EBOOK Rethinking Learning in Early Childhood EducationEBOOK Rethinking Learning in Early Childhood Education



This book provides examples of the ways in which early childhood teachers have extended opportunities for new types of learning for children by creating contexts in which they are able to explore and represent their ideas and thinking in ...

Author: Nicola Yelland

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335236497

Category:

Page: 184

View: 579

"I think a real strength of the book is the use of the case studies to ground the points made and to offer in-depth insights into practice." Jackie Marsh, University of Sheffield, UK This exciting book considers the nature of young children's lives and how this can, and should, inform early childhood education in practical ways. It examines: What is it like for young children to learn in the 21st century? How can we link this to new and innovative ways of providing relevant and engaging learning contexts for young children? What it means to be multiliterate in the 21st century The book explores how learning and engagement with ideas can be extended through the use of new technologies, describing how information and communications technologies enable young people to extend the boundaries of their learning and social interactions. These experiences have important implications for formal learning environments and the nature of the curriculum, including bold new approaches to teaching and learning which offer opportunities for children to investigate in new ways. This book provides examples of the ways in which early childhood teachers have extended opportunities for new types of learning for children by creating contexts in which they are able to explore and represent their ideas and thinking in multimodal formats using new technologies. This book represents a research-based discussion for rethinking learning in the 21st century and includes various case studies and scenarios to enable students and practising teachers to try out new ideas. Finally, it considers new ways of thinking about children's learning by creating a multiliteracies portrait, pedagogies and pathways profile that enables teachers to build on their strengths to plan for effective learning outcomes. Rethinking Learning in Early Childhood Education is key reading for students on Early Years courses or Primary Education pre-service teacher education programmes.

Studyguide for Rethinking Learning in Early Childhood Education by Yelland NicolaStudyguide for Rethinking Learning in Early Childhood Education by Yelland Nicola



Cram101 Just the FACTS101 studyguides gives all of the outlines, highlights, and quizzes for your textbook with optional online comprehensive practice tests. Only Cram101 is Textbook Specific. Accompanies: 9780872893795.

Author: Cram101 Textbook Reviews

Publisher: Cram101

ISBN: 1490238174

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Page: 60

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Never HIGHLIGHT a Book Again Virtually all testable terms, concepts, persons, places, and events are included. Cram101 Textbook Outlines gives all of the outlines, highlights, notes for your textbook with optional online practice tests. Only Cram101 Outlines are Textbook Specific. Cram101 is NOT the Textbook. Accompanys: 9780521673761

Rethinking Learning In Early Childhood EducationRethinking Learning In Early Childhood Education



Rethinking Learning in Early Childhood Education is key reading for students on Early Years courses or Primary Education pre-service teacher education programmes. Nicola Yelland is Professor of Education in the School of Education at ...

Author: Yelland, Nicola

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335228829

Category:

Page: 173

View: 158

This title examines the relationships between the personal, social and educational experiences of children and explores the ways in which they are influenced by the use multiple modes of communication and the use of new technologies that enable them to make meaning in multimodal environments.

Rethinking Early Childhood EducationRethinking Early Childhood Education



Early childhood is when we develop our core dispositions--the habits of thinking that shape how we live. This book shows how educators can nurture empathy, ecological consciousness, curiosity, collaboration, and activism in young children.

Author: Ann Pelo

Publisher: Rethinking Schools Limited

ISBN: STANFORD:36105131673274

Category:

Page: 235

View: 649

Rethinking Early Childhood Education is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents. Early childhood is when we develop our core dispositions--the habits of thinking that shape how we live. This book shows how educators can nurture empathy, ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education. An outstanding resource for childcare providers, early-grade teachers, and teacher education and staff development programs. Winner of a 2009 Skipping Stones Honor Award.

Rethinking Gender in Early Childhood EducationRethinking Gender in Early Childhood Education



Glenda MacNaughton has done a terrific job in making difficult theory accessible for teachers and student teachers.

Author: Glenda MacNaughton

Publisher: SAGE

ISBN: 0761968202

Category:

Page: 269

View: 963

A thought-provoking text which will make practitioners examine their children's behaviour and play in a fresh light'- Christine Marsh, Manchester Metropolitan University 'A major contribution to the international literature on gender in Early Childhood .... Glenda MacNaughton has done a terrific job in making difficult theory accessible for teachers and student teachers. Her consistent use of plentiful examples and explorations of how different theories held by teachers might impact on their practice will be tremendously useful to teachers and teacher educators ' - Debbie Epstein, Centre for Research and Education on Gender, Institute of Education, London `Invaluable for early chil

Rethinking Play and Pedagogy in Early Childhood EducationRethinking Play and Pedagogy in Early Childhood Education



Whitebread (eds) ICT in theEarly Years of Education. Milton Keynes: Open University Press. 36–53. ——(2006b). 'Be careful– don'tcometoo closetomy Octopus Tree':Recording and evaluating young children's perspectives of outdoor learning.

Author: Sue Rogers

Publisher: Routledge

ISBN: 9781136884870

Category:

Page: 184

View: 799

Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the Early Years is valued as a means of learning. The book discusses how play is presented, transformed by institutional and pedagogical discourses and ultimately experienced by children. Adopting cultural, conceptual and contextual approaches to play and pedagogy across its chapters, this book addresses contemporary emerging issues surrounding play and pedagogy including: the application of critical and socio-cultural analyses to play in early childhood renewed interest in the aesthetic, creative and affective dimensions of play in early childhood education competing discourses of ‘performativity’, market forces, social reconstruction and child-centredness children’s voice and participation within educational settings globalization, migration and cultural pluralism the role of digital technology in early childhood education diversity, identity and social justice within early childhood settings. With international appeal and relevance, this book will be of interest to students taking undergraduate, Masters and doctoral courses in early childhood education, childhood and education studies as well as academic teachers and researchers, policy-makers and international agencies working with young children.

Rethinking Early LiteraciesRethinking Early Literacies



In N. Yelland, ed., Critical Issues in Early Childhood Education (pp. 1–13). Maidenhouse, UK/New York, NY: Open University Press. Yelland, N., Lee, L., O'Rourke, M., and Harrison, C. (2008). Rethinking Learning in Early ...

Author: Mariana Souto-Manning

Publisher: Routledge

ISBN: 9781317308645

Category:

Page: 244

View: 359

Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children’s linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play. Throughout the book, the authors critically reframe what it means to be literate in contemporary society, specifically discussing the role of educators in theorizing and rethinking language ideologies for practice. Issues influencing early childhood education in trans/national contexts are forefronted (e.g. racism, immigration rights, readiness) throughout the book, with a call to support and sustain communities of color.

Diversities in Early Childhood EducationDiversities in Early Childhood Education



This collection, edited by leaders in the field of early childhood and multicultural education, is a valuable resource for those studying and working with young children.

Author: Celia Genishi

Publisher: Routledge

ISBN: 9781135908966

Category:

Page: 312

View: 212

This collection, edited by leaders in the field of early childhood and multicultural education, is a valuable resource for those studying and working with young children. Chapters emphasize the relationship between theory, research, and practice, and provide illustrations of equitable and inclusive practices that move us toward social justice in the critical field of early childhood education. Drawing from the current literature on ability, class, culture, ethnicity, gender, languages, race, and sexual orientation, the book presents a forward-looking account of how diversity could improve the educational experience of children from birth to grade three.

Early Childhood CurriculumEarly Childhood Curriculum



New technologies and young children: Technology in early childhood education. Teacher Learning Network 13(3), pp. 10–13. Yelland, N., Lee, L., O'Rourke, M. and Harrison, C. (2008). Rethinking learning in early childhood education.

Author: Claire McLachlan

Publisher: Cambridge University Press

ISBN: 9781316642849

Category:

Page: 272

View: 174

Provides a comprehensive introduction to curriculum theories and approaches in early childhood and early primary settings.

Cross Curricular Teaching in the Primary SchoolCross Curricular Teaching in the Primary School



Genishi, C. and Goodwin, A. L. (2008) Diversities in Early Childhood EducationRethinking and Doing. ... the biocultural roots of “rough and tumble” play, and its impact upon young children's learning and development', in Broadhead, ...

Author: Trevor Kerry

Publisher: Routledge

ISBN: 9781317659174

Category:

Page: 272

View: 496

How can teaching across the curriculum improve children’s learning? How can you plan meaningful, imaginative topic work? Cross-Curricular Teaching in the Primary School helps teachers plan a more imaginative, integrated curriculum by presenting in accessible language a rationale and framework for teaching across the subjects. This second edition has been fully updated in light of the new curriculum, and shows how cross-curricular work can contribute to deeper subject knowledge. Illustrated throughout with examples of effective topic work in successful schools, this book provides guidance on the underpinning theory and strategies to facilitate cross-curricular work with young children. With a new structure to emphasise the importance of careful planning and preparation, issues covered include: How children learn The theory and rationale behind the cross-curricular approach Developing the curriculum and lesson planning Teaching and learning in an integrated way at KS1 and KS2 Cross-curricular approaches for maths Whole school approaches and team teaching for cross-curricular teaching The role of support staff in cross-curricular teaching Improving children’s thinking skills Supporting children with special needs Using new media and drama to facilitate cross-curricular learning Assessing cross-curricular learning. Cross-Curricular Teaching in the Primary School provides much needed support for busy student and practising teachers. Packed with practical ideas, it offers an accessible guide to all aspects of introducing an integrated curriculum.

Rethinking Learning for a Digital AgeRethinking Learning for a Digital Age



How Learners are Shaping their Own Experiences Rhona Sharpe, Helen Beetham, Sara de Freitas ... Class sizes, especially in the early years, may be well in excess of two hundred and there are limited opportunities for direct interaction ...

Author: Rhona Sharpe

Publisher: Routledge

ISBN: 9781136973871

Category:

Page: 256

View: 689

Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educational status quo. Rethinking Learning for a Digital Age: moves beyond stereotypes of the "net generation" to explore the diversity of e-learning experiences today analyses learners' experiences holistically, across the many technologies and learning opportunities they encounter reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches. Today’s learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.

Rethinking Learning in an Age of Digital FluencyRethinking Learning in an Age of Digital Fluency



RETHINKING. LEARNING. IN. AN. AGE. OF. DIGITAL. FLUENCY. Digital connectivity is a phenomenon of the twenty-first century and while many have debated its impact on society, few have researched the relationship between the changes taking ...

Author: Maggi Savin-Baden

Publisher: Routledge

ISBN: 9781317514428

Category:

Page: 168

View: 570

"This is a book that I am going to have to own, and will work to find contexts in which to recommend. It cuts obliquely through so many important domains of evidence and scholarship that it cannot but be a valuable stimulus" -Hamish Macleod, University of Edinburgh Digital connectivity is a phenomenon of the 21st century and while many have debated its impact on society, few have researched relationship between the changes taking place and the actual impact on learning. Rethinking Learning in an Age of Digital Fluency examines what kind of impact an increasingly connected environment is having on learning and what kind of culture it is creating within learning settings. Engagement with digital media and navigating through digital spaces with ease is something that many young people appear to do well, although the tangible benefits of this are unclear. This book, therefore, will present an overview of current research and practice in the area of digital tethering, whilst examining how it could be used to harness new learning and engagement practices that are fit for the modern age. Questions that the book also addresses include: Is being digital tethered a new learning nexus? Are social networking sites spaces for co-production of knowledge and spaces of inclusive learning? Are students who are digitally tethered creating new learning maps and pedagogies? Does digital tethering enable students to use digital media to create new learning spaces? This fascinating and at times controversial text engages with numerous aspects of digital learning amongst undergraduate students including mobile learning, individual and collaborative learning, viral networking, self-publication and identity dissemination. It will be of enormous interest to researchers and students in education and educational psychology.

The Routledge International Handbook of Young Children s Thinking and UnderstandingThe Routledge International Handbook of Young Children s Thinking and Understanding



Early Years: An International Journal of Research and Development, 28(1), 61–72. Marsh, J. (2010) Young children's play in ... Yelland, N., Lee, L., O'Rourke, M. and Harrison, C. (2008) Rethinking Learning in Early Childhood Education.

Author: Sue Robson

Publisher: Routledge

ISBN: 9781317597148

Category:

Page: 508

View: 584

This ground-breaking handbook provides a much-needed, contemporary and authoritative reference text on young children’s thinking. The different perspectives represented in the thirty-nine chapters contribute to a vibrant picture of young children, their ways of thinking and their efforts at understanding, constructing and navigating the world. The Routledge International Handbook of Young Children’s Thinking and Understanding brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines who share a high public profile for their specific developments in the theories of children’s thinking, learning and understanding. The handbook is organised into four complementary parts: • How can we think about young children’s thinking?: Concepts and contexts • Knowing about the brain and knowing about the mind • Making sense of the world • Documenting and developing children’s thinking Supported throughout with relevant research and case studies, this handbook is an international insight into the many ways there are to understand children and childhood paired with the knowledge that young children have a strong, vital, and creative ability to think and to understand, and to create and contend with the world around them.

Rethinking Learning DisabilitiesRethinking Learning Disabilities



Leading researcher and clinician Deborah Waber offers an alternative to the prevailing view of learning disability as a problem contained within the child.

Author: Deborah Paula Waber

Publisher: Guilford Press

ISBN: 9781606235669

Category:

Page: 241

View: 230

Experts have yet to reach consensus about what a learning disability is, how to determine if a child has one, and what to do about it. Leading researcher and clinician Deborah Waber offers an alternative to the prevailing view of learning disability as a problem contained within the child. Instead, she shows how learning difficulties are best understood as a function of the developmental interaction between the child and the world. Integrating findings from education, developmental psychology, and cognitive neuroscience, she offers a novel approach with direct practical implications. Detailed real-world case studies illustrate how this approach can promote positive outcomes for children who struggle in school.

Early Childhood EducationEarly Childhood Education



Wylie, C. (2001) 'Early childhood education: an enduring legacy', Early Childhood Folio, 5: 3–5. ... Maidenhead: Open University Press Yelland, N. (2007) Shift to the Future – Rethinking Learning with New Technologies in Education.

Author: Angela Anning

Publisher: SAGE

ISBN: 9781446242452

Category:

Page: 248

View: 892

'The authors who have contributed to this book bring a wealth of expertise and a wide range of research findings. This gives the reader the opportunity to link theory with practice in a helpful and illuminating way' - Early Years Update Praise for the first edition: `...represents an enormously rich body of research and expertise focused on the objective of taking into account the social, historical and cultural dimensions of everyday activities in order to better understand children. ...will undoubtedly be of interest and value to anyone with a similar concern' - Early Years Journal `...an international state-of-the-art early childhood education publication that sets out research-based evidence and critically links this with theory and practice. It is pitched at the graduate level and beyond. Readers will gain more from the book if they have a thorough base understanding of relevant learning and social-cultural theories and an open-mind to appreciate the perspectives presented in this book' - Childforum, New Zealand This fully revised and up-to-date edition examines sociocultural and historical approaches to current theories of learning in early childhood education. It sets out research-based evidence linking theory and practice in early childhood settings. Written by leading figures in the field, the book extends a strong and traditional theme - the importance of the child's perspective and respect for each child's individual background. Within the context of early years settings, the book is structured around four overall themes: - the dynamics of learning and teaching - the nature of knowledge - assessment - evaluation and quality. This book is essential reading for undergraduate and advanced courses in early childhood studies.

The All Day Kindergarten and Pre K CurriculumThe All Day Kindergarten and Pre K Curriculum



Early Childhood Research Quarterly 4 (3), 393–402. Wardle, F. (2003). Introduction to early childhood education: A multidimensional approach to childcentered care and learning. Boston: Allyn & Bacon. Waters, B. (1973).

Author: Doris Pronin Fromberg

Publisher: Routledge

ISBN: 9781136638992

Category:

Page: 432

View: 803

Grounded in theory and research, The All-Day Kindergarten and Pre-K Curriculum provides an activity-based and classroom-proven curriculum for educators to consider as they plan and interact with pre-k and kindergarten children. Allowing young children the opportunities to become independent, caring, critical thinkers who feel comfortable asking questions and exploring possible solutions, the Dynamic Themes Curriculum offers children the skills they need for responsible citizenship and academic progress. This book describes a culturally-sensitive pre-k and kindergarten curriculum in the context of literacy, technology, mathematics, social studies, science, the arts, and play, and also discusses: How to use the seven integrated conditions for learning to meet and exceed content learning standards How to organize for differentiated instruction and to integrate multiple forms of assessment How to teach literacy tools and skills in fresh ways How to work with families, colleagues, and community Building off of author Doris Fromberg’s groundbreaking earlier work, The All-Day Kindergarten and Pre-K Curriculum presents a practical curriculum centering on how young children develop meanings. This is a fantastic resource for pre-and in-service early childhood teachers, administrators, and scholars.

Growing Up With TechnologyGrowing Up With Technology



Young Children Learning in a Digital World Lydia Plowman, Christine Stephen, Joanna McPake. children and their families with ICT', Technology, Pedagogy and Education, 17, 2: 115–130. Strand, T. (2006) 'The social game of early childhood ...

Author: Lydia Plowman

Publisher: Routledge

ISBN: 9781135188535

Category:

Page: 192

View: 980

This book explores the role of technology in the lives of three and four-year-old children, considering children’s experiences at home and in preschool settings from the perspectives of parents, practitioners and children.

Crayons and iPadsCrayons and iPads



Learning and Teaching of Young Children in the Digital World Debra Harwood ... In J. Larson & J. Marsh (Eds.), The SAGE handbook of early childhood literacy (pp. 575–587). ... Rethinking learning in early childhood education.

Author: Debra Harwood

Publisher: SAGE

ISBN: 9781473927124

Category:

Page: 152

View: 573

Crayons and iPads examines the use of digital technology in the early stages of child development, and the way in which learning techniques have evolved in classrooms across the world. Harwood explores how tablets can be used to provoke, ignite and excite children’s interest in the world around them, performing as accessible learning and instructional tools, and argues that it is through this engagement with technology that new discoveries are made and learning takes place. Guiding readers through research-based insights into children’s thinking, interactions and being, Crayons and iPads offers an important starting point upon which to build play and inquiry-based learning opportunities within early learning programs, and will appeal to both educators and researchers across child development, early years education, and digital literacy.

Contemporary ChildhoodContemporary Childhood



Neumann, M. and Neumann, D. (2014) 'Touch screen tablets and emergent literacy', Early Childhood Education Journal, ... Yelland, N., Lee, L., O'Rourke, M. and Harrison, C. (2008) Rethinking Learning in Early Childhood Education.

Author: Sean MacBlain

Publisher: SAGE

ISBN: 9781526412195

Category:

Page: 256

View: 123

This brand new textbook brings you up to date with all the latest developments and keys issues from around the globe, and helps you understand how these changes are impacting on practice in early years and primary classrooms. Key issues in contemporary childhood are explored through three sections on The Child, The Family, and Emerging Trends, with topics including: the ‘Digital Child’ and the rise of new technologies children’s security and the impact of poverty, austerity and conflict children’s happiness, mental-health and wellbeing the changing nature of families including LGBT homes, refugees, and asylum seekers the challenges of multi-agency working The pace of change in early childhood can be daunting, but this book helps students and practitioners understand the huge variety of issues affecting children in the UK and all over the world. Sean MacBlain will be discussing key ideas from Contemporary Childhood in the SAGE Early Years Masterclass, a free professional development experience hosted by Kathy Brodie. To sign up, or for more information, click here.

Pedagogies of Educational TransitionsPedagogies of Educational Transitions



Play, learning and the early childhood curriculum (2nd ed.). London: Paul Chapman. Yelland, N., Lee, L., O'Rourke, M., & Harrison, C. (2008). Rethinking learning in early childhood education. Maidenhead: Open University Press.

Author: Nadine Ballam

Publisher: Springer

ISBN: 9783319431185

Category:

Page: 298

View: 342

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. It examines, critically questions, and reshapes ideas and notions about children’s transitions to school. The book is divided into five parts, the first two of which emphasise diversity and inclusion, with Part II focusing solely on the transition to school for children from Indigenous cultures. Part III explores the notion of continuity, which has been widely debated in terms of its role in the transition to school. Part IV explores the transition to school through the notion of ‘crossing borders’. The final section of this book, Part V, includes ideas about future directions for work in the area of educational transitions, and presents the notion of transitions as a tool for change to policy, research and practice. The book concludes with a critical synthesis of the research outlined throughout, including recommendations regarding future research related to educational transitions.