Pasning af mindre børn

386 pages. A number of color and line illustrations. Practical examples. 10 chapters, plus seven appendices. Practical guidance to bring about the young child's true natural state of perfect peace, order, and harmony.

Come along on a heartwarming story about a classroom of students who are deeply saddened by the ending of the school year. The children struggle with anxiety and stress because the school year has come to an end. They are afraid that they may forget about each other and the fun times that they had learning so many new things. Luckily for them, they have a wonderful and caring teacher that helps them to see the bright side of moving on. To all of the wonderful and caring teachers out there, THANK YOU!

Starting school can be nerve-wracking but exciting! Don't be nervous... Kindergarten is a fun place to make new friends, to share toys, and to explore. Kindergarten is also the place to dream of becoming an astronaut, or a singer, or a firefighter, or anything at all. When you dream... Remember to dream big! Then, before you know it, you will be graduating kindergarten. You have accomplished your first big milestone. But... Get Ready... There is a super exciting journey ahead!

This year there is a brand new hang out spot at school. It's called The Pencil Box. All of the cool writing utensils hang out here. There is only one condition to get into the Pencil Box... you must be a number two pencil. Exceptions made for the elite, of course.(The Pen's and the Highlighter's) But, under any conditions were the Crayons allowed. That made the Crayons very sad and un-welcome. So the Crayons decided to run away. Then one day, it was time for art class. The Pencils, Pens, and Highlighters drew pictures... The pictures were wonderful, except they had no color. The Pencils went to get the Crayons to color in the picture... but no Crayons could be found. What will the Pencil's do? Will there pictures be colored? Will the Crayons ever be found? Please join us, in this wonderful story of inclusion, from the desk of award winning author JD WISE.

This open access book brings together current childhood research and contemporary ethical theory to draw attention to how children depend upon a scope of action for risky play for their mental and physical development. In many countries, the opportunities for children to play away from adults' close attention have decreased. At both school and home, protection and avoidance of harm take increasing priority. This book draws a distinction between do-good ethics and avoid-harm ethics to highlight ethical tensions and dilemmas encountered by professionals who work with children, and suggests better ways to balance these ethical dimensions in approaching risky play.

This book concisely explores the distinguishing features of scientific knowledge and research in early childhood education and care (ECEC). It has a dual-level focus of containing and relating the concrete practices of conducting research with the more fundamental conceptual discussions around research ¿ the Bildung of the researcher.The book introduces and succinctly explains the concepts of methodology, theoretical knowledge about method, and how all parts of conducting research are informed by theory. The interrelation of these concepts, and many premises of research, are often regarded as assumed knowledge. In this book, premises of research are explicated and discussed, as well as methods on how to engage in informed dialogue.This introductory text explicates many features of scientific knowing and knowledge building in ECEC that tend to be presumed rather than clarified. It will be important in furthering the professional development of PhDstudents, Master¿s students, supervisors, and researchers.

This is an anthology, in dual language format (Friulian and English), of well-known literary works, or fragments of literary works, that focus on children, or on the concept of childhood. The portrayal of Sissy in Dickens' Hard Times is an example. The anthology is presented in both Friulian and English.

Finally Solved!In this text, Lee Havis finally solves the mystery of how scientific education actually works to bring about the child's true nature of perfect peace, order, and harmony in the world. While it's true that Dr. Maria Montessori, experimenting with scientific education, did unexpectedly discover this true nature emerge in young children in 1907, she didn't know exactly how this came about or how to consistently achieve this result after that. So, until now, would-be practitioners have had only vague concepts, instinct, and intuition to guide them through the "mist and clouds" of this hopeful new education.The key to unlock this mystery is revealed here as a distinctive individual child framework and comprehensive practical guidance, a 'technology", for conducting scientific education in an objective, reliable manner that was never possible before. Using this framework and technology, anyone can now create the unique "true natural" reality, committed to laws of nature, that allows the true nature of the child to emerge of itself, just like a seed growing in good soil. And ultimately, this type of scientific teaching with children will therefore bring about a whole new "true natural" humanity as a stable and enduring reality in the world.In substance, the Technology consists of 10 techniques, 20 protocols, 3 lesson presentations, and a number of "safe words". In this text, these powerful, practical tools for scientific teaching are presented in a clear, readable manner that anyone can understand and start using right away in practice with children. The text also includes many practical examples for the reader to work out and then compare with a model solution.Viewed within the unique "individual child framework", parents, teachers, and other educators will easily see the value of this technology to bring about amazing, positive results with young children. And those familiar with Dr. Montessori's "new education" will especially appreciate the clarity it brings to the writings and approach commonly known as the "Montessori method".

This study has more and more confirmed the conviction I derived from reading Froebel's "Essay on the Education of the Human Race;" viz., that no greater benefit could be conferred on our country, than the far and wide spread of Kindergartens, as an underpinning, so to say, of our noble public?school system, giving adequate moral foundation, thoroughness, and practicality to the national education. But I also learned that no book could be written that would make an expert Kindergartner. It was the careful observations and earnest experiments of half a century, that gave to Froebel himself that profound knowledge of childhood which enabled him to formulate the principles, deduce the rules, and call forth the spirit of a genuine art of education. But though no genius and industry less than his own could have originated this art, any soundly cultured, intelligent, genial-tempered young woman, who loves children, can appreciate and practise it, if-and only if-she is trained by a living teacher engaged in the work at the moment. This, I myself have proved experimentally also; for my knowledge was first obtained only from books. I had the best manuals and guides, but did not know that they were intended merely for the convenience of already trained teachers; and that they necessarily omitted the characteristic peculiarity of the method, because written words cannot do justice to the fine steps by which the child is led to gradually carry its total spontaneity forwards, on every plane of its little life,-artistic, moral, and intellectual. For there is nothing merely mechanical and imitative in true Kindergarten culture: the child acts "from within outwards" in every thing it does, however seemingly trifling; and, if we use the word artist in its most general sense, becomes an artist from the beginning.

Fathers are facing many challenges in this society. As a result of their hardships in life, many of them start to feel inadequate as a parent. It's important for fathers to understand that they bring many different skills to parenting. If you're a father, always remember that you are important and there are endless opportunities to get involved and stay involved with your children.

Studienarbeit aus dem Jahr 2022 im Fachbereich Pädagogik - Kindergarten, Vorschule, frühkindl. Erziehung, Note: 1,3, Universität zu Köln, Sprache: Deutsch, Abstract: Wie gelingt eine erfolgreiche Eingewöhnung von Kindern in Kindertageseinrichtungen? Welche Faktoren sind bei der Eingewöhnung in Kindertageseinrichtungen relevant? Diese Fragen zu beantworten, ist das Ziel dieser Arbeit. Dazu wird es zunächst um eine Klärung des Begriffes Objektpermanenz nach Piaget gehen, um später in der Arbeit auf dieser Grundlage aufbauen zu können.Anschließend beginnt der erste thematische Hauptteil Bindungstheorie, in dem sich zunächst mit den Bindungsbegriffen auseinandergesetzt wird und sich schließlich auf eine einheitliche Definition von Bindung als Grundlage für diese Hausarbeit verständigt wird. Es folgt eine thematische Auseinandersetzung mit den wichtigen Bindungskonzepten von John Bowlby und Mary Ainsworth, die die theoretische Grundlage dieser Arbeit bilden. In diesem Teil wird es auch um die vier Bindungstypen sowie um Bindungsstörungen gehen, die in der frühen Kindheit auftreten können und auf verschiedene Ursachen zurückzuführen sind.Der zweite thematische Hauptteil wird sich mit der Kita-Eingewöhnung beschäftigen und wichtige Voraussetzungen und Abläufe für eine gelingende Transition vorstellen. Dabei wird es zunächst um eine Auseinandersetzung mit der Transition vom Elternhaus in die Kita gehen. Anschließend wird die Qualität der Eingewöhnung und die des Fachpersonals thematisiert. In einem weiteren Abschnitt geht es schließlich um die Dauer und den Ablauf der Eingewöhnung sowie um die Einflussfaktoren.Wir sind geprägt von einer Gesellschaft, deren Trend zum immer früheren Wiedereinstieg in den Beruf verläuft und mit diesem die große Nachfrage nach Kindertagesbetreuungen, hat sich das Betreuungsangebot in den letzten Jahren massiv erweitert. Dies führte zu einem erheblichen Ausbau der Plätze von Kindertagesstätten für Kinder in den ersten Lebensjahren und damit einhergehend zu einer großen Nachfrage an qualifiziertem Fachpersonal für die Kindertagesbetreuungen.Da Übergänge und Transitionen Schlüsselsituationen dafür bilden, dass ein Kind den von ihm zu bestreitenden Bildungs- und Lebensabschnitt für seine Entwicklung bestmöglich nutzen kann, wirft sich die Frage nach der Qualität und die der optimalen Übergangsgestaltung auf.

"The goal of every early educator is to prepare all students for school success-but for young Black children, entrenched biases and racial inequities have created an achievement gap that must be closed. Transform your practices and work for systemic change with this visionary guidebook, a comprehensive roadmap to promoting racial equity in early childhood education.The only handbook of its kind that takes a rigorous, in-depth look at the historical roots of racial bias, this book goes beyond band-aid approaches to equity and prioritizes real transformation and healing: of adults, communities, programs, systems, and children. Grounded in research but focused on action, this empowering guide offers both deep foundational knowledge and practical classroom strategies that promote better outcomes for Black children and families. Contributions from voices of experience-influential scholars, teachers, and parents-offer authentic perspectives on the impact of racism and the importance of anti-racist practices.A must for educators, administrators, and policymakers working toward equity and justice, this book will help early childhood professionals dismantle inequitable systems and ensure high-quality learning experiences for every child.EARLY EDUCATORS WILL LEARN HOW TO: recognize the many ways racialized bias shows up within the early childhood systemchallenge the implicit bias that shapes their perceptions and practicesdevelop a deep and shared understanding of key terms used within racial equity dialoguecreate culturally responsive anti-bias (CRAB) education environments, with sample lessons and guidance on curriculum designhelp young Black children build and maintain a positive racial identitystrengthen school-family partnerships by developing culturally responsive relationships with familiestake action to resolve racial inequities in suspensions and expulsionsaddress historical and racial trauma to help children, staff, and families healmake a plan to revise data collection systems in ways that promote racial equitybegin the challenging but necessary work of high-level systems changeIncludes chapters from influential voices in the field: Justin PerryRosemarie AllenWalter GilliamTameka ArdreyDoräAÃ R. LaForettIheoma U. IrukaAisha White"--