Böcker i Educating the Young Child-serien

This book studies the many different ways in which the lives of the first, third, and fourth generations intersect and the reciprocal benefits that can accrue from establishing positive intergenerational bonds. The unifying feature across the chapters is that the authors view these relationships as a powerful influence on Quality of Life (QoL). The book takes the stance that older adults figure prominently in the QoL of young children, with the latter group defined here as ranging in age from infancy up to and including eight years of age. It examines how bonds with older adults can affect young children's functioning across developmental domains-physical, emotional, social, and cognitive. It addresses questions of importance to those who have a commitment to the very young such as: "e;What benefits can young children derive from positive bonds with older adults?"e;, "e;How do young children understand the aging process and develop respect for the elderly?"e;, "e;How can published research be used to guide both informal and formal interactions between the older generation and the newest one?"e; and, finally, "e;How can various stakeholders such as professionals, families, organizations, and communities collaborate to enrich and enlarge the kind and amount of support that older adults provide to the very young child?"e;

Each chapter describes innovative and research-based applications of narratives such as movement stories, visual narratives to develop historical thinking, multimodal storytelling, bibliotherapy, mathematics stories, family stories, and social narratives.

This book provides a wide spectrum of research on young children's humor and illuminates the depth and complexity of humor development in children from birth through age 8 and beyond.

This book presents a guiding framework for designing and supporting participatory research with young children.

The many topics discussed in the book include children's motor skills, movement, interaction, physical literacy, the use of video games, dog ownership, developmental delays, as well as strategies to improve physical activities in the classroom and broader contexts. In recent years, children's health has become a priority worldwide.

This book presents the most recent theory, research, and practice on service learning as it relates to early childhood education. It describes several service learning programs, many of which were developed to better prepare pre-service teachers for the challenges they face in today's early childhood classrooms, including class size, ever-changing technology, diversity, high-stakes testing, parental involvement (or the lack thereof), and shrinking budgets. The book shares stories of positive outcomes from pre-service teachers who, having participated in service-learning programs, report a shift in their attitudes and beliefs including an increased empathy for others, a heightened sensitivity to student differences, more democratic values, and a greater commitment to teaching. In addition, the book examines the effects of service learning and positive outcomes for children and teacher educators as well.Schools today face an increasing number of language learners, the mainstreaming of special population students, and working with a standards-driven curriculum. All of these present new challenges for teachers as they attempt to meet their students' educational needs. As a result of this new classroom environment, and the educational needs they present, teacher educators must now seek different approaches to prepare prospective teachers to meet these needs because the traditional approaches to teacher preparation, such as coursework independent of fieldwork, are no longer effective in equipping teachers to address these issues. This book examines in detail the new approach of service learning.

Our image-rich, media-dominated culture prompts critical thinking about how we educate young children. In response, this volume provides a rich and provocative synthesis of theory, research, and practice that pushes beyond monomodal constructs of teaching and learning. It is a book about bringing "sense" to 21st century early childhood education, with "sense" as related to modalities (sight, hearing), and "sense" in terms of making meaning. It reveals how multimodal perspectives emphasize the creative, transformative process of learning by broadening the modes for understanding and by encouraging critical analysis, problem solving, and decision-making. The volume's explicit focus on children's visual texts ("art") facilitates understanding of multimodal approaches to language, literacy, and learning. Authentic examples feature diverse contexts, including classrooms, homes, museums, and intergenerational spaces, and illustrate children's "sense-making" of life experiences such as birth, identity, environmental phenomena, immigration, social justice, and homelessness.This timely book provokes readers to examine understandings of language, literacy, and learning through a multimodal lens; provides a starting point for constructing broader, multimodal views of what it might mean to "make meaning;" and underscores the production and interpretation of visual texts as meaning making processes that are especially critical to early childhood education in the 21st century.

The many topics discussed in the book include children's motor skills, movement, interaction, physical literacy, the use of video games, dog ownership, developmental delays, as well as strategies to improve physical activities in the classroom and broader contexts. In recent years, children's health has become a priority worldwide.

This book shows how infusing humane education into the curriculum teaches children to be kind. It offers ideas to support the goal of promoting positive behavior in the very young.

This volume discusses 14 different types of disasters and their implications on the social, emotional and academic development of young children, from birth through age eight.

Information from neuroscience is growing and being properly used, and misused wich makes it imperative that educators receive accurate and practical information.

Economic, geographic, and cultural influences infuse early childhood programs around the world.In 1999, a group of educators representing 36 countries developed guidelines for establishing minimum standards for preschool programs.

Teaching Compassion - Humane Education in Early Childhood