Search

'Learning Bodies'addresses the lack of attention paid to the body in youth and childhood studies. Whilst a significant range of work on this area has explored gender, class, race and ethnicity, and sexualities – all of which have bodily dimensions – the body is generally studied indirectly, rather than being the central focus. This collection of papers brings together a scholarly range of international, interdisciplinary work on youth, with a specific focus on the body. The authors engage with conceptual, empirical and pedagogical approaches which counteract perspectives that view young people's bodies primarily as ‘problems'to be managed, or as sites of risk or deviance. The authors demonstrate that a focus on the body allows us to explore a range of additional dimensions in seeking to understand the experiences of young people. The research is situated across a range of sites in Australia, North America, Britain, Canada, Asia and Africa, drawing on a range of disciplines including sociology, education and cultural studies in the process. This collection aims to demonstrate – theoretically, empirically and pedagogically – the implications that emerge from a reframed approach to understanding children and youth by focusing on the body and embodiment.

This book examines the pedagogical encounters within children's ecological and socio-cultural historical contexts, and aspects of playful learning and development within these contexts. It addresses research and practices varying across learning contexts, providing easily adaptable exemplary practices leading to children's positive learning and development. The book offers a unified general cultural-historical theoretical model for exploring new contexts at different stages of children's learning and development. It suggests studying contexts as a source of development, as social situations of development. It analyzes play, early learning and the transition from play to school learning. It also explores the role of teachers and parents in supporting the development of executive functions, digital literacy, creative inquiries, problem solving and creativity as necessary and important prerequisites of children's school academic achievements. This volume contributes to the discourse on how children's learning is shaped in the 21st century era. It equips educators and parents with new and effective methods of creating developing contexts in their daily practice and to fully utilize the developing potential of existing contexts.

This accessible book is full of play-based activities to support child development. Grounded in evidence-based practice, it inspires and informs readers to understand play, and offers ideas and practical activities to use with the children in their care (ages 0-8).Drawing from the holistic and inclusive model of Developmental Play, which includes sensory play, creative-explorative play, meaning-making play and higher play, the activities focus on supporting aspects of social, emotional, physical and cognitive development. Each activity follows the helpful structure: “you'll need,” “your child will learn” and “top tips,” and shows how play can be used to enhance children's development in five key areas: To build emotional wellbeing To build social skills To build school readiness To build physical skills To develop sensory processing skills. Playfulness is fundamental to healthy holistic development and this book shows you why play matters, how it works, and why each reader should bring play back into children's lives to give them the best start in life for the best chance in life. It is essential reading for early years practitioners, primary school teachers, occupational therapists and parents.

This delightful visual book provides an accessible introduction to how play affects the holistic development and brain growth of children from birth to five years. Written by a leading expert, it brings current theory to life by inviting the reader to celebrate the developing brain that loves to play and is hungry for sensitive human interaction and rich play opportunities.Packed full of images and links to film clips of children playing in a variety of contexts on the companion website, chapters focus on different ages and stages of development, providing snapshots of real play scenarios to explore their play preferences and the theory that underpins their play behaviour. With clear explanations of what is happening in the body and brain at each'stage,'this book reveals the richness of the play opportunities on offer and the adult's role in facilitating it. Each chapter follows an easy-to-navigate format which includes: • Best practice boxes showing how play in different contexts has impacted a child's development • QR codes linking to short film clips on a companion website to exemplify key points • Brain and body facts sections providing short accessible explanations of key theories • Play and pedagogy discussion questions • Extended material to support the level four descriptors for degree-level study. With opportunities to dig deeper, full-colour photographs, and a fully integrated companion website, The Brain that Loves to Play is essential reading for all early years students and practitioners and all those with an interest in child development.

Incorporating Montessori Principles into Your Early Years Environments will allow readers to understand the developing child in their early years setting and how to adapt a Montessori approach to meet their pupils'needs. This book shares an insight into Maria Montessori's extensive research, observations, and findings about child development and education, enabling them to transfer these to their own setting. Based on the scientific observation of the child and the stages of development they go through, Montessori pedagogy can be successfully applied in any setting and is well-known for its child-centred, holistic, and individualised approach to education. By addressing its key principles such as respect for the child, prepared environment, and the role of the adult, chapters highlight the overarching vision Montessori's approach had and explore how and why it can still be so meaningful in today's early years classrooms. This book will allow the reader to reflect on the framework they work with and offer examples of adapted practice as well as highlighting the importance of knowing the children, observing their work, and planning suitable resources and activities that will nurture their development. This is an essential reading for trainee Montessori teachers, trainee educators, early childhood professionals, and childminders, empowering them to enhance learning and development for their pupils, whilst instilling love and respect throughout their interactions with them.

Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children's learning and development, this book is essential reading for students of early childhood theory and development.

This classic text has been helping teachers better understand young children's behavior for over 6 decades. Now available in an updated seventh edition, this popular resource is designed to deepen pre- and inservice teachers'understanding of children (birth–age 8) as unique individuals within a developmental context. Observation notes recorded over time reveal patterns in children's behavior, as well as ways in which behaviors may change. To strengthen teachers'efforts to better understand children as individuals, the authors provide a timeless methodology for documenting young children's behavior as they actively engage in classroom life. They outline methods for recordkeeping that capture children's interactions and experiences in the classroom. Numerous examples of teachers'observations of children enrich this work and make it accessible, practical, and enjoyable to read. Book Features: Provides early childhood educators with a guide for observing and recording as a way of better understanding children, while holding judgment in abeyance.Examines the need for teachers to reflect on their own experiences, even as children, and how these may influence their reactions to children's interactions and behaviors. Focuses on the centrality of family, community, and culture in children's lives, reflecting the diversity in contemporary early childhood classrooms. Explains the imperative for teachers to observe and record the behavior of young children as a means of interpreting their developmental capacities and abilities.“Responds to new knowledge about how children think, learn, and develop language, and about the influences of families, culture, and other environmental influences.”—Zero to Three (for fifth edition)

Drawing on extensive research over more than two decades, this book focuses on toys and games as resources for play. It analyses their functionalities as well as their symbolic meaning potentials, exemplifying how they are used in different contexts, such as home and preschool, and how these uses are regulated by parental, pedagogic and marketing discourses. Building on the work of semioticians such as Barthes, Baudrillard and Krampen, as well as on the social semiotics of Halliday, Hodge, Kress, and others, the book introduces a framework for the multimodal semiotic analysis of physical objects, and the ways in which they are digitally translated into words, images and sounds. It also introduces a multimodal framework with a focus on designs for and in learning. It then applies these frameworks to a range of toys and games for young children including teddy bears, dolls, construction toys, war toys and digital games. Throughout it shows how the toy and games industry contributes to changing the nature of childhood and the way children learn about the world. Accessibly written, the book will not only be relevant to students and scholars of multimodality and semiotics, but also to early childhood educators and parents of young children.

Being able to read and write with ease does not just open up imagination and learning, it also helps us to thrive and cope in a world increasingly based on complex information from coding to utility bills. Everyone wants children to make the best start with literacy, but despite the existence of evidence-based programmes of instruction, some do not respond as hoped at first, or show a fade in learning in later school years. This book is about why that happens, and what we can do about it.Drawing on research and the wide expertise of its authors, it sets out how lifelong literacy is based on crucial aspects of early child development and how these can be assessed and improved in classrooms. The book focuses on five core emerging literacy skills that underpin successful learning for children: concepts of print; phonological awareness; oral language; working memory and executive function; and pencil control.Educators who use this book and reflect on and adapt its ideas, will be more confident in what they are doing, with an enriched understanding of why it fits the children they are educating. It will be crucial reading for early years educators, primary classroom practitioners, educational psychologists, and speech and language therapists.

Playwork in Practice introduces the ways that playwork can be used across the children's workforce, including carers, qualified teachers, parents and other adults. You will learn the theoretical and practical aspects of the playwork approach supported by a wealth of research-evidence, this book is for anyone studying playwork or looking to use it in their own practice. The chapters focus on the following areas where the playwork approach can be applied: behaviour, adult expectations, relationships and inclusion, space, environment and outdoors, age, risk, and resilience, emotions and resilience, health, well-being and gender. Using a reflexive reflective approach, the book offers vivid descriptions of interactions between children and adults in a range of different circumstances and analyses these interactions critically. Each chapter includes a real-life story with analysis based on the authors conversations with carers, playworkers, parents and other adults. The chapters also include reflective questions.

Fully updated in its 2nd edition, this comprehensive and accessible book is a one-stop introductory text for those entering the field of early childhood studies and early years. Scholarly, and engagingly written, it covers all the key contemporary debates from child development, language acquisition and play to professional practice, health and wellbeing and diversity and inclusion. The new edition includes two new chapters on fostering creativity and sustainability. It covers the urgent post-pandemic need for early childhood practitioners to lead the remedial work for the 2020 generation of babies who lost valuable socialisation opportunities and includes discussion of the current'schoolification'of early childhood and the pursuit of data as a driver of education and care provision. It also examines the impact of health and income inequalities, Covid-19, global neoliberal policies and Brexit on the early childhood landscape. An excellent all rounder, it covers everything a student of early childhood will need. Each of the eighteen chapters has at least one global case study, and includes reflective exercises, topics for discussion, assignments and further reading lists. Throughout the book, vital connections are made between theory and practice to help students prepare for a career working with a diverse community of children, parents and professionals.

This insightful book offers a modern take on the time-honored tradition of developmentally appropriate, child-centered, constructivist philosophy of instruction: Teaching children one at a time, yet all at once. The book provides a comprehensive road map to teaching that supports student engagement, child development, classroom environment, grouping and organization, authentic literacy instruction, and culturally informed practices.Through a series of practical chapter essays and examples, the authors push back against scripted curricula and'one-size-fits-all'school initiatives, offering instead rich examples and guiding questions to bring you closer to an authentic teaching approach that honors students and their learning.Designed for early childhood through third-grade teachers, principals, administrators, and pre-service students, Constructivist Teaching by Heart is essential reading for professional development, peer discussions, university coursework, individual study, and everyone on the journey to making children the heart of their classrooms.

The preschool and reception years can be viewed as a stage of preparation for formal schooling. But we must not lose sight of the profound impact this time of play and exploration has as children continue developing the core processes they will later rely on. Nurturing Children through Preschool and Reception explores how a child's mind and body develops during this critical and sensitive period and how the choices practitioners and parents make every day have a deep impact on these processes. Underpinned by the latest research in the fields of child development, psychology, health and well-being, it explores the practices that can be embedded straight away to support children's ongoing development and give them the best opportunities for future success.The book follows a holistic approach through the Nurturing Childhoods Pedagogical Framework and the ABCs of Developing Engagement, alongside methods to consider the impact of learning experiences, decoding children's evolving behaviours and strategies for their development. Chapters cover:• Managing the expectations placed on the early years• Connecting with children through communication, movement and play• Recognising emotions and promoting effective choices• Helping young children manage their emotions in a social world• Developing young children's confidence to think and express themselves• Understanding young children's friendships and conflicts• Supporting lifelong learning in the years before schoolPart of the Nurturing Childhoods series, this exciting book provides practitioners and parents with the knowledge and understanding they need to nurture children's happiness, well-being and sense of security through the preschool and reception years.

Investigation of the role of music in early life and learning has been somewhat fragmented, with studies being undertaken within a range of fields with little apparent conversation across disciplinary boundaries, and with an emphasis on pre-schoolers'and school-aged childrens'learning and engagement. The Oxford Handbook of Early Childhood Learning and Development in Music brings together leading researchers in infant and early childhood cognition, music education, music therapy, neuroscience, cultural and developmental psychology, and music sociology to interrogate questions of how our capacity for music develops from birth, and its contributions to learning and development. Researchers in cultural psychology and sociology of musical childhoods investigate those factors that shape children's musical learning and development and the places and spaces in which children encounter and engage with music. These issues are complemented with consideration of the policy environment at local, national and global levels in relation to music early learning and development and the ways in which these shape young children's music experiences and opportunities. The volume also explores issues of music provision and developmental contributions for children with Special Education Needs, children living in medical settings and participating in music therapy, and those living in sites of trauma and conflict. Consideration of these environments provides a context to examine music learning and development in family, community and school settings including general and specialized school environments. Authors trace the trajectories of development within and across cultures and settings and in that process identify those factors that facilitate or constrain children's early music learning and development.

Nurturing Children's Social and Emotional Learning and Well-Being Children's relationships and experiences during their formative years have a far-reaching impact, and early childhood educators play a critical role in fostering the social and emotional competence children need to process and learn from these interactions. Explore how teachers can use the opportunities embedded in their curriculum, practices, and routines to support positive, healthy behaviors in children from birth through age 8. The revised and updated edition of this volume reflects recent advances in brain science, the field's heightened recognition of children's cultural contexts as central components of their social and emotional development, and more. It covers a wide range of timely and timeless topics, including how to Establish trusting relationships to teach, model, and reinforce positive behaviors Honor each child's dimensions of diversity and support the development of their individuality and humanity Engage in social justice projects that increase children's empathy and sense of agency Mitigate the effects of trauma in children's lives Implement strategies that relieve anxiety and teach coping skills Each article in this collection also includes questions to prompt deeper thinking on the content, highlighting connections to developmentally appropriate practice. Using the guidance in this resource, help children develop the social and emotional skills essential to their future well-being and success.

In today's digital world, it is critical to ensure technology is utilized appropriately and best practices for adoption are continuously updated, particularly when it comes to education. New technologies provide myriad opportunities for improvement within early childhood development; however, further study is required to fully understand the different tactics and strategies. The Research Anthology on Early Childhood Development and School Transition in the Digital Era considers how technology can assist with the development of young children and identifies different technologies that should be utilized within education for the benefit of students. Covering key topics such as instructional design, learning, literacy, and technology, this major reference work is ideal for administrators, principals, researchers, scholars, practitioners, academicians, instructors, and students.

The Neuroscience of the Developing Child informs Early Years (EY) students, practitioners and parents about the fundamental importance of self-regulation (SR) as a critical skill for young children to develop if they are to go on to lead happy and fulfilled lives. Packed with accessible information concerning the neuroscience of early brain development alongside real-life case studies, this book clearly demonstrates how to put SR theory into action across educational and home settings. Dr Conkbayir draws upon a wide range of resources to show readers how they can nurture SR through their daily interactions with children and the environment and experiences they offer them. Comprehensive and engaging chapters cover topics such as: Examining what exactly SR is (and what it is not) Co-regulation's critical role in enabling SR to occur Exploring the developing brain The importance of sensory integration as part of SR Using relational approaches to nurture behaviour in the classroom and at home The wider global role of SR in creating a sustainable future. With real-life case studies and reflective questions in every chapter, this book is essential reading for students and practitioners within the EY sector, as well as anyone beyond the sector wanting to develop their understanding of SR and how to apply it for themselves and others.

Scientists who study how the brain works have shown that children learn earlier—and learn more—than we once thought possible. From birth through age 5, children are developing the language, thinking, physical, emotional and social skills that they will need for the rest of their lives. This book is for families and caregivers who want to help their preschool children to learn and to develop the skills necessary for success in school—and in life. It begins with information that will help you prepare your child to learn and to get ready for school. The major portion are simple activities that you can use with your child. These activities are only a starting point. We hope that you and your child will enjoy them enough to create and try many more on your own. In addition, the text provides suggestions for how to monitor your child's TV viewing and to choose good TV programs and videos and how to choose suitable child care. It also provides a checklist to guide you as you prepare your child to enter kindergarten. As a parent, you can help your child want to learn in a way no one else can. That desire to learn is a key to your child's later success. Enjoyment is important!

An understanding of Child Development is necessary for early childhood students as it underpins all early year's practice and curricula. This book provides students with an in-depth understanding of the research, theory and current practice, supporting them through a complex area. Offering a fresh take, this book examines child development through a range of disciplines including psychology, education, sociology, anthropology and philosophy. Chapters are structured to support readers in understanding complex theory, with key features such as case studies which put theory into practice, reflective questions to encourage critical thinking, chapter summaries, further reading, and more. Amanda Thomas is Senior Lecturer in Education at University of South Wales. Alyson Lewis is Lecturer in Education Development at Cardiff University.

Why children should be taught coding not as a technical skill but as a new literacy—a way to express themselves and engage with the world.Today, schools are introducing STEM education and robotics to children in ever-lower grades. In Beyond Coding, Marina Umaschi Bers lays out a pedagogical roadmap for teaching code that encompasses the cultivation of character along with technical knowledge and skills. Presenting code as a universal language, she shows how children discover new ways of thinking, relating, and behaving through creative coding activities. Today's children will undoubtedly have the technical knowledge to change the world. But cultivating strength of character, socioeconomic maturity, and a moral compass alongside that knowledge, says Bers, is crucial.Bers, a leading proponent of teaching computational thinking and coding as early as preschool and kindergarten, presents examples of children and teachers using the Scratch Jr. and Kibo robotics platforms to make explicit some of the positive values implicit in the process of learning computer science. If we are to do right by our children, our approach to coding must incorporate the elements of a moral education: the use of narrative to explore identity and values, the development of logical thinking to think critically and solve technical and ethical problems, and experiences in the community to enable personal relationships. Through learning the language of programming, says Bers, it is possible for diverse cultural and religious groups to find points of connection, put assumptions and stereotypes behind them, and work together toward a common goal.

Immerse children who experience a rough start in life in the highest quality of care. Maltreatment during the first three years of life is of utmost concern. Not only are the numbers of harmed infants and toddlers staggering, maltreatment during this vulnerable period alters children's development in such a way that it robs them of reaching their full human potential. As an infant-toddler child-care provider, you are a “first responder” to this national crisis, playing a key role in the early identification of maltreatment and unhealthy patterns of development. You can be a gateway to healing. In Trauma-Sensitive Care for Infants, Toddlers, and Two-Year Olds, discover practical advice and strategies to nurture harmed children and start them on the path to healing. Create spaces that communicate safety.Provide predictable routines.Nurture connectedness and attachment.Use rhythm to support brain development.Nurture healthy social-emotional development.Use play to encourage self-regulation and self-confidence.Care for yourself so you can care for children. To recover and develop resilience in the face of adversity, infants and toddlers need fully present, playfully engaged, calm, and invested caregivers. There is no margin for error.

Nurturing Self-Regulation in Early Childhood explores how young children develop self-regulation and offers practical guidance on helping them to manage their feelings and behaviour. It considers the skills, attitudes and dispositions children need to be able to self-regulate and how their wellbeing and self-esteem can affect their ability to do this.Grimmer and Geens show how schools and settings can adopt an ethos where self-regulation permeates their whole provision. Considering the broad and multifaceted nature of self-regulation and how this key area of development shapes children and their learning, the chapters cover: developing empathy emotion coaching the practitioner as a co-regulator executive function and the sense of self and wellbeing international approaches to promoting self-regulation the role of the adult and environment in encouraging skills for self-regulation working effectively with parents and carers to ensure a consistent approach With a focus on developmentally appropriate expectations, this book is essential reading for all early childhood educators who want to develop their understanding of self-regulation and embrace an approach that underpins their practice and changes children's lives.

The Early Years Intervention Toolkit provides a range of ready-made activities to enable early years practitioners and health visitors to address observed difficulties in a child's development prior to starting school. It includes a checklist of observed behaviours which links to a range of effective and engaging activities to support children's development across the three prime foundational areas of learning: Communication and Language; Physical Development; and Personal, Social and Emotional Development. Activities focus on a variety of crucial skills such as speaking and listening, moving and handling, and forming relationships, making use of materials that are readily available in every early years setting.This toolkit offers: A time-saving approach to interventions, with additional guidance on planning, providing, and recording appropriate interventions Advice and activities to share with parents for them to try at home A framework to enable early years practitioners to identify specific difficulties in key areas of development Downloadable resources to support activities and interventions The Early Years Intervention Toolkit is an inclusive programme and all children in the early years will benefit from taking part in the activities. It will be an essential resource for early years practitioners to effectively identify and support learning needs in child development and will boost the confidence of young children as they prepare for Key Stage One.

This book gathers 16 theorists from diverse spaces to see what they each have to say about play. From deep in the 19th century until contemporary times, across cultures and different disciplines, through many languages, these theorists observed children in their finest form, at play. From social interactions to meaningful engagements, beginning in the crib, and outside to the pitch and forest, these theorists examined the evidence before them. Each in their own way, they affirmed that play is at the center of childhood growth and development.

Universal Design for Learning in the Early Childhood Classroom, Second Edition focuses on proactively designing PreK through Grade 3 classroom instruction, environments, and assessments that are flexible enough to ensure that teachers can accommodate the needs of all the students in their classrooms. Featuring updated language and examples to elevate discussions about inclusion and access along with a stronger anti-bias focus, this second edition includes new content on trauma-informed practice, strength-based approaches, social-emotional learning, family partnerships, and using remote and virtual technology. Highly practical and easy to use, this book remains THE essential guide to UDL in the early years.

As an early years practitioner, you will educate and care for children with a range of developmental needs and differences. This essential book introduces you to a play-rich approach providing both universal and targeted ideas that will support social and emotional development and ensure that children feel safe, secure, and nurtured. Using the four broad areas of need as a guide, each accessible chapter positions wellbeing at the heart of an effective approach to inclusion and offers meaningful and responsive teaching practices that create a sense of belonging and acceptance. Founded in the latest research, the book presents key knowledge alongside ideas and activities to support wellbeing, which can be embedded into the child's everyday experiences and adapted to meet their individual needs. This book offers: Evidence-based strategies and techniques that have a positive impact on the long-term social and emotional wellbeing of children with SEND. Guidance through the four broad areas of need, with a focus on play, learning, and developing an emotionally healthy early years environment. Examples of practice in action. Case studies, reflective questions, and activities that will upskill the reader and empower them in their role. Providing up to date, transferrable and essential knowledge on SEND in the early years, this is an essential resource for any practitioner looking to expand their repertoire and enrich the wellbeing of children with SEND.

This book presents a holistic view of child development that emphasises on being mindful of the child as well as his/her environment. It presents a history of the development of the early childhood education sector in Singapore. This book consolidates the more recent research work that has been done in early childhood education, specifically by researchers from the National Institute of Education, Singapore. It discusses topics focusing on child development and education, teacher training and wellbeing, and the development of culturally appropriate assessment. The content of this book center around the child, with a consideration of influences in the environment that can impact child development.

Children's curiosity about their lives and worlds motivates many interests. Yet, adults often have fixed ideas about what children's interests are and have been criticised for trivialising children's interests. This book offers a critical and accessible engagement with research on children's interests that challenges us to move beyond surface-level understandings. Children's Interests, Inquiries and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding children's learning. It provides evidence that we need to look beyond the activities or topics children may currently be selecting to find out who and what has stimulated their interests, how we might identify and interpret interests more analytically and deeply, and how we might respond and engage with these in ways that take children's interests seriously. Moving beyond play-based activities, Helen Hedges explains and illustrates a number of ways by which children's interests can be interpreted and understood, to get to the heart of what really matters to, and for, children. The book draws on examples from research with children aged under 5 years, and young adults aged 18-25. It also includes a chapter on teachers'interests. It presents new and original models for interests-based curriculum and sociocultural curriculum and pedagogy for future examination in research and practice.This book demonstrates that leaving behind long-standing, taken-for-granted practices that have influenced understandings of curriculum, pedagogy, learning, and outcomes allows a new perspective of children's interests to emerge. It will be of interest to researchers, postgraduate students, and practitioners in the early years, parents, and other professionals who work with young children.

Developmental Psychology and Young Children's Religious Education sets out to identify the conceptual pre-requisites for young children's religious education learning and clearly highlights the challenges that children and their teachers encounter in the RE educational process. Based on a study with 431 children aged 5 to 7 years from different schools, faith and non-faith, and 47 teachers from the same schools as the children, this book offers an insightful look into younger children's religious education, providing statistical evidence to dismantle the belief that young children lack the ability to conceptualise God in abstract terms. The information obtained from these children and their teachers reveals a major discrepancy between the teachers'perceptions of young children's conceptual abilities for RE learning, on the one hand, and children's actual abilities revealed in their responses throughout the study, on the other. Based on the evidence described in the volume, Petrovich argues that teacher-training courses for primary RE need to be designed to include a substantial component of contemporary developmental research that is of direct relevance to children's conceptual abilities and understanding of abstract concepts.Developmental Psychology and Young Children's Religious Education is essential reading for students and researchers in developmental psychology, religious education, teacher education, education studies and cultural anthropology.

Early Childhood Development celebrates the rich diversity of development among children in all neighborhoods in the United States and around the globe. It examines the physical, social, emotional, linguistic and intellectual characteristics of children from birth through age 8. Within each development domain, it considers the typical and atypical development of children of diverse cultures, abilities, socioeconomic backgrounds and gender identities. Hands-on applications, real-world stories and professional practice strategies bring the material to life. The 8th Edition includes new research and trauma topics in every chapter. New sections explore the impact of COVID-19, Black Lives Matter and other current events.

The book provides a comprehensive analyses of Vygotsky's and Piaget's theories implementation in modern preschool education. It analyzes the problem of the relationship between the natural and the cultural in the context of Vygotsky and Jean Piaget theories. Their discourses complemented each other: whereas Vygotsky developed his theory in the direction from society (culture) to the individual child, Piaget's movement was the opposite: from individual child to society. These two approaches confront modern world with the need to analyze the problem of childhood: is childhood a period of cultural exploration or is it a special form of relationship in which both the egocentrism and consciousness of the child, and the egocentrism and consciousness of culture are represented?Readers will gain insight into the methodology that makes possible to unite up-to-date views based on Vygotsky and Piaget theories on child development and education.

The premier Tier 3 intervention for the Pyramid Model, Prevent‐Teach‐Reinforce for Young Children (PTR‐YC) is a research‐proven, family‐centered approach used in preschool settings nationwide to resolve persistent challenging behaviors. Now this bestselling PTR‐YC guidebook is in a thoughtfully revised second edition, with enhancements and additions informed by user feedback, the authors'training experiences, and new studies on the effectiveness of the model.Developed by top behavior experts, this practical, reader‐friendly guidebook fully introduces the five steps of the PTR‐YC model: 1) teaming and goal setting; 2) data collection; 3) functional behavioral assessment; 4) development and implementation of a behavior intervention plan; and 5) using data, arranging for generalization, and next steps. You'll get instructions for conducting all five steps, case examples from real‐world experience, and the tools and assessment instruments you need to implement the steps effectively.Ideal for use in a wide range of early childhood settings—including preschools, Head Start, and child care programs—this accessible guide will help you strengthen every young child's social‐emotional skills and address even the toughest behavior challenges.WHAT’S NEW:New chapter on classroom‐wide procedures that help prevent challenging behaviorNew chapter on interim solutions to extreme challenging behaviorUpdates and revisions throughout based on feedback from users over the last 8 yearsNew evidence of the effectiveness of PTR‐YC, demonstrated by a recent randomized controlled trial and single case experimental analysesMore on ensuring fidelity and sustainability, increasing the chances for long‐term positive outcomesUpdated downloadable materials now online: checklists, rating scales, case examples, and a classroom practices assessmentSee more resources on supporting children's social-emotional competence with the Pyramid Model.

This Handbook explores the multidisciplinary field of childhood studies through a uniquely global lens. It focuses on enquiries and investigations into the everyday lives of young children in the age range of birth to 8 years of age, giving space to their voices and involving interrogations about the various aspect of their lives. This Handbook engages with the interdisciplinary field of childhood studies, education, cultural studies, ethnography, and philosophy, with contributions from scholars from across the globe who have focused their work on the complexities of childhoods in contemporary times. By considering a range of epistemologies, ontologies and perspectives to present the contemporary & systematic research on the topic from a wide range of academics and authors in the field, this Handbook provides a significant contribution to the international dialogue of Global Childhoods. Part 1: Global Childhoods Part 2: Researching Global Childhoods Part 3: Contemporary Childhoods Part 4: Pedagogies and Practice Part 5: Creating Communities for Global Children

This book explores how play is perceived and practiced through the lens of various different professional and international contexts. Children's experiences of play will vary according to the different institutions and organisations they are involved in across their lifespan during childhood. The chapters cover play from pre-school to adolescence that includes education, playwork and the new developing area of intergenerational play. This wide variety of contexts and cultures raises questions about universal concepts and notions of ‘play'. The editors and contributors explore how policy, practice and research can identify both differences and commonalities between the way that play is perceived and experienced by children and adults across different types of provision.

This new edition of a classic text is the go-to reference for anyone concerned with the developmental progress of pre-school children. It provides the knowledge required for understanding children's developmental progress with age and within each developmental domain.Including new sections on atypical development for each of the core domains of development and additional material on the development of attention and self-regulation, this fifth edition integrates findings from the latest research throughout. An updated companion website is available at www.routledge.com/cw/sharma, which includes the following additional learning material: an interactive timeline of the key developmental domains; introductions to theory with links to further reading; research summaries; video clips demonstrating practical assessment skills; downloadable resources including pictures to support examination of verbal and non-verbal development, and tips to facilitate and promote development.Fully aligned with current child development philosophies and practices, Mary Sheridan's From Birth to Five Years: Children's Developmental Progress is designed to support the wider group of practitioners – including those from health professions, social work and early years – that are now required to take steps for promoting children's development as part of their assessment and management plans.

This timely and accessible volume explores how our understanding of research in child development can help cultivate the knowledge, skills, and attitudes children need for informed and thoughtful participation in society by viewing the curriculum through a developmental lens. Gordon Biddle and Garcia-Nevarez cover a range of key topics including characteristics of physical, cognitive, and psychosocial development of children; heritable and environmental influences on children's developing self; language and literacy development; mathematical cognition; growth mindsets; and evidence-based positive behavioral interventions and supports. The expert team of contributors offers an advanced exploration of developmental science and how this applies to learning and education in order to create inclusive environments that support children with a range of abilities, including those with the most significant medical, intellectual, and developmental delays. Each chapter contains boxes exploring how the topic relates to the themes of'Promoting Social and Emotional Competence Theory,''Research to Practice Connection,''Common Core and Other Standards,'and'Social Justice and Diversity,'ensuring comprehensive and consistent coverage across the volume. Developmentally Appropriate Curriculum and Instruction will be essential reading for students of child development and education, as well as educators and those in teacher training who are interested in how theory and research can be effectively harnessed to improve children's outcomes.

Early Childhood and Neuroscience is a practical guide to understanding the complex and challenging subject of neuroscience and its use (and misapplication) in early childhood policy and practice. The 2nd edition has been updated throughout and includes a new Foreword by Dr Laura Jana (Penn State University, USA), a new Introduction and three new chapters on: - the effects of childhood trauma - self-regulation - neurodiversity The book provides a balanced overview of the debates by weaving discussion on the opportunities of using neuroscience in early childhood practice with examination of the limitations and ethical implications throughout the chapters. This enables students to inform their own opinions about the discipline and its use in their future practice. Clear explanations of the main terms and theories are complemented with illustrative case studies of cutting-edge research from around the world, a glossary of key terms and suggestions for further reading. Reflective discussion questions give readers the chance to apply their theoretical knowledge to real-world contexts.

This fully updated new edition of From Birth to Five Years: Practical Developmental Examination is a step-by-step ‘how to'guide to the developmental examination of pre-school children. Based on up-to-date research into current child development philosophies and practices, this text supports the wider group of professionals who are required to assess children's developmental progress as part of their day-to-day working practices.It begins with a practical framework for developmental examination, then progresses through each of the key developmental domains, offering guidance on enquiry and observation, and on how to chart typical and atypical patterns, with red flags for recognising significant delay or disordered development. Advice is also given on how to make sense of the findings and how best to communicate this information to parents. To consolidate and expand on the practical and theoretical information across this book and its companion, Mary Sheridan's From Birth to Five Years, an updated companion website is available at www.routledge.com/cw/sharma, which includes the following additional learning material: An interactive timeline of the key developmental domains; Introductions to theory with links to further reading; Research summaries; Video clips demonstrating practical assessment skills; Downloadable resources including pictures to support examination of verbal and non-verbal development, and tips to facilitate and promote development. Developed alongside the original Mary Sheridan's From Birth to Five Years: Children's Developmental Progress, this unique guide expands on its normative developmental stages by offering practical guidance for health, education and social care professionals, or anyone concerned with monitoring children's developmental progress.

Child care environments have received extensive research attention by those interested in understanding how participating in nonparental child care might influence the children's development and learning. Throughout the United States (US Census Bureau, 2011) and Europe (Organization for Economic Co-operation and Development, 2006) a large number of young children are cared for outside of the home by non-parental adults. Young children's nonparental care is commonly referred to as'child care,” and is provided to children whose ages range from birth to 12 years of age. The provision of child care services has become an increasingly important part of early childhood education. In fact, the United Nations Children's Fund (2019) states that a large majority of children worldwide spend at least some of their week in child care, such arrangements include center care, family child care, in-home child care, relative child care, and supplemental child care. Child care researchers have been conducting studies to understand how participating in nonparental child care might influence the children's development and learning outcomes. There are more than enough child care studies to make numerous major inferences. For example, research outcomes show that child care quality seems to be more influential than either the kind of child care or age of admission in determining the children's development and learning. The adults'child care affects the quality in child care. In the environment adults who are caring for the children have the opportunity to effectively assume both nurturing and instructional roles to help young children cultivate their social and cognitive abilities. The teachers'effectiveness is related to their individual characteristics, such as formal education, specialized training, and the classroom environment. However, the majority of the studies show that both family and quality of child care have the most significant effects on the children's development and learning. Therefore, the concept of child care has heavily influenced modern views. Researchers, scholars, and educators are beginning to understand the current foundations based on theoretical frameworks that contribute to the purposes of the child care in the United States and Europe. The contents of the child care volume reflect the major shifts in the views of these early childhood researchers, scholars, and educators in relation to research outcomes on child care, its historical roots, the role of child care in early childhood education, and its relationship to theory, research, and practice.

As a dedicated practitioner, you want the very best for your children. You want them to grow up healthy, happy, self-reliant and confident in their abilities. That is why it is vital that personal and thinking skills underpin every aspect of the early years foundation stage. Personal skills enable children to manage stress, to bounce back after difficulties, to understand that mistakes are important for learning, and to communicate and cooperate with others. Thinking skills are about making decisions, solving problems systematically and thinking critically. Continuous Provision: Personal and Thinking Skills gives practical guidance on how to further children's personal and thinking skills as you play with them, so that they continue to develop their abilities when you are not present. It includes: • Focused sections with a clear breakdown of personal and thinking skills, so that you have the knowledge and confidence to promote children's development. • Open-ended questions to further each specific skill, as well as practical challenges to enrich children's learning experiences. • Activity ideas and photocopiable resources to help you plan for continuous provision. Ideal for practitioners who work with children aged from 30 months onwards.

Recognizing the various ecological contexts that support children's development while amplifying voices from across the globe, this book challenges narrow interpretations of quality and best practice. Each author offers a unique perspective on issues germane to the field of early childhood education: perceptions of children, curriculum, teacher education, and play-based learning. An innovative, timely, and much-needed contribution, this book represents an inclusive collection of theoretical and cultural knowledge, as well as research. Such a diverse multicentric lens opens new intellectual pathways for authentic, reciprocal knowledge exchange, while ensuring that a reimagining of early childhood education remains at the core of our teaching practice, scholarship, and activism. This book invites everyone to imagine, to dare to believe, to hope, and to act—in the interests of children, in the interests of communities and families, and in the moral precepts of equity, inclusion and justice.

This book shows connections between oral story listening and unique, enduring educational effects in and outside of the classroom. Using scientific studies and interviews, as well as personal observations from more than thirty years in schools and libraries, the authors examine learning outcomes from frequent story listening. Throughout the book, Schatt and Ryan illustrate that experiencing stories told entirely from memory transforms individuals and builds community, affecting areas such as reading comprehension, visualization, focus, flow states, empathy, attachment, and theory of mind.

This book has been designed to provide educators with practical strategies and approaches to support the motor and coordination development of children within an educational setting. Difficulties with movement and coordination can significantly affect participation and learning, in Early Years settings and schools, but many of these children can be supported through changes to their educational environment, or the implementation of universal strategies.This invaluable resource demonstrates how professionals can positively impact on children's educational progress, outcomes and social participation.This book: Combines perspectives of occupational therapy and special educational needs, using evidence-based research to provide professionals with the knowledge and confidence to enhance quality first teaching skills for all children, in all settings. Promotes inclusion and participation in activities that affect pupil progress, such as handwriting, self-care, lunchtime, physical activities and play. Offers a range of activities, tips and guidance to help improve progress and academic achievement for all children. Taking a holistic approach to early learning and teaching, this is a vital resource for teachers and trainee teachers, teaching assistants, SENCOs, student occupational therapists and all practitioners working in Early Years settings.

This book is an exploration of story and its importance in early childhood. It provides a thorough theoretical foundation, and considers how to practically implement the use of stories to aid children's wellbeing and holistic development.The chapters cover topics including cognitive and emotional development, creativity, play, mathematics, language development, and trauma and healing. It is an ideal resource for early years practitioners, parents, and all those working in early childhood who are looking to encourage creativity, build agency and foster positive communication in children's lives.

This exciting new book illustrates and analyses the complexities of children's and young people's everyday lived experiences throughout childhood. Taking an interdisciplinary approach, it provides theoretical frameworks and case studies to critically examine assumptions in the field and explore emerging perspectives. Considering different stages throughout childhood and youth, chapters cover key topics such as eating practices, gender, play, digital media and the environment.Drawing upon insights from cultural studies, sociology, social anthropology, psychology, health and education, this book focuses on four key areas: Bodies and minds Space, place and belonging Inequalities and inclusion Childhood in the past, present and future Essential reading for students on childhood and youth and education courses, Exploring Childhood and Youth is an important resource for practitioners working with children and young people, and for parents, communities and legislators who have influence over children's and young people's lives.

This accessible text encourages readers to understand and confidently engage with distinctive early years pedagogy. It shows how pedagogy not only underpins the early years curriculum but is also inherent in the role of the adult and the experiences that are offered to young children. The book explains what the differing early years pedagogies are, why they are encouraged, and the knowledge, skills, and practice that are required to work with them. Emphasising that what works in one situation may not in another and a wider pedagogical knowledge is essential to ensure quality outcomes for children, it considers key topics such as: the role of the pedagogue and developing your own style promoting a lifelong love of learning in children under your care sensitivity and inclusion for all children's cultures and communities promoting the rights of every child under your care. Incorporating reflection points and research tasks to support independent learning, this is essential reading for students on Early Childhood Studies courses and Early Years Foundation Degrees as well as early years practitioners.

<i>Working Well with Babies</i> describes the comprehensive competencies (including the knowledge, dispositions, and skills) that educators of infants and toddlers must have to provide optimal support for infants and toddlers. Designed as a learning resource for both in-service and pre-service infant/toddler practitioners, this text details the nine competency dimensions of infant/toddler educators developed by the Collaborative for Understanding the Pedagogy of Infant/Toddler Development (CUPID). The nine competencies are 1. Reflective Practice 2. Building and Supporting Relationships 3. Partnering with and Supporting Diverse Families 4. Guiding Infant and Toddler Behavior 5. Supporting Development and Learning 6. Assessing Behavior, Development, & Environments 7. Including Infants and Toddlers with Special Needs 8. Professionalism 9. Mentoring, Leadership, and Supporting Competencies in Adults Supplemental appendices include rich and well-organized information to build core knowledge of development over the first three years and apply this knowledge to practice. Reproducibles designed to enhance active and engaged learning are organized by chapter and provide examples, reflective exercises, and information to share with families.

This critical volume combines theoretical and empirical work across disciplines to explore what threatens scalability—and what enables it—in the early childhood field. Authors and editors provide specific recommendations to help professionals refine and apply the science of scaling in their programs, research, and decision making.Written by leading experts in early childhood, economics, psychology, public health, philanthropy, and more, chapters and commentaries shine light on how to effectively use experimental insights for policy purposes. The result is a comprehensive and forward-thinking guide to the challenges and possibilities of effective scaling in early childhood and beyond.Essential reading for researchers, practitioners, funders, and policy makers alike, this book raises vital questions and provides a vision for the long-term journey to scalable evidence.

This book explores creative development in babies and shows how practitioners can support even the youngest child's natural curiosity and help them to develop their ideas, thoughts and feelings. It provides engaging, cost-effective and achievable activity ideas to support the developing creative mind, covering the outdoors; communication and language; and personal, social, emotional and physical development.Including discussion boxes, case studies and reflective points in every chapter, Day offers guidance and insight into key topics and well-known theories, including how and why to facilitate creativity, adult-baby relationships and attachment, the environment and resources that enable creativity and outdoor exploration and play. Discover Creativity with Babies is a wonderful guide for early years practitioners looking to support and cultivate the curious and creative side to every child, however they may choose to express it.

This book brings together a range of scholars from 10 different countries to address the contemporary state of play in national standard language education – i.e. the L1 subjects. It seeks to understand the field from within a comparative-historical and transnational frame. Four thematic threads are woven through the volume: educationalisation; globalisation; pluriculturalism; and technologization. The chapters range over various aspects of L1 as a school subject: literature, language and literacy; reading and writing; media and digital technology; the dialogue between curriculum inquiry and Didaktik studies; the continuing relevance of Bildung; the significance of history and nation; and new challenges of culture and environment in the face of climate change. The book concludes with a reflection on the prospects for L1 education today and tomorrow, in a now thoroughly globalised context and, accordingly, deeply implicated in a necessary new project of nation re-building.