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Conversations with Families of Children with Disabilities creates a
space for diverse families of children with disabilities to share
their stories with pre-service and in-service teachers.
Specifically designed for professionals preparing to work with
families of children with disabilities, this text invites the
reader to listen in as families reflect on their personal journeys
in conversation with the authors. This powerful book helps
educators develop a deeper understanding of families and enhance
their capacity for authentic partnerships.
Conversations with Families of Children with Disabilities creates a
space for diverse families of children with disabilities to share
their stories with pre-service and in-service teachers.
Specifically designed for professionals preparing to work with
families of children with disabilities, this text invites the
reader to listen in as families reflect on their personal journeys
in conversation with the authors. This powerful book helps
educators develop a deeper understanding of families and enhance
their capacity for authentic partnerships.
This handbook synthesizes both contemporary research and best
practices in early childhood teacher education, a unique segment of
teacher education defined by its focus on child development, the
role of the family, and support for all learners. The first volume
of its kind, the Handbook of Early Childhood Teacher Education
provides comprehensive coverage on key topics in the field,
including the history of early childhood teacher education
programs, models for preparing early childhood educators,
pedagogical approaches to supporting diverse learners, and
contemporary influences on this quickly expanding area of study.
Appropriate for early childhood teacher educators as well as both
pre- and in-service teachers working with children from birth
through 8, this handbook articulates the unique features of early
childhood teacher education, highlighting the strengths and
limitations of current practice as based in empirical research. It
concludes by charting future directions for research with an aim to
improve the preparation of early childhood educators.
This book provides a wide spectrum of research on young children's
humor and illuminates the depth and complexity of humor development
in children from birth through age 8 and beyond. It highlights the
work of pioneers in young children's humor research including Paul
McGhee, Doris Bergen, and Vasu Reddy. Presenting a variety of new
perspectives, the book examines such issues as play, humor,
laughing and pleasure within the context of learning and
development. It looks at humor, wordplay and cartoons that can be
used as educational tools in the classroom. Finally, it provides
explorations of humor within a cultural and spiritual context. The
book presents diverse and creative methods to study humor and
provides practical implications for adults working with children.
The book offers a powerful springboard for moving research and
practice toward a deeper understanding of young children's humor as
an integral and meaningful component of early development and
learning.
This handbook synthesizes both contemporary research and best
practices in early childhood teacher education, a unique segment of
teacher education defined by its focus on child development, the
role of the family, and support for all learners. The first volume
of its kind, the Handbook of Early Childhood Teacher Education
provides comprehensive coverage on key topics in the field,
including the history of early childhood teacher education
programs, models for preparing early childhood educators,
pedagogical approaches to supporting diverse learners, and
contemporary influences on this quickly expanding area of study.
Appropriate for early childhood teacher educators as well as both
pre- and in-service teachers working with children from birth
through 8, this handbook articulates the unique features of early
childhood teacher education, highlighting the strengths and
limitations of current practice as based in empirical research. It
concludes by charting future directions for research with an aim to
improve the preparation of early childhood educators.
Learn how to create and nurture communities of care for diverse
children, families, and practitioners through responsive practice.
In this text, the social and emotional worlds of babies and
toddlers, their peers, and their caregivers come to life in the
everyday moments of infant-toddler care and education. The authors
show infants and toddlers as active, agentic, and intentional
social partners from the start of life, highlighting their unique
capacities for social engagement with both adults and peers.
Interwoven within each chapter's narrative are insights culled from
extensive observations, teacher interviews, and video analyses.
Part I emphasizes play, peer friendships, and humor as essential
elements of infant learning, illustrated throughout with anecdotes
of praxis in early care and education settings. Building on these
aspects of babies' ways of being in group care, Part II examines
the complex roles of infant-toddler professionals and the critical
importance of supportive and caring environments. Readers will
explore the elements needed for in-depth and specialized
professional preparation, including overarching principles of
relationship-based practice. Book Features: Illuminates particular
and understudied ways that infants and toddlers actively contribute
to their own social learning and development. Shares how teachers
learn to engage with and nurture infants' and toddlers' social
capacities and experiences within child care settings. Uses
anecdotes and vignettes from the authors' research and practice
with infants, toddlers, and caregivers to bring their experiences
to life. Discusses themes that are important and unique for infancy
and toddlerhood, such as play, friendships, humor, and professional
love. Presents a unique set of chapters that reveal infants' and
toddlers' perspectives, while also considering the caregiver's
actions within a responsive care framework.
This book provides a wide spectrum of research on young children's
humor and illuminates the depth and complexity of humor development
in children from birth through age 8 and beyond. It highlights the
work of pioneers in young children's humor research including Paul
McGhee, Doris Bergen, and Vasu Reddy. Presenting a variety of new
perspectives, the book examines such issues as play, humor,
laughing and pleasure within the context of learning and
development. It looks at humor, wordplay and cartoons that can be
used as educational tools in the classroom. Finally, it provides
explorations of humor within a cultural and spiritual context. The
book presents diverse and creative methods to study humor and
provides practical implications for adults working with children.
The book offers a powerful springboard for moving research and
practice toward a deeper understanding of young children's humor as
an integral and meaningful component of early development and
learning.
The ICP (TM) manual guides users on understanding, implementing,
and scoring the ICP. How well is your early childhood program
implementing quality inclusive practices? Now there's a
comprehensive, field-tested observational tool that uncovers the
answers. A one-of-a-kind tool for classrooms serving children ages
2-5, the Inclusive Classroom Profile (ICP (TM)) assesses 12 key
practices with the strongest research base for supporting the
education and development of young children in inclusive programs:
*Adaptations of Space, Materials, and Equipment *Adult Involvement
in Peer Interactions *Adults' Guidance of Children's Free-Choice
Activities and Play *Conflict Resolution *Membership *Relationships
between Adults and Children *Support for Communication *Adaptation
of Group Activities *Transitions between Activities *Feedback
*Family-Professional Partnerships *Monitoring Children's Learning
Benefits The in-depth ICP (TM) evaluation process gives you the
rich information and insights you need to:*assess your program's
current inclusive practices *establish a baseline for measuring
future progress *apply recommended inclusive practices for young
children *guide quality improvement efforts by linking assessment
data with instructional decision-making *tailor professional
development to teachers' specific needs
Learn how to create and nurture communities of care for diverse
children, families, and practitioners through responsive practice.
In this text, the social and emotional worlds of babies and
toddlers, their peers, and their caregivers come to life in the
everyday moments of infant-toddler care and education. The authors
show infants and toddlers as active, agentic, and intentional
social partners from the start of life, highlighting their unique
capacities for social engagement with both adults and peers.
Interwoven within each chapter's narrative are insights culled from
extensive observations, teacher interviews, and video analyses.
Part I emphasizes play, peer friendships, and humor as essential
elements of infant learning, illustrated throughout with anecdotes
of praxis in early care and education settings. Building on these
aspects of babies' ways of being in group care, Part II examines
the complex roles of infant-toddler professionals and the critical
importance of supportive and caring environments. Readers will
explore the elements needed for in-depth and specialized
professional preparation, including overarching principles of
relationship-based practice. Book Features: Illuminates particular
and understudied ways that infants and toddlers actively contribute
to their own social learning and development. Shares how teachers
learn to engage with and nurture infants' and toddlers' social
capacities and experiences within child care settings. Uses
anecdotes and vignettes from the authors' research and practice
with infants, toddlers, and caregivers to bring their experiences
to life. Discusses themes that are important and unique for infancy
and toddlerhood, such as play, friendships, humor, and professional
love. Presents a unique set of chapters that reveal infants' and
toddlers' perspectives, while also considering the caregiver's
actions within a responsive care framework.
In this engaging book, the authors share stories from their
practice and research about several young children with a variety
of developmental delays and disabilities and their teachers. They
explore the ways that teachers and children respond in real
classrooms to real challenges, examining both those opportunities
that are capitalised on as well as those that are missed. The book
addresses a wide array of issues that contribute to our
understanding of ''what makes a difference'' in the inclusive early
childhood classroom: the role of development, ways of honouring
different learning styles, building a sense of classroom community,
addressing power dynamics, and responding to conflict with both
teachers and peers. This practical resource introduces a framework
that will inspire early childhood teachers to reflect on their own
practices and take action to develop new strategies for teaching in
inclusive classrooms.
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