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Welcome to the Early Childhood Education - New Book guide for The Parrott Centre Library.
This research guide combines new books for the following program:
- Early Childhood Education
Early Childhood Education - New Books
Addressing Challenging Behaviors and Mental Health Issues in Early Childhood by Now in a fully updated second edition, this essential volume provides research-based strategies to help educators address challenging behaviors in early childhood and elementary years. Drawing on research and approaches from the fields of neuroscience, child development, child psychiatry, counseling, and applied behavior analysis, this text offers teachers simple strategies to manage behaviors and promote mental health and resilience in young children. Thoroughly updated to reflect new developments in neuroscience, trauma, and physical and mental health, this second edition also features an entirely new chapter on classroom approaches in child mental health, including the interaction of technology with challenging behaviors and mental health issues. Comprehensive, multidisciplinary, and culturally responsive, this critical resource provides new and experienced educators and coaches with educational and intervention approaches that are appropriate for all children, with and without disabilities.
Call Number: LB1139.25 .B39 2020
The Importance of Play in Early Childhood Education by The Importance of Play in Early Childhood Education presents various theories of play and demonstrates how it serves communicative, developmental, and relational functions, highlighting the importance and development of the capacity to play in terms useful to early childhood educators. The book explicitly links trauma, development, and interventions in the early childhood classroom specifically for teachers of young children, offering accessible information that can help teachers better understand the meanings of children's expressive acts. Contributors from education, psychoanalysis, and developmental psychology explore techniques of play, how cultural influences affect how children play, the effect of trauma on play, factors that interfere with the ability to play, and how to apply these ideas in the classroom. They also discuss the relevance of ideas about playfulness for teachers and other professionals. The Imprtance of Play in Early Childhood Education will be of great interest to teachers, psychoanalysts, and psychotherapists as well as play therapists and developmental psychologists. t;I> The Imprtance of Play in Early Childhood Education will be of great interest to teachers, psychoanalysts, and psychotherapists as well as play therapists and developmental psychologists.
Call Number: HQ782 .I57 2019
Culturally Responsive Self-Care Practices for Early Childhood Educators by The first self-care book designed specifically for the early childhood field, Culturally Responsive Self-Care Practices for Early Childhood Educators is filled with helpful strategies and tools that you can implement immediately. Recognizing that self-care is not one-size-fits-all, the authors present culturally responsive strategies drawn from diverse early childhood staff working in a range of roles across communities and contexts. By tying the importance of educator self-care to goals of social justice and equity, this book advocates for increased awareness of the importance of self-care on both an individual and institutional level. Through key research findings, effective strategies and personal anecdotes, this accessible guide helps readers understand and engage with the critical role self-care and wellness-oriented practices play in creating strong foundations for high quality early learning programs.
Call Number: LB1775.6 .N549 2020
Take a look : observation and portfolio assessment in early childhood by "The philosophy of the book is situated within current early childhood education practice, but is forward-looking and responsive to individuals. The approach honours the historic 'giants in the nursery' (a phrase coined by David Elkind) - including Froebel, Waldorf, Montessori, Piaget, and Vygotsky. However, their ideas have needed to evolve, and as they have had a strongly European influence, there has needed to be a deep research that is international and reflective of other 'ways of knowing'. We look to the future without making assumptions about technology and social change, except the will to work for social justice. There is belief in the child as competent, their rights are of paramount importance, and socio-cultural- political perspectives are essential to understanding who they are. Families and communities are part of the child's bio-ecological system, and that must be recognized rather than seeing them as only their behaviours. We are fortunate to be able to be partners with parents, and they should be respected. Being part of the child's life is a significant responsibility and gift. We may collaborate with parents on any child observation process, and offer opportunities for genuine sharing and meaning making. Taking a look at children must be done through a lens that is shaped accordingly."-- Provided by publisher.
Call Number: BF722 .M37 2019
Creating Multi-Sensory Environments by The revised edition of this highly practical guide to creating and using multi-sensory environments is packed full of ideas for low-cost, easy-to-assemble multi-sensory environments suitable for children of varying ages and abilities. Each creative learning environment is designed to be constructed in a classroom or school hall, encouraging creative thinking and learning, and development of social and emotional skills. Each environment idea is accompanied by suggestions for use for children with special educational needs. Key features of the revised edition include: Ideas for creating sensory experiences that stimulate all the sensory channels - auditory, visual, kinaesthetic, olfactory and gustatory Suggestions for extension or differentiation depending on student capability or time available A summary of the theory and background to multi-sensory learning, to allow you to adapt the suggested scenarios according to the needs of individual learners Although these activities will be of particular value for children with special educational needs or sensory impairments, they are more broadly designed to provide stimulating learning environments, as promoted in the themes and principles of the Early Years Foundation Stage guidance. This is an invaluable resource for teachers and other professionals in education.
Call Number: LB1067 .D38 2020
Publication Date: 2019-12-20
Exercising muscles and minds : outdoor play and the early years curriculum by Focusing on the importance of outdoor play from birth to age five, Exercising Muscles and Minds, Second Edition aids practitioners in planning for learning outside throughout the year. Updated to include engagement with new research and practice that has emerged since 2003, the book explores the neurological benefits of exercise and outdoor play; the debates on risk; technology and indoor play; development of Forest Schools, Beach Schools and Nature Kindergartens; and rebranding and development of early years teaching methods. Full of case studies and ideas for activities, equipment and resources, this practical guide is full of useful guidance for working outdoors with young children--whether in largest of green areas or the smallest of back yards"-- Provided by publisher.
Call Number: LB1139.35.P55 O88 2020
Who Am I in the Lives of Children? an Introduction to Early Childhood Education by For the introduction to early childhood education course in two- and four-year colleges. Who Am I in the Lives of Children? An Introduction to Early Childhood Education reflects a practical, constructivist approach to early childhood education (birth to grade 3) and care programs that is dedicated to the development of the whole child-physical, social, emotional, and intellectual. With its highly readable personal voice, appealing photographs, authentic children's classroom work, and engaging stories, it allows readers to visualise effective classroom practices that speak to each child's strengths, interests, and challenges. This understanding-coupled with contemporary, research-based information-inspires readers to support each child's growth and learning in ways that are in harmony with who they are, rather than according to a predetermined plan.
Call Number: LB1140.23 .F44 2019
Preschool Beyond Walls by Children are spending less time being outside in nature, playing, imagining, and learning about their surroundings. Instead, they're spending more time with tablets, televisions, and overly structured routines. Preschool Beyond Walls shows practical and strategic ways educators can create rich, explorative, and interdisciplinary learning through extensive outdoor experiences. Learn how to develop and implement a nature-based curriculum to support children's optimal learning, from start to finish. Whether you're creating a new curriculum or transitioning from a traditional approach, you will learn how to Create a program philosophy Infuse nature into all aspects of your program Prepare teachers for a nature-centered approach Implement curriculum and pedagogy that emphasize inquiry-based learning through play and hands-on discovery Maintain high-quality early childhood practices that support children's development
Call Number: LB1140.5.S35 L37 2019
Partnerships : families and communities in early childhood by The changing face of Canadian families -- Supports to children and families -- Building effective partnerships -- Laying the foundation -- Ways to involve families -- Verbal communication with families -- Formal family meetings -- Staying connected -- Families we may meet -- Families in transition: issues facing many families -- Families: an international perspective.
Call Number: LB1139.35.P37 W56 2019
Ethics for the Very Young by Can you be brave if you're afraid? Why do we "know better" and do things anyway? What makes a family? Philosophers have wrestled with such questions for centuries. They are also the stuff of playground debates. Ethics for the Very Young uses the perplexities of young children's lives to spark philosophical dialogue. Its lessons scaffold discussion through executive function games (Telephone, Red Light Green Light), dialogic reading of picture books and Reggio Emilia's art-based inquiry. In the process, children develop skills of dialogue and critical thinking through increased selective attention, self-control, cognitive flexibility and perspective taking. While the elements of this method are familiar, they are here fused into an organic whole grounded in the history of philosophy and defended by current work in developmental psychology. Building on Wartenberg's Big Ideas for Little Kids, the present curriculum uses a series of 23 picture books to frame discussions of character, bravery, self-control, friendship, the greater good, respect and care. Its goal is not to "teach morals" but to help children articulate and develop their own perspectives through dialogue with each other. Each lesson presents teachers' reflections on how this exploration of life's enduring questions transformed their school's culture.
Call Number: BJ66 .K37 2019
Childhood Speech and Language Disorders by Communication is one of life's most fundamental joys, yet one often taken for granted until it is lost or fails to develop. Yet for millions of children each year, the skills that encompass communication stall or do not emerge at all. Even a mild disorder or temporary interruption in development can have long-term effects and results in serious and far-reaching deficits that touch every aspect of a child's life. Each year, millions of children and their families join the ranks of those who are navigating a life they never expected, and frequently feel they are unable to take on. While it is critical to address the child's deficits with supports and specific interventions, it is equally important to directly address the impact on the family, from the marital relationship to the well-being of siblings. With a warm and compassionate approach, Suzanne Ducharme provides parents with comprehensive information about speech and language development and the intervention process, but also delves deeply into the fears, concerns, and questions that every parent faces when something goes wrong. She provides families with information and resources, but also support and perspective. Using real stories throughout, Ducharme is able to illustrate the range of difficulties, challenges, and triumphs of families who love and support children with speech and language issues.
Call Number: RJ496.S7 D83 2019
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