Bøger i International Perspectives on Early Childhood Education and Development serien

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 is about values education in early years settings and discusses theory and concepts, as well as methodological and empirical perspectives.

This book is about values education in early years settings and discusses theory and concepts, as well as methodological and empirical perspectives.

This book examines four main areas of music in early childhood: the traditions of music for young children, their capacities for music, the way they make music with others, and constructed and mediated musical childhoods.

The reason for this might be that in these countries only one person was working with the project, while other seven countries have been working in a team of two or more persons.

This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time.

While firmly acknowledging the importance of play in early childhood, this book interrogates the assumption that play is a birthright.

Employing visual methodologies to help bring the chapters to life, the varied research studies presented concern babies' and toddlers' relationships and cultural contexts.

Developmental Education is an approach to education in school that aims at promoting children's cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community.

Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands.

What constitutes a child perspective versus the thoughts and views of children themselves is discussed in this cross-disciplinary volume. The concepts discussed integrate ideas from childhood sociology, interpretive psychology and empirical research.

Divided into two main parts, "Culture, History and Child Development", and "Gender, Performativity and Educational Practice", this book is useful for anyone in the fields of cultural-historical research, educational science, educational and developmental psychology, psychological anthropology, and childhood and youth studies.

The reason for this might be that in these countries only one person was working with the project, while other seven countries have been working in a team of two or more persons.

Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up and pay attention.

This book studies the major characteristics of the social pedagogical approach to early childhood education and care. The Nordic tradition applies a social learning approach that emphasizes play, relationships and outdoor life, and presumes that learning takes place through children's participation in social interaction and processes.

Concepts and phenomena related to ZPD, the imaginary situation, rules, language play, collective imagining, spheres of realities of play, virtual realities, social identity and pedagogical environments are presented and discussed in order to bring the cultural-historical theoretical approach into play with contemporary historical issues.

The book itself represents a chorus of international voices (researchers, children, teachers and parents), all adding to a discussion about various circumstances, dilemmas and possibilities involved in doing research with our youngest.

Divided into two main parts, "Culture, History and Child Development", and "Gender, Performativity and Educational Practice", this book is useful for anyone in the fields of cultural-historical research, educational science, educational and developmental psychology, psychological anthropology, and childhood and youth studies.

Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up and pay attention.

This book makes an original contribution to researching child-community development so that those with specific interests in early childhood education have new theoretical tools to guide their research practices.

This book provides an important compilation and synthesis of current work in transition to school research.

The book itself represents a chorus of international voices (researchers, children, teachers and parents), all adding to a discussion about various circumstances, dilemmas and possibilities involved in doing research with our youngest.

The work explores broadly the construct and meanings of 'lived spaces' as relational spaces, interactional spaces, transitional spaces, curriculum spaces or pedagogical spaces operating within the social, physical and temporal environment of infant-toddler education settings.

Developmental Education is an approach to education in school that aims at promoting children's cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community.

Concepts and phenomena related to ZPD, the imaginary situation, rules, language play, collective imagining, spheres of realities of play, virtual realities, social identity and pedagogical environments are presented and discussed in order to bring the cultural-historical theoretical approach into play with contemporary historical issues.

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.

This book presents the latest research on educational transitions from a variety of research traditions and practical contexts set in Australia, New Zealand, and several European countries.

This edited collection provides an in-depth exploration of different aspects of contemporary early childhood literacy research and the implications for educational practice.