This book provides significant information regarding the policies and provisions for early childhood teacher education programs in universities in fourteen different countries. Early childhood ...education and care (ECEC) is expanding rapidly across the globe with unprecedented numbers of children attending EC centres, requiring the investment in educators to provide good quality ECEC. Yet, there is an inconsistent approach to early childhood teacher preparation and the quality of existing programs is not known. Each country's contributing author/s is/are well known in their field for their in-depth knowledge of early childhood teacher education programs including content, structure, and professional experience that works within the scope of policy and registration agencies. The chapters address the current situation of staffing--shortage or oversupply--of early childhood teachers in their country. The book informs policy regarding content of early childhood teacher preparation programs and provides evidence of current courses across many under-represented countries throughout the world. It makes a significant contribution to understanding the environment for early childhood teacher programs.
The period from birth to twelve years is crucial in a child's development and can significantly impact future educational success, resilience and participation in society. "Health and Wellbeing in ...Childhood, 2nd Edition" provides readers with a comprehensive foundation in health and wellbeing education across key priority areas, covering physical, social and emotional learning and development. This edition has been thoroughly updated to include the latest research and resources and incorporates expanded material on diversity, mental health and contemplative practice. Learning is supported through a suite of features including key terms, case studies, links to curriculum documentation, reflective activities and end-of-chapter questions. A new instructor companion website features a curated suite of reading materials, extension questions and sample responses. Written by an expert author team comprised of leading academics and practitioners, "Health and Wellbeing in Childhood" equips readers with the knowledge and skills to promote and implement effective practice in the field. This textbook: (1) covers key priority areas in health and wellbeing education including physical, social and emotional learning and development; and (2) develops readers' understanding and skills through a comprehensive suite of chapter features and online. A new companion website extends learning opportunities with a suite of supplementary materials including multiple choice and short answer questions, video and audio links, and a suggested reading list for each chapter. This book contains four parts and 25 chapters. Part I, Context, includes: (1) The importance of health and wellbeing (Donna Pendergast and Susanne Garvis); and (2) Classifying health and wellbeing: Applying the International Classification of Functioning, Disability and Health to early years learners (Jane McCormack and Sharynne McLeod). Part II, Dimensions of Health and Wellbeing, includes: (3) Addressing developmental challenges to improve the wellbeing of children (Matthew Manning); (4) Communication development (Jane McCormack, Sharynne McLeod and Linda J. Harrison); (5) Physically educated: developing children's health and well-being through movement and motor skills (Timothy J. Lynch); (6) Sexual abuse prevention education (Kerryann Walsh, Donna Berthelsen and Jan M. Nicholson); (7) Child safety (Susanne Garvis and Donna Pendergast); (8) Social determinants of health and wellbeing (Margaret Sims); (9) Friendships (Maryanne Theobald, Susan Danby, Catherine Thompson and Karen Thorpe); (10) Food for thought: The role of teachers and parents in children's food choices (Natalie Parletta); and (11) Body image of pre-adolescents (Galina Daraganova). Part III, Applications, includes: (12) Teaching for social and emotional learning (Wendi Beamish and Fiona Bryer); (13) Talking circles (Jennifer Cartmel, Marilyn Casley and Kerry Smith); (14) Partnering with families (Sivanes Phillipson); (15) Being a digital image-maker: Young children using the digital camera in learning (Narelle Lemon); (16) Promoting wellbeing with educationally disadvantaged children through community partnerships (Susan L. Whatman); (17) Supporting resilience (Andrea Nolan, Karen Stagnitti, Ann Taket and Siobhan Casey); (18) Move Well Eat Well: A case study of a successful settings-based approach to health promotion (Janet Dyment, Sherridan Emery, Theresa Doherty and Mary Eckhardt); (19) Fostering children's wellbeing through play opportunities (Marjory Ebbeck, Hoi Yin Bonnie Yim and Lai Wan Maria Lee); (20) Bullying and social emotional wellbeing in children (Cathrine Neilsen-Hewett and Kay Bussey); and (21) Strengthening social and emotional learning in children with special needs (Wendi Beamish and Beth Saggers). Part IV, Leadership and Innovations, includes: (22) Teachers' roles in building girls' leadership identity (Nicole Archard, Romana Morda and Manjula Waniganayake); (23) Building the capacity of early childhood educators to promote children's mental health: Learnings from three new programs (Sarah Cavanagh, Jo Cole, Judy Kynaston, Kim-Michelle Gilson, Elise Davis and Gavin Hazel); (24) Loose parts on the school playground: A playful approach to promoting health and wellbeing for children of all abilities (Shirley Wyver, Anita Bundy, Lina Engelen, Geraldine Naughton and Anita Nelson Niehues); and (25) Using contemplative practices to enhance teaching, leadership and wellbeing (Alison L. Black, Gillian Busch and Christine Woodrow).
