Critical Issues in Infant-Toddler Language Development

Critical Issues in Infant-Toddler Language Development

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  • Author: Daniel R. Meier
  • Publisher: Taylor & Francis
  • ISBN: 1000650693
  • Category : Education
  • Languages : en
  • Pages : 171

Designed to help students and educators make critical theory-to-practice connections, this essential volume provides a deep yet accessible approach to infant and toddler language and literacy education. Centered around four foundational topics—language, interaction, and play; language and culture; multilingualism; and early literacy—each section starts with a chapter breaking down the research and theory, followed by two practice chapters, from both leadership and teacher perspectives, that illustrate key concepts across a range of infant-toddler contexts. Ideal for students in early language and literacy courses as well as programs on infant-toddler development, this critical resource helps readers thoughtfully and practically bring multilingual and multiliterate development to the infant and toddler years.


Infant/toddler Caregiving

Infant/toddler Caregiving

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  • Author: California. Department of Education
  • Publisher: Department of Education
  • ISBN:
  • Category : Child development
  • Languages : en
  • Pages : 104


(Re)conceptualising Children’s Rights in Infant-Toddler Care and Education

(Re)conceptualising Children’s Rights in Infant-Toddler Care and Education

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  • Author: Frances Press
  • Publisher: Springer Nature
  • ISBN: 3031052188
  • Category : Education
  • Languages : en
  • Pages : 217

This book brings together researchers from a variety of national contexts to examine and explore the conceptualisation, reconceptualisation and translation of children’s rights for infants and toddlers in early childhood education and care settings.It brings together authors from various national contexts to examine changing understandings and manifestations of infant and toddler rights in Early Childhood Education and Care. The book aims to engender trans-national dialogue through the contributions. Through such dialogue, both authors and readers are challenged to recognise the specificity of their own cultural contexts and thereby envision a more expansive view of infant and toddler rights. By drawing together reflections on infant-toddler rights from key early childhood researchers across the world, this book will extend readers understandings of rights – not only in terms of how rights are (re)conceptualised but also how to meaningfully translate the rights afforded in policy to practice.


Critical Issues in Educating Autistic Children and Youth

Critical Issues in Educating Autistic Children and Youth

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  • Author:
  • Publisher:
  • ISBN:
  • Category : Autism
  • Languages : en
  • Pages : 362


Critical Issues in Early Childhood Teacher Education

Critical Issues in Early Childhood Teacher Education

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  • Author: Ithel Jones
  • Publisher: IAP
  • ISBN: 1641137428
  • Category : Education
  • Languages : en
  • Pages : 249

In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers. An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.


Critical Issues in Early Literacy

Critical Issues in Early Literacy

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  • Author: Yetta Goodman
  • Publisher: Routledge
  • ISBN: 1000149587
  • Category : Education
  • Languages : en
  • Pages : 216

This volume adds in important ways to understanding the power and complexity of the forces in the lives of children that impact their literacy learning. The critical issues presented emerge from interpretivist research and thinking practices that are constructivist in nature. The chapters by researchers, teacher researchers, teacher educators, and teachers are antidotes to the present political context in which political agendas are being used to define literacy, literacy teaching and learning, and literacy research in narrow ways. Providing a rich source of information about how young children come to know reading and writing as a tool of communication in a range of social and cultural contexts, this book: *presents current research and thinking in the field; *documents research that is currently being ignored by many who make decisions about children’s learning; *values who children are and what they bring with them to school; *provides a useful tool for advocacy and for social action toward improving education in ways that can make a difference in the lives of young children; and *raises thoughtful issues for discussion. Critical Issues in Early Literacy is essential reading for early childhood teachers and prospective teachers, for teacher educators, for literacy researchers (including teacher researchers), for special educators, for those working with English-language and foreign-language learners, and for early childhood education administrators, advocates, and policy makers.


Early Years Foundations: Critical Issues

Early Years Foundations: Critical Issues

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  • Author: Janet Moyles
  • Publisher: McGraw-Hill Education (UK)
  • ISBN: 0335262651
  • Category : Education
  • Languages : en
  • Pages : 250

The new edition of this best selling book looks critically at the 2012 Early Years Foundation Stage curriculum and draws attention to issues that underlie the EYFS and the implications for children from birth to five. With its questions for reflection and discussion, further reading and useful websites, Early Years Foundations is essential and informative reading for students studying any early years or early childhood course, or working towards Early Years Teacher Status. Among the many challenges facing early years professionals, there are continual dilemmas arising between perceptions of good practice, the practicalities of provision and meeting OfSTED requirements. This exciting and innovative new edition supports practitioners in thinking through their responsibilities in tackling some of the many challenges they encounter, for example, that children are still perceived as 'deficit' in some way and in need of 'being school ready' rather than as developing individuals who have a right to a childhood and appropriate early education. Chapters explore the rationale behind early years practice based on theory and research, covering important topics including: Prime and specific areas of learning and development Observation and assessment Pedagogy Working with parents Difference and diversity Contributors: Sue Bingham, Gill Boag-Munroe, Liz Brooker, Helen Clarke, Anne Cockburn, Rosie Flewitt, Jan Georgeson, Michael Jones, Lilian G. Katz, Caroline Leeson, Paulette Luff, Jayne Osgood, John Parry, Jane Payler, Karen Phethean, Linda Pound, Anne Rawlings, Jonathan Rix, Sue Rogers, Anita Soni, Suzy Tutchell, Judith Twani, Jane Waters, David Whitebread "Early Years Foundations: Critical issues is a timely and valuable edition for the early childhood bookshelf, offering high quality scholarship combined with deep understanding of early childhood practice. This is a book that values early childhood practitioners as critical partners and experts in young children's learning and development. At a time of fluctuating policy, the authors remind us of the need to advocate for what matters in early childhood and they suggest ways that we can provide excellent experiences for young children with potential to enhance their lives for the long term." Jane Murray PhD, Senior Lecturer, University of Northampton, UK "There seems to be a proliferation of publications currently in the field of early years education and care but this book stands out amongst the crowd for a number of reasons. In particular, the status of the three editing authors means that the content of the book is to be trusted to be both informed and thorough in its attention to detail, and this second edition has been carefully updated to incorporate recent reforms and initiatives. The editing authors' insistence on the creation of an early years text that centres on a critically reflective review of contemporary policy and research can only help to build the argument for a better future for young children's care and education. This is a book in which there are many chapters worthy of recommendation and which will form the basis for future debates and publications but Rogers' scholarly work on Enabling Pedagogy encapsulates some core research, essential to our understanding of our work with children, and is a strong and refreshing contribution, while Katz' notion of 'standards of experiences' for young children should give us all food for thought." Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK "This book is not another bland 'how to do it' manual to accompany the EYFS, it goes much further in offering a truly challenging critique. Helpfully contextualised within the changing policy and political context, each chapter focuses on a different aspect of the curriculum framework and is written by someone with recognised expertise in the field. The strengths of the current EYFS are recognised but the issues and tensions are also made explicit with arguments backed up by theory and research evidence. This should be essential reading for experienced practitioners as well as Early Childhood Studies students." Denise Hevey, Professor of Early Years, University of Northampton, UK.


Speech and Language Development for Infants with Down Syndrome (0-5 Years)

Speech and Language Development for Infants with Down Syndrome (0-5 Years)

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  • Author: Sue Buckley
  • Publisher: DSE Enterprises
  • ISBN: 1903806054
  • Category : Children with disabilities
  • Languages : en
  • Pages : 58

This module provides a programme of activities and advice designed to assist the development of speech and language skills for children with Down syndrome from birth to five years. The advice and activities are based on knowledge of the processes affecting speech and language development in typically developing children, the identified difficulties of children with Down syndrome and current research findings from studies evaluating effective remedial strategies. It also includes checklists for evaluating and recording children's development of interactive communication skills, speech sounds, vocabulary, sentences and grammar. The programme will enable parents, teachers and therapists to help children with Down syndrome to learn to talk, to talk in sentences, and to develop their speech clarity and conversational skills. It starts with activities to develop the foundation skills in infancy that lead on to talking, including the use of gesture and sign to support comprehension, and with an emphasis on speech sound work from infancy.Building a spoken vocabulary to 400 words by 5 years of age is seen as a priority, in order to develop grammar and phonology, and a recommended vocabulary programme with record sheets is included. The ways in which reading activities should be used to support all aspects of speech and language learning during preschool years are mentioned but the detailed advice on teaching early reading is in the reading module. This module follows on from Speech and language development for individuals with Down syndrome - An overview DSii-03-01] which should be read first, to provide the reader with an adequate understanding of speech and language development to be successful in using this programme.


Advances in Child Development and Behavior

Advances in Child Development and Behavior

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  • Author:
  • Publisher: Academic Press
  • ISBN: 0128178876
  • Category : Psychology
  • Languages : en
  • Pages : 303

Advances in Child Development and Behavior, Volume 56 is the latest release in this classic resource on the field of developmental psychology. Chapters highlight some of the most recent research in the field of developmental psychology, with this release covering Early moral development through social interactions, Cognitive Functioning in Children with Down Syndrome: Moderators and Opportunities for Intervention, Cultural snapshots: A Method to Capture Social Contexts in the Development of Prejudice and Stereotyping, Speaking Your Mind: Language and Narrative in Young Children’s Theory of Mind Development, Interactive Digital Media and Symbolic Development, Understanding Strategy Change: Individual, Meta-cognitive and Contextual Factors, and more. Contains chapters that highlight some of the most recent research in the area of child development and behavior Presents a high-quality and wide range of topics covered by well-known professionals


Child Language Development

Child Language Development

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  • Author: Sandra Bochner
  • Publisher: John Wiley & Sons
  • ISBN: 0470698543
  • Category : Medical
  • Languages : en
  • Pages : 260

This publication is concerned with the early stages of language acquisition and is designed for use by early childhood teachers, nursery nurses, special education teachers and others working with children experiencing difficulties in learning to talk. Procedures are described that can be used to assess a child' s current skills and plan activities to increase communicative competence. The programme described is based on a developmental sequence that moves the early skills of joint attention, turn-taking and appropriate play to the more complex skills of asking and answering questions. Other issues discussed include sound development and intelligibility, the use of augmentative and alternative communication as stepping stones to speech, working with children and with families. The second edition has an expanded focus on the place of communicative intentions in early language development.