Download Free The Wiley Handbook Of Early Childhood Care And Education Book in PDF and EPUB Free Download. You can read online The Wiley Handbook Of Early Childhood Care And Education and write the review.

The essential resource to the issues surrounding childhood care and education with contributions from noted experts The Wiley Handbook of Early Childhood Care and Education is a comprehensive resource that offers a review of the historical aspects, best practices, and the future directions of the field. With contributions from noted experts in the field, the book contains 30 interdisciplinary essays that explore in-depth the central issues of early childhood care and education. The handbook presents a benchmark reference to the basic knowledge, effective approaches to use with young children, curriculum design, professional development, current policies, and other critical information. The expert contributors address the myriad complex policy and practice issues that are most relevant today. The essays provide insight into topics such as child development and diversity, the sociocultural process of child development, the importance of the home environment in the lives of young children, early childhood special education, teaching and learning literacy, and much more. This important resource: Presents a comprehensive synopsis of the major components of the field of early childhood care and education Contains contributions from leading scholars, researchers, and experts in the field Offers the foundational knowledge and practices for working with young children Puts the focus on how early childhood works and presents an understanding of culture as a foundational component of both child development and early childhood education Written for academic scholars, researchers, advocates, policymakers, and students of early childhood care and education, The Wiley Handbook of Early Childhood Care and Education is a comprehensive resource to the major issues for dealing with childhood care and education with contributions from noted scholars in the field.
With its real-life stories and invitations for reflection and conversation, this book is an ideal professional development resource for pre- and in-service birth–age 3 professionals. The author shares lived experiences of being in four distinctly different baby rooms as a researcher over extended periods of time. She frames each life story around elements of well-being and asks readers to consider whether and how environmental and relational factors supported or hindered the physical, psychological, and emotional well-being of the children and adults. The author encourages readers to see themselves in the stories, to consider how they may have acted in the circumstances described, and to deliberate on their own practices and beliefs. With empathy and respect, McMullen fully conveys an intent to elevate, celebrate, and honor those who spend their days in infant toddler care and education, while examining the critical role all adults in society play in the lives of our youngest citizens. Book Features: Invites personal reflection and discussion with colleagues in the form of prompts and questions after each story.Provides a friendly but scholarly look at the spaces, conditions, and quality of birth-to-age three settings, the area of fastest growing need in early childhood care and education (ECCE). Focuses on the well-being of the adults and children featured in the book, providing a holistic perspective on their needs, motivations, and experiences. Emphasizes a here-and-now perspective in contrast to books that tend to focus primarily on preparing children for future outcomes and accomplishments.
In today’s digital world, it is critical to ensure technology is utilized appropriately and best practices for adoption are continuously updated, particularly when it comes to education. New technologies provide myriad opportunities for improvement within early childhood development; however, further study is required to fully understand the different tactics and strategies. The Research Anthology on Early Childhood Development and School Transition in the Digital Era considers how technology can assist with the development of young children and identifies different technologies that should be utilized within education for the benefit of students. Covering key topics such as instructional design, learning, literacy, and technology, this major reference work is ideal for administrators, principals, researchers, scholars, practitioners, academicians, instructors, and students.
Early childhood educators are keenly aware of the importance of a child’s transition to “real school.” This transition is occurring earlier in a child’s life now that school districts nationwide are moving to pre-kindergarten experiences for 3- and 4-year olds. Annually, more than one million children attend public school pre-k programs overseen by elementary school principals who, although veteran educational leaders, were not trained to oversee these programs. Although pre-k classrooms are rapidly growing and deserve special attention, school leaders must be reminded that early childhood means more than pre-kindergarten; it extends through third grade. School leadership needs to understand the principles of early childhood education to effectively support all children age three to grade three. Professional and Ethical Consideration for Early Childhood Leaders is a collection of innovative research that crafts an overall understanding of the importance of early childhood leadership in today’s schools. The book employs strategies to improve support for children in early childhood years, examines the different roles of early childhood leadership, analyzes best practices for implementation in early childhood contexts, and explores improvements for leadership preparation for schools with pre-k through third-grade children. While highlighting a wide range of topics including advocacy, cultural responses, and professional development, this publication is ideally designed for educators, administrators, principals, early childhood development teachers, daycare instructors, curriculum developers, advocates, researchers, academicians, and students.
This powerful edited collection disrupts the deficit-oriented discourses that currently frame the field of early childhood education (ECE) and illuminates avenues for critique and opportunities for change. Researchers from across the globe offer their insight and expertise in challenging the logic within ECE that often frames children and their families through gaps, risks, and deficits across such issues as poverty, language, developmental psychology, teaching, and learning. Chapters propose practical responses to these manufactured crises and advocate for democratic practices and policies that enable ECE programs to build on the wealth of cultural and personal knowledge children and families bring to the early learning process. Moving beyond a dependence on deficits, this book offers opportunities for scholars, researchers, and students to consider their practices in early education and develop their understanding of what it means to be an educator who seeks to support all children.
Equity as Praxis in Early Childhood Education and Care aims to map, deconstruct, and engage with different models of equity as they pertain to the early childhood education landscape in Ontario. Drawing on marginalized narratives of gender, race, Indigeneity, dis/ability and inclusion, and migration, immigration, and displacement, the authors discuss how to advance the field and make it more equitable for children, families, early childhood educators, and all other practitioners. This edited collection outlines the current political climate of early childhood education and care in Ontario through a critical analysis of policies and dominant discourses of equity and inclusion. By prompting readers to reflect on and critique their understandings of children, families, communities, and practices in the field, the authors seek to provide counternarratives to Eurocentric developmentalist hegemonies and an alternative strength-based approach to critical and transformative praxis. This vital text encourages rethinking how narratives of equity and inclusion are constructed and what this means for young children and their families in Ontario, as well as throughout Canada. This is an essential resource for students in early childhood education and care, early childhood studies, and education programs. FEATURES: - Includes perspectives from multiple positionalities in the field to provide a critical and interdisciplinary approach - Draws on a reconceptualist lens to present a critique of developmentalist approaches - Encourages readers to engage with the content by practising critical self-examination and considering social factors and forces that inform their own concepts
This book examines the methodological decisions made by researchers working in early childhood contexts. Viewed from a researcher’s perspective, each chapter explores the journey of the researcher, capturing their decision-making processes in early childhood research. Through themes such as the politics of ethics and how different cultural norms shape research in different localities, Decisions and Dilemmas of Research Methods in Early Childhood Education explores key questions such as: What are the ethical issues arising during early childhood research? Which research traditions and methodologies prevail and why? How are research subjects perceived and positioned within different research contexts? What interdisciplinary tensions or opportunities arise between different ways of working across early childhood research? The book critically unpacks how these decisions are made and by whom during the course of research. Each chapter includes reflections of researchers working across disciplines such as education, health and social work to understand the thinking, forces and actors that shape decisions made during the research process. This is essential reading for researchers working in early childhood contexts in fields such as social work, health, education, criminology, psychology and more.
Designed to spark an interchange of ideas, this book presents early childhood education as a nuanced, shifting, and complex field. Readers will bear witness to several decades of the lived experiences of influential leaders engaged in conversation about seven major topics: systems of early care and education, diversity and children’s rights, developmentally appropriate practice, perspectives on play, curriculum and pedagogy, the care of infants and toddlers, and families and family engagement. Each chapter is accompanied by a “Reflections on the Dialogue” essay from one of the volume editors who include important source material and theoretical and research perspectives. Readers are invited to reflect thoughtfully on each topic to construct their own understanding of where the field has been and why it matters. Contributors reveal how they have been shaped by societal values and events, as well as how they have helped to shape the field as we know it. These reflective dialogues help readers develop greater understanding of the past and its influence on the present, while preparing readers to make decisions throughout their careers about what matters and why it is important to young children and their families. Contributors: W. Steven Barnett, Gloria Swindler Boutte, Sue Bredekamp, Dina C. Castro, Katherine K. Delaney, J. Amos Hatch, Marilou Hyson, Jacqueline Jones, Marjorie Kostelnik, Mary Benson McMullen, Douglas R. Powell, Susan L. Recchia, Mari Riojas-Cortez, Jaipaul L. Roopnarine, Jeffrey Trawick-Smith
This book examines the interactions of gender and race, developmental psychology, and public policy and how, collectively, they influenced the marginalization of early childhood caregivers’ and educators’ roles. In order to learn how their roles came to be both externally and internally marginalized—in public esteem, research attention, compensation, and valuation—Goffin traces the origins of the early childhood care and education field and its evolution over time. Also taken into account is the influence of the early childhood care and education field’s insufficient attention to practitioners’ emerging stature. Chapter by chapter, the book (Left Behind for short) calls attention to the historical influences of its racial and gender context, its long-standing reliance on developmental psychology, and its dependence on public policy, along with how, when intertwined, these influences led to the marginalization of early childhood caregivers and educators’ role, which helped shape early childhood care and education as a field of practice. This work is ideal for early childhood care and education’s undergraduate and graduate faculty, its undergraduate and graduate students, early childhood care and education policy advocates, those in state department administrative roles, those who self-identify as change agents, plus early childhood caregivers and educators who want to learn more about their history.
This Handbook explores the multidisciplinary field of childhood studies through a uniquely global lens. It focuses on enquiries and investigations into the everyday lives of young children in the age range of birth to 8 years of age, giving space to their voices and involving interrogations about the various aspect of their lives. This Handbook engages with the interdisciplinary field of childhood studies, education, cultural studies, ethnography, and philosophy, with contributions from scholars from across the globe who have focused their work on the complexities of childhoods in contemporary times. By considering a range of epistemologies, ontologies and perspectives to present the contemporary & systematic research on the topic from a wide range of academics and authors in the field, this Handbook provides a significant contribution to the international dialogue of Global Childhoods. Part 1: Global Childhoods Part 2: Researching Global Childhoods Part 3: Contemporary Childhoods Part 4: Pedagogies and Practice Part 5: Creating Communities for Global Children