Early Years Pedagogy in Practice

2020-07-20
Early Years Pedagogy in Practice

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  • Author: Ruksana Beigi
  • Publisher: Routledge
  • ISBN: 0429773072
  • Category : Education
  • Languages : en
  • Pages : 196

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.

Developing a Loving Pedagogy in the Early Years

2021-05-26
Developing a Loving Pedagogy in the Early Years

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  • Author: Tamsin Grimmer
  • Publisher: Routledge
  • ISBN: 1000390659
  • Category : Education
  • Languages : en
  • Pages : 239

Care and caring are key to early childhood education and yet love can be viewed as a taboo word within early childhood settings. This book guides practitioners through the potentially problematic area of loving the children they care for. It shows where a loving pedagogy can fit within professional practice and how this can enrich experiences for children and educators. The book explores how educators can support their children by holding them in mind, valuing them and promoting their best interests. Focusing on how relationships, attachment and connections underpin our settings and practice, the chapters cover: the fundamentals of professional love appropriate touch in practice the different ways in which children feel loved the rights of the child empowering children through love working with parents and carers. Including case studies and questions for reflection, this is vital reading for practitioners wanting to develop a nurturing and loving pedagogy that places the child at the centre of their practice.

Pedagogical Documentation in Early Years Practice

2017-06-13
Pedagogical Documentation in Early Years Practice

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  • Author: Alma Fleet
  • Publisher: SAGE
  • ISBN: 1526415372
  • Category : Education
  • Languages : en
  • Pages : 233

Pedagogical documentation is a vital method of assessing and observing young children, and is a practice that enables practitioners, families and children to learn alongside each other. This book draws on the projects and experiences of senior researchers from nations including Australia, Canada, Sweden, Singapore, the UK and the USA to highlight multiple approaches to pedagogical documentation. Topics explored include: using video in pedagogical documentation making the most of outdoor learning environments developing pedagogical documentation within curriculum frameworks the relationship with Early Years transitions the potential of pedagogical documentation for leadership enactment. The book offers guidance, support and inspiration to practitioners and researchers on how to implement meaningful and sustainable child-focused observation in early years contexts.

Service Learning as Pedagogy in Early Childhood Education

2016-10-14
Service Learning as Pedagogy in Early Childhood Education

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  • Author: Kelly L. Heider
  • Publisher: Springer
  • ISBN: 3319424300
  • Category : Education
  • Languages : en
  • Pages : 236

This book presents the most recent theory, research, and practice on service learning as it relates to early childhood education. It describes several service learning programs, many of which were developed to better prepare pre-service teachers for the challenges they face in today’s early childhood classrooms, including class size, ever-changing technology, diversity, high-stakes testing, parental involvement (or the lack thereof), and shrinking budgets. The book shares stories of positive outcomes from pre-service teachers who, having participated in service-learning programs, report a shift in their attitudes and beliefs including an increased empathy for others, a heightened sensitivity to student differences, more democratic values, and a greater commitment to teaching. In addition, the book examines the effects of service learning and positive outcomes for children and teacher educators as well. Schools today face an increasing number of language learners, the mainstreaming of special population students, and working with a standards-driven curriculum. All of these present new challenges for teachers as they attempt to meet their students’ educational needs. As a result of this new classroom environment, and the educational needs they present, teacher educators must now seek different approaches to prepare prospective teachers to meet these needs because the traditional approaches to teacher preparation, such as coursework independent of fieldwork, are no longer effective in equipping teachers to address these issues. This book examines in detail the new approach of service learning.

Supporting Pedagogy and Practice in Early Years Settings

2010-07-02
Supporting Pedagogy and Practice in Early Years Settings

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  • Author: Shirley Allen
  • Publisher: SAGE
  • ISBN: 1844457044
  • Category : Education
  • Languages : en
  • Pages : 178

To achieve EYPS, candidates must understand the Early Years Foundation stage (EYFS), and how to put it into practice. This text supports those on all EYPS pathways to extend their knowledge and understanding of effective pedagogy within the context of the EYFS. It begins by looking at effective practice in the EYFS and how research has informed recent initiatives. It goes on to cover children′s learning and development, safe and stimulating environments and the role of the adult. The text considers how EYPs can support others in their practice to improve the delivery of learning throughout their setting.

Participatory Learning in the Early Years

2009-01-13
Participatory Learning in the Early Years

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  • Author: Donna Berthelsen
  • Publisher: Routledge
  • ISBN: 1135857091
  • Category : Education
  • Languages : en
  • Pages : 218

The early years are an important period for learning, but the questions surrounding participatory learning amongst toddlers remain under-examined. This book presents the latest theoretical and research perspectives about how ECEC (Early Childhood Education and Care) contexts promote democracy and citizenship through participatory learning approaches. The contributors provide insight into national policies, provisions, and practices and advance our understandings of theory and research on toddlers’ experiences for democratic participation across a number of countries, including the UK, Australia, New Zealand, the United States, Canada, Sweden, and Norway.

Introducing Dialogic Pedagogy

2015-06-19
Introducing Dialogic Pedagogy

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  • Author: E. Jayne White
  • Publisher: Routledge
  • ISBN: 131748763X
  • Category : Education
  • Languages : en
  • Pages : 182

Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important theoretical ideas with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations. It provides unique insights into the amazing world of the youngest child, and offers enriched understandings of the profound impact of adults in their journey of becoming (or bildung). Key points covered include: Investigating dialogic philosophy and its application to early childhood education, with an emphasis on notions of justice, democracy, ethics and answerability Considering the relationship between dialogism and pedagogical approaches Theorising a range of approaches to relevant early childhood practice, as pedagogy This accessible and readable guide offers sound theoretical principles with practical suggestions for early years’ settings. The book is supplemented by an extensive online video resource website that will bring these revolutionary ideas to life. .

Rethinking Play and Pedagogy in Early Childhood Education

2010-11-05
Rethinking Play and Pedagogy in Early Childhood Education

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  • Author: Sue Rogers
  • Publisher: Routledge
  • ISBN: 1136884874
  • Category : Education
  • Languages : en
  • Pages : 184

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.

Eager to Learn

2001-01-22
Eager to Learn

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  • Author: National Research Council
  • Publisher: National Academies Press
  • ISBN: 0309068363
  • Category : Education
  • Languages : en
  • Pages : 464

Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€"and learnersâ€"every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated)

2021-08
Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated)

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  • Author: Naeyc
  • Publisher:
  • ISBN: 9781938113956
  • Category : Education
  • Languages : en
  • Pages : 400

The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas.