Böcker i Contemporary Perspectives in Early Childhood Education-serien

Social epistemology is a broad set of approaches to the study of knowledge and to gain information about the social dimensions. This book discusses the social and historical contexts in which different forms of knowledge are formulated based on the perspective of social epistemology. It also discusses the emergence of social epistemology.

Social epistemology is a broad set of approaches to the study of knowledge and to gain information about the social dimensions. This book discusses the social and historical contexts in which different forms of knowledge are formulated based on the perspective of social epistemology. It also discusses the emergence of social epistemology.

Aims to present a selection of chapters that reflect various issues relating to children's socialization processes that help them become successful members of their society. This work describes the children's socialization forces and the different developmental theories that have influenced our understanding of the socialization process.

Aims to present a selection of chapters that reflect various issues relating to children's socialization processes that help them become successful members of their society. This work describes the children's socialization forces and the different developmental theories that have influenced our understanding of the socialization process.

Provides a comprehensive critical analysis of the research in mathematics education for young children. This volume focuses on the relationship between mathematics learning in the early years and domain specific approaches to cognitive development.

Presents a critical analysis of reviews of research on science and technology education in early childhood education.

Analyzing the research in mathematics education for young children, this work focuses on the relationship between mathematics learning in the early years and domain specific approaches to cognitive development, and the children's learning in a natural context and their understanding of mathematics concepts.

The Handbook of Research Methods in Early Childhood Education brings together in one source research techniques that researchers can use to collect data for studies that contribute to the knowledge in early childhood education. To conduct valid and reliable studies, researchers need to be knowledgeable about numerous research methodologies.

An examination of teachers in early childhood settings. Areas covered include: factors that impact on teacher quality; transformative pathways in becoming an early childhood teacher; Sensei - early childhood education teachers in Japan; and beliefs of early childhood teachers.

The Handbook of Research Methods in Early Childhood Education brings together in one source research techniques that researchers can use to collect data for studies that contribute to the knowledge in early childhood education. To conduct valid and reliable studies, researchers need to be knowledgeable about numerous research methodologies.

The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programmes, children, teachers, and settings.

The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programmes, children, teachers, and settings.

Examines the major shifts in the views of early childhood researchers, scholars, and educators in relation to research outcomes on child care, its historical roots, the role of child care in early childhood education, and its relationship to theory, research, and practice.

Examines the major shifts in the views of early childhood researchers, scholars, and educators in relation to research outcomes on child care, its historical roots, the role of child care in early childhood education, and its relationship to theory, research, and practice.

This text looks at how the study of play has gained attention and concerns about play in young children have emerged. Ten chapters examine the understanding of play and its theories, play in school, pre-school and theories of pretence, mental representation and humour development.

This text looks at how the study of play has gained attention and concerns about play in young children have emerged. Ten chapters examine the understanding of play and its theories, play in school, pre-school and theories of pretence, mental representation and humour development.

This book is divided into 12 chapters including: developmental play theories and children's social pretend play; developments in young children's mathematical reasoning; learning and teaching with computers in early childhood education; and early childhood social studies.

This book is divided into 12 chapters including: developmental play theories and children's social pretend play; developments in young children's mathematical reasoning; learning and teaching with computers in early childhood education; and early childhood social studies.

Contents: Emergence of Families, Communities, and Schools in Early Childhood Education: Introduction, Olivia N. Saracho and Bernard Spodek. Challenges and Realities: Family-Community-School Partnership, Olivia N. Saracho and Bernard Spodek. Families and Early Childhood Education Through the Years, Bernard Spodek and Olivia N. Saracho. Young Children Experiencing Divorce and Family Transitions: How Early Childhood Professionals Can Help, Marion F. Ehrenberg, Jacqueline E. Bush, Jennifer D. Pringle, Marei Luedemann, and Jennifer Geisretter. Family context and psychological development in early childhood: Educational implications, Enrique B. Arranz Freijo. Parenting Self-Efficacy and Competence in Relation to Young Children's Social and Academic Outcomes, Priscilla K. Coleman and Katherine H. Karraker. Emotion Regulation: Implications For Children's School Readiness and Achievement, Julia M. Braungart-Rieker and Ashley L. Hill."

Contents: Emergence of Families, Communities, and Schools in Early Childhood Education: Introduction, Olivia N. Saracho and Bernard Spodek. Challenges and Realities: Family-Community-School Partnership, Olivia N. Saracho and Bernard Spodek. Families and Early Childhood Education Through the Years, Bernard Spodek and Olivia N. Saracho. Young Children Experiencing Divorce and Family Transitions: How Early Childhood Professionals Can Help, Marion F. Ehrenberg, Jacqueline E. Bush, Jennifer D. Pringle, Marei Luedemann, and Jennifer Geisretter. Family context and psychological development in early childhood: Educational implications, Enrique B. Arranz Freijo. Parenting Self-Efficacy and Competence in Relation to Young Children's Social and Academic Outcomes, Priscilla K. Coleman and Katherine H. Karraker. Emotion Regulation: Implications For Children's School Readiness and Achievement, Julia M. Braungart-Rieker and Ashley L. Hill.

An examination of teachers in early childhood settings. Areas covered include: factors that impact on teacher quality; transformative pathways in becoming an early childhood teacher; Sensei - early childhood education teachers in Japan; and beliefs of early childhood teachers.

Explores mutual and contemporary themes in the individuals' motivation and its relationship to cognition. The chapters in this special volume review and critically analyze the literature on several aspects of the relationships between motivational and cognitive processes and demonstrates the breadth and theoretical effectiveness of this domain.

Explores mutual and contemporary themes in the individuals' motivation and its relationship to cognition. The chapters in this special volume review and critically analyze the literature on several aspects of the relationships between motivational and cognitive processes and demonstrates the breadth and theoretical effectiveness of this domain.

A volume in Contemporary Perspectives in Early Childhood EducationWhile the research on bullying and peer victimization has increased considerably over the past 20 years, a number of studies are emerging that document mixed results of bullying and prevention programs. During the last decades, several special issues devoted to research on bullying and victimization have been published in national and international scholarly journals. Based on the increase of published articles on bullying and victimization in journals, textbooks, government reports, and documents in professional organizations, it is timely for a special volume on research on bullying and victimization to appear in the series on Contemporary Perspectives in Early Childhood Education. The purpose of this volume is to share a collection of research strands on bullying and victimization of young children. It describes the historical roots and suggests anti-bullying programs and strategies to decrease bullying and victimization. The bullying and victimization volume can be a valuable tool to researchers who are conducting studies in that area. It focuses on important historical and contemporary issues on bullying and victimization in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps on research on bullying and victimization.

Presents a collection of research strands on theory of mind research. The title describes its historical roots and suggests improved alternatives. The focus of the volume is to provide a review and critical analysis of the literature on a contemporary domain of knowledge on young children's theory of mind.

Presents a collection of research strands on theory of mind research. The title describes its historical roots and suggests improved alternatives. The focus of the volume is to provide a review and critical analysis of the literature on a contemporary domain of knowledge on young children's theory of mind.