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| early childhood education level 4: Guiding Young Children Patricia F. Hearron, Verna Hildebrand, 2005 The seventh edition of this popular book supports the authors' belief that guidance is more than getting children to do what you want them to do now; it is helping them to become everything they can become for all of their tomorrows. The book provides an overview, followed by discussion of core concepts, strategies for applying those concepts, and, finally, the broader perspective of professionalism and human resource development. Its approach focuses on the need to consider a child's developmental level as well as family and cultural context when planning environments and activities for young children. Unlike others in the field, it offers concrete suggestions on how to guide children while they are involved in specific activities such as playing, eating, napping, etc. For teachers and parents of young children. |
| early childhood education level 4: Visible Learning in Early Childhood Kateri Thunder, John Almarode, John Hattie, 2021-09-13 Make learning visible in the early years Early childhood is a uniquely sensitive time, when young learners are rapidly developing across multiple domains, including language and literacy, mathematics, and motor skills. Knowing which teaching strategies work best and when can have a significant impact on a child’s development and future success. Visible Learning in Early Childhood investigates the critical years between ages 3 and 6 and, backed by evidence from the Visible Learning® research, explores seven core strategies for learning success: working together as evaluators, setting high expectations, measuring learning with explicit success criteria, establishing developmentally appropriate levels of learning, viewing mistakes as opportunities, continually seeking feedback, and balancing surface, deep, and transfer learning. The authors unpack the symbiotic relationship between these seven tenets through Authentic examples of diverse learners and settings Voices of master teachers from the US, UK, and Australia Multiple assessment and differentiation strategies Multidisciplinary approaches depicting mathematics, literacy, art and music, social-emotional learning, and more Using the Visible Learning research, teachers partner with children to encourage high expectations, developmentally appropriate practices, the right level of challenge, and a focus on explicit success criteria. Get started today and watch your young learners thrive! |
| early childhood education level 4: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| early childhood education level 4: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated) Naeyc, 2021-08 The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas. |
| early childhood education level 4: Early Learning and Development Marilyn Fleer, 2010-03-22 Early Learning and Development offers new models of 'conceptual play' practice and theory. |
| early childhood education level 4: Early Childhood Assessment National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Children, Youth, and Families, Committee on Developmental Outcomes and Assessments for Young Children, 2008-12-21 The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments. |
| early childhood education level 4: From Survive to Thrive Debbie LeeKeenan, Iris Chin Ponte, 2018 Theory meets practical tips in this guide for leaders of early childhood programs |
| early childhood education level 4: Wisconsin Model Early Learning Standards 5th Edition Wisconsin Department of Public Instruction, 2017 |
| early childhood education level 4: Professionals in early childhood education and care systems Pamela Oberhuemer, Inge Schreyer, Michelle J. Neuman, 2010-05-19 In a European context of rapidly expanding early education/ care provision for young children, the staffing of these services is a critical quality issue. What are the requirements for professional education and training? How alike or how varied are the qualification profiles and fields of work? Through detailed country reports and comparative analyses across 27 countries, this book provides answers to these questions. |
| early childhood education level 4: Fundamentals of Early Childhood Education George S. Morrison, 2013-01-15 NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This package includes the Enhanced Pearson eText and the bound book. Now in its Seventh Edition, the best-selling Fundamentals of Early Childhood Education by renowned author and educator, George S. Morrison, remains keenly focused on what it means to be an early childhood professional in today’s world. Providing a brief, reader-friendly introduction to the field, it presents engaging chapter features on early childhood programs, professionals in practice, diversity strategies, technology issues, and ethical decision-making. Separate chapters on infants and toddlers, preschoolers, kindergartners, and the primary grades explore young children’s unique developmental and educational needs. Fundamentals’ emphasis on professionalism throughout keeps the focus on meeting the needs of each and every child and providing up-to-date information and strategies to develop competent, informed early childhood professionals. This thoroughly revised edition offers a contemporary, accessible, user-friendly approach to all of the major topics, programs, and issues at the forefront of the field today. Comprehensive, yet brief, this text is a perfect resource for a variety of courses in early childhood education. The Enhanced Pearson eText features embedded video. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later. 0133400875 / 9780133400878 Fundamentals of Early Childood Education Plus with Video-Enhanced Pearson eText--Access Card Package Package consists of: 013285337X / 9780132853378 Fundamentals of Early Childhood Education 0133397319 / 9780133397314 Fundamentals of Early Childhood Education, Video-Enhanced Pearson eText -- Access Card |
| early childhood education level 4: Eager to Learn National Research Council, Commission on Behavioral and Social Sciences and Education, Committee on Early Childhood Pedagogy, 2001-01-22 Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€and learnersâ€every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children. |
| early childhood education level 4: Transforming the Financing of Early Care and Education National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Financing Early Care and Education with a Highly Qualified Workforce, 2018-07-17 High-quality early care and education for children from birth to kindergarten entry is critical to positive child development and has the potential to generate economic returns, which benefit not only children and their families but society at large. Despite the great promise of early care and education, it has been financed in such a way that high-quality early care and education have only been available to a fraction of the families needing and desiring it and does little to further develop the early-care-and-education (ECE) workforce. It is neither sustainable nor adequate to provide the quality of care and learning that children and families needâ€a shortfall that further perpetuates and drives inequality. Transforming the Financing of Early Care and Education outlines a framework for a funding strategy that will provide reliable, accessible high-quality early care and education for young children from birth to kindergarten entry, including a highly qualified and adequately compensated workforce that is consistent with the vision outlined in the 2015 report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. The recommendations of this report are based on essential features of child development and early learning, and on principles for high-quality professional practice at the levels of individual practitioners, practice environments, leadership, systems, policies, and resource allocation. |
| early childhood education level 4: Advancing Equity and Embracing Diversity in Early Childhood Education: Elevating Voices and Actions Iliana Alanís, 2021-06-29 Examines systemic issues contributing to inequities in early childhood, with ways faculty, teachers, administrators, and policymakers can work to disrupt them. |
| early childhood education level 4: Starting Strong II Early Childhood Education and Care OECD, 2006-09-14 This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy. |
| early childhood education level 4: California Early Childhood Educator Competencies California. Department of Education, California. Children and Families Commission, 2012 |
| early childhood education level 4: Good Practice for Good Jobs in Early Childhood Education and Care OECD, 2019-06-14 Building on past OECD work on early childhood education and care, and drawing on the experience of OECD countries, this report outlines good practice policy measures for improving jobs in ECEC and for constructing a high-quality workforce. |
| early childhood education level 4: Starting Strong IV Monitoring Quality in Early Childhood Education and Care OECD, 2015-10-28 This publication explores how countries can develop and use these systems to enhance service and staff quality for the benefit of child development. |
| early childhood education level 4: Coaching with Powerful Interactions Judy Jablon, Amy Laura Dombro, Shaun Johnsen, This essential guide for all coaches and professionals who support the work of teachers is an interactive, enhanced eBook with 30 embedded videos that provide a total of 45 minutes of video clips. Read and hear from the authors and other coaches as they share information, guidance, reflections, and insight about coaching. Use this guide to · Learn about your coaching stance and enrich your coaching practice · Develop trusting relationships with the teachers you coach · Promote positive change in teachers’ practice |
| early childhood education level 4: Multifaceted Assessment for Early Childhood Education Robert J. Wright, 2010 Multifaceted Assessment in Early Childhood is ideal for those on upper-division undergraduate courses and first-level graduate courses in early childhood education assessment. The book covers the various measures used in a range of assessment dimensions, and includes valuable information regarding young children with special needs and English Language Learners, which has rarely been touched upon in other textbooks. The chapters are focused on student accessibility and include practical applications of key concepts. Features and benefits: Covers a range of assessment concepts, including - Formative (uses feedback from learning to adapt teaching) -Summative (i.e. tests, quizzes) -Authentic (focuses on complex/deeper tasks) -Standardized (STAR, SAT) Includes coverage of assessment for English language learners and children with special needs -- topics that are not provided enough coverage in other books (including Wortham, McAfee, Puckett and Mindes). Wright's writing style grabs and engages the reader in the topic. Two of our reviewers who use Wortham specifically cited Wright's writing style as a reason they would adopt our book. A McAfee reviewer is likely to switch for the same reason. |
| early childhood education level 4: Elementary Mathematics Specialists Maggie B. McGatha, Nicole R. Rigelman, 2017-02-01 Elementary mathematics specialists are teacher leaders who are responsible for supporting effective PK–6 mathematics instruction and student learning. The Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics, the National Council of Supervisors of Mathematics, and the National Council of Teachers of Mathematics, in a 2010 joint position paper on Elementary Mathematics Specialists (EMSs), all advocate for the use of EMSs to support the teaching and learning of mathematics. The specific roles and expectations of EMSs will vary according to the needs of each setting, “but their expertise and successful experience at the elementary level is critical” (p 1). Elementary Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics Teaching and Learning is AMTE’s latest resource supporting the important work of EMSs. It has five sections related to the preparation and professional development of EMSs: (a) Overview and Current State of Affairs; (b) Models of EMS Program Development & Delivery; (c) Supporting EMSs in the Field; (d) The Mathematics Specialist Research; and (e) Future Directions. The book provides support to EMS practitioners, program providers/developers, and researchers seeking to answer important questions about how to prepare Mathematics Specialists, support them in the field, and research their effectiveness. |
| early childhood education level 4: NCFE CACHE Level 3 Early Years Educator for the Work-Based Learner Penny Tassoni, 2014-08-08 Master the knowledge and skills you need to obtain the new work-based CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) qualification. Written by bestselling author and early years expert Penny Tassoni, this is the only textbook for work-based learners endorsed by CACHE. Tassoni makes learning the key concepts on the job both easy and enjoyable. This book will support you through your assessment and the start of your career. - Understand all the requirements of the new qualification fully with clearly stated learning outcomes and key terms - See how concepts are applied to a range of settings with numerous case studies - Learn to reflect on your own skills and experiences with numerous 'Reflection' boxes - Practise what you've learned with 'In practice' and 'In your setting' activity boxes - Prepare for examinations and assessment with confidence via activities linked to assessment criteria |
| early childhood education level 4: Funds of Knowledge Norma Gonzalez, Luis C. Moll, Cathy Amanti, 2006-04-21 The concept of funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents how to do school although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education. |
| early childhood education level 4: Starting Strong VI Supporting Meaningful Interactions in Early Childhood Education and Care OECD, 2021-06-28 Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? |
| early childhood education level 4: Foundations of Early Childhood Penny Mukherji, Louise Dryden, 2014-01-14 ′This text will be an invaluable addition to the reading of students and tutors alike. It has been written thoughtfully for students embarking on university courses that study aspects of early childhood education. The introductory chapters give the reader a sense of the thinking and reflection that is helpful for them at the beginning of their studies and a clear focus on the rights of our youngest children roots the text in a sound pedagogical frame. The later chapters broaden the argument and feel very relevant to the current context in their explorations of the policy and practice of EYFS. I would strongly recommend this text.′ -Jo Albin-Clark, Senior Lecturer in Early Years Education, Edge Hill University This book introduces all the most important aspects of early years care and education, and will help you develop the key skills needed to study at degree level. Each chapter introduces major concepts and theories which allow you to explore the foundations of key early childhood issues and apply them in practice. Topics include: Children’s rights The Early Years curriculum How children learn and develop Health and well-being As well as looking at important aspects of study such as: How to search primary sources, such as policy documents and journals How to use your personal experience in studying How to develop critical reading and writing skills With specific learning features designed for different levels of study, this book will be invaluable to students studying at levels 4 and 5 of early childhood degrees and foundation degrees, with features designed to support students as they make the transition to honours level study. Digital resources for extra support! Check out the companion website for additional material including: interactive glossary flashcards journal tasks web links to more handy online resources |
| early childhood education level 4: Early Childhood Education Moncrieff Cochran, Rebecca S. New, 2007-01-30 Early childhood education has reached a level of unprecedented national and international focus. Parents, policy makers, and politicians have opinions as well as new questions about what, how, when, and where young children should learn. Teachers and program administrators now find curriculum discussions linked to dramatic new understandings about children's early learning and brain development. Early childhood education is also a major topic of concern internationally, as social policy analysts point to its role in a nation's future economic outlook. As a groundbreaking contribution to its field, this four-volume handbook discusses key historical and contemporary issues, research, theoretical perspectives, national policies, and practices. |
| early childhood education level 4: Pathways to Professionalism in Early Childhood Education and Care Michel Vandenbroeck, Mathias Urban, Jan Peeters, 2016-04-04 Pathways to Professionalism in Early Childhood Education and Care is concerned with a growing interest from policy and research in the professionalisation of the early childhood workforce. Illustrated by in-depth case studies of innovative and sustainable pathways to professionalisation, it recognises the importance of a systemic approach to professionalisation across all levels of the early childhood. The authors of this wide-ranging book share insights of professionalism from various European countries and suggest that professionalism in early childhood unfolds best in a ‘competent system’. This book considers a broad range of international issues including Continuous professional support and quality Early Childhood education and care staff with different qualifications in professional development processes. How personal attitudes and competence of educators are related to the wider system of competent teams, leadership, collaboration across services and competent governance From research to policy: the case of early childhood and care Pathways to Professionalism in Early Childhood Education and Care is a crucial and fascinating read for professionals working in the sector and contributes to broadening views on what professionalism in early childhood can mean within a ‘competent system’. |
| early childhood education level 4: Professionalism in Early Childhood Education and Care Carmen Dalli, Mathias Urban, 2013-09-13 The professionalism of the early childhood sector has gained prominence on the policy agendas of many countries. National pedagogical frameworks or curricula and an upsurge of pathways to gaining or upgrading qualifications has led to a pervasive terminology of professionalism. Yet, despite the pervasiveness of this terminology, the question of what professionalism means in early years contexts remains open to debate. This book draws together the work of an international group of scholars who have engaged with this question. They ask: How can professionalism be conceptualised in early childhood settings? How might one act professionally in increasingly diverse and changing social and cultural contexts? Do we have a common ground of understanding about these terms? Are there key concepts that can be agreed upon? Drawing on research and experience across a wide range of national contexts, this book seeks an understanding of early childhood professionalism in local contexts that might throw light on the global implications of this term. This book was published as a special issue in the European Early Childhood Education Research Journal. |
| early childhood education level 4: Early Childhood Educational Research Cathy Nutbrown, 2018-07-09 Early Childhood educational research is a constantly evolving field. This book brings together Cathy Nutbrown’s considerable knowledge and expertise in the field, to deliver a comprehensive and critical overview of national and international research. The strengths of various types of research, and their influence on theory, policy and practice, are identified along with new and emerging research areas, and anticipated future topics and patterns of research. Through an analytical discussion of research topics addressing Children, Adults and Pedagogy, these key areas are highlighted: - Issues in research design - Types of and trends in methodological approaches - The ethics of research With digestible chapter introductions, thinking points and suggestions for research or dissertation topics, readers are also able to locate their own work in an international landscape. This is the perfect ‘go to’ resource for all early childhood education and social science researchers. Cathy Nutbrown will be discussing ideas from Early Childhood Educational Research in Doing Your Early Years Research Project, a SAGE Masterclass for early years students and practitioners in collaboration with Kathy Brodie. |
| early childhood education level 4: International Handbook on Education in Southeast Asia Lorraine Pe Symaco, |
| early childhood education level 4: Anti-Bias Education for Young Children and Ourselves Louise Derman-Sparks, Julie Olsen Edwards, 2020-04-07 Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers. |
| early childhood education level 4: Strengthening Early Childhood Education and Care in Ireland Review on Sector Quality OECD, 2021-12-02 In supporting children’s development, countries invest in the future successes of economies and societies. Awareness of the critical role early childhood education and care (ECEC) plays in setting a strong foundation for children’s learning, development and well-being has grown among policy makers worldwide. |
| early childhood education level 4: Handbook of Early Childhood Education Robert C. Pianta, Susan M. Sheridan, 2015-08-12 Comprehensive and authoritative, this forward-thinking book reviews the breadth of current knowledge about early education and identifies important priorities for practice and policy. Robert C. Pianta and his associates bring together foremost experts to examine what works in promoting all children's school readiness and social-emotional development in preschool and the primary grades. Exemplary programs, instructional practices, and professional development initiatives?and the systems needed to put them into place?are described. The volume presents cutting-edge findings on the family and social context of early education and explores ways to strengthen collaboration between professionals and parents. |
| early childhood education level 4: Workforce Profiles in Early Childhood Education and Care Pamela Oberhuemer, Inge Schreyer, 2024-11-11 Dieses Buch bietet ein detailliertes Bild des frühpädagogischen Personals in Europa. Welche Anforderungen werden im Hinblick auf die Qualifikation gestellt? Wie sehen Wege in den Beruf aus? Wodurch sind die jeweiligen Arbeitskontexte geprägt? Welche politischen Initiativen werden ergriffen? Welche Herausforderungen gibt es? Diese Fragen wurden im Rahmen eines dreijährigen Forschungsprojekts in 33 Ländern untersucht. Das Buch fasst zentrale Ergebnisse zusammen und präsentiert länderübergreifende Vergleiche ausgewählter Aspekte im Kontext der unterschiedlich strukturierten Systeme der frühkindlichen Bildung und Kindertagesbetreuung. |
| early childhood education level 4: The Early Years Handbook for Students and Practitioners Lyn Trodd, 2016-02-05 The Early Years Handbook for Students and Practitioners is a comprehensive and accessible course text for all students studying at levels 4 and 5, including on Foundation Degrees and Early Childhood Studies degrees. Designed and written by the Chair of the SEFDEY (Sector-Endorsed Foundation Degree in Early Years) Network and a team of expert contributors, this book covers the essential skills, knowledge and understanding you need to become an inspiring and effective early years practitioner. Divided into four parts: The Student-Practitioner-Professional; The Learning and Development of Children 0-5; The Child, Family and Society; and The Senior Practitioner-Professional, the book covers all aspects of working with young children and engages you with theory that is explicitly linked to your practice. Throughout there is a strong emphasis on supporting your transition to undergraduate study, developing your academic skills and encouraging you to be an active learner. In every chapter, the book seeks to help you develop your professional identity and features: Activities to help you to reflect on your own practice ‘Provocations’ to promote discussion and debate Case study examples and photographs to illustrate key points ‘From Research to Practice’ boxes outlining key research in the field and implications for practice. The book is supported by a companion website featuring, for students, links to useful websites and video material, and an interactive flashcard glossary. Online support for lecturers includes ideas for tasks and activities to use in class and the diagrams and images in the book available to download. |
| early childhood education level 4: Annual Report, National Advisory Council of Supplement Centers and Services United States. President, 1974 |
| early childhood education level 4: The Importance of Play in Early Childhood Education Marilyn Charles, Jill Bellinson, 2019-05-29 The Importance of Play in Early Childhood Education presents various theories of play and demonstrates how it serves communicative, developmental, and relational functions, highlighting the importance and development of the capacity to play in terms useful to early childhood educators. The book explicitly links trauma, development, and interventions in the early childhood classroom specifically for teachers of young children, offering accessible information that can help teachers better understand the meanings of children’s expressive acts. Contributors from education, psychoanalysis, and developmental psychology explore techniques of play, how cultural influences affect how children play, the effect of trauma on play, factors that interfere with the ability to play, and how to apply these ideas in the classroom. They also discuss the relevance of ideas about playfulness for teachers and other professionals. The Imprtance of Play in Early Childhood Education will be of great interest to teachers, psychoanalysts, and psychotherapists as well as play therapists and developmental psychologists. |
| early childhood education level 4: Starting Strong V Transitions from Early Childhood Education and Care to Primary Education OECD, 2017-06-21 The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions Should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by ... |
| early childhood education level 4: Handbook of Research on the Education of Young Children Olivia N. Saracho, Bernard Spodek, 2013-01-17 The Handbook of Research on the Education of Young Children is the essential reference on research on early childhood education throughout the world. This singular resource provides a comprehensive overview of important contemporary issues as well as the information necessary to make informed judgments about these issues. The field has changed significantly since the publication of the second edition, and this third edition of the handbook takes care to address the entirety of vital new developments. A valuable tool for all those who work and study in the field of early childhood education, this volume addresses critical, cutting edge research on child development, curriculum, policy, and research and evaluation strategies. With a multitude of new and updated chapters, The Handbook of Research on the Education of Young Children, 3rd Edition makes the expanding knowledge base related to early childhood education readily available and accessible. |
| early childhood education level 4: The SAGE Encyclopedia of Contemporary Early Childhood Education Donna Couchenour, J. Kent Chrisman, 2016-08-16 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? |
| early childhood education level 4: TALIS Providing Quality Early Childhood Education and Care Results from the Starting Strong Survey 2018 OECD, 2019-10-25 The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It offers an opportunity to learn about the characteristics of the workforce, the practices they use with children, their beliefs about children’s development and their views on the profession and on the sector. This first volume of findings, Providing Quality Early Childhood Education and Care, examines multiple factors that can affect the quality of ECEC and thereby can influence children’s learning, development and well-being. |
EARLY Definition & Meaning - Merriam-Webster
The meaning of EARLY is near the beginning of a period of time. How to use early in a sentence.
EARLY | definition in the Cambridge English Dictionary
EARLY meaning: 1. near the beginning of a period of time, or before the usual, expected, or planned time: 2…. Learn …
EARLY definition and meaning | Collins English Dictionary
Early means near the beginning of a period in history, or in the history of something such as the world, a society, or an activity. ...the early stages of pregnancy. ...Fassbinder's early …
early | meaning of early in Longman Dictionary of ...
early meaning, definition, what is early: in the first part of a period of time, e...: Learn more.
What does Early mean? - Definitions.net
Early refers to a point in time that occurs before a specified time, event, or expected occurrence. It can also refer to something near the beginning or at the initial stage of a period or …
EARLY Definition & Meaning - Merriam-Webster
The meaning of EARLY is near the beginning of a period of time. How to use early in a sentence.
EARLY | definition in the Cambridge English Dictionary
EARLY meaning: 1. near the beginning of a period of time, or before the usual, expected, or planned time: 2…. Learn more.
EARLY definition and meaning | Collins English Dictionary
Early means near the beginning of a period in history, or in the history of something such as the world, a society, or an activity. ...the early stages of pregnancy. ...Fassbinder's early films. ...the early days of the …
early | meaning of early in Longman Dictionary of ...
early meaning, definition, what is early: in the first part of a period of time, e...: Learn more.
What does Early mean? - Definitions.net
Early refers to a point in time that occurs before a specified time, event, or expected occurrence. It can also refer to something near the beginning or at the initial stage of a period or process. Etymology: [OE. erli, …
