Böcker i Early Childhood Education Series-serien

Describes eight techniques that foster intentional and reflective classroom practice. Ann Lewin-Benham presents over 70 novel exercises to help teachers learn to use body, face, hands, voice, eyes, and word choices to precisely convey meaning. Dozens of scenarios from typical classroom situations contrast unintentional and intentional teaching behaviours.

Children's experiences when they transition from home to school, from classroom to classroom, and from school to school raise issues of continuity that permeate every aspect of early childhood education. This book uses practitioner stories to investigate beliefs about continuity and discontinuity and how these beliefs are enacted in contexts for young children from birth to age 8.

With a focus on how families and professionals can collaborate effectively so that infants and toddlers (0-3) learn, grow, and thrive, this title addresses child learning and development, family functioning and priorities, early intervention as a support and not a substitute, and planning "what's next" after early intervention.

Offers teachers a way of addressing social and emotional issues in the classroom. This title offers strategies for integrating Teddy Bears into classroom life and the curriculum itself to help teachers address unresolved emotional issues that hinder children's socialization and learning processes.

Provides pre- and inservice teachers with an understanding of how maths can be learned through play. The author helps teachers to recognise the mathematical learning that occurs during play, to develop strategies for mathematizing that play, and to design formal lessons that make connections between mathematics and play.

A provocative challenge to teachers and parents of young children, this book demonstrates why play is the most effective way for children to develop critical life skills such as thinking and social problem solving.

Provides a groundbreaking framework for teaching minority and low-income children. Changing the conversation from improving test scores to improving school experiences, the text features lessons learned from eight elementary schools whose leadership and staff implemented sustainable changes.

Brings together a group of extraordinary educators and scholars who offer important insights about what we can do to defend childhood from societal challenges. The authors explain new findings from neuroscience and psychology, as well as emerging knowledge about the impact on child development of cultural and linguistic diversity, poverty, families and communities, and the media.

Every early care and education program deserves a qualified and competent supervisor. This pioneering text addresses the needs of administrators and staff to help them expand and improve their supervisory skills. This classic volume is still the best choice for those supervising staff from a wide variety of educational and cultural backgrounds.

In her provocative new book, Stacie Goffin presents a leadership manifesto for the field of early care and education. With an action-oriented frame of reference, she offers a unique point of view on efforts to improve programme quality and developmental and learning outcomes for children.

A guide to behavior management for teachers, parents, and other caregivers. Starting with infancy, this work explains that typical daily routines are prime opportunities for parents and childcare providers to introduce limits to very young children. It also takes a look at ways to guide the behavior of preschoolers and kindergartners.

Provides practical guidance for working with children to promote creative play, and to positively influence the lessons about violence that children learn.

The United States is at a pivotal crossroads in determining the educational experiences of children ages 3 through 8. Helping educators set goals and design effective policies, this title provides a history of early education and care in the United States and invites readers to consider early schooling in a global perspective.

How is compelling, exemplary curriculum created in schools in spite of the pressures to implement a standardized curriculum? This book presents stories which illustrate ways that early childhood values and practices have been sustained and promoted in elementary schools, exemplary teaching practice, and democratic participatory teaching.

This text promotes the integration of visual art into all early childhood curriculum areas. It should help early childhood professionals present in-depth art experiences to children so that they become engrossed in in expressing their ideas and newly learned concepts through art media.

This volume is designed to help early childhood practitioners and pre-service teachers meet the needs of children with special needs. Each chapter introduces a child with one or more special need, such as autism or ADHD, and advocates a holistic view of working with the child.

Based on the constructivist Jean Piaget's theories on how children develop logico-mathematical thinking, this text describes and develops a programme for teaching arithmetic to young primary school children. The authors provide a theoretical foundation and an explanation of goals and objectives.

Through classroom scenes and dialogue, this study explores the role that reading to children plays in an early childhood education programme. The author questions prevailing prescriptions for ""developmentally appropriate practice"" and examines the impact of public policy on teachers and pupils.

Using real examples from early childhood education, this text explores various methods of quantitative and qualitative research and how they may be studied and applied. It stresses the compatability and complementary nature of the two approaches.

This new edition builds on the theories presented in the first and includes the views of Howard Gardner and Lev Vygotsky, amongst others. It addresses many aspects of anti-bias education, promotes teachers' self awareness, and provides guidelines for setting up multicultural environments.