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.
For over 15 years, researchers have described a crisis in early learning classrooms in the United States. Hundreds of children are expelled from child-care programs and preschools every day, a rate ...nearly three times that of kindergarten-12th grade students. While policymakers have taken steps to mitigate this crisis, disparities in who is expelled persist. Boys and Black children are routinely over-represented among those pushed out of the exact environments supposed to help prepare them for school. Each child's expulsion is symptomatic of a larger crisis--an overburdened, underfunded, undervalued, and fragmented early education system. "No Longer Welcome" starts a critical conversation between and across sectors of the early childhood field. Parents, teachers, preschool administrators, researchers, and policymakers all have a role to play in ensuring that all children have the opportunity to be retained in high-quality early care and education settings. Drawing on research and interviews with teachers, program administrators, parents, and policymakers, this book presents a detailed description of the myriad of factors contributing to the expulsion crisis. "No Longer Welcome" offers a compelling argument for the importance of ending the practice of excluding young children and outlines roles that each and every member of the field (from classroom aide to legislator) must play in sustaining this change.
Early Learning and Development provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the twentieth century to the ground-breaking research of scholars such ...as Siraj-Blatchford, Kratsova and Hedegaard today. It demonstrates how development and learning are culturally embedded and institutionally defined, and it reflects specifically upon the implications for the early childhood profession. Divided into parts, with succinct chapters that build upon knowledge progressively, the everyday lives of children at home, in the community, at pre-school and at school are discussed in the context of child development and pedagogy. The book explicitly problematises the foundations of early childhood education, inviting postgraduates, researchers and academics to drill down into specific areas of international discourse, and extending upper-level undergraduates beyond the fundamental underpinnings of their learning. Ultimately Early Learning and Development offers new models of 'conceptual play' practice and theory within a globally resonant, cultural-historical framework.
Adopting an interdisciplinary approach, Rachel M. Heydon and Luigi Iannacci shed light on the ways in which joint notions of normality and abnormality are used to pathologize childhood.
A "must read" for practitioners, policy makers and researchers interested in the detail and the theory underpinning this important family literacy initiative′ - Neil McClelland OBE, Director, ...National Literacy Trust `The REAL Project is one of the best conceptualized, most intensively documented and successful British family literacy initiatives and the book provides a comprehensive overview of all aspects of this powerful project. It is essential reading for anyone working alongside families to promote children′s early development′ - Professor Nigel Hall, Institute of Education, Manchester Metropolitan University Anyone involved in the field of early-childhood literacy should be familiar with the work of the REAL (Raising Early Achievement in Literacy) Project. Here, leading members of the project team Cathy Nutbrown, Peter Hannon and Anne Morgan, discuss the research. An essential guide to the subject, this book will be of great practical use to all in the field of early childhood literacy: students, practitioners and course leaders on literacy and early childhood courses. The authors discuss the policy contexts of early-childhood and literacy today and use their experience of the REAL project to discuss and illustrate practical research and evaluation strategies for family literacy workers. They examine the issues from all perspectives: teachers, parents and young children. The book concludes with examples of how the theoretical framework of the REAL Project (ORIM) has been used by other practitioners and an examination of the implications of such work for the future of early-childhood and literacy policy development.
This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical ...content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective. Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.
This book fills a gap in language education through the application of social theory to curriculum design. It describes an integrated theoretical framework for curriculum design and presents examples ...of text-based curriculum. It provides a curriculum model for teaching children and adults in different contexts from preschool to adult education.
Feeling exhausted after guided reading? Are you working tirelessly while your students aren't even breaking a sweat? Do you ever wonder if other teachers feels the same way you do about guided ...reading-that it's not working the way you think it should? You are not alone. There seems to be much confusion surrounding guided reading-the term even means something different from school to school.
Now you can turn to the 50 years of collective experience of authors Jan Burkins and Melody Croft to prevent guided reading from going astray in your classroom. Jan and Melody present personal clarifications, adaptations, and supports that have helped them work through their own tricky parts as they guide readers. The book's six chapters each clarify a misunderstanding about guided reading instruction in the following areas:
The teacher's role and the gradual release of responsibility
Instructional reading level
Text gradients
Balanced instruction
Integrated processing
Assessment
With 27 strategies, you're sure to find the help you need to work through your own challenges as you guide groups of readers.
Through probing analyses of research, policy, and practice, the book argues that improving the teaching, learning, and assessment of early grade literacy is key not only to expanding quality, access, ...and equity of education, but also to unlocking all the other SDGs, and ultimately to driving development.
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