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Author: Lilian G. Katz Publisher: Bloomsbury Publishing USA ISBN: 031339010X Category : Education Languages : en Pages : 245
Book Description
The chapters in this volume are divided into three sections. In the first section, the authors provide a framework for the reader by setting ethnography in context. Chapters cover definitions of ethnography, its basic underlying principles, and propose ways in which it can be useful to education. The second section presents a range of ethnographic studies. The research presented defines by illustration some essential characteristics of ethnography. Chapters in the third section reflect on the different themes, issues, and concerns of the field of ethnography and education in general, and of the articles in the volume in particular. The central themes are continuity vs. discontinuity in children's lives; the role of folklore in education; researcher/ educator collaboration; and micro vs. macro levels of analysis. Children Reading and Writing: Structures and Strategies
Author: Children's Issues Coalition Publisher: Ian Randle Publishers ISBN: 9766371288 Category : Action research Languages : en Pages : 145
Book Description
Caribbean Childhoods: From Research to Action is an annual publication produced by the Children s Issues Coalition at the University of the West Indies, Mona. The series seeks to provide an avenue for the dissemination of research and experiences on children s health, development, behaviour and education, and to provide a forum for the discussion of these issues.
Author: Louise Derman-Sparks Publisher: ISBN: 9781938113574 Category : Languages : en Pages : 224
Book Description
Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers.
Author: Deborah Schein Publisher: Redleaf Press ISBN: 160554485X Category : Education Languages : en Pages : 154
Book Description
Inspiring Wonder, Awe, and Empathy offers a series of thoughtful practices for child care providers to nurture a child’s spiritual development—an extension of social-emotional learning. The book helps educators introduce young children to a system that begins with love and leads to a strong sense of self, ignites wonder and learning, and allows for the emergence of empathy that leads to personal wholeness. You can provide support and strengthen children’s self-awareness through deep connections, increased social awareness, and pro-social behaviors, such as kindness, caring, empathy, and reverence. Spiritual development moments help children to grow, explore, play, and ask big questions. Dr. Deborah Schein has been an early childhood educator since 1972. She has a BS in psychology from the University of Southern California at Santa Barbara, a master's degree in education with a focus on curriculum and instruction from Cleveland State University, and a PhD in early childhood education from Walden University. Deborah currently works as an educational consultant and teaches online early childhood graduate courses Champlain College. She offers workshops across the country for national movements and participates in webinars about the connection between spiritual development and nature education for young children. She now lives in St. Louis Park, Minnesota.
Author: Naeyc Publisher: ISBN: 9781938113956 Category : Education Languages : en Pages : 400
Book Description
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.
Author: David J. Connor Publisher: Teachers College Press ISBN: 0807773867 Category : Education Languages : en Pages : 289
Book Description
This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
Author: Iliana Alanís Publisher: ISBN: 9781938113789 Category : Education Languages : en Pages : 152
Book Description
Examines systemic issues contributing to inequities in early childhood, with ways faculty, teachers, administrators, and policymakers can work to disrupt them.
Author: Lilian G. Katz Publisher: Bloomsbury Publishing USA ISBN: 031339010X Category : Education Languages : en Pages : 245
Book Description
The chapters in this volume are divided into three sections. In the first section, the authors provide a framework for the reader by setting ethnography in context. Chapters cover definitions of ethnography, its basic underlying principles, and propose ways in which it can be useful to education. The second section presents a range of ethnographic studies. The research presented defines by illustration some essential characteristics of ethnography. Chapters in the third section reflect on the different themes, issues, and concerns of the field of ethnography and education in general, and of the articles in the volume in particular. The central themes are continuity vs. discontinuity in children's lives; the role of folklore in education; researcher/ educator collaboration; and micro vs. macro levels of analysis. Children Reading and Writing: Structures and Strategies
Author: Heidi Kloos Publisher: BoD – Books on Demand ISBN: 9535108557 Category : Psychology Languages : en Pages : 164
Book Description
As a whole, the essays in this book address theoretical and empirical issues related to children's learning and cognition. The first essay, titled Learning in Cognitive Niches, treats the process of sense making on a theoretical level, discussing the complexity of factors that give rise to children's learning. It is followed by an essay, titled Using the Dynamics of a Person-Context System to Describe Children's Understanding of Air Pressure, that applies ideas from complexity science and dynamics-systems theory to children's learning about science. The next four essays summarize and synthesize already published findings, in an effort to go beyond individual viewpoints and present a more nuanced picture of children's sense making. In particular, two of these summaries, Preschoolers Learning Science: Myth or Reality? and The Emergence of Scientific Reasoning, focus on children's ability to make sense of their physical environment. The essay Cognition and the Child Witness: Understanding the Impact of Cognitive Development in Forensic Contexts seeks to shed light on children's sense making relevant to forensic issues. And the essay Beyond the Black-and-White of Autism: How Cognitive Performance Varies with Context ventures in the area of autism, a disorder that demonstrates atypical processes of combining pieces of information. The final two essays provide original data to add to the discussion of what factors affect cognitive functioning. In particular, the essay Cognitive Fitness in Young Adult Video Game Players seeks to re-assess the often-assumed relation between video gaming and various aspects of thinking, memory, intelligence, and visual-spatial abilities. And the essay Impact of Moving Away from Home on Undergraduate Metacognitive Development explicitly connects life circumstances to the ability to monitor and control one's thinking. Together, the collection of essays are a further step towards understanding the process of sense making as children and young adults interact with their environment.
Author: Nicola Yelland Publisher: McGraw-Hill Education (UK) ISBN: 0335228488 Category : Education Languages : en Pages : 272
Book Description
"This book is a valuable contribution to the creation of a more critical and theoretically diverse approach to early childhood policy and practice. Through many vivid examples and a varied cast-list of authors, both academics and practitioners, it shows the potential of this approach for pedagogical work in early childhood institutions and the education of the early childhood workforce." Professor Peter Moss, Institute of Education, University of London, UK. “In the era of No Child Left Behind in the U.S., you might think that the landscape of educational research and practice has been transformed into a row of ‘scientific’ models and unvarying curricular scripts. Nicola Yelland's volume will persuade you that, in contrast, the landscape in early childhood education is varied and full of unconventional angles. The authors examine virtually every significant aspect of curricular practice and postmodernist theory, while challenging readers to be skeptics themselves – to engage with risky ideas on the way to transformative actions.” Celia Genishi, Professor of Education, Teachers College, Columbia University, USA. This book challenges long-established beliefs about early childhood education. It offers readers the opportunity to think about the aspects of their profession that are fundamental to providing effective and equitable educational opportunities for young children in the 21st century. Well-known contributors explore issues that are not only ‘critical’ in terms of being fundamental to early childhood education, but also ‘critical’ in that they present alternative ideas and use frameworks that are not traditional to the field. Organized in three parts, the book considers: Contemporary views of early childhood education and teaching The rethinking of early childhood practices The emergence of new technologies and multiliteracies The chapters in the book focus on aspects of early childhood education that have for a long time been accepted as truisms, or have been too hard to deal with and thus often ignored. For example, they include a consideration of issues that range from examining play that might be sexual in focus or learning how to cope with traumatic events in young children’s lives, to the ways in which popular culture and new literacies impact on what young children are interested in and how they can be engaged in learning with information and communications technology. Essential reading for students in all early childhood studies programmes, as well as early childhood practitioners who want to engage in more reflective practices around their work. Contributors Yarrow Andrew, Chelsea Bailey, Mindy Blaise, Elizabeth Brooker, Sheralyn Campbell, Gaile Cannella, Richard Johnson, Anna Kilderry, Jackie Marsh, Jeanette Rhedding Jones, Leonie Rowan, Sharon Ryan, Jonathan Silin, Jennifer Sumsion, Daniel Walsh, Nicola Yelland
Author: Lilian G. Katz
Author: Children's Issues Coalition
Author: Louise Derman-Sparks
Author: Deborah Schein
Author: Naeyc
Author: David J. Connor
Author: Iliana Alanís
Author: Lilian G. Katz
Author: Heidi Kloos
Author: Nicola Yelland
Author: Lilian G. Katz