Early Childhood Education

Four-Volume Set
ISBN: 978-1-84920-737-9
Verlag: Lucky Duck Publishing

Buch, Englisch, 1632 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 3065 g

Reihe: SAGE Library of Educational Thought & Practice

Early years and early childhood is a vibrant area of educational practice. The field is continually developing and is faced with contemporary advances, challenges and debates in terms of theories, research and practice. This collection, compiled by Iram Siraj-Blatchford, one of the most influential researchers in early years education, and Aziza Mayo, an emerging expert, provides an authoritative overview of early years education. Volume One: Foundational and Contemporary Thought on Young Children, Home and Society looks at the works of the foundational thinkers in early years development. It then sets out the current theories about the pathways and mechanisms of children's cognitive and socio-emotional development in the early years and how the home, community and institutional contexts impact on this development. Volume Two: Implications for Early Childhood Curriculum and Pedagogy investigates international research in a range of topics such as effective home (and 'natural') learning environments and community and other settings in the early years. Furthermore, the volume looks at cultural diversity within and between societies, play and playful pedagogies and peer tutoring. Volume Three: Early Childhood Programmes, Social Mobility and Social Justice puts forward research on international perspectives on unequal childhoods and how these inequalities can affect early childhood education. It also examines strategies and programmes to increase the effectiveness of early childhood settings and how to sustain this development. Volume Four: Current Debates in Early Childhood Education Research considers effective practices of researching early years education by looking at examples of longitudinal studies and randomized controlled trials. It suggests instruments to monitor and evaluate early childhood education and effective application of mixed quantitative and qualitative research towards policy changes.

Autoren/Hrsg.

Siraj, Iram

Mayo, Aziza

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Vorschul- und Kindergartenpädagogik

Inhaltsverzeichnis

VOLUME ONE: FOUNDATIONAL AND CONTEMPORARY THOUGHT ON YOUNG CHILDREN, HOME AND SOCIETY
Vygotsky, Piaget and Education - Rheta DeVries
A Reciprocal Assimilation of Theories and Educational Practices
Getting Vygotskian about Theory of Mind - Charles Fernyhough
Mediation, Dialogue and the Development of Social Understanding
From Social Interaction to Higher Psychological Processes - James Wertsch
A Clarification and Application of Vygotsky's Theory
From Mead to a Structural Symbolic Interactionism and beyond - Sheldon Stryker
Nature-Nurture Reconceptualized in Developmental Perspective - Urie Bronfenbrenner and Stephen Ceci
A Bioecological Model
Socioeconomic Status Modifies Heritability of IQ in Young Children - Eric Turkheimer et al
Parenting and Its Effect on Children - Eleanor Maccoby
On Reading and Misreading Behaviour Genetics
Ecology of Developmental Processes - Urie Bronfenbrenner and Pamela Morris
Culture Structures the Environment for Development - Charles Super and Sara Harkness
Learning from Others - Susan Gelman
Children's Construction of Concepts
Development in the Family - Ross Parke
First-Hand Learning through Intent Participation - Barbara Rogoff et al
Autonomy and Relatedness in Cultural Context - Çi?dem Ka??tç?ba??
Implications for Self and Family
Cultural Models, Socialization Goals and Parenting Ethnotheories - Heidi Keller et al
A Multicultural Analysis
Post-Vygotskian Lenses on Western Early Childhood Education - Marilyn Fleer
Moving the Debate forward
An Integrative Model for the Study of Developmental Competencies in Minority Children - Cynthia García Coll et al
VOLUME TWO: IMPLICATIONS FOR EARLY CHILDHOOD CURRICULUM AND PEDAGOGY
Executive Summary to Eager to Learn - Barbara Bowman, M. Suzanne Donovan and M. Susan Burns
Educating Our Pre-Schoolers
Quality Support Infrastructure in Early Childhood - Lenette Azzi-Lessing
Still (Mostly) Missing
Quality of the Pre-School and Home Environment as a Context of Children's Language Development - Ljubica Marjanovi? Umek et al
Effects of the Home-Learning Environment and Pre-School Center Experience upon Literacy and Numeracy Development in Early Primary School - Edward Melhuish et al
The Stability of Parenting Behaviours over the First Six Years of Life - Danielle Horvath Dallaire and Marsha Weinraub
Cultural Variation in Young Children's Access to Work or Involvement in Specialized Child-Focused Activities - Gilda Morelli, Barbara Rogoff and Cathy Angelillo
A Window into Different Cultural Worlds - Jonathan Tudge et al
Young Children's Everyday Activities in the United States, Brazil and Kenya
Researching Pedagogy in English Pre-Schools - Iram Siraj-Blatchford and Kathy Sylva
Playing and Working in Kindergarten - Paul Leseman, Linda Rollenberg and Jan Rispens
Cognitive Co-Construction in Two Educational Situations
Symbolic Play - Ljubica Marjanovi? Umek and Petra Lešnik Musek
Opportunities for Cognitive and Language Development in Pre-School Settings
Playing House - Maureen Kendrick
A 'Sideways' Glance at Literacy and Identity in Early Childhood
The Playing-Learning Child - Ingrid Pramling Samuelsson and Maj Asplund Carlsson
Towards a Pedagogy of Early Childhood
Make-Believe Play versus Academic Skills - Elena Bodrova
A Vygotskian Approach to Today's Dilemma of Early Childhood Education
Serious Fun - Laura Schulz and Elizabeth Baraff Bonawitz
Pre-Schoolers Engage in More Exploratory Play When Evidence Is Confounded
Conceptualizing Progression in the Pedagogy of Play and Sustained Shared Thinking in Early Childhood Education - Iram Siraj-Blatchford
A Vygotskian Perspective
Curricular Quality and Day-to-Day Learning Activities in Pre-School - Kathy Sylva et al
Children's Early Numeracy in England, Finland and People's Republic of China - Pirja Aunio et al
Constructing Cult

Über Autor(innen)

Siraj, Iram
Iram Siraj is Professor of Child Development & Education at the University of Oxford. She is Adjunct Professor at the University of Stavanger, Norway, and Visiting Professor at University College London and the University of Wollongong, Australia. Iram’s research projects have included leading on the Evaluation of the Foundation Phase across Wales and she is a principal investigator of the major DfE 17 -year study on Effective Pre-school, Primary and Secondary Education (EPPSE 3-16, 1997-2014) and of the influential Researching Effective Pedagogy in the Early Years project (REPEY). She has led on longitudinal studies/RCTs as a principal investigator in a number of countries including the UK, Australia and Ireland. She is specialist adviser to the House of Commons Select Committee on early education and has undertaken reviews of the Foundation Phase for the Welsh Govt. and of the workforce for the Scottish Govt. She has published widely.