This book, now in its second edition, explores how physical education (PE) and learning through movement can be best enacted in schools in order to optimise children's wellbeing and subsequent academic learning.
This book, now in its second edition, explores how physical education (PE) and learning through movement can be best enacted in schools in order to optimise children's wellbeing and subsequent academic learning.
This book offers a methodological framework for developing research-based Theatre and Dance for the Very Young (TDVY) performances in which artists collaborate with children ages 0-6 and their caregivers and/or educators as creative partners in the process.
This book offers a methodological framework for developing research-based Theatre and Dance for the Very Young (TDVY) performances in which artists collaborate with children ages 0-6 and their caregivers and/or educators as creative partners in the process.
This book explores the contextual, particularly cultural-related, factors that may impact reading outcomes of young Indigenous learners in their early years, underpinned by the conceptual framework of cultural capital originated by Bourdieu.
This book uses case studies of Aotearoa New Zealand policy formulation and practice to explore early childhood education and care (ECEC) as a site for democratic citizenship and social justice.
This edited collection provides an in-depth exploration of different aspects of contemporary early childhood literacy research and the implications for educational practice.
This book highlights the multiple ways that digital technologies are being used in everyday contexts at home and school, in communities, and across diverse activities, from play to web searching, to talking to family members who are far away.
This book examines educators and parents' practices of corporal punishment of preschool-aged children in school and at home in Tanzania, considering why it is that many children in Tanzania are still subject to corporal punishment.
This book offers new definitions, vocabularies and insights for "e;scribbling"e;, viewing it as a fascinating and revealing process shared by many different disciplines and practices.
This book offers new definitions, vocabularies and insights for "e;scribbling"e;, viewing it as a fascinating and revealing process shared by many different disciplines and practices.
This book, drawing from internationally renowned scales like Bayley and Gesell, develops a child developmental assessment scale based on research data from Chinese children.
This book investigates the unique and dynamic approaches to key issues of changing images of child and childhood, by different countries in the Asia-Pacific.
This book evaluates recent early childhood education policies on the basis of a '3A2S' framework, which refers to accessibility, affordability, accountability, sustainability, and social justice.
This book explores how concepts and values of contemporary democracy are variously understood and applied in diverse cultural contexts, with a focus on children and childhood and diversity.
This book examines the approaches, content and design, and practices of current early childhood teacher preparation programs in universities across Australia, and compares them with those in Finland, Norway and Sweden.
This book offers a comprehensive report on a three-year, cross-cultural, critical participatory action research study, conducted in children's homes and communities in Fiji.
This book explores the contextual, particularly cultural-related, factors that may impact reading outcomes of young Indigenous learners in their early years, underpinned by the conceptual framework of cultural capital originated by Bourdieu.
This book explores the implementation of educational policies aimed at addressing educational inequalities and specifically focuses on Luxembourg's pioneering plurilingual education policy in non-formal early childhood education and care.
This book explores the implementation of educational policies aimed at addressing educational inequalities and specifically focuses on Luxembourg's pioneering plurilingual education policy in non-formal early childhood education and care.
This book is based on the empirical work of a large-scale project to investigate the possible impacts of diversified forms of parental involvement on children and school by first exploring through a series of ethnographic case studies how principals, teachers and parents perceive and act on parental involvement in the primary schools of Hong Kong and, then, examining how the different forms and levels of parental involvement are related to individual and institutional factors through a series of survey studies on all these stakeholders in children's education.
This volume reflects the multiplicity of perspectives in the theory and practice of creativity, while it is broadly accepted that the dynamism of humanity's responses to our evolving scientific, social and environmental needs depends on our creativity.
This book reports the current aspects of children from multilingual families in Taiwan and describes these children's perceptions towards their linguistic, academic, and social development from a survey study and a discourse analysis study.
This book examines educators and parents' practices of corporal punishment of preschool-aged children in school and at home in Tanzania, considering why it is that many children in Tanzania are still subject to corporal punishment.
This book offers a comprehensive report on a three-year, cross-cultural, critical participatory action research study, conducted in children's homes and communities in Fiji.
This book examines the approaches, content and design, and practices of current early childhood teacher preparation programs in universities across Australia, and compares them with those in Finland, Norway and Sweden.
This book explores how concepts and values of contemporary democracy are variously understood and applied in diverse cultural contexts, with a focus on children and childhood and diversity.
This book uses case studies of Aotearoa New Zealand policy formulation and practice to explore early childhood education and care (ECEC) as a site for democratic citizenship and social justice.
This book highlights the multiple ways that digital technologies are being used in everyday contexts at home and school, in communities, and across diverse activities, from play to web searching, to talking to family members who are far away.
This book discusses key aspects of life in schools and classrooms, and surveys the changes that have occurred over the years in educational research, policy making and practice in these school and classroom settings.
This book investigates the unique and dynamic approaches to key issues of changing images of child and childhood, by different countries in the Asia-Pacific.
This edited collection provides an in-depth exploration of different aspects of contemporary early childhood literacy research and the implications for educational practice.
This book evaluates recent early childhood education policies on the basis of a '3A2S' framework, which refers to accessibility, affordability, accountability, sustainability, and social justice.
The subject of this book is young children's emotional-social learning and development within early childhood care and education settings in Aotearoa-New Zealand.
