基本説明
Volume 1: Foundational and Contemporary Thought on Young Children, Home and Society. Volume 2: Implications for Early Childhood Curriculum and Pedagogy. Volume 3: Early Childhood Programmes. Volume 4: Current Debates in Early Childhood Education Research.
Full Description
Early years and early childhood is a vibrant area of educational practice. The field is continually developing and is faced with contemporary advances, challenges and debates in terms of theories, research and practice. This collection, compiled by Iram Siraj-Blatchford, one of the most influential researchers in early years education, and Aziza Mayo, an emerging expert, provides an authoritative overview of early years education.
Volume One: Foundational and Contemporary Thought on Young Children, Home and Society looks at the works of the foundational thinkers in early years development. It then sets out the current theories about the pathways and mechanisms of children's cognitive and socio-emotional development in the early years and how the home, community and institutional contexts impact on this development.
Volume Two: Implications for Early Childhood Curriculum and Pedagogy investigates international research in a range of topics such as effective home (and 'natural') learning environments and community and other settings in the early years. Furthermore, the volume looks at cultural diversity within and between societies, play and playful pedagogies and peer tutoring.
Volume Three: Early Childhood Programmes, Social Mobility and Social Justice puts forward research on international perspectives on unequal childhoods and how these inequalities can affect early childhood education. It also examines strategies and programmes to increase the effectiveness of early childhood settings and how to sustain this development.
Volume Four: Current Debates in Early Childhood Education Research considers effective practices of researching early years education by looking at examples of longitudinal studies and randomized controlled trials. It suggests instruments to monitor and evaluate early childhood education and effective application of mixed quantitative and qualitative research towards policy changes.
Contents
VOLUME ONE: FOUNDATIONAL AND CONTEMPORARY THOUGHT ON YOUNG CHILDREN, HOME AND SOCIETY
Vygotsky, Piaget and Education - Rheta DeVries
A Reciprocal Assimilation of Theories and Educational Practices
Getting Vygotskian about Theory of Mind - Charles Fernyhough
Mediation, Dialogue and the Development of Social Understanding
From Social Interaction to Higher Psychological Processes - James Wertsch
A Clarification and Application of Vygotsky's Theory
From Mead to a Structural Symbolic Interactionism and beyond - Sheldon Stryker
Nature-Nurture Reconceptualized in Developmental Perspective - Urie Bronfenbrenner and Stephen Ceci
A Bioecological Model
Socioeconomic Status Modifies Heritability of IQ in Young Children - Eric Turkheimer et al
Parenting and Its Effect on Children - Eleanor Maccoby
On Reading and Misreading Behaviour Genetics
Ecology of Developmental Processes - Urie Bronfenbrenner and Pamela Morris
Culture Structures the Environment for Development - Charles Super and Sara Harkness
Learning from Others - Susan Gelman
Children's Construction of Concepts
Development in the Family - Ross Parke
First-Hand Learning through Intent Participation - Barbara Rogoff et al
Autonomy and Relatedness in Cultural Context - Çi?dem Ka??tç?ba??
Implications for Self and Family
Cultural Models, Socialization Goals and Parenting Ethnotheories - Heidi Keller et al
A Multicultural Analysis
Post-Vygotskian Lenses on Western Early Childhood Education - Marilyn Fleer
Moving the Debate forward
An Integrative Model for the Study of Developmental Competencies in Minority Children - Cynthia García Coll et al
VOLUME TWO: IMPLICATIONS FOR EARLY CHILDHOOD CURRICULUM AND PEDAGOGY
Executive Summary to Eager to Learn - Barbara Bowman, M. Suzanne Donovan and M. Susan Burns
Educating Our Pre-Schoolers
Quality Support Infrastructure in Early Childhood - Lenette Azzi-Lessing
Still (Mostly) Missing
Quality of the Pre-School and Home Environment as a Context of Children's Language Development - Ljubica Marjanovi? Umek et al
Effects of the Home-Learning Environment and Pre-School Center Experience upon Literacy and Numeracy Development in Early Primary School - Edward Melhuish et al
The Stability of Parenting Behaviours over the First Six Years of Life - Danielle Horvath Dallaire and Marsha Weinraub
Cultural Variation in Young Children's Access to Work or Involvement in Specialized Child-Focused Activities - Gilda Morelli, Barbara Rogoff and Cathy Angelillo
A Window into Different Cultural Worlds - Jonathan Tudge et al
Young Children's Everyday Activities in the United States, Brazil and Kenya
Researching Pedagogy in English Pre-Schools - Iram Siraj-Blatchford and Kathy Sylva
Playing and Working in Kindergarten - Paul Leseman, Linda Rollenberg and Jan Rispens
Cognitive Co-Construction in Two Educational Situations
Symbolic Play - Ljubica Marjanovi? Umek and Petra Lešnik Musek
Opportunities for Cognitive and Language Development in Pre-School Settings
Playing House - Maureen Kendrick
A 'Sideways' Glance at Literacy and Identity in Early Childhood
The Playing-Learning Child - Ingrid Pramling Samuelsson and Maj Asplund Carlsson
Towards a Pedagogy of Early Childhood
Make-Believe Play versus Academic Skills - Elena Bodrova
A Vygotskian Approach to Today's Dilemma of Early Childhood Education
Serious Fun - Laura Schulz and Elizabeth Baraff Bonawitz
Pre-Schoolers Engage in More Exploratory Play When Evidence Is Confounded
Conceptualizing Progression in the Pedagogy of Play and Sustained Shared Thinking in Early Childhood Education - Iram Siraj-Blatchford
A Vygotskian Perspective
Curricular Quality and Day-to-Day Learning Activities in Pre-School - Kathy Sylva et al
Children's Early Numeracy in England, Finland and People's Republic of China - Pirja Aunio et al
Constructing Cultural-Historical Tools for Supporting Young Children's Concept Formation in Early Literacy and Numeracy - Marilyn Fleer and Bridie Raban
Learning Dispositions and the Role of Mutual Engagement - Judith Duncan, Carolyn Jones and Margaret Carr
Factors for Consideration in Educational Settings
Fostering Young Children's Representation, Planning and Reflection - Carol Copple
A Focus in Three Current Early Childhood Models
Social and Emotional Learning in the Kindergarten Classroom - Thomas Kramer et al
Evaluation of the Strong-Start Curriculum
A Family-Strengths Approach to Early Language and Literacy Development - Deborah Russell Carter, David Chard and Juli Lull Pool
VOLUME THREE: EARLY CHILDHOOD PROGRAMMES, SOCIAL MOBILITY AND SOCIAL JUSTICE
The Early Education of Socioeconomically Disadvantaged Children - David Arnold and Greta Doctoroff
Educational Disadvantage in the Early Years - Iram Siraj-Blatchford
How Do We Overcome It? Some Lessons from Research
New Policy Conclusions from Starting Strong II and Update on the OECD Early Childhood Policy Reviews - John Bennett
A Nordic Approach to Early Childhood Education and Socially Endangered Children - Bente Jensen
Contrasting Visions of Early Childhood Education - Allie Cleghorn and Larry Prochner
Examples from Rural and Urban Settings in Zimbabwe and India
Socioeconomic and Environmental Determinants of Child-Care Patterns of Pre-Schoolers in Pakistan - Uzma Iram and Muhammad Sabihuddin Butt
Do Child-Care Centers Benefit Poor Children after School Entry? - Daphna Bassok et al
The Long-Term Contribution of Early Childhood Education to Children's Performance - Cathy Wylie and Jean Thompson
Evidence from New Zealand
Pre-School Program Improves Cognitive Control - Adele Diamond et al
The Socio-Emotional Effects of Non-Maternal Child Care on Children in the U.S.A. - Jenet Jacob
A Critical Review of Recent Studies
The Impact of Pre-School on Young Children's Cognitive Attainments at Entry to Reception - Pam Sammons et al
Pre-School Experience in 10 Countries - Jeanne E. Montie, Zongping Xiang and Lawrence Schweinhart
Cognitive and Language Performance at Age Seven
The Effect of Pre-School on Children's School Readiness - Ljubica Marjanovi? Umek et al
Inequality in Pre-School Education and School Readiness - Katherine Magnuson et al
Fostering High-Quality Teaching with an Enriched Curriculum and Professional Development Support - Celene Domitrovich et al
The Head Start REDI Program
Introducing Literacy to Four-Year-Olds - Eve Gregory et al
Creating Classroom Cultures in Three Schools
A Book Reading Intervention with Pre-School Children Who Have Limited Vocabularies - Anne Hargrave and Monique Sénéchal
The Benefits of Regular Reading and Dialogic Reading
Bilingual Language Development - Gee Macrory
What Do Early Years Practitioners Need to Know?
VOLUME FOUR: CURRENT DEBATES IN EARLY CHILDHOOD EDUCATION RESEARCH
The Effects of Pre-School Education - Robert Pianta et al
What We Know, How Public Policy Is or Is Not Aligned with the Evidence Base and What We Need to Know
The Quest for Quality in Early Day Care and Pre-School Experience Continues - Edward Melhuish
Defining and Evaluating 'Quality' Early Childhood Education in an International Context - Iram Siraj-Blatchford and Yeok-lin Wong
Dilemmas and Possibilities
Evidence-Informed Program Improvement - Stephen Small, Siobhan Cooney and Cailin O'Connor
Using Principles of Effectiveness to Enhance Quality and Impact of Family-Based Prevention Programs
Program Quality and Early Childhood Inclusion - Virginia Buysse and Heidi Hollingworth
Recommendations for Professional Development
The Effects of Outcome-Driven Authentic Assessment on Classroom Quality - Rena Hallam et al
Translation of Research into Interventions - John Lochman
Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education - Sharon Ryan and Susan Grieshaber
Improving Pre-School Classroom Processes - C. Cybele Raver et al
Preliminary Findings from a Randomized Trial Implemented in Head Start Settings
The Stockholm Project - Gunilla Dahlberg, Peter Moss and Alan Pence
Constructing a Pedagogy That Speaks in the Voice of the Child, the Pedagogue and the Parent
Early Childhood Development in Africa - Alan Pence and Kofi Marfo
Interrogating Constraints of Prevailing Knowledge Bases
Transformative Paradigm - Donna Mertens
Mixed Methods and Social Justice
Mixed Methods in International Collaborative Research - Sara Harkness et al
The Experiences of the International Study of Parents, Children and Schools
Mixing Qualitative and Quantitative Research in Developmental Science - Hirokazu Yoshikawa et al
Uses and Methodological Choices
The Early Childhood Classroom Observation Measure - Deborah Stipek and Patricia Byler
Capturing Quality in Early Childhood through Environmental Rating Scales - Kathy Sylva et al
Caring for Children around the World - Robert Bradley and Robert Corwyn
A View from HOME
Assessing the Quality of Early Years Learning Environments - Glenda Walsh and John Gardner
Educational Research and Evidence-Based Policy - Iram Siraj-Blatchford et al
The Mixed-Method Approach of the EPPE Project
