sage handbook of play and learning in early childhood

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Sage Handbook Of Play And Learning In Early Childhood

Author : Elizabeth Brooker
ISBN : 9781473907164
Genre : Education
File Size : 35. 32 MB
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'This Handbook offers diverse perspectives from scholars across the globe who help us see play in new ways. At the same time the basic nature of play gives a context for us to learn new theoretical frameworks and methods. A real gem!' - Beth Graue, Department of Curriculum and Instruction, Wisconsin Center for Education Research, USA Play and learning scholarship has developed considerably over the last decade, as has the recognition of its importance to children’s learning and development. Containing chapters from highly respected researchers, whose work has been critical to building knowledge and expertise in the field, this Handbook focuses on examining historical, current and future research issues in play and learning scholarship. Organized into three sections which consider: theoretical and philosophical perspectives on play and learning play in pedagogy, curriculum and assessment play contexts. The Handbook's breadth, clarity and rigor will make it essential reading for researchers and postgraduate students, as well as professionals with interest in this dynamic and changing field. Liz Brooker is Reader in Early Childhood in the Faculty of Children and Learning at the Institute of Education, University of London. Mindy Blaise is an Associate Professor of Early Childhood Education in the Department of Early Childhood Education at the Hong Kong Institute of Education. Susan Edwards is Associate Professor in Curriculum and Pedagogy at Australian Catholic University. This handbook's International Advisory Board included: Jo Aliwood, The University of Newcastle, Australia Pat Broadhead, Leeds Metropolitan University, Australia Stig Brostrom, Aarhus University, Denmark Hasina Ebrahim, University of the Free State, South Africa Beth Graue, Wisconsin Center for Education Research, USA Amita Gupta, The City College of New York, CUNY, USA Marjatta Kalliala, University of Helsinki, Finland Rebecca Kantor, University of Colorado Denver, USA Colette Murphy, Trinity College, Dublin, Republic of Ireland Ellen Sandseter, Queen Maud University College of Early Childhood Education, Norway

The Sage Handbook Of Outdoor Play And Learning

Author : Tim Waller
ISBN : 9781526415516
Genre : Education
File Size : 42. 44 MB
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There has been a growing academic interest in the role of outdoor spaces for play in a child's development. This text represents a coordinated and comprehensive volume of international research on this subject edited by members of the well-established European Early Childhood Education Research Association Outdoor Play and Learning SIG (OPAL). Chapters written by authors from Europe, North and South America, Australasia and Asia Pacific countries are organised into six sections: Theoretical Frameworks and Conceptual Approaches for Understanding Outdoor Play & Learning Critical Reflections on Policy and Regulation in Outdoor Play & Learning Children's Engagement with Nature, Sustainability and Children's Geographies Diverse Contexts and Inclusion in Children's Outdoor Play Environments Methodologies for Researching Outdoor Play and Learning Links Between Research and Practice

The Sage Handbook Of Developmental Psychology And Early Childhood Education

Author : David Whitebread
ISBN : 1473975905
Genre :
File Size : 81. 11 MB
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The Sage Encyclopedia Of Contemporary Early Childhood Education

Author : Donna Couchenour
ISBN : 9781483340340
Genre : Education
File Size : 25. 20 MB
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The general public often views early childhood education as either simply “babysitting” or as preparation for later learning. Of course, both viewpoints are simplistic. Deep understanding of child development, best educational practices based on development, emergent curriculum, cultural competence and applications of family systems are necessary for high-quality early education. Highly effective early childhood education is rare in that it requires collaboration and transitions among a variety of systems for children from birth through eight years of age. The SAGE Encyclopedia of Contemporary Early Childhood Education presents in three comprehensive volumes advanced research, accurate practical applications of research, historical foundations and key facts from the field of contemporary early childhood education. Through approximately 425 entries, this work includes all areas of child development – physical, cognitive, language, social, emotional, aesthetic – as well as comprehensive review of best educational practices with young children, effective preparation for early childhood professionals and policy making practices, and addresses such questions as: · How is the field of early childhood education defined? · What are the roots of this field of study? · How is the history of early childhood education similar to yet different from the study of public education? · What are the major influences on understandings of best practices in early childhood education?

The Sage Handbook Of Early Childhood Literacy

Author : Joanne Larson
ISBN : 9781473971240
Genre : Education
File Size : 46. 30 MB
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This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - space and literacy - disabilities and early childhood literacy - digital literacies - indigenous literacy - play and literacy - policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. The Handbook is essential for Undergraduate students; Masters students; PhD students; CPD students; researchers, and literacy-centre personel. 'The second edition of this internationally respected and widely used text encompases a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practice in the 21st century' -Professor Teresa Cremin, Open University UK 'This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children's meaning-making through family and digital liteacies, play and literacy, and in-school and out-of-school literacy experiences' - Yetta Goodman, Regents Professor, University of Arizona

Modes Of Play In Early Childhood Curricular Documents In Brazil New Zealand And Ontario

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ISBN : OCLC:1051344621
Genre :
File Size : 73. 54 MB
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ABSTRACT: Early childhood policies internationally have been informed by evidence that participation in early childhood education makes a positive difference to children's learning and development. Attempts to understand the purposes and value of play within early childhood policy frameworks have produced various curricular documents across international contexts. This paper employs text analysis linked to Wood's [2014. The play-pedagogy interface in contemporary debates. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The SAGE handbook of play and learning in early childhood (pp. 145–156). London: Sage.] three modes of play – child-initiated play, adult-guided play, and a technicist version of educational play – to identify where curricula in three different countries in diverse parts of the world currently sit within educational discourse. We provide a brief historical and contextual overview of curriculum policy influences in each country. We then analyse curricular documents in relation to Wood's modes. We argue that shifts in policy frameworks are moving towards technicist and didactic uses of play. Furthermore, these uses are inconsistent with research that indicates what supports children to learn and thrive in contemporary contexts.

The Sage Handbook Of Writing Development

Author : Roger Beard
ISBN : 9781848600386
Genre : Education
File Size : 39. 3 MB
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Writing development is currently the focus of substantial international debate because it is the aspect of literacy education that has been least responsive to central government and state reforms. Teaching approaches in writing have been slower to change than those in teaching reading and pupil attainment in writing has increased at a much more modest rate than pupil attainment in reading. This handbook critically examines research and theoretical issues that impact on writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

Die Kindheit Der Tiere

Author : P.C. Mitchell
ISBN : 9783864448331
Genre :
File Size : 30. 83 MB
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Werke In Vier B Nden

Author : Franz Grillparzer
ISBN : 3702301631
Genre :
File Size : 85. 6 MB
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Feminists Researching Gendered Childhoods

Author : Jayne Osgood
ISBN : 9781474285803
Genre : Education
File Size : 25. 75 MB
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Feminists Researching Gendered Childhoods charts the evolving nature of feminist theory and research methods in childhood studies and the generative potential this holds for researchers, academics and educators to continue to push ideas and practices. The book traces the threads of affect and effect that feminist theories and methodologies have made over time to thinking more, and differently, about gender in childhood. In the wake of the 'new materialist turn' in feminist research, the book sought to address two pressing questions: what is especially new about feminist new materialism, and what is especially feminist about feminist new materialism. These questions are generative, troubling, unsettling and invited the contributors on an adventure that involved re-turning and reconfiguring ideas and practices about gender and childhood. Along with the editors, Jayne Osgood (UK), and Kerry H. Robinson (Australia), five key international feminist scholars, Mindy Blaise (Australia), Bronwyn Davies (Australia), Debbie Epstein (UK), Jen Lyttleton-Smith (UK), and Veronica Pacini-Ketchabaw (Canada) collaborated on this book project. Their reflective accounts capture the contribution of their own work and that of their peers, to advancing research practices and theorisations of gender in childhood. Having all approached the study of gendered childhoods in creative and critical ways, these important feminist researchers re-engage and critically reflect on their earlier work alongside their more contemporary contributions to the field. The book is as much about the processes involved in its creation as it about the material/digital end product. The chapters work with both familiar and unfamiliar feminist methodological frameworks that bring affect, materiality and embodiment, as well as textual representations of gender and childhood, into play. The book engages with, and generates artwork, poetry, photographs as a means to grapple with how gender, childhood, family, curriculum and policy have been, and might be researched. The book captures a lively, collaborative, feminist experiment that sought to make space for fresh conceptualisations of gender in childhood. Issues addressed include: social justice and transformative methodologies in childhood research; advancing theoretical perspectives that contribute to fresh understandings of gender in young children's lives; the ways that research into gender in childhood play out in educational agendas; and the specific gender issues perceived critical to address in contemporary childhoods lived in the post-Anthropocene.

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