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Making Sense Of Theory Practice In Early Childhood The Power Of Ideas

Author: Waller, Tim
Publisher: McGraw-Hill Education (UK)
ISBN: 0335242464
Size: 17.36 MB
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This title offers students an overview of a range of theoretical concepts, some traditionally associated with early childhood and some less traditionally. It aims to stimulate debate and to demonstrate how theoretical thinking can inform pedagogy and research with innovative results.

Beyond Quality In Early Childhood Education And Care

Author: Gunilla Dahlberg
Publisher: Routledge
ISBN: 1135626553
Size: 63.62 MB
Format: PDF, ePub
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Taking a broad approach, Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia. Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement. With a brand new Preface to this classic text, the authors argue that there are other ways than the 'discourse of quality' for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.

Doing Foucault In Early Childhood Studies

Author: Glenda MacNaughton
Publisher: Psychology Press
ISBN: 9780415321006
Size: 51.30 MB
Format: PDF, Kindle
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The theories and analyses of post-structural thinkers such as Michel Foucault can seem a long way from practice in early childhood services. In recent years, however, many early childhood researchers and practitioners have found this work important and this fascinating book brings together a range of research and case-studies showing how teachers and researchers have brought post-structuralism to the classroom. The book covers such issues as: becoming post-structurally reflective about truth mapping classroom meanings tactics of rhizoanalysis becoming again in critically-knowing communities. Case-studies and examples taken from real situations are used and will be of interest to anyone studying or researching early childhood practice and policy.

Learning Stories

Author: Margaret Carr
Publisher: SAGE
ISBN: 144625819X
Size: 63.76 MB
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Shortlisted for the 2013 Nursery World Awards! Margaret Carr's seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new full-colour book, the authors outline the philosophy behind Learning Stories and refer to the latest findings from the research projects they have led with teachers on learning dispositions and learning power, to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment, and narrative inquiry, this book contextualizes Learning Stories as a philosophical approach to education, learning and pedagogy. Chapters explore how Learning Stories: - help make connections with families - support the inclusion of children and family voices - tell us stories about babies - allow children to dictate their own stories - can be used to revisit children's learning journeys - can contribute to teaching and learning wisdom This ground-breaking book expands on the concept of Learning Stories and includes examples from practice in both New Zealand and the UK. It outlines the philosophy behind this pedagogical tool for documenting how learning identities are constructed and shows, through research evidence, why the early years is such a critical time in the formation of learning dispositions. Margaret Carr is a Professor of Education at the University of Waikato, New Zealand. Wendy Lee is Director of the Educational Leadership Project, New Zealand.

Making Sense Of Behavior

Author: William Treval Powers
Publisher: Benchmark Publications Incorporated
ISBN: 9780964712157
Size: 59.16 MB
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The along-anticipated work on Perceptual Control Theory (PCT) by the originator of this system of ideas, written for the general public in nontechnical language. Back cover copy by Richard S. Marken, Senior Behavior Scientist, The RAND Corporation. "Some of the best science is done by people who refust to take the obvious for granted. Copernicuss didn't take the sun's daily trek across the sky for granted, Einstein didn't take the regular tick of time for granted, and William T. Powers didn't take the appearance of behavior for granted...A number of scientsts, impressed by the power and beauty of control theory as applied to behavior, have devoted their research efforts to testing and expanding Powers' ideas on living control systems. Obviously, I am one of them. I knew after reading Behavior: the Control of Perception (Powers, 1973) that Powers had something very important to say.

Understanding Early Years Inequality

Author: Alice Bradbury
Publisher: Routledge
ISBN: 1136183507
Size: 54.33 MB
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Understanding Early Years Inequality uses critical sociological perspectives to examine the impact of changing assessment policy on primary school classrooms, with a particular focus on issues of inequality. Drawing on accounts of life in early years classrooms, Alice Bradbury suggests that a specific model of the ‘good learner’ operates, and that this model works to exclude some groups of students from positions of educational success. Key themes examined throughout this book relate to: The relationship between assessment policy and children’s identities as learners; The complexity of classroom life; The power of assessment to shape definitions of ‘learning’ and ‘learners’; The impact of discourses of class, race, religion and the ‘inner city’ on how children are assessed, and how assumptions about inner city schools and low attainment can put pressure on teachers to assess children in particular ways. In this important text, the author argues that assessment policies can have a huge impact on classrooms and teachers, as well as having potentially damaging effects for young children, particularly those from minoritised and economically disadvantaged backgrounds. The book explores in detail the complex interaction of education policies with discourses of attainment and expectation, and the resulting reproduction of patterns of inequality. Understanding Early Years Inequality will have an immediate impact on current debates about educational policy and practice in Early Years education, and will be of particular interest to academics and students in educational studies, sociology of education, and early childhood studies.

Annual Editions Psychology 08 09 2009 Update

Author: Karen Duffy
Publisher: McGraw-Hill/Dushkin
ISBN: 9780073397795
Size: 47.82 MB
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This 2009 UPDATE, Thirty-Ninth Edition of ANNUAL EDITIONS: PSYCHOLOGY provides convenient, inexpensive access to current articles selected from the best of the public press. Organizational features include: an annotated listing of selected World Wide Web sites; an annotated table of contents; a topic guide; a general introduction; brief overviews for each section; and an online instructor’s resource guide with testing materials. USING ANNUAL EDITIONS IN THE CLASSROOM (ISBN 9780073301907) is offered as a practical guide for instructors. ANNUAL EDITIONS titles are supported by our student website, www.mhcls.com/online.

Early Childhood Experiences In Language Arts Early Literacy

Author: Jeanne M. Machado
Publisher: Cengage Learning
ISBN: 1305544773
Size: 72.73 MB
Format: PDF
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EARLY CHILDHOOD EXPERIENCES IN LANGUAGE ARTS: EARLY LITERACY, Eleventh Edition responds to national legislation, professional standards, and public concern about the development of young children's language and foundational literacy skills by providing current research-based instructional strategies in early language development. Activities throughout emphasize the relationship between listening, speaking, reading, writing (print), and viewing in language arts areas. This text addresses the cultural and ethnic diversity of children and provides techniques and tips for adapting curricula. Theory is followed by how-to suggestions and plentiful examples of classic books and stories, poems, finger plays, flannel board and alphabet experiences, puppetry, language games, drama, and phonemic and phonetic awareness activities. Students will also learn how, as teachers, they can best interact with children to promote appropriate language development, and how they can create a print-rich environment in the classroom. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Philosophy Of Early Childhood Education

Author: Sandy Farquhar
Publisher: Wiley-Blackwell
ISBN:
Size: 33.83 MB
Format: PDF, ePub
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Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education. The essays in this volume penned by an international group of educators are both critical and transformative, offering new insights on the practices and policies within early childhood education. Provides a critical reflection on some current issues within early childhood education Offers perspectives outside traditional narratives of early childhood Encourages the emergence of new paradigms for early childhood education Promotes the value of difference, perspective, and “otherness” Features an international field of contributors from diverse geographical boundaries