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Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
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.
Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
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.
Author: Robert N. Emde Publisher: Oxford University Press ISBN: 9780195348378 Category : Psychology Languages : en Pages : 426
Book Description
This book reports the work of a 20-year collaboration between a multidisciplinary group of clinicians and developmental scientists who have created and investigated a new tool to elicit and analyze children's narratives. This tool is the MacArthur Story Stem Battery, a systematic collection of story beginnings that are referred to as 'stems.' These stems are designed to elicit information from children about their representational worlds. This method is particularly exciting because using it allows developmental psychologists and others to gain information directly from children about their emotional states and what they are able to understand, and in turn, to use this information to explore significant emotional differences among children. This work will appeal to researchers and practitioners in developmental and clinical psychology.
Author: Aline-Wendy Dunlop Publisher: Routledge ISBN: 1134475063 Category : Education Languages : en Pages : 187
Book Description
The contributors of this book seek to find how children cope with transition from home to the first settings of their education and whether there are ways in which professionals can better support and empoer children in transition.
Author: Melissa M. Jozwiak Publisher: Teachers College Press ISBN: 0807774936 Category : Education Languages : en Pages : 227
Book Description
“Offers hope through its rich and abundant examples of teachers, parents, and others who care for young children mindfully taking the time to address issues of continuity in everyday life.” —From the Foreword by Beth Blue Swadener, Arizona State University “After reading this book, it is not possible to think about these ideas simplistically again.” —Virginia Casper, Bank Street College of Education “This examination gives voice to an important but often unexamined issue in early childhood education.” —Christopher P. Brown, The University of Texas at Austin 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. The authors examine a range of continuities and discontinuities, including the experiences children, teachers, and families have with programs; the interactions between families and schools; and the ways in which programs and schools relate to one another. They also raise questions about primary caregiving, cultural responsiveness, assessment practices, and congruity between institutions. Discussions of each story include the authors’ interpretations, references to relevant theory, questions for reflection, and implications for intentional and thoughtful practice. Book Features: Represents the first comprehensive volume to unpack the complex topic of continuity. Provides a critical analysis of continuity based on real stories from practitioners and parents.\ Illuminates the work of early childhood educators on the individual, group, organizational, and systems levels. Encourages readers to carefully consider their roles as educators of young children.
Author: Judith Evans Grubbs Publisher: Oxford University Press ISBN: 0199781605 Category : History Languages : en Pages : 721
Book Description
The past thirty years have seen an explosion of interest in Greek and Roman social history, particularly studies of women and the family. Until recently these studies did not focus especially on children and childhood, but considered children in the larger context of family continuity and inter-family relationships, or legal issues like legitimacy, adoption and inheritance. Recent publications have examined a variety of aspects related to childhood in ancient Greece and Rome, but until now nothing has attempted to comprehensively survey the state of ancient childhood studies. This handbook does just that, showcasing the work of both established and rising scholars and demonstrating the variety of approaches to the study of childhood in the classical world. In thirty chapters, with a detailed introduction and envoi, The Oxford Handbook of Childhood and Education in the Classical World presents current research in a wide range of topics on ancient childhood, including sub-disciplines of Classics that rarely appear in collections on the family or childhood such as archaeology and ancient medicine. Contributors include some of the foremost experts in the field as well as younger, up-and-coming scholars. Unlike most edited volumes on childhood or the family in antiquity, this collection also gives attention to the late antique period and whether (or how) conceptions of childhood and the life of children changed with Christianity. The chronological spread runs from archaic Greece to the later Roman Empire (fifth century C.E.). Geographical areas covered include not only classical Greece and Roman Italy, but also the eastern Mediterranean. The Oxford Handbook of Childhood and Education in the Classical World engages with perennially valuable questions about family and education in the ancient world while providing a much-needed touchstone for research in the field.
Author: Christian Laes Publisher: Routledge ISBN: 1317175506 Category : History Languages : en Pages : 435
Book Description
Children and Everyday Life in the Roman and Late Antique World explores what it meant to be a child in the Roman world - what were children’s concerns, interests and beliefs - and whether we can find traces of children’s own cultures. By combining different theoretical approaches and source materials, the contributors explore the environments in which children lived, their experience of everyday life, and what the limits were for their agency. The volume brings together scholars of archaeology and material culture, classicists, ancient historians, theologians, and scholars of early Christianity and Judaism, all of whom have long been involved in the study of the social and cultural history of children. The topics discussed include children's living environments; clothing; childhood care; social relations; leisure and play; health and disability; upbringing and schooling; and children's experiences of death. While the main focus of the volume is on Late Antiquity its coverage begins with the early Roman Empire, and extends to the early ninth century CE. The result is the first book-length scrutiny of the agency and experience of pre-modern children.
Author: Nadine Ballam Publisher: Springer ISBN: 3319431188 Category : Education Languages : en Pages : 299
Book Description
This book presents the latest research on educational transitions from a variety of research traditions and practical contexts set in Australia, New Zealand, and several European countries. It examines, critically questions, and reshapes ideas and notions about children’s transitions to school. The book is divided into five parts, the first two of which emphasise diversity and inclusion, with Part II focusing solely on the transition to school for children from Indigenous cultures. Part III explores the notion of continuity, which has been widely debated in terms of its role in the transition to school. Part IV explores the transition to school through the notion of ‘crossing borders’. The final section of this book, Part V, includes ideas about future directions for work in the area of educational transitions, and presents the notion of transitions as a tool for change to policy, research and practice. The book concludes with a critical synthesis of the research outlined throughout, including recommendations regarding future research related to educational transitions.
Author: National Research Council
Author: National Research Council
Author: Robert N. Emde
Author: Caroline Arnold
Author: Aline-Wendy Dunlop
Author: Jane Clark
Author: Melissa M. Jozwiak
Author: Judith Evans Grubbs
Author: Hagith Sivan
Author: Christian Laes
Author: Nadine Ballam