Understanding Early Childhood Issues And Controversies

Understanding Early Childhood is a comprehensive textbook which offers broad and insightful perspectives across a range of themes on the ways in which we understand and study young children. Engaging and clear, it provides students with a user-friendly introduction to a number of difficult concepts and theories in early childhood education, drawing on research evidence from various countries and taking an interdisciplinary approach. Revised and updated throughout, the third edition brings contemporary theories and debates bang up-to-date in a concise, accessible and yet reflective style. Unique features include: A substantial and critically informed discussion of child development An updated overview of theoretical approaches and research methodologies Considerable revisions on neuroscience and genetic research in light of recent developments Extended coverage of ethics The challenges and problematic nature of interdisciplinary working 'Main Messages' provide helpful summaries of key points 'What to Read Next' signposts stimulating reading Understanding Early Childhood is an indispensable resource for early childhood students from undergraduate to postgraduate level, and practitioners working with young children. "Understanding Early Childhood draws on Helen Penn's deep knowledge and exceptionally wide breadth of experience of this topic. This new and updated edition with its pithy explanations provides an invaluable and readable guide to concepts and theories of early childhood education." Bronwen J. Cohen, School of Social and Political Studies, The University of Edinburgh, UK "This updated and revised third edition is informative and thought provoking appealing to an international readership. Drawing from many fields of study and with reference to her own international experience and research, Professor Penn challenges existing normative conceptualisations of childhood and professional practice, standards and expectations." Theodora Papatheodorou, Education Adviser - Early Childhood Care and Development, Save the Children, UK "This book is a must read for anyone studying or working in early childhood education. The messages are applicable and have resonance across borders and boundaries, majority and minority worlds, and ethnicities." Sue Grieshaber, Chair Professor and Head, Department of Early Childhood Education, Hong Kong Institute of Education, Hong Kong "Whatever your interest in early childhood, this book should become a wise companion to whom you turn again and again for inspiration, intellectual challenge or solace. I've really enjoyed reading the new edition of Helen's book. She is such a superb author and scholar and we are incredibly fortunate to have her working in the field of early childhood." Dr Sacha Powell, Reader in Early Childhood, Research Centre for Children, Families and Communities, Canterbury Christ Church University, UK

This book should be essential reading for every student of Early Childhood Studies who wants to approach this rapidly expanding field of study with an open mind. Eva Lloyd, Senior Lecturer in Early Childhood Studies, University of Bristol, UK This book makes a unique and significant contribution to the international study of early childhood. Using an analytical but accessible style, it addresses several of the most persistent conventional wisdoms in the field, bringing a wide and creative range of material from a variety of disciplines and diverse cultures to bear. Early childhood educators and researchers, policy makers and advocates... will welcome this thoughtful book. Martha Friendly, Director, Childcare Resource and Research Unit, University of Toronto, Canada This is a very readable account of theories and approaches in early childhood care and education. It challenges us to re-examine the origins and underpinnings of established practice. It takes an international perspective and will be valuable for training new teachers and for ongoing teacher development. Linda Biersteker, Head of Research, Early Learning Resource Unit, Cape Town, South Africa Drawing on research evidence from across the world, this book offers a wide-ranging perspective on the ways in which we understand and study young children. The book summarizes current debates in child development, and looks at different ways of understanding early childhood and the various methods used to gain understanding, featuring: Personal memories of childhood Neuro-scientific and genetic interpretations of childhood Cultural perspectives Chapters on history, health and child rights Understanding Early Childhoodconcludes with an analysis of everyday practices in working with young children from across the world. It is key reading for early childhood students and practitioners working with young children.

'Understanding Early Childhood' provides a broad and wide-ranging perspective on the ways in which we try to understand young children and summarizes current debates in child development and research evidence from across the world.

DSU TItle III 2007-2012.

Targeted or universal pre-K? Direct instruction or learning through play? These and other debates are heating up as more and more young children across the country gain access to pre-K programs. Now there's a single volume that spotlights today's most urgent pre-K debates, explores each one from all sides, and paves the way for sound, educated decision-making. Edited by a founder of Head Start and two other highly respected experts, this forward-thinking book gathers a who's who of more than 40 leading thinkers in early childhood education for a rigorous examination of the most-debated pre-K issues. In a clear and compelling point-counterpoint format, this book gives current and future decision-makers multifaceted perspectives on critical questions; Should pre-K be targeted or universal; what kind of teacher preparation should be required? When should pre-K services be provided and for how long? Whee should pre-K be provided? What should the primary focus of instruction be? Should pre-K be structured around direct instruction or learning through play? How can we ensure quality and accountability in pre-K programs? Readers will also get a helpful synthesis of the major themes of the pre-k debate, investigate lesson learned from model programs in 2 states, and identify ke issues for future research and debate, including polices for English Lanaguage learners and children with special needs.

Parents and Professionals in Early Childhood Settings addresses the complex and sometimes controversial issues that emerge from the care and education of young children. Staff and parents in early childhood settings can find ample advice about how to promote good communication, but much of that advice has no grounding in their daily lives. Instead, it prescribes an established set menu of communication tools, such as newsletters, notebooks and message boards that rarely respond to what staff and families say about relationships between them. Drawing on the authors' research with hundreds of parents, staff and students, the book explores relationships between staff and families through a series of 'issue stories'. Each story features the voices and perspectives of 'real' staff and families and captures their various understandings, desires and feelings about a complex, difficult and/or controversial issue. The authors support each 'issue story' with snippets from relevant international research, 'Fairness Alerts' that highlight unfair thinking habits and show how to challenge them, and some 'points to ponder' and 'points to discuss' that encourage readers to extend their thinking about the issue/s in the story. Parents and Professionals in Early Childhood Settings is written for the diverse people in the international field of early childhood education and care. They include staff, students, academics, trainers, curriculum advisors, policy officers and managers, together with the parents and other carers of young children.

There is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world. In particular the book aims to: Inform those studying early years about perspectives in other countries Encourage critical thinking about issues, influences and the complexities of early years provision around the world Promote critical reflection on students’ own provision and the current context of that provision Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners. Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision. Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years. Contributors: Verity Campbell-Barr, Federica Caruso, Carmen Dalli, Rebecca Carter Dillon, Annie Davy, Chandrika Devarakonda, Alena Drzalová, Hasina Banu Ebrahim, Susan Edwards, Dora Ho, Valerie Huggins, Anne Hunt, Kerstin Kööp, Éva Kovácsné Bakoski, Caroline Leeson, Beth Marshall, Nancy McDermott, Julia Morgan, Joce Nutall, Elin Eriksen Ødegaard, Philip Selbie, Paolo Sorzio, Manabu Sumida, Keang-ieng (Peggy) Vong, Karen Wickett “The book rightly challenges common assumptions about the value of Western perspectives of ECEC and skilfully enables the reader to recognize the various social, political and economic drivers and processes that have shaped early years pedagogy on a global level.” Dr Janet Rose, Early Years Education Award Leader, Bath Spa University, UK “Given the ever increasing interest and importance of global early childhood education and care, this critically informed book offers valuable and challenging internationalised comparative arguments for students and academics at all levels.” Dr Guy Roberts-Holmes, Senior Lecturer, Early Years and Primary Education Department, University of London, UK

Organized around 14 chapters, Section One looks at policy, pedagogy and key issues in practice surrounding the implementation of the Early Years Foundation Stage (EYFS), and Section Two looks at the areas of learning and development in EYFS. Ways to plan, implement, observe and evaluate activities for young children from Birth to 5 are discussed, a range of theoretical perspectives is built upon and different ways of delivering the EYFS are explored. By combining sound theoretical underpinning with practical case studies, this book offers a critical approach to the implementation of EYFS. It takes its inspiration and examples of best practice from projects based in a range of early years settings, and considers the role of the practitioner and the holistic development of the child.