on research that guides the
leadership teacher in designing a course that takes into account
the specific context and needs of individual students, the purpose
of the course, and how the course can be evaluated for its
effectiveness. Emphasising learner diversity, the book argues that
the students' specific cultural and educational contexts need to be
taken into account when designing leadership programs. Although
these courses are often taught outside of the regular curriculum,
components of leadership can be found in the regular curriculum.
Accordingly, this book helps the leadership teacher to integrate
the leadership program with the regular curriculum through the use
of guiding questions, quizzes, case studies, dilemmas, and other
pedagogical strategies. It links research with practice,
scaffolding teachers in understanding the content or issues
described in each chapter, assisting them in building a fully
defensible leadership program. A number of real life worked
examples are also provided throughout each chapter as a practicable
framework that can be used in teaching design for everyday units of
work. This book is a useful reference for researchers working in
leadership as well as an essential tool for teachers developing
leadership programs for students in primary, secondary or tertiary
contexts.
The first volume in this Early Childhood Education and Care in the
21st Century: International Teaching, Family and Policy
Perspectives miniseries provides a snapshot of early childhood
education and care from 19 different countries around the world.
The intention is to provide a description for the policy and
provision for young children and their families in each of the
unique contemporary contexts. The selection of countries includes
every continent in the world to provide variety across cultures,
socio-economic status, location, population and other unique
factors. Some chapters also share the development and history of
early childhood in their country, including economic and political
transitions that lead to changes in early childhood provision and
policy. The book provides essential takeaways for early childhood
educators, researchers, early childhood organisations, policy
makers and those interested to know more about early childhood
education within an international perspective.
Throughout the world, the challenges facing modern education are
formidable. Although some of the challenges facing are unique to
each educational jurisdiction, there are also some important
commonalities that transcend jurisdictions. Irrespective of the
nature of these challenges, there is an increasing focus on teacher
quality - what it is and how to enhance it. To date, research tells
us what expert teachers should be doing in their classrooms. This
approach is based on the idea that teaching expertise is nothing
more than the accumulation of specific skills and knowledge, and as
teachers acquire these skills and knowledge most of our educational
challenges can be overcome. This book questions this idea by asking
37 teachers who are already recognised as experts to share their
classroom secrets. Importantly, the teachers come from diverse
cultural contexts, including Australia, Finland, Hong Kong and the
US, and they share: how they became expert teachers; their
expectations for every student when they enter their classroom; how
they view and encourage teacher-parent partnerships; and what
skills and knowledge they consider important for expert teaching.
To our knowledge, this is the first book that compares and
contrasts the approaches taken by expert teachers from four very
different cultural groups. The book helps to demystify the work of
the modern teacher - what they do and the challenges they face. If
you aspire to be an expert teacher, this book provides a clear
model of how to approach the process. If you are an education
researcher searching for 'impact', this book outlines what are some
of the emerging hot topics in education research. If you are
involved in teacher education then this book offers some new
approaches to initial teacher education. If your focus is on
educational policy, this book helps make sense of the links between
the classrooms of expert teachers, education research and academic
achievement. Finally, this book will help parents understand how
best to partner with their child's teacher in order to enhance
their learning.
The second volume in this Early Childhood Education in the 21st
Century: International Teaching, Family and Policy Perspectives
miniseries focuses on teacher and family perspectives of early
childhood education and care from 19 different countries around the
world. The aim of this volume is to articulate the key components
of teacher education and family practices that impact young
children's education and care. Each country featured in this volume
presents its own unique perspective in relation to the cultural and
societal constraints around teacher training and/or family
practices and the thinking around those practices that are
important for early childhood development. Offering a unique
insight into how teachers and families work together in different
countries, the book is essential reading for early childhood
educators, researchers, early childhood organisations, policy
makers and those interested to know more about early childhood
within an international perspective.
This book explores how professionals can engage and inspire parents
to support their young children's mathematics learning. Bringing
together international experts, researchers and scholars, it
proposes a framework for engaging with and supporting parents,
including those who are less aware of the crucial development of
children's mathematical skills in the early years. Focusing on
mathematics learning from birth to 5 years, the book's underlying
assumption is that it is possible to offer guidance to
professionals working with families with young children concerning
how to engage and support families in the area of mathematics
learning, including those families who seem alienated from
education services. Specifically, the respective chapters present a
framework for understanding children's early mathematical
development and the important role of families in this regard. They
describe effective strategies for engaging families in their
children's mathematics learning, including those who are
marginalised and experience multiple disadvantages, so that all
families can best support their children's mathematical learning
and their development of positive attitudes towards learning. In
closing, hurdles and opportunities within the systems surrounding
family engagement are addressed.
This book explores how professionals can engage and inspire parents
to support their young children's mathematics learning. Bringing
together international experts, researchers and scholars, it
proposes a framework for engaging with and supporting parents,
including those who are less aware of the crucial development of
children's mathematical skills in the early years. Focusing on
mathematics learning from birth to 5 years, the book's underlying
assumption is that it is possible to offer guidance to
professionals working with families with young children concerning
how to engage and support families in the area of mathematics
learning, including those families who seem alienated from
education services. Specifically, the respective chapters present a
framework for understanding children's early mathematical
development and the important role of families in this regard. They
describe effective strategies for engaging families in their
children's mathematics learning, including those who are
marginalised and experience multiple disadvantages, so that all
families can best support their children's mathematical learning
and their development of positive attitudes towards learning. In
closing, hurdles and opportunities within the systems surrounding
family engagement are addressed.
Education has become a political, economic and social priority for
Australia, with the success of schools (and teachers) being an
integral part of the economic and social future of the country. As
a result, quality assurance for learning and teaching has become
increasingly debated among policy-makers and the broader public,
with a call for more evidence, data and standards to ensure that
schools and teachers are held accountable for students' learning
outcomes. In response, this book provides a snapshot of the types
of evidence and data relating to learning outcomes that are being
collected in our classrooms within Australia. The chapters in this
book seek to interrogate current views of learning and teaching,
beyond what is measured in external assessments that only capture a
limited view of student learning outcomes. The chapters explore a
range of fundamental topics within education, including positive
learning environments, student voice and assessment. They explore
and articulate the vital knowledge and skills needed for current
and future teachers. In addition, these chapters make clear links
between teaching, learning and the theories that frame, shape and
inform these learning and teaching processes. The research
presented in this book provides practical and theoretical insights
into learning and teaching in early years, primary, secondary and
tertiary education.
International interest focuses on why pupils from East-Asia tend to
outperform pupils from the West and scholars have proposed a number
of possible explanations to account for these international trends.
Using Vygotsky's theory (1978) as a conceptual framework to
"construct" school achievement, this book puts forward culturally
relevant context for understanding developmental aspects of
children's school achievement and their implication to classroom
practice and education progress. Converging the two important lines
of inquiry - the child factor and the sociocultural factor - this
book showcases evidence-based scholarly works from across the globe
that shed light on causes of academic achievement in different
contexts. The book brings together eminent scholars from early
childhood, primary education, secondary and vocational education
who expertly capture the vitality of development and processes of
specific child factors and their interaction with their environment
that explain their school achievement. Foregrounded in the five
planes of cultural historical, institutional, social, personal and
mental, the research explain how children think, learn and form the
will to perform amidst the changing social and family environment,
and challenging school and educational environment.
The third volume in the Early Childhood Education in the 21st
Century: International Teaching, Family and Policy Perspectives
miniseries focuses on research highlights and policy aspects of
early childhood education and care from 22 different countries
around the world. This volume provides a platform for authors to
discuss and debate the implications of research findings on current
practices that reflect policies of each country. The research
presented spans from challenges in teacher training to case studies
of family practices around early child development to problematise
the key components of teacher education and family practices that
impact young children's education and care. By problematising the
key issues, chapter authors discuss the shifting paradigm of early
childhood education and the importance of future research in
informing these changes. Offering key policy and practice insights
across 19 different countries, this book is a must-read for early
childhood educators, researchers, early childhood organisations,
policy makers and those interested to know more about early
childhood within an international perspective.
The first volume in this Early Childhood Education and Care in the
21st Century: International Teaching, Family and Policy
Perspectives miniseries provides a snapshot of early childhood
education and care from 19 different countries around the world.
The intention is to provide a description for the policy and
provision for young children and their families in each of the
unique contemporary contexts. The selection of countries includes
every continent in the world to provide variety across cultures,
socio-economic status, location, population and other unique
factors. Some chapters also share the development and history of
early childhood in their country, including economic and political
transitions that lead to changes in early childhood provision and
policy. The book provides essential takeaways for early childhood
educators, researchers, early childhood organisations, policy
makers and those interested to know more about early childhood
education within an international perspective.
Education has become a political, economic and social priority for
Australia, with the success of schools (and teachers) being an
integral part of the economic and social future of the country. As
a result, quality assurance for learning and teaching has become
increasingly debated among policy-makers and the broader public,
with a call for more evidence, data and standards to ensure that
schools and teachers are held accountable for students' learning
outcomes. In response, this book provides a snapshot of the types
of evidence and data relating to learning outcomes that are being
collected in our classrooms within Australia. The chapters in this
book seek to interrogate current views of learning and teaching,
beyond what is measured in external assessments that only capture a
limited view of student learning outcomes. The chapters explore a
range of fundamental topics within education, including positive
learning environments, student voice and assessment. They explore
and articulate the vital knowledge and skills needed for current
and future teachers. In addition, these chapters make clear links
between teaching, learning and the theories that frame, shape and
inform these learning and teaching processes. The research
presented in this book provides practical and theoretical insights
into learning and teaching in early years, primary, secondary and
tertiary education.
International interest focuses on why pupils from East-Asia tend to
outperform pupils from the West and scholars have proposed a number
of possible explanations to account for these international trends.
Using Vygotsky's theory (1978) as a conceptual framework to
"construct" school achievement, this book puts forward culturally
relevant context for understanding developmental aspects of
children's school achievement and their implication to classroom
practice and education progress. Converging the two important lines
of inquiry - the child factor and the sociocultural factor - this
book showcases evidence-based scholarly works from across the globe
that shed light on causes of academic achievement in different
contexts. The book brings together eminent scholars from early
childhood, primary education, secondary and vocational education
who expertly capture the vitality of development and processes of
specific child factors and their interaction with their environment
that explain their school achievement. Foregrounded in the five
planes of cultural historical, institutional, social, personal and
mental, the research explain how children think, learn and form the
will to perform amidst the changing social and family environment,
and challenging school and educational environment.
The relationship between intellectual ability and academic
achievement is well established in the scientific literature.
According to Vygotsky (1978), however, the path between a child's
cognitive ability and their academic achievement is influenced by
the important people in their lives. This book presents a research,
which tested directly the controversial idea that parents play a
crucial role in influencing their children's academic achievement
because of the way that parents communicate their sociocultural
values and practices. Evidence is demonstrated using an approach
that employs both advance statistical methods including structural
equation modelling and case profiles from interviews of parents and
their children. In the light of the findings presented in this
book, parents are encouraged to maximise their children's academic
achievement through the creation of a mediation structure that
directly communicates their beliefs and academic expectations. This
long overdue book is useful for all students and researchers from
the broad area of education and psychology, and most of all, for
parents who care.
Vygotsky (1978) asserted that the path between a child's thinking
and their academic achievement is influenced by the important
people in their lives, in particular their parents. This book
presents case stories that show how parents play a crucial role in
influencing their children's academic achievement because of the
way parents communicate their sociocultural values and practices.
In the light of these stories and the critical exploration in
connection with the prevalent literature in the field, parents are
encouraged to maximise their children's academic achievement
through the appropriate opportunities that allow for interaction
and communication of their expectations and values. This book is
useful for all students and researchers from the broad area of
education and psychology, and most of all, for parents.
Partnerships with Families and Communities: Building Dynamic
Relationships is a comprehensive and accessible resource that
provides pre-service teachers with the tools required to build
effective, sustainable and proactive partnerships in both early
childhood and primary educational settings. This text introduces
models of home-school-community partnerships in educational
contexts and presents a comprehensive partnerships approach for
best practice in applying and leading effective relationships with
key stakeholders. It explores essential underpinning policies,
legislation and research theories that position strong, positive
and proactive partnerships as a systemic solution to children's
learning development. Key topics covered include diversity in
partnership work, reflective practice and tools for evaluating
working partnerships. Each chapter includes focused pedagogy, key
terms and definitions, scenarios and review questions, which enable
readers to deeply engage with new concepts. 'Proactive Partners'
boxes explore real-world scenarios and encourage readers to link
theory with practice.
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