Under-three Year Olds in Policy and Practice

2016-10-19
Under-three Year Olds in Policy and Practice

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  • Author: E. Jayne White
  • Publisher: Springer
  • ISBN: 9811022755
  • Category : Education
  • Languages : en
  • Pages : 227

The first book in the series Policy and Pedagogy with Under-three year olds: Cross Disciplinary insights and innovations establishes a path for the much-needed examination of the experiences of infants and toddlers in contemporary educational settings across the globe. Bringing together internationally renowned scholars in the field, it starts a series of discussions about the positioning of under-three year olds in contemporary practice and policy contexts. It takes an in-depth look at what this means for our understanding of under-three year olds and those who share their worlds. Featuring some of the most important contemporary topics in this pedagogical domain, such as care, well-being, belonging, professionalism and status, the contributors offer a kaleidoscope of perspectives for contemplating the new normality of very young children living their lives in group-based early childhood settings, and what gives rise to their current realities. It also explores some important policy directions and trends.

Transforming the Workforce for Children Birth Through Age 8

2015-07-23
Transforming the Workforce for Children Birth Through Age 8

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  • Author: National Research Council
  • Publisher: National Academies Press
  • ISBN: 0309324882
  • Category : Social Science
  • Languages : en
  • Pages : 706

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for 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.

The First 1000 Days of Early Childhood

2020-01-01
The First 1000 Days of Early Childhood

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  • Author: Mikhail Gradovski
  • Publisher: Springer Nature
  • ISBN: 9813296569
  • Category : Education
  • Languages : en
  • Pages : 157

This book provides a philosophical, socio-political and theoretical understanding of the notion of Becoming in the context of the related concepts, and in contemplation of the notion of Being. Deriving from different traditions from various countries, these concepts act as windows on contemporary early years settings and communities around the world where adults map out infant becomings. This book is a valuable resource for early childhood educators, students, professionals, researchers, and policy makers around the globe who seek to understand the locatedness of infant becomings in space and time.

Infant and Toddler Development from Conception to Age 3

2018-11
Infant and Toddler Development from Conception to Age 3

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  • Author: Mary Jane Maguire-Fong
  • Publisher: Teachers College Press
  • ISBN: 0807777382
  • Category : Education
  • Languages : en
  • Pages : 193

This book invites those caring for infants to join as companions on an incredible journey. Each chapter taps a distinct area of research to shed light on babies’ biological expectations for care and their amazing competence as active participants in that care. Exploring each domain of development, with policy and practice recommendations, the authors offer important insights into: How prenates “read” and adapt to characteristics of their environment.How fetus and mother respond in sync to a cascade of hormones that facilitate healthy birth, breastfeeding, bonding, and immune system development.How infants search for proximity to caring, responsive others as a means of regulating physiological systems and making friends.How infants gather statistics on language through interactions with companions. How infants learn as they investigate objects and people within everyday play and interactions. “I have never experienced a book that more clearly and purposefully communicates the day-by-day development of infants and the essential role adults play in the optimization of that development.” —From the Foreword by J. Ronald Lally, WestEd Center for Child & Family Studies, author of For Our Babies “Infant development comes alive in this book.” —From the Afterword by Ed Tronick, Distinguished University Professor, University of Massachusetts, Boston “A must-read for anyone interested in young children. This will be a valuable resource for academics, clinicians, and caregivers.” —Bruce D. Perry, ChildTrauma Academy “This extraordinary collection of stories invites us to explore and reflect on what it’s like to be a baby, new to the world and full of curiosity.” —Elizabeth Jones, faculty emerita, Pacific Oaks College

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

2022-10-11
(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.

Early Years Education: Policy and practice in early education and care

2006
Early Years Education: Policy and practice in early education and care

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  • Author: Rod Parker-Rees
  • Publisher: Taylor & Francis
  • ISBN: 9780415326728
  • Category : Early childhood education
  • Languages : en
  • Pages : 474

This collection of papers provides a useful resource for scholars who need to ground their own study in a wider historical and global discourses concerning the education of children under eight.

Encyclopedia of Teacher Education

2022-08-26
Encyclopedia of Teacher Education

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  • Author: Michael A. Peters
  • Publisher: Springer Nature
  • ISBN: 9811686793
  • Category : Education
  • Languages : en
  • Pages : 2238

This encyclopaedia is a dynamic and living reference that student teachers, teacher educators, researchers and professionals in the field of education with an accent on all aspects of teacher education, including: teaching practice; initial teacher education; teacher induction; teacher development; professional learning; teacher education policies; quality assurance; professional knowledge, standards and organisations; teacher ethics; and research on teacher education, among other issues. The Encyclopedia is an authoritative work by a collective of leading world scholars representing different cultures and traditions, the global policy convergence and counter-practices relating to the teacher education profession. The accent will be equally on teaching practice and practitioner knowledge, skills and understanding as well as current research, models and approaches to teacher education.

People Under Three

1994
People Under Three

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  • Author: Elinor Goldschmied
  • Publisher: Psychology Press
  • ISBN: 9780415059763
  • Category : Family & Relationships
  • Languages : en
  • Pages : 263

People Under Three proposes a new approach to group day care of very young children, translating child development theory and research into everyday practice. All the ideas in the book have been developed and tested in nurseries and family centres in Britain and overseas, and will appeal to a wide range of people involved in child care. The authors have brought together their immense range of relevant experience to produce a book which will be of direct practical use to policy makers, managers, child care workers, social workers and students, as well as to parents themselves. Elinor Goldschmied is one of Europe's acknowledged experts on the management of day care services. She now works as a Consultant in local authority child care services in Britain, Italy and Spain. Her documentary training films of children up to the age of three are used worldwide by child care workers. Sonia Jackson is a leading figure in the social work world and is internationally known for her research and development work on child welfare. Formerly a Senior Lecturer at Bristol University, where she started the first British degree in Early Childhood Studies, she is currently Professor of Applied Social Studies at University College, Swansea. She has previously worked as a psychologist, primary school teacher and social worker, and has shared in the upbringing of six children.

First Transitions to Early Childhood Education and Care

2022-08-04
First Transitions to Early Childhood Education and Care

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  • Author: E. Jayne White
  • Publisher: Springer Nature
  • ISBN: 3031088514
  • Category : Education
  • Languages : en
  • Pages : 306

This book brings together the work of researchers from around the globe around the topic of children’s first transitions to early care and education. It discusses political and sociocultural contexts, theories, and ideologies around the theme. The book offers perspectives and findings on adult expectations around a child’s first transition, infant emotional experiences, the role of space, the part that key objects play in infant transitions, and the role of time. It also discusses age of first entry, routines and rhythms of the institutions, and the future expectations of those involved. The book takes a culturally responsive approach, revealing at times striking commonalities across countries, and at other points distinct differences in the people, environments, orienting pedagogies, and policies that inform an infant’s transition into care.