Download Free Supporting Early Childhood Practice Through Difficult Times Book in PDF and EPUB Free Download. You can read online Supporting Early Childhood Practice Through Difficult Times and write the review.

Supporting Early Childhood Practice Through Difficult Times encourages early childhood students and practitioners to take stock of current practices and pedagogies in light of challenges like the COVID-19 pandemic, ecological concerns, and regulatory pressures. The contributions from various scholars and practitioners present a range of theoretical concepts as well as innovative practice examples, inviting deep reflection on your own beliefs and attitudes. They examine and envisage different ways of working with and for young children, their families and communities for a better future. Chapters in this timely book include experts from around the globe examining key issues in early childhood education. The first section questions the increasing digitalisation in nurseries and pre-schools and its impact on staff members, parents and children. The second section focuses on workforce development, management systems and the role of parents in policymaking. The third section showcases innovative pedagogical approaches looking beyond widely accepted early learning goals, assessments and curricula to develop inclusive environments that foster all children’s development and learning. Lastly, the fourth section steps back from day-to-day practice and considers what concern for the environment, social justice and posthumanism means for early childhood education and pedagogy. This book will be a key resource for early childhood education and care practitioners, graduate students, policymakers and researchers facilitating the step from the here-and-now to revised future practice and policy that will enable all children to flourish.
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.
Strong Foundations addresses policy requirements from the Early Years Learning Framework, the National Quality Standard and Quality Improvement Plans, highlighting links between research and practice, and making connections to the five EYLF Learning Outcomes. The book showcases evidence from Australian and international research.
Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers.
Make your everyday interactions with children intentional and purposeful with these steps: Be Present, Connect, and Extend Learning.
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.
Life transitions differ concerning the intensity of the change and the intensity of the child’s reaction to that change. For most children, the first and most significant transition is from the family home to an institution of early care and education, which includes preschool. These transitions can also include children's passage from kindergarten to elementary school. However, the intensity of the child's reaction is related to the size of the change that is happening and also to who or what is involved in that change and the importance a child attributes to that someone or something. Supporting Children’s Well-Being During Early Childhood Transition to School is an essential scholarly publication that examines evidence-based practices and approaches that fully support a child’s well-being during transition periods in early childhood. It serves as a resource to rethink contemporary transition theoretical models, research studies, and applied practices. Featuring a wide range of topics such as emotional competency, language learners, and professional development, this book is ideal for academicians, psychologists, early childhood educators, daycare centers, curriculum designers, policymakers, researchers, education professionals, and students.
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.
Nursery World Awards 2012 winner! This stimulating book brings together contributions from distinguished practitioners, who demonstrate how they have used educational methods advocated by Froebel in contemporary settings. Stressing the importance of outdoor play, they explore the Froebelian principles of: - Play - Learning through firsthand experience - Parent partnership and community in early childhood - Practitioners supporting children′s interests and learning - Finger rhymes and action songs - Movement - The garden and forests - Wooden blockplay - Use of clay, paint, junk modelling, construction kits The book emphasises how learning and the application of knowledge become possible through play. It contrasts the Froebel approach with the methods such as Montessori, Steiner and recent approaches to play such as post-Modern ′playfulness′. This book is relevant to undergraduate and postgraduate students of Early Childhood Education, as well as students following QTS and EYPS, PGCE, CPD and BEd courses. Tina Bruce CBE is an Honorary Visiting Professor in Early Childhood at the University of Roehampton.
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.