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Implement Universal Design for Learning in your preschool or kindergarten classroomCreating Young Expert Learners is an accessible and engaging guide for early childhood educators. Universal Design for Learning (UDL) is a framework for the proactive design of classroom instruction, with an emphasis on meeting the needs of learners of all abilities in the classroom. With three principles at its core—multiple means of engagement, multiple means of representation, and multiple means action and expression—UDL is based in the science of learning to ensure that classroom instruction offers the supports needed to help young children become expert learners who take ownership of their own learning. Creating Young Expert Learners includes a theoretical introduction to the concept of UDL as it applies to young children, as well as practical examples of common early childhood learning units designed within a UDL framework. Vignettes and examples help early childhood educators connect the theory to practice and sample learning units are included for teachers to use in their own classrooms. Use UDL to help you design your teaching to reach all the children in your early childhood program.

Ensure young learners transition to kindergarten successfully. This tool kit is an ideal planning resource for early childhood professionals as they coordinate a successful transition to kindergarten that benefits children, their families, and schools. Using an anti-bias lens throughout, this updated edition incorporates current best practices in the field while also considering the effects of the COVID-19 pandemic on kindergarten readiness. Filled with information, advice, and activities, Ready for Kindergarten includes discussion questions, reproducible checklists, and assessment and planning templates to help you prepare children for the transition to kindergarten.

Die in diesem Band vorgestellten Expertisen richten den Blick zum einen auf die Frage nach der Erfassung kindlicher Kompetenzausprägungen im Krippenalter, zum anderen auf Entwicklungs- und Kompetenzbereiche, die bisher in dieser Altersgruppe weniger berücksichtigt wurden und in breit angelegten Studien (large scale studies) untersucht werden können. Im Einzelnen geht es um frühkindliche mathematische Kompetenzen, kindliches Wohlbefinden, selbstregulative Fähigkeiten bzw. exekutive Funktionen sowie die Bewältigung von Alltagsanforderungen von Kindern im Krippenalter. Es wird davon ausgegangen, dass diese vier Bereiche bedeutsame Kriterien darstellen, auf die sich die Anregungsqualitäten in Familien und Kindertageseinrichtungen auswirken (können) und die deshalb - neben anderen - in zukünftigen Studien stärker beachtet werden sollten. Im Mittelpunkt aller vier Expertisen steht die Frage, welche Bereiche bzw. Merkmale für diese Altersgruppe (Kinder zwischen 2,6 bis 3,0 Jahren) relevant und zudem auch für die weitere Entwicklung der Kinder bedeutsam sind.

María Renée Candia desarrolla en esta obra múltiples miradas sobre el cuaderno como objeto escolar, como mapa, como testimonio y, principalmente, como un dispositivo didáctico que posibilita inscribir con autoría la lectura del mundo que realizan lxs niñxs en su travesía por el jardín. Se ofrece una amplia gama de textos gráficos verbales y no verbales para que dichos registros sean más ricos y a la vez potencien los procesos de alfabetización en sentido amplio. El cuaderno es un campo problemático atravesado por tensiones que llevan a encontrar las formas de uso que salvaguarden la identidad del Nivel Inicial, posicionándolo como parte de su agenda didáctica. Asimismo, en tanto documento escolar autorizado, deja registro o huellas de prácticas alfabetizadoras que son tomadas como objeto de análisis posibilitando adentrarse en el campo de la alfabetización en sentido estricto. Esta obra aporta, desde un minucioso estudio, a la comprensión de cómo las herencias pedagógicas formatean dichas prácticas.

Trenger du konkrete tips til hvordan endrings - og utviklingsarbeid i barnehagen skal organiseres og ledes? I rammeplanen for barnehager understrekes det at barnehagen skal planlegge, dokumentere, utvikle og vurdere den daglige, pedagogiske driften. I tillegg påpekes det at Barnehagen er en lærende organisasjon. I en lærende organisasjon skal hele personalet reflektere sammen rundt faglige og etiske problemstillinger, og i fellesskap samskape ny praksis som sikrer høy og likeverdig kvalitet til alle brukerne av institusjonen. Denne boken tar sikte på å hjelpe barnehagene til å delta aktivt i utviklings - og endringsarbeid i tråd med myndighetenes føringer. Målet er at hele personalet kan være aktive i kvalitetssikring og kvalitetsheving av pedagogisk praksis. 2.utgaven er oppdatert i henhold til nyere føringer fra myndighetene. Dette inkluderer «Kompetansestrategi for fremtidens barnehage» og «Rammeplan for barnehagen av 2017».

Der Übergang vom Kindergarten in die Volkschule wird in der Bildungslandschaft seit langem diskutiert, beforscht und aus verschiedenen Perspektiven beleuchtet. Nicht nur für die Kinder, sondern auch für deren Familien und Pädagog/innen ist Transition mit Herausforderungen, vielen Erfahrungen und neuen Aufgaben verbunden. Dieser Tagungsband beschäftigt sich mit Kooperationsmöglichkeiten und gelebten Praxen in beiden Institutionen. Anhand von Konzepten zu Transitionen, Umgang mit Diversität und sprachlicher Vielfalt, unterschiedlichen Tools und gesammelten Erfahrungen zur Zusammenarbeit richtet sich dieser Sammelband an alle an einer systemischen Vernetzung Interessierten.

Loose parts. You have heard the term, probably in the context of promoting engaging play with open-ended, natural, and manufactured materials that can be manipulated with limitless possibilities. In this book, discover how a loose parts mindset promotes active learning in the early elementary classroom, enhancing curriculum and ensuring connection to state standards. Offering inspiration and guidance on developing, applying, and teaching a loose parts mindset, the authors break down common myths of using loose parts for learning and walk you through getting started in the classroom and on the school grounds. Examine your role as an educator, address safety concerns, and explore how you might evaluate and assess loose parts in the classroom. The inspiring photographs in this book showcase ways to apply the loose parts mindset to science, technology, reading and literacy, engineering, art, and math lessons. Use this book as a smorgasbord of ideas—pick and choose ones that work for you, your students, and your community. None of us is too old for a little loose parts play!

From Oops to Aha pulls back the curtain on learning from mistakes in four public school Kindergarten classrooms: urban, charter, Montessori, and suburban. With each chapter, the reader is transported directly into the daily lives of teachers and their students. The portraits offer poignantly-detailed, moment-by-moment illustrations of how teachers respond to mistakes and interact with students. At the micro-level, this perspective reveals how teachers'beliefs, intentions, and instructional practices play out in context during daily life in the classroom. By juxtaposing the true stories of the lives of Kindergarten teachers and children, Donaldson makes plain that even in this very early grade, there is a wide and striking range of children's interpersonal and learning experiences in school. All Kindergarten classrooms are not the same; the nuanced way teachers respond to mistakes in the moment is impacted by access to resources and by policies enacted at a broader level. This book will inform and inspire readers to reexamine preconceived notions of mistakes, feedback, and early childhood learning and teaching, and to reconsider their impact on educational equity.

In the World Library of Educationalists international experts compile career-long collections of what they judge to be their most significant pieces – excerpts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single, manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Educating Young Children: A Lifetime Journey into a Froebelian Approach draws together Professor Tina Bruce CBE's most prominent writings from her accomplished 40-year international career in education centred on the Froebelian tradition.Chosen to illustrate the changes that have occurred in Professor Bruce's thinking and practices over the last four decades, carefully selected readings address key Froebelian themes such as literacy, play, inclusion and creativity. Short introductions are provided for each chapter and excerpt, helping readers to understand the significance of what is presented and explaining how this relates to other chapters in the book. Including chapters from Tina Bruce's best-selling books and articles, as well as leading journals, this collection offers a unique commentary on some of the most important issues in Early Childhood Education over the last four decades; it will be engaging and inspiring reading for anyone interested in the development and state of early years education in the UK and internationally.

La serie El Jardín Maternal, un lugar donde el enseñar y el aprender se hacen jugar desarrolla un nuevo enfoque didáctico: enseñar-jugar-aprender en contextos grupales; el cual ayuda a los docentes a mirar, diseñar, desarrollar y evaluar la enseñanza desde una perspectiva configurada por cuatro ejes entramados: el ambiente, el juego y el jugar, el grupo y lo grupal y el enseñar y el aprender. En este volumen se profundiza una mirada del ambiente de sala e institucional en un doble juego: como continente que expresa y comunica un proyecto pedagógico donde el docente se asume como constructor del ambiente de aprendizaje desde las decisiones éticas, estéticas y pedagógicas; y como parte del Proyecto Institucional como un gran nido cultural y vincular que aloja a grupos de bebés, niños con sus grupos de familias, en tanto coeducadoras, y también a los equipos institucionales. Estos equipos dentro del ambiente institucional, interjuegan dinámicamente y se presentan nuevos roles como el docente de materiales, el líbero y se resignifica el rol del auxiliar. Por último, se aborda la importancia que, en los tiempos actuales, asume el trabajo en red en los jardines maternales.

La serie El Jardín Maternal, un lugar donde el enseñar y el aprender se hacen jugar, desarrolla un nuevo enfoque didáctico: enseñar-jugar-aprender en contextos grupales; ayuda a los docentes a mirar, diseñar, desarrollar y evaluar la enseñanza desde una perspectiva configurada por cuatro ejes entramados: el ambiente, el juego y el jugar, el grupo y lo grupal y el enseñar y el aprender. En este volumen se hace foco en el juego y el jugar, ampliando el ángulo de visión y dando vuelta el timón, proponiendo el enfoque enseñar-jugar-aprender en contextos grupales con una lógica que ayuda a encontrar nuevos rumbos para la didáctica de la Educación Inicial. Se desentrañan los conceptos de juego, los juegos y el jugar analizando los diferentes significados en relación con la construcción subjetiva y con el campo de la didáctica, y desde una perspectiva política se aborda el jugar como un acto emancipatorio. Se expande la relación entre el juego y la enseñanza desde el modo lúdico entrelazando al enseñar con el aprender y se ofrece una tipología de juegos, junto con un posible itinerario que recorre el juego en su desarrollo.

La serie El Jardín Maternal, un lugar donde el enseñar y el aprender se hacen jugar desarrolla un nuevo enfoque didáctico: enseñar-jugar-aprender en contextos grupales, que ayuda a los docentes a mirar, diseñar, desarrollar y evaluar la enseñanza desde una perspectiva configurada por cuatro ejes entramados: el ambiente, el juego y el jugar, el grupo y lo grupal y el enseñar y el aprender. En este volumen se aborda el grupo y lo grupal desde una perspectiva que convoca a trabajar en torno a la conformación de grupos de aprendizaje desde temprana edad, la cual es un nuevo desafío que asume la didáctica en el Jardín Maternal al enseñar a participar, a convivir y a construir conocimiento con otros. Atendiendo al proceso grupal de aprendizaje se describen tres etapas en que este se desarrolla a lo largo del año (inicio, desarrollo y cierre), como también su inclusión al interior de las propuestas didácticas. Se propone el trabajo sobre el Proyecto Lúdico Grupal como dispositivo, y se complementa este abordaje con aquellos elementos constitutivos del entorno inmediato que inciden en la conformación y dinámica del grupo de niños. Por último, se ofrecen ideas para encarar las distintas formas organizativas que pueden asumir las propuestas didácticas.

Im Rahmen der Schriftenreihe „Wissenschaftliche Untersuchungen zur Arbeit der Stiftung ‚Haus der kleinen Forscher‘“ werden regelmäßig wissenschaftliche Beiträge von renommierten Expertinnen und Experten aus dem Bereich der frühen Bildung veröffentlicht. Diese Schriftenreihe dient einem fachlichen Dialog zwischen Stiftung, Wissenschaft und Praxis, mit dem Ziel, allen Kitas, Horten und Grundschulen in Deutschland fundierte Unterstützung für ihren Bildungsauftrag zu geben. Der elfte Band der Schriftenreihe mit einem Geleitwort von Rudolf Tippelt fokussiert die Zieldimensionen für Multiplikatorinnen und Multiplikatoren früher MINT-Bildung sowie einer frühen Bildung für nachhaltige Entwicklung. Olaf Köller und Esther Winther formulieren, basierend auf den Merkmalen erfolgreicher Lehrkräfte- und Erwachsenenbildung, ein Modell professioneller Kompetenz für Multiplikatorinnen und Multiplikatoren früher MINT-Bildung. Olaf Köller, Johannes Magenheim, Uwe Pfenning, Jörg Ramseger, Mirjam Steffensky, Christian Wiesmüller, Esther Winther und Bernd Wollring erörtern zentrale Zieldimensionen guter MINT-Erwachsenenbildnerinnen und -bildner wie die motivationalen Orientierungen und Überzeugungen, die selbstregulativen Fähigkeiten, die fachspezifischen und fachdidaktischen sowie die pädagogisch-psychologischen Zieldimensionen des Professionswissens. Sie geben zudem Empfehlungen für die Priorisierung der Zieldimensionen und für die (Weiter-)Entwicklung der Stiftungsangebote. Heike Molitor kommentiert diese Zieldimensionen aus Sicht einer Bildung für nachhaltige Entwicklung und beschreibt, welchen Anforderungen Multiplikatorinnen und Multiplikatoren im Kontext einer (MINT-)Bildung für nachhaltige Entwicklung begegnen. Das Fazit des Bandes beschreibt die Umsetzung der fachlichen Empfehlungen in die inhaltlichen Angebote der Stiftung „Haus der kleinen Forscher“ und gibt einen Ausblick auf die weitere wissenschaftliche Begleitung der Stiftungsarbeit.

Dieses E-Book enthält komplexe Grafiken und Tabellen, welche nur auf E-Readern gut lesbar sind, auf denen sich Bilder vergrössern lassen. Im vorliegenden Band werden Erkenntnisse aus einer empirischen Untersuchung zum Kindergarten im Kanton Zürich dargestellt. Darin wurden die Perspektiven von Lehrpersonen, Kindergartenkindern und Familien multimethodisch untersucht. In Ergänzung dazu wurden videobasierte Unterrichtsbeobachtungen im Kindergarten durchgeführt. Auf diesen Grundlagen werden Folgerungen für die Aus- und Weiterbildung, Lehrpersonen, Schulleitungen und Bildungsverantwortliche gezogen.

Die pädagogische Konzeption einer Kita ist gewissermaßen ihre Seele, der innere Bauplan, nach dem sie funktioniert und ausgestaltet wird. Der gelebte pädagogische Ansatz der Einrichtung, das Leitbild und die Vorgaben des Trägers, die Inhalten des jeweiligen länderspezifischen Bildungsplans und die gesetzlichen Vorgaben bilden ihre Grundlage. Konkret enthält sie das pädagog. Handlungskonzept (Bild vom Kind/Bild vom Lernen), die Alltagsstruktur, die pädagog. Schwerpunkte, Haltung und Werte, die (vor)gelebt werden. Da die Konzeption immer den aktuellen Stand all dieser Teilbereiche widerspiegeln sollte, unterliegt ist dem ständigen Prozess der Anpassung bzw. Weiterentwicklung. Der Leitung einer Kita obliegt es, die bestehende Konzeption zu überprüfen und gemeinsam mit dem Team neu auszurichten. Das vorliegende Sonderheft zeigt, wie Sie diesen Prozess strukturieren und auf welche neuen Inhalte Sie Wert legen sollten. Es bietet außerdem zahlreiche Arbeitshilfen wie Checklisten, Zeitpläne und Formulierungshilfen.

Fehlverhalten pädagogischer Fachkräfte kommt, in unterschiedlicher Intensität und Häufigkeit, in jeder Kita vor und darf keinesfalls ignoriert werden. Das Buch thematisiert alle Formen von Gewalt durch pädagogische Fachkräfte gegen Kinder und zeigt Wege zu möglichen Konsequenzen und einem verantwortungsvollen Umgang auf. Inklusive Gesprächsleitfäden, Impulsen zur Entwicklung eines Schutzkonzeptes und Checklisten für eine Kita als sicherer Ort für Kinder.

Boken har som mål å gi studenter i barnehagelærerutdanningen et grunnlag for å møte kulturelt mangfold i barnehagen med trygghet og profesjonalitet. - Hvordan kan du som barnehagelærer forstå og på en anerkjennende måte møte barn og foreldre med ulik kulturell bakgrunn? - Hvordan kan du legge til rette for at alle barn opplever likeverd i barnehagen? - Hva gjør du for at alle foreldre skal oppleve møtet med barnehagen meningsfullt, slik at de deltar i samarbeidet? Den flerkulturelle barnehagen i bevegelse vil forsøke å gi svar på disse og lignende problemstillinger gjennom teori, eksempler fra praksisfeltet, øvelser og refleksjonsoppgaver. Boka gir innhold til blant annet begrepene «mangfold», «kultur», «identitet» og «integrering». Den belyser også det flerkulturelle perspektivet i barnehagens styringsdokumenter, og den viser konkret hva det kan innebære at barn og foreldre med innvandrerbakgrunn er ressurser i barnehagen. «Flerkulturell barnehage» er et begrep som ofte brukes for å fortelle at barnehagen har et visst antall barn med innvandrerbakgrunn. Forfatterne peker i denne boka på at en flerkulturell barnehage ikke «gjør seg selv». Barnehagen må aktivt møte mangfoldet, noe som krever flerkulturell kompetanse i personalet.

Wenn ihr Kind einen einschneidenden Entwicklungsschritt vollzieht, empfinden Eltern das als besonders herausfordernd. Viele reagieren auf diese notwendige Phase der Veränderung mit Verunsicherung, suchen zunehmend Beratung und Unterstützung bei den Fachkräften ihrer Kita. Dieses Sonderheft von kindergarten heute liefert pädagogischen Fachkräften konkrete Hilfestellungen, um mit Eltern ins Gespräch zu kommen und dient als praxisnaher Begleiter für verschiedene prägende Entwicklungsschritte. Neben Basiswissen und individuellen Beratungsansätzen werden typische Fragen und Problemstellungen aufgegriffen und beantwortet.

Kindergarten is no longer just a time when children play and sit in a circle. Today's kindergarten students are exposed to a much more academic curriculum. So what should children know and be able to do so they'll be ready for the modern kindergarten classroom? Based on the latest research, this publication shares with parents everything they'll need to know to help their child be successful.

Ausgangspunkt des Situationsansatzes sind Lebenssituationen der Kinder und ihrer Familien. Lernprozesse werden auf erfahrbare Schlüsselsituationen bezogen, mit dem Ziel daraus Kompetenzen zu erwerben und einen nachhaltigen Gewinn an Autonomie zu erlangen. Die Grundsätze und Ziele des Situationsansatzes werden in diesem Buch detailliert beschrieben, so dass eine praxisbezogene und handlungsorientierte Umsetzung im pädagogischen Alltag möglich ist.

Improve young children's language, social-emotional, and number sense development with effective developmentally appropriate teaching strategies in story retelling. This book demystifies the story retelling experience for teachers of young children by identifying effective, intentional teaching and learning practices and providing a variety of examples for integrating story retelling activities across the curriculum for building skills in social-emotional development, numbers, STEM, and more.M. Susan McWilliams holds a PhD in educational leadership and innovation and an MA in curriculum and instruction in early childhood education. She is an associate professor of early childhood teacher education at the University of Nebraska.

Use this step-by-step guide to becoming an effective and successful child care director or administrator in today's early childhood education environment. With interviews gathered from program thirty-two directors across the country, this book is a comprehensive guide to becoming the best director you can be. Combined with current research and best practices you will find realistic real-time solutions to address the most common struggles faced by program administrators today.Christine A. Schmidt is the owner of 2 CR Solutions, Ltd., a consulting, training, and technical assistance company for organizations that serve children birth through age 18.

Connect nature play, outdoor experiences, and STEM learning for young children with activities, real-life examples, and educator resources. Nurture young children's innate tendencies toward exploration, sensory stimulation, and STEM learning when you connect outdoor learning and STEM curriculum. Discover the developmental benefits of outdoor learning and how the rich diversity of settings and materials of nature gives rise to questions and inquiry for deeper learning.Full of activities, examples, and resources to take the fun of STEM outside, this book will help teachers articulate connections between nature play, outdoor experiences, and STEM learning in young children. Use STEM and nature-based learning to nurture children's curiosity and exploration of the world.Patty Born Selly is an assistant professor of environmental education and STEM at Hamline University. She previously served as the executive director of the National Center for STEM Elementary Education at St. Catherine University. Selly has over twenty years of experience in early childhood education, has written two books, and regularly consults other educators on science and nature education approaches for young children.

Play, academics, and standards can work together with the right strategies and support from educators. Take an active role in child-directed play to guide learning. Become a strong advocate for saving play in early childhood education by empowering teachers to join play and standards, and learn how child-led, open-ended play addresses the seven domains and Common Core Standards.This book is full of research and resources that link academic learning and play experiences. Engage in provocative questions for teachers and administrators to help you effectively share the importance of play in early learning with others, and help restore play to its proper role as both fun and educational.Gaye Gronlund, MA, is a nationally recognized consultant and author who works with early childhood programs across the country, specializing in developmentally appropriate practice, authentic assessment, play-based curriculum, and early learning standards. Her other publications include: Individualized Child-Focused Curriculum, Focused Observations, Second Edition, and Making Early Learning Standards Come Alive, Second Edition.Thomas Rendon is the coordinator of the Iowa Head Start State Collaboration Office and an active supporter of policy to promote play at a state level. He has an MBA from the University of Iowa and is currently working on a PhD in early childhood special education from Kent State University.

This easy-to-use guide gives you a quick overview on many topics related to working with young children with special needs. Learn about inclusion in early childhood programs and disability law, as well as typical vs. atypical development. The quick guide also covers several specific disabilities/special needs and provides definitions, common characteristics, and practical strategies for adaptation.Cindy Croft is the director of the Center for Inclusive Child Care at Concordia University and on faculty for several university education programs. She has her MA in Education and has worked in the field of early childhood for over twenty years.

Updated information and unbiased, developmentally appropriate strategies and activities to celebrate, rather than exclude, diversity, traditions, and holidays. Many programs are establishing a'no holiday'policy, but this book shows you how to celebrate and adhere to school policy. Among other topics, it includes evaluating holiday activities for appropriateness, addressing commercialism and stereotypes, involving families, and developing inclusive policies.Julie Bisson provides training on subjects ranging from culturally relevant and anti-bias curriculum to holiday curriculum.Louise Derman-Sparks has worked for over fifty years on issues of diversity, social justice, and activism in early childhood.

Build the home-school connection to prepare for kindergarten! Studies show that parent and family involvement with school is an important factor in children's later academic success. Many families of young children want to learn ways to support their little ones in preparing for and getting the most out of kindergarten.With easy-to-share parent letters and simple, fun activities for families to do together at home, Kick-Start Kindergarten Readiness is the perfect tool for early childhood teachers to involve families in understanding and supporting the rich learning taking place in your preschool classroom. The book offers activities to support:Social-emotional skillsMath explorationsScience inquiryEmerging literacy skillsLanguage and vocabulary developmentGross and fine motor skillsAWARD WINNER! Recipient of: Creative Child Magazine 2018 Book of the Year Award, Books for Kindergarten Readiness Category

Im Mittelpunkt der Kita muss das Kind mit seinen Rechten und Bedürfnissen stehen. Was aber heißt das konkret, eine Kita konsequent vom Kind her zu denken? Welche Rechte haben Kinder? Und was bedeutet der Vorrang des Kindeswohls? Auf welche Weise gelingt es, die Eltern für die Rechte ihrer Kinder zu gewinnen? Anhand seiner Ausführung und zahlreichen Praxisbeispielen, zeigt der Autor, wie die Umsetzung des Kinderrechtsansatzes gelingt.

The four nations of the UK each have distinctive policy and curricula in relation to Early Childhood Education and Care (ECEC). This new textbook offers a comprehensive look at early years education in England, Northern Ireland, Scotland and Wales, bringing the curriculum frameworks for each country together in one place. Drawing on the cultural and practical pedagogy of each curriculum, this book aims to develop students'understanding of the development, care, education, health, well-being and upbringing of young children across the UK in a social, pedagogical and policy context. Divided into two sections, the first examines each country's learning and teaching requirements in detail within a policy context. The book then explores the similarities and differences between the curricula, focusing on key areas such as play, the indoor and outdoor learning environment, the family and assessment. Accessible and engaging, this book will help students to analyse and question practice both in their own country and across all four Home Nations. Features include: case studies to illustrate practice and a frequently asked questions section in each chapter to clarify key points and opportunities for reflection and debate.Including contributions from expert practitioners in each country, this text is essential reading for all students studying early childhood and will help them to understand the impact of policy on children and families across the UK.

Parents have a crucial role in supporting children's learning, development and well-being. The act of forming effective partnerships with families and carers is a key feature of the Early Years Foundation Stage. Achieving this takes time, reflective practice, skill and a solid understanding of the barriers that can impede forming effective working relationships with parents.This guide offers an informed and comprehensive framework for working with parents, drawing on the latest evidence and containing practical advice from practitioners and parents, to support sound partnership practice. Full of examples and activities for training and resources to support practice across a wide range of settings, it focuses on key areas such as: Working with parents of different aged children The development of strategies to support the relationship The barriers to partnership working, including cultural differences and working with hard to reach families Setting up home and setting visits Creating parent-friendly environments Including case studies and questions for reflective practice, this book will be ideal for Early Years students on Foundation Degrees, Childhood Studies Courses and those training to become Early Years teachers as well as Early Years practitioners and managers responsible for staff training.

Especialista na abordagem italiana de Reggio Emilia, a autora apresenta nesta obra uma proposta de formação de professores, coordenadores pedagógicos e gestores da Educação Infantil e séries iniciais do Fundamental I pautada na cultura do coletivo e na importância do grupo na construção do conhecimento. A partir do uso de registros reflexivos como documentação de aprendizagem, fonte de planejamento e material de avaliação, e o desenvolvimento de projetos interdisciplinares como uma metodologia de trabalho para a efetivação de aprendizagens significativas, a autora lança um olhar inovador e propõe uma (trans)formação da prática pedagógica de professores/educadores para a consolidação de uma cultura de grupo.

Have you ever wondered about the origins of the kindergarten and the influence of Froebel on early years practice? What did Froebel mean by a garden for children? Why did he believe that play is central in young children's learning? Bringing the Froebel Approach to your Early Years Practice looks at the founder of the kindergarten and his profound influence on provision and practice for young children today. The Froebelian approach is not a method but includes distinctive principles which shape and guide practice. This new edition has been fully updated in line with the revised EYFS and includes: extra material on using the approach with children of different ages and the role of the adult a discussion of key Froebelian principles such as play, imagination, creativity, learning through self-activity and making connections an examination of block play and how this can be developed in contemporary settings Froebel's ideas on nature and outdoor play and why these are fundamental to young children's learning how Froebel used movement, song, rhythm and rhyme to provide key learning experiences With examples of innovative practice and ideas for reflection, this convenient guide will help practitioners and students fully understand what the Froebel approach can offer their setting and children.

Environmental education expert David Sobel joins with a variety of colleagues to share their experiences and steps for creating a successful forest kindergarten program. Nature Preschools and Forest Kindergartens walks you through the European roots of the concept to the recent resurgence of these kinds of programs in North America.Going well beyond a history lesson, these experts provide the framework to understand the concepts and build a learning community that stimulates curiosity and inquisitiveness in a natural environment. This helpful guide provides the curriculum, ideas, and guidance needed to foster special gifts in children. It also gives you the nuts and bolts of running a successful nature preschool business, such as potential obstacles, staff and curriculum design, best practices for success, site and facility management, and business planning.Nature Preschools and Forest Kindergartens provides the mentorship and guidance to become a leader in nature-based education.David Sobel has spent the last twenty-five years working in the field of child development, place-based education, and parenting with nature. He currently serves as senior faculty in the education department at Antioch University New England in Keene, New Hampshire. His expertise and passion have led him to authoring seven books and being identified as one of the'gurus and rock stars of environmental education'by Teacher magazine.

Veränderte Familienstrukturen, aber auch Armut, Arbeitslosigkeit oder Migrationshintergrund der Eltern führen dazu, dass Kinder oft schon früh besonderen Herausforderungen begegnen. Daher ist es wichtig, dass kindliche Widerstandsfähigkeit in Kitas gefördert wird. Aber was sind nachgewiesenen Schutzfaktoren? Auf der Grundlage ihres erforschten Trainingsprogramms zeigen die Autoren praxisnah, wie Resilienz bei Kindern optimal gestärkt wird.

Finding Quality Early Childcareis a tool for parents to use in selecting quality childcare that best meets the needs of their family. This book reviews foundational elements of childcare, such as health and safety features, while explaining educational strategies, including styles of teaching and daily classroom activities. Finding Quality Early Childcare also covers types of specialized childcare, such as infant care and childcare for children with special needs, reviews Transitional Kindergarten, and discusses when children are ready to transition from preschool to Kindergarten.

There has been much attention given to the achievement gap between white and minority students, especially African American children. Through research and years of experience, the author breaks down the cultural influences on children's learning styles and provides a practical approach to helping black children thrive in the classroom.For black children, which Sullivan defines as those of African descent, there is a disconnect between learning preferences and learning environments that must be bridged before the achievement gap can be closed. This hands-on resource is filled with effective strategies and best practices to help early childhood educators expand their'toolbox'for supporting children. Increasing cultural intelligence will allow us to work across the many differences in our classrooms. As our schools become more diverse, cultural competency will be an increasingly important skill for teacher's efficacy and children's success. By cultivating the individual genius of each child and meeting children where they are today, we can invigorate the education system and provide children high-quality early education experiences.Debra Ren-Etta Sullivan, EdD, is the cofounder and president of Praxis Institute for Early Childhood Education. She has more than twenty-five years of experience in higher education as a teacher, researcher, and administrator.

Das Handbuch zeigt auf, dass und wie religiöse Bildung Kinder für ein Leben in dieser Gesellschaft stärkt. Es sticht besonders durch seine Konzentration auf die Kinder und ihre Bedürfnisse sowie auf die Erzieherinnen und ihre Möglichkeiten hervor.

Let children experience the learning power of play—together! Let's All Play provides all-new adventures that support children's social skill development through thoughtful group play, interaction, and conversation. These play experiences help children engage with each other and the world around them, all of which leads to rich learning. This book also encourages adults to reflect on the value of children's play through deep thinking activities.Let's All Play builds on the early learning principles presented in Jeff A. Johnson and Denita Dinger's first book together, Let Them Play, and the open-ended learning adventures in their second book, Let's Play.

A strong comprehension of early childhood theory is fundamental to early childhood educators'abilities to make informed decisions about the ways they support children's development and learning. In this book, Carol Garhart Mooney writes about the important task early childhood educators have to understand the foundational theories behind their daily practices. When this is accomplished, they are better able to refine their practices, create thoughtful curriculum, and do their best work with children.To this end, Garhart Mooney advocates that everyone working in early childhood—caregivers, educators, consultants, administrators—should hold degrees in early childhood. With a focus on the value that comes when early childhood educators have strong theoretical knowledge and are able to articulate why they do something for children, Theories of Practice is a call to everyone in the field to raise the standards of early childhood education. Garhart Mooney emphasizes that early childhood educators can work more confidently and effectively with children when they understand the link between best practices and the research behind them.Carol Garhart Mooney has been an early childhood professional for more than forty years and is currently the executive director at Holy Cross Early Childhood Center in Manchester, New Hampshire. She holds a bachelor's degree in elementary education and a master's degree in early childhood education. She has completed coursework for a doctorate in sociology of the family.

The characteristics of effective learning – playing and exploring, active learning and creating and thinking critically – underpin young children's learning and development and are central to the revised Early Years Foundation Stage. Practitioners need to be confident of planning, observing and assessing characteristics of effective learners and understand how they support children's learning and development. The book explores what the characteristics of effective learning look like and how practitioners can create opportunities for children to express them. It considers the ways in which they connect with children's natural explorations, play, enjoyement and the environments created by adults. Throughout the focus is on building on children's own interests as practitioners plan for, observe and assess playing and exploring, active learning and creativity and critical thinking.Including encounters from authentic settings and provocative questions for reflective practice, the book covers: children's well-being and motivations creating effective learning possibilities for all children engaging children's interests the role of the adult and environment sustained shared thinking This timely new text aims to help practitioners and students develop their understanding of the charactersitics of effective learning and show them how they can support young children in become effective and motivated learners.

Das moderne Konzept des Offenen Kindergartens hat sich trotz kontroverser Diskussionen in der Praxis etabliert. Das Kind als Ko-Konstrukteur seiner Entwicklung steht im Mittelpunkt des pädagogischen Handelns. Das Buch führt gut gegliedert und praxisnah in die grundlegenden Ideen des Offenen Kindergartens ein und zeigt, wie pädagogische Fachkräfte in Kindergarten und Kita ihre Arbeit nach diesen Prinzipien ausrichten können.

Having a good grasp of the theories of child development and how these translate into practice can make a positive difference to how you understand babies and children and the ways in which you can help them learn. This approachable guide offers easy access to a wide range of concepts, as well as classic and current theories, about how babies and children learn.Each chapter offers clear guidance on how to recognise the theory in action and suggests ways to test these ideas out in early years settings, supporting the development of reflective practice. Case studies are included throughout, along with questions to guide thinking and encourage readers to develop their practice. Summaries conclude each chapter offering a quick reference of the theory examined and the benefits of applying it to practice.Early Childhood Theories and Contemporary Issues is an essential guide for all those looking to develop and enhance their practice in supporting child development within the early years.

A biographical history of the evolution of Developmentally Appropriate Practice, written by best-selling early childhood author David Elkind, PhD

The intersection of architecture and education is a new and burgeoning area of interest. This book blends architectural design information with theory-based content explaining the foundations of early childhood environments. Colorful photographs of intentionally designed spaces will inspire early childhood professionals and architects alike as they dream, plan, build, and revamp settings. Inspired by the groundbreaking architectural book A Pattern Language: Towns, Buildings, Construction (Oxford University Press, 1977), this resource aims to glean architectural information regarding important design patterns in an environment and utilize them to provide insight into early childhood environments that are both developmentally appropriate and aesthetically pleasing.

What are the new benchmarks for the future in good early years'provision? What should children and parents expect from practice given recent research evidence on how young children thrive? Developing and managing early years provision has changed significantly over the last few years. Parental expectations, policy creep, bureaucracy overload, inadequate training, a litigious climate, over-dependence on screens, traffic danger and child protection anxiety are among the many challenges now faced by early years providers. This timely new book explores the key issues faced by settings and what they mean for early years practice.Looking at the real evidence around children's learning and wellbeing, parental preference and social trends, the book covers: Neuro-scientific research into the way children learn What parents know and expect Children's wellbeing The indoor and outdoor environment Adult intervention The risk/benefit equation Nutrition, health and exercise Drawing on examples of outstanding practice from a wide range of settings, this exciting new book will help practitioners reach beyond what is expected and provide the very best for the children in their care.

The age for early language learning has dropped dramatically in the past decade to include children under 6 years old, yet very little published research exists to support the implementation of such programmes. Drawing on a synthesis of theory, research and practice, this edited volume makes an innovative contribution to literature concerning language education for very young children. It explores language learning in a wide range of geographical contexts with reference to second and foreign language learning, bilingualism and plurilingualism with children under the age of 6 years old. Chapters present discussion around teacher education, policy-making, international case studies, school and home-based projects, code switching and language use, and methodologies and approaches. Early Years Second Language Education: International perspectives on theory and practice will be essential reading for researchers, academics, teacher trainers, and post-graduate students in the fields of early years education, foreign and second language education, language didactics and teacher education.

Julie Cigman uses a vast range of personal vignettes to explain best practice when encouraging boys to write. The theory is brought to life with these recollections, making this a very informative and enjoyable book to read. The ideas for working together with boys are beautifully simple and are tried and tested. This book would support both experienced practitioners and those who are just starting out, because it is so accessible and uses examples in such a delightful way - Kathy Brodie, Early Years Consultant, UKEarly Years Consultant, UK. Julie Cigman has given us a practical and principled way forward in supporting boys'writing.　This book is shot through with rich examples of effective practice and deserves to be widely used. Young boys'writing is bought alive for us in these pages,　and the groundedness in practice demonstrates how boys'achievement in writing can be appropriately supported from an early age. This is a book for everyone interested in promoting early literacy development. An excellent read and a practical compendium -Professor Cathy Nutbrown, School of Education, The University of Sheffield. How do we give young children a ‘writers'voice'and allow them to become creative and inspired writers? Supporting Boys'Writing in the Early Years shows you how you can help boys to become confident and capable writers by supporting them to write in ways that make sense to them – on the move, outside and inside, in dens, in bushes, in mud, or sprawled on the floor dressed as superheroes. Drawing on four boys writing projects involving over 80 practitioners, the book reveals that a playful, child-centred approach can allow boys and girls to develop a writers'voice and raise attainment in writing as well as enhancing all aspects of young children's development. With a strong focus on observation-led assessment and planning, the book is full of practical ideas to improve the writing environment and provide writing opportunities that will be enjoyable and motivating for children. Featuring a wide range of case studies, it covers: the stages that children move through in learning to write; how you can change and develop your learning environments to give children inspiring resources and opportunities to write; helping children to find a purpose to write through their play; practical ways to create a partnership with parents that builds on their strengths as educators at home. This book will help you to create a truly enabling environment for writing and is essential reading for all those that want the children in their setting to become confident, motivated and creative writers.

Through its unique integration of curriculum and learning principles, Early Childhood Curriculum: A Constructivist Perspective, 2nd Edition fosters authentic, developmentally appropriate practice for both preschool and early elementary classrooms. The constructivist format of this book encourages active involvement on the part of readers by asking them to observe, question, reflect, research, and analyze, thus allowing readers to create their own knowledge through their responses and actions.Early Childhood Curriculum examines curricular goals such as autonomy, development, and problem solving and links those goals with constructivist principles of learning. It explores ways teachers can create meaningful learning environments and choose curriculum tasks appropriately—in all content areas—that are linked to the learning and development needs of young children. The text provides a wealth of practical detail about implementing constructivist curriculum as the authors discuss classroom climate and management, room design, play, and cooperative learning, among other topics. The book also includes information about how teachers can meet required mandates and national and state standards in appropriate ways as they plan their curriculum, and examines the early childhood educator's role with community agencies, reform and legal mandates, and public relations.Special Features:• “Curriculum Strategies” highlight models for developing curriculum, including projects, curricular alignment, integration of various subject matter areas, and types of knowledge.• “Constructions” promote problem solving by allowing students to explore, revisit, examine, and learn from first-hand experience. • “Multiple Perspectives from the Field” provide interviews with teachers and other early childhood professionals, offering students a realistic look at the profession from a diverse group of educators.• “Teacher Dialogues” explore a wide range of student concerns, including curriculum, learning environments, assessment, and documentation, representing a collaborative support group for pre-service teachers and readers.

What impact does children's emotional development and well-being have on their capacity to learn? How do you provide learning experiences that meet the developmental needs of every child in your care?The Feeling Child thoughtfully discusses the key principles of children's emotional and behavioural development alongside descriptions of everyday practice. It clearly explains how a child's early experiences influence their particular behaviours towards different people and different situations. Throughout the book, Maria Robinson considers the key characteristics of effective learning and shows how play is one of the key mechanisms that children use in their discovery of themselves and the world around them. These characteristics are then applied to integral aspects of early years practice to help practitioners to: support children to come to new understandings in safe yet challenging ways understand the ways in which children may approach or withdraw from learning opportunities reflect on their own teaching methods to encourage children's engagement, motivation and creativity through effective observation and planning engage with parents and carers to help support children's learning at home whilst maintaining the values of the family. celebrate the uniqueness of each child and provide learning experiences that are appropriate for individuals with particular learning needs, be they physical, emotional or cognitive to ensure that every child has an equal opportunity to succeed. Emphasising the importance of understanding the theory that underpins children's emotional development, this accessible text shows practitioners how they can use this knowledge to provide learning opportunities that nourish children's thinking and creative skills.

Documentation in early childhood education is typically seen as a means to enhance the quality of care and education, and as a way to take account of the child's view. Assessment and Documentation in Early Childhood Education considers the increasing trend towards systematic child documentation especially in early childhood institutions. The authors present ways in which assessment and evaluation is done sometimes explicitly but more often implicitly in these practices, and explore its means, aims, forms, and functions. They also examine the rationalities of child documentation from the perspective of professional practice and professionalism and suggest that documentation and assessment practices can weaken and constrain but also empower and strengthen teachers, children and parents. Topics explored include: Different forms of documentation and assessment Documentation and listening to the children Dilemmas of assessment and documentation Participation by children Involvement of parents This timely book will be appealing for those studying in the field of early childhood education, teacher education, special education, general education, social work, counselling, psychology, sociology, childhood studies, and family studies.