Pasning af mindre børn

Von offenen Bewegungsangeboten werden positive Effekte auf die körperliche und psychische Entwicklung von Kindern erwartet. Wie Kinder diese Angebote erleben, ist jedoch bislang unklar. Die qualitative Studie zeigt, dass Kinder in offenen Bewegungsangeboten vielfältige Erfahrungen sammeln. So erleben sich einige Kinder als handlungskompetent und wählen im offenen Setting Bewegungshandlungen für sich aus, die ihnen Freude bereiten, während andere Kinder in Überforderungssituationen geraten und sich mehr Orientierung durch die Lehrkraft wünschen.

"Study of Child Life" by Marion Foster Washburne is a classic work that delves into the intricate nuances of child development, offering a comprehensive exploration of the physical, emotional, and intellectual aspects of early life. Originally published in the early 20th century, Washburne's book is a pioneering contribution to the field of child psychology and education.The book meticulously examines the various stages of childhood, from infancy to adolescence, providing insights into the evolving nature of a child's mind and behavior. Marion Foster Washburne, an influential figure in the progressive education movement, combines her expertise with a compassionate understanding of the child's world, making this work not only informative but also deeply empathetic."Study of Child Life" explores the impact of environment, education, and social interactions on a child's development, emphasizing the importance of a holistic approach to nurturing young minds. Washburne's observations are rooted in both scientific research and practical experience, offering a balanced perspective that resonates with educators, parents, and anyone interested in understanding the formative years of human life.The book addresses topics such as play, imagination, and the role of adults in shaping a child's character. Washburne's prose is accessible and engaging, making the complex subject matter approachable for a wide audience. Her work reflects the progressive ideals of her time, advocating for child-centered education and the recognition of the child as an active participant in their own learning process."Study of Child Life" continues to be relevant today as a foundational text in the study of child psychology and education. It stands as a testament to Washburne's commitment to understanding and improving the lives of children, making it a valuable resource for scholars, educators, and anyone interested in the fascinating realm of child development.

'It Doesn't Matter How We Talk' is a colourful and engaging call-and-response picture book which introduces children to the different ways that people communicate. The book was written and illustrated by an NHS Speech and Language Therapist and is a valuable resource for families, Speech and Language Therapists, teachers, and early years practitioners, providing a simple way to facilitate open conversations about disability, diversity, and acceptance with young children. 'It Doesn't Matter How We Talk' was born out of a need for early years resources which represent communication differences without referencing negative stigma or judgement. The book aims to promote self-acceptance for children with communication differences and develop understanding amongst their peers.

¿¿¿¿ Using Interactive Digital Games for Early Learning in Preschool ¿¿¿¿by Prof. Ava Thompson¿¿¿¿ Book Description ¿¿¿¿Embark on a transformative journey into the world of early childhood education with Using Interactive Digital Games for Early Learning in Preschool, a pioneering guide by esteemed educator Prof. Ava Thompson. This insightful book delves deep into how digital games can be effectively used to enrich preschool education, making learning an engaging and interactive experience.¿¿¿¿ Key Features: ¿¿¿¿¿¿¿¿ Comprehensive exploration of integrating digital games in preschool settings.¿¿¿¿ Strategies for enhancing cognitive skills and fostering language development.¿¿¿¿ Techniques to boost social and emotional growth through digital play.¿¿¿¿¿¿¿¿¿ Guidance on aligning digital games with traditional educational methods.¿¿¿¿ Insights for parents and educators on collaborative approaches to learning.¿¿¿¿ Who Should Read This Book? ¿¿¿¿Educators seeking innovative methods to engage preschoolers.Parents looking for educational and interactive activities for their children.Anyone interested in the intersection of technology and early childhood education.¿¿¿¿ Join Prof. Ava Thompson in revolutionizing early learning and discover how digital games can create a world of endless educational possibilities! ¿¿¿¿

This book explores the contexts for gender identity development in early childhood education, examining how early childhood educators¿ views on children¿s gender identity influence their practice in Australia. The author utilizes feminist post-structuralism, queer theory and performativity as theoretical approaches, and feminist post-structuralist discourse and thematic analyses. The book captures the voices of educators and developers of curriculum documents to explore how gender expansive environments can be created when such environments are socially and politically contentious. It then identifies discourses that enable and constrain the building of pro-diversity spaces and contexts in early childhood education, while considering how to disrupt normative notions of gender and promote the deployment of discursive agency.

Lois Lund has a passion for entertaining young children with rhyming poetry and stories that encourage reading and imaginative play. From baby chicks as yellow as butter to a froggie who can leap, Lund leads youngsters through a variety of catchy poems and true tales that reflect on things children love, encourage a good work ethic at home and at school, honor God, and teach about times gone by.In this book of poetry. This one of a kind book is just what young mothers love to read to their babes. We must never forget who the giver of life is. It is our Heavenly Father who hoovers over us and takes care of us like a mother chicken does her own chickies.Lois Lund grew up in a small town in Indiana, earned an Associate's two year degree in Arts from Valencia Community College and served in the United States Navy. Lund also plays her Trumpet in Church and she loves music, and pursued sports.

The Processing Speed Workbook for the WPPSI(TM)¿IV Test is designed toprepare children ages 2.5 to 7.7 for the WPPSI(TM)¿IV test by providing ample practice for theprocessing speed subtests in the assessment. With practice, children will improve theirprocessing speed and gain familiarity with the test structure and format.

The Test Tutor's Verbal Comprehension Workbook for the WPPSI(TM)¿IV Test is designed to preparechildren ages 2.5 to 7.7 for the WPPSI(TM)¿IV test by providing ample practice for the six verbalcomprehension subtests in the assessment. With practice, children will improve their skillsand gain familiarity with the test structure and format.

An early champion of childhood reminds parents and educators that children learn best when they are free to play and explore.

If ever there was a time for love and nurture it is now. Love and Nurture approaches are intertwined and impossible to focus on in isolation. This practical book for Early Years students and practitioners includes real-life case studies and practical examples alongside academic underpinning and essential theory. It supports students to understand and explore the need for and importance of Love and Nurture in early years practice. The book focuses on key child developmental factors including brain development, attachment awareness, love languages and nurturing touch, the science of nurture, the theory of love and nurture and building relational practice.

In Gnomes and Giants, Pixies and Elves, Wilma Ellersiek's delightful games invite children into a world inhabited by beings large and small, where the elements of air, water, earth and fire interweave. As we share in their lively movements we are refreshed and enlivened ourselves. This is the English translation of Wilma Ellersiek's last gesture games book."The games of Wilma Ellersiek come from her listening to Nature; in a way true to their origin she has succeeded in artistically molding speech, rhythm, and the corresponding gestures to bring the wind, flowers, beasts, sun, moon, and stars into the child's presence."Ingrid Weidenfeld, "Wilma Ellersiek: A Life for Rhythm"

This book focuses on the literacy beliefs and practices of parents and children from Asian and Latinx heritage backgrounds. In the US, children from Asian and Latinx immigrant backgrounds represent the largest population of dual language learners in schools. While existing research has paid significant attention to the roles of parenting and the home literacy environment on children's literacy development, relatively little attention has been allocated to immigrant families. Chapters aim to meet the need in the field to understand the roles of culture and immigrant experiences on children's literacy learning and development, including immigrant families' home environments and parents' involvement in literacy-related activities in both English and the parents' native language. As Hispanic/Latinx and Asian American populations grow in the US, this book answers an urgent call for school systems and child and family professionals to be aware of issues in this area and how to address them in culturally responsive ways.

Set your early learner up to succeed in school with this fun filled reading readiness activity and coloring book. An A to Z of Inventions and Innovations that Changed World: A STEM and STEAM Activity and Coloring Book, Ages 3-5 is packed with fun activities which help to develop many skills. They include:ALPHABET TRACING: Practice and learn ABCs (Uppercase and Lowercase Aa - Zz) to learn the alphabet and develop handwriting and fine motor skills.FUN FACTS: Learn about inventions and innovations and develop an interest in STEM (Science, Technology Engineering, and Mathematics) and STEAM (Science, Technology, Engineering, Arts, and Mathematics) education.COLORING PAGES: 55 Coloring pages.HANDWRITING SKILLS: More handwriting practice by tracing the names of each invention or innovation.DOT TO DOT TRACING: Inventions and innovations recreated through dot to dot tracing which helps with COUNTING and DRAWING SKILLS.READING READINESSGet An A to Z of Inventions and Innovations that Changed the World: A STEM and STEAM Activity and Coloring Book, Ages 3-5 for your young learner and put them on the path of success with these fun and enriching activities!

Pi tager et kvantespring er den anden bog i serien om Pi og hendes rejse fra børnehaven til tidlig SFO og skole. I denne bog tager Pi springet fra at være børnehavebarn i børnehaven til at være forårsbarn i en SFO. Det er et kæmpe spring. Hun oplever mange nye ting på en gang: Hun får nye venner, møder nye voksne, mens hun lærer nye regler og omgivelser at kende. Pi elsker at lære nyt, men det kræver også meget energi. Rigtig meget energi. Denne bog er en del af serien om Pi, der handler om overgangen fra børnehave til tidlig SFO og skole. I serien følger vi Pi fra den dag, hun får beskeden om, at hun snart skal i SFO. En besked, som hun modtager med ambivalente følelser. På den ene side er hun ved at vokse fra børnehaven, men på den anden side er SFO og skolen en ukendt størrelse. Vi følger Pi og hendes udvikling helt frem til afslutningen på børnehaveklassen. Pi-bøgerne er skræddersyet til at hjælpe børn med at forstå og sætte ord på deres følelser, samtidig med at de fremmer empati og selvudtryk. Hver bog fokuserer på at hjælpe børn med at sætte ord på de følelsesmæssige udfordringer de oplever, når de siger farvel til en lille tryg hverdag i børnehaven og træder ind i en ny, stor verden. Pi-bøgerne er meget mere en blot højtlæsningsbøger."Et helstøbt materiale til pædagogers arbejde med overgange." Børn og Unge 6/2024"En række fine fortællinger, som kan være med til at skabe en god og mere tryg overgang fra børnehave til SFO og skole." Lektørudtalelse, DBC. 3 i 1 børnebøger Lærerige højtlæsningsbøger: Bøgerne kan læses som helt almindelige højtlæsningsbøger hjemme i sofaen. De kan hjælpe børn med at sætte ord på alt det, de oplever – det sjove, det dumme og alt det som er anderledes. Teoribøger i børnehøjde: Bøgerne giver et børneperspektiv på overgangen fra børnehave til tidlig SFO og skole, og giver et bud på, hvordan forberedelses-, separations- og integrationsfasen samt begreber som læringstab og sense of belonging kan opleves for et barn. Et pædagogiske materiale: Bøgerne kan i sig selv fungere som et overgangsmateriale i overgangen fra børnehave til tidlig SFO og skole, da de foregår i hver sin læringsarena.

Pi tager skolen på sig, er den tredje bog i serien om Pi og hendes rejse fra at være et børnehavebarn til at være et skolebarn. I denne bog bliver hele Pis verden vendt på hovedet. Skolen er nemlig ikke helt nem at finde ud af, synes Pi. I skolen har bogstaverne lyde, mens klokken både ringer ud og ind med den samme lyd. Der er heller ikke altid en voksen til at hjælpe i frikvarteret. Med hjælp fra gode venner, voksne Mor og Far får Pi styr på, hvad det vil sige at være et skolebarn. Og inden længe har Pi både lært at læse og fundet sit helt eget heltemodsmantra. Denne bog er en del af serien om Pi, der handler om overgangen fra børnehave til tidlig SFO og skole. I serien følger vi Pi fra den dag, hun får beskeden om, at hun snart skal i SFO. En besked, som hun modtager med ambivalente følelser. På den ene side er hun ved at vokse fra børnehaven, men på den anden side er SFO og skolen en ukendt størrelse. Vi følger Pi og hendes udvikling helt frem til afslutningen på børnehaveklassen. Pi-bøgerne er skræddersyet til at hjælpe børn med at forstå og sætte ord på deres følelser, samtidig med at de fremmer empati og selvudtryk. Hver bog fokuserer på at hjælpe børn med at sætte ord på de følelsesmæssige udfordringer de oplever, når de siger farvel til en lille tryg hverdag i børnehaven og træder ind i en ny, stor verden. Pi-bøgerne er meget mere en blot højtlæsningsbøger. "Et helstøbt materiale til pædagogers arbejde med overgange." Børn og Unge 6/2024"En række fine fortællinger, som kan være med til at skabe en god og mere tryg overgang fra børnehave til SFO og skole." Lektørudtalelse, DBC.3 i 1 børnebøger Lærerige højtlæsningsbøger: Bøgerne kan læses som helt almindelige højtlæsningsbøger hjemme i sofaen. De kan hjælpe børn med at sætte ord på alt det, de oplever – det sjove, det dumme og alt det som er anderledes. Teoribøger i børnehøjde: Bøgerne giver et børneperspektiv på overgangen fra børnehave til tidlig SFO og skole, og giver et bud på, hvordan forberedelses-, separations- og integrationsfasen samt begreber som læringstab og sense of belonging kan opleves for et barn. Et pædagogiske materiale: Bøgerne kan i sig selv fungere som et overgangsmateriale i overgangen fra børnehave til tidlig SFO og skole, da de foregår i hver sin læringsarena.

Pi tager tilløb til SFO og skole er den første bog i serien om Pi og hendes rejse fra børnehaven til tidlig SFO og skole. I bogen møder vi Pi i børnehaven, hvor hun får beskeden om, at hun snart skal starte i tidlig SFO. Men Pi glæder sig ikke, for hun ved ikke, hvad SFO er for noget. Pi vil ikke i SFO. Men Pi elsker at lære nyt, og med hjælp fra de voksne, gode legekammerater samt Mor og Far bliver hun klar til at tage det store spring fra børnehave til tidlig SFO. Denne bog er den del af serien om Pi, der handler om overgangen fra børnehave til forårs-SFO og skole. I serien følger vi Pi fra den dag, hun får beskeden om, at hun snart skal i SFO. En besked, som hun modtager med ambivalente følelser. På den ene side er hun ved at vokse fra børnehaven, men på den anden side er SFO og skolen en ukendt størrelse. Vi følger Pi og hendes udvikling helt frem til afslutningen på børnehaveklassen. Pi-bøgerne er skræddersyet til at hjælpe børn med at forstå og sætte ord på deres følelser, samtidig med at de fremmer empati og selvudtryk. Hver bog fokuserer på at hjælpe børn med at sætte ord på de følelsesmæssige udfordringer de oplever, når de siger farvel til en lille tryg hverdag i børnehaven og træder ind i en ny, stor verden. Pi-bøgerne er meget mere en blot højtlæsningsbøger. "Et helstøbt materiale til pædagogers arbejde med overgange." Børn og Unge 6/2024"En række fine fortællinger, som kan være med til at skabe en god og mere tryg overgang fra børnehave til SFO og skole" Lektørudtalelse, DBC.3 i 1 børnebøger Lærerige højtlæsningsbøger: Bøgerne kan læses som helt almindelige højtlæsningsbøger hjemme i sofaen, i hyggekrogen i børnehaven eller på det lokale bibliotek. De kan hjælpe børn med at sætte ord på alt det, de oplever – det sjove, det dumme og alt det som er anderledes. Teoribøger i børnehøjde: Bøgerne giver et børneperspektiv på overgangen fra børnehave til tidlig SFO og skole, og giver et bud på, hvordan forberedelses-, separations- og integrationsfasen samt begreber som læringstab og sense of belonging kan opleves for et barn. Et pædagogiske materiale: Bøgerne kan i sig selv fungere som et overgangsmateriale i overgangen fra børnehave til tidlig SFO og skole, da de foregår i hver sin læringsarena.

International vergleichende Kindheitsforschung stellt vorrangig die Frage nach dem Universalistischen von Kindheit und dabei wird häufig auf westliche Vorstellungen zurückgegriffen. Doch wie Kindheit ausgestaltet ist, hängt maßgeblich vom Kontext ab, in dem sie stattfindet. Im Zentrum dieser Studie stehen die Erfahrungen und das Wohlbefinden von Kindern, die in Heimen in Nepal aufwachsen. Am Beispiel dieses Kontextes lassen sich analytische Spannungsfelder der Kindheits- und auch Well-being- Forschung entfalten. Wie lassen sich Konzepte der Kindheitsforschung wie Agency und Vulnerabilität in diesem spezifischen Forschungskontext diskutieren? Wie kann in der (quantitativen) Well-being- Forschung methodologisch mit der Verschiedenheit von Kindheiten umgegangen werden? Zugleich macht die Studie westliche Verstrickungen und Verantwortlichkeiten für das Aufwachsen von Kindern in Heimen des Globalen Südens sichtbar. Die Kinder selbst werden in dieser Mixed-Methods- Studie aktiv in den Forschungsprozess einbezogen, ihre eigenen Stimmen und Erfahrungen eröffnen einen sensiblen Einblick in ihren Lebenskontext.

The ERiK-Methodological Report III is the third in as series of methodological report related to the 'Entwicklung von Rahmenbedingungen in der Kindertagesbetreuung - indikatorengestützte Qualitätsbeobachtung (ERiK)' study. The report focuses on the conception, sample selection, and survey designs of the ERiK-Surveys 2022. Together with the ERiK-Methodological Report I and II, it provides comprehensive background information on the ERiK-Surveys conducted in 2020 and 2022 up to the cutoff date of December 31, 2021. The subsequent steps taken in implementing the ERiK-Surveys 2022 will be described in a separate ERiK report, which is currently in progress and will be published at a later date.

"In beginning this subject of the "Study of Child Life" there may be lurking doubts in your mind as to whether any reliable rules can really be laid down. They seem to arise mostly from the perception of the great difference between children. What will do for one child will not do for another. Some children are easily persuaded and gentle, others willful, still others sullen unresponsive. How, then, is it possible that a system of education and training can be devised suitable for their various dispositions?We must remember that children are much more alike than they are different. One may have blue eyes, another gray, another black, but they all have two. We are, therefore, in a position to make rules for creatures having two eyes and these rules apply to eyes of all colors. Children may be nervous, sanguine, bilious, or plethoric, but they all have the same kind of internal organs end the same general rules of health apply to them all.In this series of lessons I have endeavored to set forth principles briefly and to confirm them by instances within the experience of every observer of childhood. The rules given are such as are held at present by the best educators to be based upon sound philosophy, not at variance with the slight array or scientific facts at our command. Perhaps you yourself may be able to add to the number of reliable facts intelligently reported that must be collected before much greater scientific advance is possible.There is, to be sure, an art of application of these rules both in matters of health of body and of health of mind and this art must be worked out by each mother for each individual child.We all recognize that it is a long endeavor before we can apply to our own lives such principles of conduct as we heartily acknowledge to be right. Why, then, expect to be able to apply principles instantly and unerringly to a little child? If a rule fails when you attempt to apply it, before questioning the principle, may it not be well to question your own tact and skill?So far as I can advise with you in special instances of difficulty, I shall be very glad to do so; not that I shall always know what to do myself, but that we can get a little more light upon the problems by conferring together. I know well how difficult a matter this of child training is, for every day, in the management of my own family of children, I find each philosophy, science and art as I can command very much put to the test." The Author

StoryFrames: supporting silent children in the classroom. How does a teacher support a child who has recently arrived at school, speaking another language, and who remains completely silent at school for weeks or months, not participating in class and not even playing with other children? The child's parents often report that the child speaks and plays normally at home, with their family and with other children who speak the child's language. These children, undergoing the "Silent Period", are usually children who have relocated from another country, either voluntarily or as refugees or migrants,. For a variety of reasons, these children do not have the resilience needed to cope with the many changes and anxieties they have experienced. The losses for these children are more than the loss of familiar faces, places and conversations; the loss of their home language is experienced as a loss of the self they had known before the relocation. The psychoanalytic theories of Colette Granger provide a way to understand the experiences of these migrant children. The StoryFrames book sets out an easy-to-follow, low-cost method of supporting these children, enabling them to emerge from their silence, and to play with other children. The book is written by a speech and language therapist, but any teacher, social worker or volunteer, who is experienced in working with young children, can run this programme. The methodology of this programme is grounded in the developmental theories of Winnicott and Vygotsky and as such it stresses the nature and quality of the teacher/child relationship which is at the core of this kind of work. The book explores the feelings not only of the child in this situation, but also of the teacher working with such a child; such a teacher must deal with their own anxieties about what the child is experiencing, and about whether they, as the teacher who is expected to solve these problems, could be doing something different. The StoryFrames method is not only for second language learners. It has been successfully used with children who have a wide range of communication disabilities. Children with Developmental Language Disorder, children who stutter, children with intellectual disabilities and Highly Sensitive Children have all benefited from the use of this programme, which uses narrative and pretend play to help the child to develop linguistic and cognitive skills, as well as to have the confidence needed to communicate with others, in spite of the difficulties. This book is an invaluable source of information for anyone wanting to understand the nature of the teacher or speech therapist's relationship with children with communication difficulties, and should be essential reading for trainee speech and language therapists, as well as for teachers training in early years education.

The period from birth to 12 years is crucial in a child's development and can significantly impact future educational success, resilience and participation in society. Health and Wellbeing in Childhood provides readers with a comprehensive introduction to a wide range of topics and issues in health and wellbeing education, including child safety, bullying and social emotional wellbeing, resilience, physical education, communication development and friendships. It explores relevant policies, standards and frameworks, including the Early Years Learning Framework and the Australian Curriculum. The third edition provides a cohesive and accessible reading experience and includes updated and expanded coverage of nutrition, body image and community partnerships. Each chapter has been revised to include the latest research and developments in childhood health and wellbeing, and features definitions of key terms, case studies, pause and reflect activities and end-of-chapter questions. Supplementary materials, including video and audio links, are available on the companion website.

I couldn't wait to begin my teaching career. I had always been captivated by children's imaginations and their inquisitive spirits.... Their eagerness to learn. Teaching new skills to entire classrooms of students was an exciting opportunity.In just a short while, I realized that it wasn't just me who was the teacher. As I shared in these children's daily lives, I also shared their hearts. They began teaching me life lessons, so I wrote this book to share these children's spirits with others. My hope is that my readers will laugh, will cry, and will see the world through the heart of a child. I challenge those who may be entering the teaching profession to be receptive to all that their own "little teachers" can teach them about life, the heart of a child, and how to make a difference.

This book provides a revitalised account of the study of children's drawing by outlining a departure from existing approaches privileging developmentalist accounts and presenting drawing as a specialised human endeavour separated from other material entanglements constituting children's everyday experiences. The book takes on current developments in the fields of early childhood arts and early childhood literacies to advocate for process-oriented, new materialist and decolonial approaches that re-conceptualise the study of children's drawing. It proposes a future-oriented approach, centred on thinking experimentally with a focus on nonrepresentational elements, such as movement, sensation, intensity, rhythm, story and place, which singularly assemble in drawing events. Thus, the book discusses drawing as a process of sense-making that is not enclosed in the individualised body of the child and that unfolds corporeally in time and space. It revises the relation of drawing with symbolisation by suggesting that the use of language and signs in drawing form in entanglement with matter and sensation in processes of creative speculation connected with the movement of thought. Presenting a series of contributions by internationally recognised scholars and artists, the book aims to create synergies between theory and practice that speak of everyday realities interconnecting children, learning and sense-making.

This book adopts a multidisciplinary approach to try to answer the question of how do we, as human beings, go from the socially neutral linguistic act of discriminating external stimuli to the socially loaded act of promoting social discrimination though language? This contributed volume brings together works presented at the international event "e;From Discriminating to Discrimination - The Influence of Language on Identity and Subjectivity"e;. This was an online event hosted and organized by the Brandenburg University of Technology (BTU), Germany, in partnership with Sao Paulo State University (UNESP), Brazil, that brought together lecturers from different universities around the world. During the event, linguists, psychologists, language teachers, social workers and pedagogues got together to discuss how discriminating can be recognized as a natural and important ability of the human being in the early stages of life and, after that, how to avoid discriminatory acts against others. The debates held online took into account the important and necessary dialogue between linguistics and other social sciences to discuss the role played by language as a form of building subjectivity and teaching practices that can contribute to minimize discrimination and promote integration and acceptance in a broad sense, understanding the preponderant role of language in recognizing what is different (discriminating), without diminishing or excluding it (discrimination). From Discriminating to Discrimination: The Influence of Language on Identity and Subjectivity will help linguists, psychologists, educators, social workers and a broad range of social scientists working with cognitive, linguistic and educational studies understand the path taken by differentiation, from the beginning of the child's language development - when discrimination (of sounds, gestures, etc.) is essential for the acquisition of language to occur -, until the moment when differentiation, discrimination, ceases to be an essential factor and becomes a means of social segregation.