Search Results for "early-childhood-studies-a-social-science-perspective"

Early Childhood Studies

Early Childhood Studies

A Social Science Perspective

  • Author: Ewan Ingleby
  • Publisher: A&C Black
  • ISBN: 1441156143
  • Category: Education
  • Page: 240
  • View: 8496
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Early Childhood Studies: A Social Science Perspective explores key issues in early childhood studies from a variety of social science disciplines, including psychology, sociology, social policy and education. Each chapter considers a different social science discipline, identifying, analysing and critically assessing how that particular discipline enriches early years provision and research.User-friendly student features are included throughout, including:- Icebreakers introduce the main chapter themes- Objectives help readers to develop cognitive skills, moving from identifying to analysing to critically assessing - Formative activities encourage practical application of the content - Case-studies ground theory in practice - Research activities support those looking to take their understanding further - Self-assessment questions allow readers to test their knowledge- Further reading references and web links provide ideas for further exploration An essential course companion for all Early Childhood Studies undergraduate students.

The Sociology of Early Childhood

The Sociology of Early Childhood

Critical Perspectives

  • Author: Norman Gabriel
  • Publisher: SAGE
  • ISBN: 1473934222
  • Category: Social Science
  • Page: 192
  • View: 7818
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The Sociology of Early Childhood is a theoretically and historically grounded examination of young children’s experiences in contemporary society. Arguing that a sociology of early childhood must bring together and integrate different disciplines, this book: synthesises different sociological perspectives on childhood as well as incorporating multi-disciplinary research findings on the lives of young children explains key theoretical concepts in early childhood studies such as investment, early intervention, professional power and discourse examines the importance of play, memory and place evaluates long term parenting trends uses illustrative examples and case studies, discussion questions and annotated further reading to engage and stimulate readers. Invigorating and thought provoking, this is an invaluable read for advanced undergraduates and postgraduate students looking for a more nuanced and progressive understanding of childhood.

Early Childhood Studies: A Multiprofessional Perspective

Early Childhood Studies: A Multiprofessional Perspective

A Multiprofessional Perspective

  • Author: Jones, Liz,Holmes, Rachel,Powell, John
  • Publisher: McGraw-Hill Education (UK)
  • ISBN: 0335214851
  • Category: Education
  • Page: 220
  • View: 4278
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This book critically engages the reader in issues that relate to young children and their lives from a multiprofessional perspective. Whilst offering a theoretically rigorous treatment of issues relating to early childhood studies, the book also provides practical discussion of strategies that could inform multiprofessional practice.

Reconceptualising Agency and Childhood

Reconceptualising Agency and Childhood

New perspectives in Childhood Studies

  • Author: Florian Esser,Meike S. Baader,Tanja Betz,Beatrice Hungerland
  • Publisher: Routledge
  • ISBN: 1317524411
  • Category: Education
  • Page: 298
  • View: 9025
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By regarding children as actors and conducting empirical research on children’s agency, Childhood Studies have gained significant influence on a wide range of different academic disciplines. This has made agency one of the key concepts of Childhood Studies, with articles on the subject featured in handbooks and encyclopaedias. Reconceptualising Agency and Childhood is the first collection devoted to the central concept of agency in Childhood Studies. With contributions from experts in the field, the chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency, rekindling discussion and introducing fundamental and contemporary sociological perspectives to the field of research. Particular attention is paid to connecting agency in the social sciences with Childhood Studies, considering both the theoretical foundations and the practice of research into agency. Empirical case studies are also explored, which focus upon child protection, schools and childcare at a variety of institutions worldwide. This book is an essential reference for students and scholars of Childhood Studies, and is also relevant to Sociology, Social Work, Education, Early Childhood Education and Care (ECEC) and Geography.

Kidworld

Kidworld

Childhood Studies, Global Perspectives, and Education

  • Author: Gaile Sloan Cannella,Joe L. Kincheloe
  • Publisher: Peter Lang Pub Incorporated
  • ISBN: N.A
  • Category: Education
  • Page: 230
  • View: 2396
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Annotation. Arguing that dominant discourses have designated those who are younger as requiring protection and control, Cannella (education, Texas A&M U.) and Kincheloe (education, CUNY Graduate Center and Brooklyn College) argue that there is a need for a postmodern childhood studies that challenges regimes of truth, recognizing that children have not generally had a voice in their own creation. They present 11 contributions that move toward such a project of disrupting adult/child dualisms. Chapters discuss the discourses of welfare "reform" in the United States, the construction of childhood by corporate agendas promoting consumption, Korean views of young children, the construction of the Euro-American concept of "voice" as it affects preschoolers in India, and colonialist biases inherent in modernist constructions of education. Annotation c. Book News, Inc., Portland, OR (booknews.com).

Contemporary Perspectives on Research in Creativity in Early Childhood Education

Contemporary Perspectives on Research in Creativity in Early Childhood Education

  • Author: Olivia N. Saracho
  • Publisher: IAP
  • ISBN: 1617357405
  • Category: Education
  • Page: 426
  • View: 5162
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Recently, a new understanding of creative thought and creative performance has surfaced. In addition, an interest has emerged in professional organizations especially those in early childhood education. In addition, current creativity researchers have initiated a far more sophisticated understanding of young children's creative thinking, ways to assess creativity, strategies to promote creativity, and research methodologies. The purpose of this volume is to present a wide range of different theories and areas in the study of creativity to help researchers and theorists work toward the development of different perspectives on creativity with young children. It focuses on critical analyses and reviews of the literature on topics related to creativity research, development, theories, and practices. It will serve as a reference for early childhood education researchers, scholars, academics, general educators, teacher educators, teachers, graduate students, and scientists to stimulate further "dialogue" on ways to enhance creativity. The chapters are of high quality and provide scholarly analyses of research studies that capture the full range of approaches to the study of creativity --- behavioral, clinical, cognitive, cross-cultural, developmental, educational, genetic, organizational, psychoanalytic, psychometric, and social. Interdisciplinary research is also included, as is research within specific domains such as art and science, as well as on critical issues (e.g., aesthetics, genius, imagery, imagination, insight, intuition, metaphor, play, problem finding and solving). Thus, it offers critical analyses on reviews of research in a form that are useful to early childhood researchers, scholars, educators, and graduate students. It also places the current research in its historical context. The volume is also of interest to the general readers who are interested in the young children's creativity. The chapters are authored by established scholars in the field of young children's creativity.

Early Childhood Studies: Enhancing Employability and Professional Practice

Early Childhood Studies: Enhancing Employability and Professional Practice

  • Author: Ewan Ingleby,Geraldine Oliver,Rita Winstone
  • Publisher: Bloomsbury Publishing
  • ISBN: 1472506332
  • Category: Education
  • Page: 192
  • View: 2762
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Early Childhood Studies: Enhancing Employability and Professional Practice explores essential aspects of best practice within children's services in order to enhance employability skills, identifying how and why key aspects of best practice have emerged within children's services. The key elements of professional practice at the centre of the multidisciplinary work in today's children's services are considered, including: • different childhoods; • child development; • enhanced learning; • professional skills; • inclusion; • holistic practice. Each chapter draws together practical teaching experience with sound academic analysis to support those training to work in the early childhood sector, and those already practising, to raise their employability potential by identifying and evaluating best practice.

Doing Action Research In Early Childhood Studies: A Step-By-Step Guide

Doing Action Research In Early Childhood Studies: A Step-By-Step Guide

a step-by-step guide

  • Author: Mac Naughton, Glenda,Hughes, Patrick
  • Publisher: McGraw-Hill Education (UK)
  • ISBN: 0335228623
  • Category: Education
  • Page: 250
  • View: 450
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Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when conducting action research in such settings.

An Introduction to Early Childhood Studies

An Introduction to Early Childhood Studies

  • Author: Trisha Maynard,Sacha Powell
  • Publisher: SAGE
  • ISBN: 1446293394
  • Category: Education
  • Page: 352
  • View: 2833
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'An excellent text which offers students a rounded view of early years in the context of political agendas, while still maintaining the child at the centre of provision and understanding.' - Stephanie Evans, University of Cumbria 'Fully up-to-date with an accessible layout and style and a balance between current research, theory and practice, this new edition will prove to be a valuable resource for all students and practitioners.' - Jan Marks, Senior Lecturer, Early Years, University of Chester 'This should be a key text for all studying and teaching in the field of early years.' - Ioanna Paliologou, Centre for Educational Studies, University of Hull This new edition of an iconic book examines the key themes involved in the study of young children and childhood from a variety of disciplines and international perspectives, making essential links between theory and practice to help you apply your learning in real-life settings. Key additions: New chapters on cultural-historical child development and childhood in a digital age Renewed emphasis on reflective practice across Part 4, supporting and encouraging your professional development New Reflection Points encourage deeper discussion and critical reflection, ideal for testing your understanding The latest on changes in early years policy and practice Throughout, case studies, exercises and links to further reading help you engage with key issues and test your learning, making it easier for you to get to grips with all aspects of your course.

Exploring Play for Early Childhood Studies

Exploring Play for Early Childhood Studies

  • Author: Mandy Andrews
  • Publisher: Learning Matters
  • ISBN: 0857256874
  • Category: Education
  • Page: 216
  • View: 8333
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Winner of the 2013 Nursery World Awards! This is a key text for all those studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways. It takes the reader through a detailed exploration of the nature of play examining the features and the concepts of play. Guidance on the observation of children's play is included and the text encourages students to appreciate the value of play in development and in socialisation. Children's rights and the ownership of play are also covered. With interactive activities and case studies throughout, the text helps students to arrive at an understanding of their own practice in relation to play. About the Early Years series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and 'Theory Focus' boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways. Other titles in the series are Early Childhood Studies, Childhood in Society for Early Childhood Studies and Child Observation for the Early Years.

The Status of Social Studies

The Status of Social Studies

Views from the Field

  • Author: Jeff Passe,Paul G. Fitchett
  • Publisher: IAP
  • ISBN: 1623964148
  • Category: Social Science
  • Page: 385
  • View: 7364
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A team of researchers from 35 states across the country developed a survey designed to create a snapshot of social studies teaching and learning in the United States. With over 12,000 responses, it is the largest survey of social studies teachers in over three decades. We asked teachers about their curricular goals, their methods of instruction, their use of technology, and the way they address the needs of English language learners and students with disabilities. We gathered demographic data too, along with inquiries about the teachers' training, their professional development experiences, and even whether they serve as coaches. The enormous data set from this project was analyzed by multiple research teams, each with its own chapter. This volume would be a valuable resource for any professor, doctoral student, or Master’s student examining the field of social studies education. It is hard to imagine a research study, topical article, or professional development session concerning social studies that would not quote findings from this book about the current status of social studies. With chapters on such key issues as the teaching of history, how teachers address religion, social studies teachers’ use of technology, and how teachers adapt their instruction for students with disabilities or for English language learners, the book’s content will immediately be relevant and useful.

Childhood in Society for the Early Years

Childhood in Society for the Early Years

  • Author: Rory McDowall Clark
  • Publisher: Learning Matters
  • ISBN: 1473996430
  • Category: Education
  • Page: 200
  • View: 9504
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Childhood can only be understood in relation to the multitude of social factors which surround it. This book is written for students doing degrees and foundation degrees in Early Years, Early Childhood Studies and related disciplines. It offers an introduction to the study of childhood and the different contexts within which childhood exists. The text encourages you to re-think childhood, exploring childhood from different contexts - from the child within the family, to the global perspective and the child's own perspective. It enables you to begin to understand childhood in relation to society and to develop the skills to look at childhood from a critical standpoint. This Third Edition includes a new chapter on 'The Evolution of Early Years Provision' adding essential context to the current situation. It has been updated in line with recent changes in the Early Years sector and includes some critical examination of the new Baseline Assessment.

Childhood in a Global Perspective

Childhood in a Global Perspective

  • Author: Karen Wells
  • Publisher: John Wiley & Sons
  • ISBN: 0745684971
  • Category: Family & Relationships
  • Page: 264
  • View: 4947
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The second edition of this compelling and popular book offers a unique global perspective on children’s lives throughout the world. It shows how the notion of childhood is being radically re-shaped, in part as a consequence of globalization. Taking an engaging historical and comparative approach, the book explores social issues such as how children are constituted as raced, classed and gendered subjects; how children’s involvement in war is connected to the globalization of capitalism and organized crime; and how school and work operate as sites for the governing of childhood. The book discusses wide-ranging topics including children’s rights, the family, children and war, child labour and young people’s activism around the globe. In addition to updated literature throughout, the revised edition includes new chapters on migration and trafficking, and the role of play. The book will continue to be of great value to students and scholars in the fields of sociology, geography, social policy and development studies. It will also be a valuable companion to practitioners of international development and social work, as well as to anyone interested in childhood in the contemporary world.

An Introduction to Early Childhood Studies

An Introduction to Early Childhood Studies

  • Author: Sacha Powell,Kate Smith
  • Publisher: SAGE
  • ISBN: 1526417502
  • Category: Education
  • Page: 344
  • View: 1087
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This is an exciting new edition of a core text that draws on a range of interwoven themes within the field of early childhood studies, clearly showing how these themes are reflected and played out in different contexts.

Childhood in Society for Early Childhood Studies

Childhood in Society for Early Childhood Studies

  • Author: Rory McDowall Clark
  • Publisher: SAGE
  • ISBN: 1844457303
  • Category: Education
  • Page: 144
  • View: 4937
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Childhood can only be understood in relation to the multitude of social factors which surround it. This accessible text explores children’s place within society through an examination of the different contexts within which a child exists. It begins by looking at the child within the family then goes on to examine the child within the educational setting, the community, the nation and the global perspective. The child's own perspective is explored, recognising children as social agents in their own right. Finally it examines the current climate, making links with Every Child Matters, and considers today's public perceptions of childhood.

Contemporary Perspectives on Science and Technology in Early Childhood Education

Contemporary Perspectives on Science and Technology in Early Childhood Education

  • Author: Olivia Saracho,Bernard Spodek
  • Publisher: IAP
  • ISBN: 1607525941
  • Category: Education
  • Page: 205
  • View: 7987
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For decades, politicians, businessmen and other leaders have been concerned with the quality of education, including early childhood education, in the United States. While more than 50% of the children between the ages of three and five are enrolled in preschool and kindergarten programs in the United States, no state, federal, or national standards exist for science or technology education in preschool or kindergarten programs. Knowledge about science and technology is an important requirement for all in contemporary society. An increasing number of professions require the use of scientific concepts and technological skills and society as a whole depends on scientific knowledge. Scientific and technological knowledge should be a part of every individual’s education. There are many ways to enhance young children’s scientific thinking and problemsolving skills as well as their technological abilities. The purpose of this volume is to present a critical analysis of reviews of research on science and technology education in early childhood education. The first part of the volume includes contributions by leading scholars in science, while the second part includes contributions by leading scholars in technology.

Play and Literacy in Early Childhood

Play and Literacy in Early Childhood

Research From Multiple Perspectives

  • Author: Kathleen A. Roskos
  • Publisher: Routledge
  • ISBN: 135155395X
  • Category: Education
  • Page: 268
  • View: 1932
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This volume brings together studies, research syntheses, and critical commentaries that examine play-literacy relationships from cognitive, ecological, and cultural perspectives. The cognitive view focuses on mental processes that appear to link play and literacy activities; the ecological stance examines opportunities to engage in literacy-related play in specific environments; and the social-cultural position stresses the interface between the literacy and play cultures of home, community, and the school. Examining play from these diverse perspectives provides a multidimensional view that deepens understanding and opens up new avenues for research and educational practice. Each set of chapters is followed by a critical review by a distinguished play scholar. These commentaries' focus is to hold research on play and literacy up to scrutiny in terms of scientific significance, methodology, and utility for practice. A Foreword by Margaret Meek situates these studies in the context of current trends in literacy learning and instruction. Earlier studies on the role of play in early literacy acquisition provided considerable information about the types of reading and writing activities that children engage in during play and how this literacy play is affected by variables such as props, peers, and adults. However, they did not deal extensively, as this book does, with the functional significance of play in the literacy development of individual children. This volume pushes the study of play and literacy into new areas. It is indispensable reading for researchers and graduate students in the fields of early childhood education and early literacy development.

Contemporary Perspectives on Social Learning in Early Childhood Education

Contemporary Perspectives on Social Learning in Early Childhood Education

  • Author: Olivia Saracho,Bernard Spodek
  • Publisher: IAP
  • ISBN: 1607527324
  • Category: Education
  • Page: 341
  • View: 1042
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Social epistemology is a broad set of approaches to the study of knowledge and to gain information about the social dimensions. This intellectual movement of wide crossdisciplinary sources reconstructs the problems of epistemology when knowledge is considered to be intrinsically social. In the first chapter, "Social Epistemology and Social Learning," Olivia Saracho and Bernard Spodek discuss the social and historical contexts in which different forms of knowledge are formulated based on the perspective of social epistemology. They also discuss the emergence of social epistemology, which guides researchers to investigate social phenomena in laboratory and field settings. Social factors "external" to the appropriate business of science have a major impact in the social studies researchers’ historical case studies. Thus, social studies researchers may be considered social epistemologists, because (a) they focus on knowledge of social influences and (b) they infer epistemologically significant conclusions from their sociological or anthropological research. In addition, analyses indicate that studies of scientific paradigms are basically a struggle for political power rather than reflecting reliable epistemic merit. Social studies researchers focus on knowledge of social influences on knowledge, which is analogous to the knowledge of the social epistemologists. They also use their sociological or anthropological research to infer epistemologically significant conclusions.

Practitioner Research in Early Childhood

Practitioner Research in Early Childhood

International Issues and Perspectives

  • Author: Linda Newman,Christine Woodrow
  • Publisher: SAGE
  • ISBN: 1473934214
  • Category: Education
  • Page: 160
  • View: 7728
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"This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy."- Susan Groundwater-Smith, Honorary Professor, Faculty of Education and Social Work, University of Sydney. Bringing together theory and practice, this book draws on the projects and experiences of senior and new researchers implementing various forms of practitioner research. Chapter discussions are informed by international literature to provide insightful reflections on research processes and the contribution of practitioner research in changing practice. The diversity of perspectives across the chapters provides an excellent resource for those undertaking research within early childhood contexts. Features include: the contribution of practitioner research to curriculum and social change. professional development and strengthening learning communities how practitioners can be supported in documenting and articulating their work the relationships between the research community and field of practice through practitioner research projects contemporary problems and issues that frame the practices of early childhood educators case studies from Australia, South Africa, Sweden and Chile A diverse range of case studies that use a range of internationally recognised research methods are presented. The book offers guidance, support and inspiration to practitioners on how to research their implementation of meaningful and sustainable changes in early childhood contexts.

Science Education during Early Childhood

Science Education during Early Childhood

A Cultural-Historical Perspective

  • Author: Wolff-Michael Roth,Maria Ines Mafra Goulart,Katerina Plakitsi
  • Publisher: Springer Science & Business Media
  • ISBN: 9400751850
  • Category: Science
  • Page: 224
  • View: 2367
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Children’s learning and understanding of science during their pre-school years has been a neglected topic in the education literature—something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, since Vygotsky, have assumed that any higher cognitive function existed in and as a social relation first. Accepting this precept removes any lower limit we may deem appropriate on children’s cognitive engagement with science-related concepts. The authors describe and analyze the ways in which children aged from one to five grapple with scientific concepts, and also suggest ways in which pre-service and in-service teachers can be prepared to teach in ways that support children’s development in cultural and historical contexts. In doing so, the book affirms the value of cultural-historical activity theory as an appropriate framework for analyzing preschool children’s participation in science learning experiences, and shows that that the theory provides an appropriate framework for understanding learning, as well as for planning and conducting training for pre-school teachers.