Rethinking Early Childhood Education

Rethinking Early Childhood Education

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  • Author: Ann Pelo
  • Publisher:
  • ISBN:
  • Category : Education
  • Languages : en
  • Pages : 262

Rethinking Early Childhood Education is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.Early childhood is when we develop our core dispositions -- the habits of thinking that shape how we live. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education.An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs.


Rethinking Readiness in Early Childhood Education

Rethinking Readiness in Early Childhood Education

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  • Author: Jeanne Marie Iorio
  • Publisher: Springer
  • ISBN: 1137485124
  • Category : Education
  • Languages : en
  • Pages : 365

This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children.


Rethinking Early Literacies

Rethinking Early Literacies

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  • Author: Mariana Souto-Manning
  • Publisher: Routledge
  • ISBN: 1317308646
  • Category : Education
  • Languages : en
  • Pages : 460

Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children’s linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play. Throughout the book, the authors critically reframe what it means to be literate in contemporary society, specifically discussing the role of educators in theorizing and rethinking language ideologies for practice. Issues influencing early childhood education in trans/national contexts are forefronted (e.g. racism, immigration rights, readiness) throughout the book, with a call to support and sustain communities of color.


Rethinking Play and Pedagogy in Early Childhood Education

Rethinking Play and Pedagogy in Early Childhood Education

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  • Author: Sue Rogers
  • Publisher: Routledge
  • ISBN: 1136884874
  • Category : Education
  • Languages : en
  • Pages : 386

Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the Early Years is valued as a means of learning. The book discusses how play is presented, transformed by institutional and pedagogical discourses and ultimately experienced by children. Adopting cultural, conceptual and contextual approaches to play and pedagogy across its chapters, this book addresses contemporary emerging issues surrounding play and pedagogy including: the application of critical and socio-cultural analyses to play in early childhood renewed interest in the aesthetic, creative and affective dimensions of play in early childhood education competing discourses of ‘performativity’, market forces, social reconstruction and child-centredness children’s voice and participation within educational settings globalization, migration and cultural pluralism the role of digital technology in early childhood education diversity, identity and social justice within early childhood settings. With international appeal and relevance, this book will be of interest to students taking undergraduate, Masters and doctoral courses in early childhood education, childhood and education studies as well as academic teachers and researchers, policy-makers and international agencies working with young children.


Diversities in Early Childhood Education

Diversities in Early Childhood Education

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  • Author: Celia Genishi
  • Publisher: Routledge
  • ISBN: 1135908966
  • Category : Education
  • Languages : en
  • Pages : 310

This collection, edited by leaders in the field of early childhood and multicultural education, is a valuable resource for those studying and working with young children. Chapters emphasize the relationship between theory, research, and practice, and provide illustrations of equitable and inclusive practices that move us toward social justice in the critical field of early childhood education. Drawing from the current literature on ability, class, culture, ethnicity, gender, languages, race, and sexual orientation, the book presents a forward-looking account of how diversity could improve the educational experience of children from birth to grade three.


EBOOK: Rethinking Learning in Early Childhood Education

EBOOK: Rethinking Learning in Early Childhood Education

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  • Author: Nicola Yelland
  • Publisher: McGraw-Hill Education (UK)
  • ISBN: 0335236499
  • Category : Education
  • Languages : en
  • Pages : 185

"I think a real strength of the book is the use of the case studies to ground the points made and to offer in-depth insights into practice." Jackie Marsh, University of Sheffield, UK This exciting book considers the nature of young children's lives and how this can, and should, inform early childhood education in practical ways. It examines: What is it like for young children to learn in the 21st century? How can we link this to new and innovative ways of providing relevant and engaging learning contexts for young children? What it means to be multiliterate in the 21st century The book explores how learning and engagement with ideas can be extended through the use of new technologies, describing how information and communications technologies enable young people to extend the boundaries of their learning and social interactions. These experiences have important implications for formal learning environments and the nature of the curriculum, including bold new approaches to teaching and learning which offer opportunities for children to investigate in new ways. This book provides examples of the ways in which early childhood teachers have extended opportunities for new types of learning for children by creating contexts in which they are able to explore and represent their ideas and thinking in multimodal formats using new technologies. This book represents a research-based discussion for rethinking learning in the 21st century and includes various case studies and scenarios to enable students and practising teachers to try out new ideas. Finally, it considers new ways of thinking about children's learning by creating a multiliteracies portrait, pedagogies and pathways profile that enables teachers to build on their strengths to plan for effective learning outcomes. Rethinking Learning in Early Childhood Education is key reading for students on Early Years courses or Primary Education pre-service teacher education programmes.


Teaching as Inquiry

Teaching as Inquiry

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  • Author: Lynn T. Hill
  • Publisher: Pearson
  • ISBN:
  • Category : Education
  • Languages : en
  • Pages : 268

This text helps teach pre-service teachers the art of inquiry instilling in students a sense of wonder, curiosity, asking questions, looking for answers, and making sense of the world in different ways. The authors see teaching as an art that supports the learner in multiple ways, using different tools that are responsive to their individual orientation or to their multiple intelligences. Teaching as Inquiry is based on best practice and centers around the philosophies of Reggio Emilia, as well as Dewey, Vygotsky, Piaget, Gardner and others. The book has a unique structure that focuses on helping future teachers understand the theory and apply it practically. Each chapter begins with a story from the classroom, followed by a list of questions to be considered throughout the chapter. "Think About It" boxes ask students to pause and reflect, and each chapter ends with suggestions for "Getting Started" as well as Web resources and suggested readings.


Reconceptualizing Early Childhood Care and Education

Reconceptualizing Early Childhood Care and Education

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  • Author: Marianne N. Bloch
  • Publisher: Rethinking Childhood
  • ISBN: 9781433123665
  • Category : Early childhood education
  • Languages : en
  • Pages : 0

Reconceptualizing Early Childhood Care and Education is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. Audiences include students in graduate courses focused on early childhood and primary education, critical cultural studies of childhood, critical curriculum studies and critical theories.


Handbook of Early Childhood Teacher Education

Handbook of Early Childhood Teacher Education

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  • Author: Leslie J. Couse
  • Publisher: Routledge
  • ISBN: 1317816285
  • Category : Education
  • Languages : en
  • Pages : 551

This handbook synthesizes both contemporary research and best practices in early childhood teacher education, a unique segment of teacher education defined by its focus on child development, the role of the family, and support for all learners. The first volume of its kind, the Handbook of Early Childhood Teacher Education provides comprehensive coverage on key topics in the field, including the history of early childhood teacher education programs, models for preparing early childhood educators, pedagogical approaches to supporting diverse learners, and contemporary influences on this quickly expanding area of study. Appropriate for early childhood teacher educators as well as both pre- and in-service teachers working with children from birth through 8, this handbook articulates the unique features of early childhood teacher education, highlighting the strengths and limitations of current practice as based in empirical research. It concludes by charting future directions for research with an aim to improve the preparation of early childhood educators.


Making Sense of Developmentally and Culturally Appropriate Practice (DCAP) in Early Childhood Education

Making Sense of Developmentally and Culturally Appropriate Practice (DCAP) in Early Childhood Education

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  • Author: Eunsook Hyun
  • Publisher: Peter Lang Incorporated, International Academic Publishers
  • ISBN:
  • Category : Education
  • Languages : en
  • Pages : 200

Since 1987 the National Association for the Education of Young Children (NAEYC) has embraced Developmentally Appropriate Practice (DAP) as a pedagogical guideline for early childhood education. This book attempts to expand DAP as developmentally and culturally appropriate practice (DCAP) to pay greater attention to cultural influence that forms young individual children's growth and their own learning. Infusing voices of early childhood prospective teachers' DCAP teaching experiences into the texts, the book presents a way to prepare our future teachers who would be able to use DCAP as their pedagogical guide and be more sensitive to multiple/multiethnic perspectives in young children's learning, changes, and growth.