David Whitebread is Senior Lecturer in Developmental Psychology and Early Years Education in the Faculty of Education, University of Cambridge.David Whitebread will be discussing key ideas from Developmental Psychology and Early Childhood Education in the SAGE Early Years Masterclass, a free professional development experience hosted by Kathy Brodie. To sign up, or for more information, click here

This is a comprehensive and impressive Handbook covering a breadth of topics within the most central areas of developmental psychology and early childhood education. The topics of the chapters are all highly relevant to researchers, practitioners and even politicians working within early childhood education. Each of the chapters provides state of art knowledge and reviews of successful applied approaches in the field, including well-researched interventions or other implementations. This Handbook is of great interest and help for all concerned with children’s development in the early years, being an extensive resource of up to date research and knowledge.

• Senior Editor’s Introduction: the contribution of research in developmental psychology to early childhood education - David WhitebreadPart I: Emotional DevelopmentChapter 1: Attachment and Parenting in the Preschool Years - Jean-Francois Bureau, Audrey-Ann Deneault, Jodi Martin & Kim Yurkowski Chapter 2: Emotional Self-regulation and Reactivity, School-based Relationships, and School Engagement and Achievement - Jeffrey Liew, Carlos Valiente, Maciel M. Hernández, & Dame Abrera Chapter 3: The Role of Pretend Play in Supporting Young Children’s Emotional Development - Zhen Rao & Jenny GibsonChapter 4: Researching Resilience Processes in Children’s Everyday Lives During Transitioning to School: A Dialogic Approach - Kristiina Kumpulainen & Linda TheronChapter 5: Whole-of-Setting Approaches to Enhancing Factors That Support Children’s Social and Emotional Skills During Transitions - Lyn O’Grady, Amelia Joyce & Cate EngelbrechtPart II: Social DevelopmentChapter 6: Social and Emotional Skill Development in Early Childhood - Shauna L. Tominey, Svea G. Olsen & Craig Bailey Chapter 7: How Others Shape Self - Jane Webb-WilliamsChapter 8: Children’s Friendships and Social Development - Christian Berger, Olga Cuadros & Antonius H. N. CillessenChapter 9: Learning to Read Mind: A Synthesis of Social and Cognitive Perspectives - Claire Hughes & Rory DevineChapter 10: Triadic Interactions for the Development of Social and Emotional Competences - Luisa Molinari, Ada Cigala & Paola CorsanoPart III: Play, Development & LearningChapter 11: Securing the Future of Play in Early Childhood Education: Journeying with Children toward the Essence of Play to Evidence its Function and Value - Justine HowardChapter 12: Playing at, Participating in, and Transforming Cultures: A Vygotskian Perspective on the Potential of Early Childhoods - Jennifer A. Vadeboncoeur & Maryam DalkilicChapter 13: Playing for the Future: Redefining Early Childhood Education - Emily J. Hopkins, Tamara Spiewak Toub, Brenna Hassinger-Das, Roberta M. Golinkoff & Kathy Hirsh-Pasek Chapter 14: Educational Play-Supervision – Playing and Promoting Children’s Development of Meaning - Pernille HviidChapter 15: New Play: A Pedagogical Movement for Early Childhood Education - Susan Edwards, Susan Greishaber, Joce Nuttall & Elizabeth WoodPart IV: Memory and UnderstandingChapter 16: Developing Skills for Remembering in Early Childhood - Catherine A. Haden, Maria Marcus & Pirko TõuguChapter 17: How Children Learn: Implications for Early Childhood Education - David Whitebread & James Adams Chapter 18: Number Concept Development in Early Childhood - Sonia White Chapter 19: Exploring, Imagining, Sharing: Early Development and Education in Science - Keith Taber Chapter 20: Conceptual Development of Prosocial Behaviors across Childhood: The Role of Moral Cognitions and Moral Emotions - Paula Luengo, Federica Zava & Consuelo HuertaPart V: Learning, Language and LiteracyChapter 21: Contexts for the Development of Language and Literacy in Latin America - Katherine StrasserChapter 22: Early Language and Literacy Development in the Finnish Context - Marja-Kristiina Lerkkanen Chapter 23: Language and Literacy in the USA - Frederick J. Morrison, Carol M. Connor, Adrienne Woods & Rebecca MarksChapter 24: Language Learning Challenges in the Early Years - Julie DockrellChapter 25: Approaches to Early Literacy Development from a Multiliteracies Standpoint: A Case Study of Aboriginal Supported Playgroups - Libby Lee-Hammond & Sandra HestermanPart VI: Executive Functions, Metacognition and Self-RegulationChapter 26: The Development of Self-Regulation in Young Children - Megan M. McClelland, Claire E. Cameron & Jessica AlonsoChapter 27: Concurrent and Longitudinal Associations between Parenting, the Home Environment and Student Self-Regulation in Early Childhood - Deborah Pino-Pasternak, Debora Valcan & Anabela MalpiqueChapter 28: Emotional Self-Regulation in the Early Years: The Role of Cognition, Metacognition and Social Interaction - Anastasia Efklides & Plousia MisalidiChapter 29: Understanding the Role of Motivation in Children’s Self-Regulation for Learning - Nancy E. Perry, Simon Lisaingo & Laurie FordChapter 30: Supporting Young Children’s Self-Regulation Development - Valeska Grau & David PreissConclusion: The Importance of Play, Oral Language and Self-Regulation in Children’s Development and Learning; Implications for Quality in Early Childhood Education - David Whitebread, Marisol Basilio, Lisha O’Sullivan & Antonia Zachariou

David Whitebread is Senior Lecturer in Developmental Psychology and Early Years Education in the Faculty of Education, University of Cambridge.David Whitebread will be discussing key ideas from Developmental Psychology and Early Childhood Education in the SAGE Early Years Masterclass, a free professional development experience hosted by Kathy Brodie. To sign up, or for more information, click here

This is a comprehensive and impressive Handbook covering a breadth of topics within the most central areas of developmental psychology and early childhood education. The topics of the chapters are all highly relevant to researchers, practitioners and even politicians working within early childhood education. Each of the chapters provides state of art knowledge and reviews of successful applied approaches in the field, including well-researched interventions or other implementations. This Handbook is of great interest and help for all concerned with children’s development in the early years, being an extensive resource of up to date research and knowledge.

• Senior Editor’s Introduction: the contribution of research in developmental psychology to early childhood education - David WhitebreadPart I: Emotional DevelopmentChapter 1: Attachment and Parenting in the Preschool Years - Jean-Francois Bureau, Audrey-Ann Deneault, Jodi Martin & Kim Yurkowski Chapter 2: Emotional Self-regulation and Reactivity, School-based Relationships, and School Engagement and Achievement - Jeffrey Liew, Carlos Valiente, Maciel M. Hernández, & Dame Abrera Chapter 3: The Role of Pretend Play in Supporting Young Children’s Emotional Development - Zhen Rao & Jenny GibsonChapter 4: Researching Resilience Processes in Children’s Everyday Lives During Transitioning to School: A Dialogic Approach - Kristiina Kumpulainen & Linda TheronChapter 5: Whole-of-Setting Approaches to Enhancing Factors That Support Children’s Social and Emotional Skills During Transitions - Lyn O’Grady, Amelia Joyce & Cate EngelbrechtPart II: Social DevelopmentChapter 6: Social and Emotional Skill Development in Early Childhood - Shauna L. Tominey, Svea G. Olsen & Craig Bailey Chapter 7: How Others Shape Self - Jane Webb-WilliamsChapter 8: Children’s Friendships and Social Development - Christian Berger, Olga Cuadros & Antonius H. N. CillessenChapter 9: Learning to Read Mind: A Synthesis of Social and Cognitive Perspectives - Claire Hughes & Rory DevineChapter 10: Triadic Interactions for the Development of Social and Emotional Competences - Luisa Molinari, Ada Cigala & Paola CorsanoPart III: Play, Development & LearningChapter 11: Securing the Future of Play in Early Childhood Education: Journeying with Children toward the Essence of Play to Evidence its Function and Value - Justine HowardChapter 12: Playing at, Participating in, and Transforming Cultures: A Vygotskian Perspective on the Potential of Early Childhoods - Jennifer A. Vadeboncoeur & Maryam DalkilicChapter 13: Playing for the Future: Redefining Early Childhood Education - Emily J. Hopkins, Tamara Spiewak Toub, Brenna Hassinger-Das, Roberta M. Golinkoff & Kathy Hirsh-Pasek Chapter 14: Educational Play-Supervision – Playing and Promoting Children’s Development of Meaning - Pernille HviidChapter 15: New Play: A Pedagogical Movement for Early Childhood Education - Susan Edwards, Susan Greishaber, Joce Nuttall & Elizabeth WoodPart IV: Memory and UnderstandingChapter 16: Developing Skills for Remembering in Early Childhood - Catherine A. Haden, Maria Marcus & Pirko TõuguChapter 17: How Children Learn: Implications for Early Childhood Education - David Whitebread & James Adams Chapter 18: Number Concept Development in Early Childhood - Sonia White Chapter 19: Exploring, Imagining, Sharing: Early Development and Education in Science - Keith Taber Chapter 20: Conceptual Development of Prosocial Behaviors across Childhood: The Role of Moral Cognitions and Moral Emotions - Paula Luengo, Federica Zava & Consuelo HuertaPart V: Learning, Language and LiteracyChapter 21: Contexts for the Development of Language and Literacy in Latin America - Katherine StrasserChapter 22: Early Language and Literacy Development in the Finnish Context - Marja-Kristiina Lerkkanen Chapter 23: Language and Literacy in the USA - Frederick J. Morrison, Carol M. Connor, Adrienne Woods & Rebecca MarksChapter 24: Language Learning Challenges in the Early Years - Julie DockrellChapter 25: Approaches to Early Literacy Development from a Multiliteracies Standpoint: A Case Study of Aboriginal Supported Playgroups - Libby Lee-Hammond & Sandra HestermanPart VI: Executive Functions, Metacognition and Self-RegulationChapter 26: The Development of Self-Regulation in Young Children - Megan M. McClelland, Claire E. Cameron & Jessica AlonsoChapter 27: Concurrent and Longitudinal Associations between Parenting, the Home Environment and Student Self-Regulation in Early Childhood - Deborah Pino-Pasternak, Debora Valcan & Anabela MalpiqueChapter 28: Emotional Self-Regulation in the Early Years: The Role of Cognition, Metacognition and Social Interaction - Anastasia Efklides & Plousia MisalidiChapter 29: Understanding the Role of Motivation in Children’s Self-Regulation for Learning - Nancy E. Perry, Simon Lisaingo & Laurie FordChapter 30: Supporting Young Children’s Self-Regulation Development - Valeska Grau & David PreissConclusion: The Importance of Play, Oral Language and Self-Regulation in Children’s Development and Learning; Implications for Quality in Early Childhood Education - David Whitebread, Marisol Basilio, Lisha O’Sullivan & Antonia Zachariou

David Whitebread is Senior Lecturer in Developmental Psychology and Early Years Education in the Faculty of Education, University of Cambridge.David Whitebread will be discussing key ideas from Developmental Psychology and Early Childhood Education in the SAGE Early Years Masterclass, a free professional development experience hosted by Kathy Brodie. To sign up, or for more information, click here

This is a comprehensive and impressive Handbook covering a breadth of topics within the most central areas of developmental psychology and early childhood education. The topics of the chapters are all highly relevant to researchers, practitioners and even politicians working within early childhood education. Each of the chapters provides state of art knowledge and reviews of successful applied approaches in the field, including well-researched interventions or other implementations. This Handbook is of great interest and help for all concerned with children’s development in the early years, being an extensive resource of up to date research and knowledge.

• Senior Editor’s Introduction: the contribution of research in developmental psychology to early childhood education - David WhitebreadPart I: Emotional DevelopmentChapter 1: Attachment and Parenting in the Preschool Years - Jean-Francois Bureau, Audrey-Ann Deneault, Jodi Martin & Kim Yurkowski Chapter 2: Emotional Self-regulation and Reactivity, School-based Relationships, and School Engagement and Achievement - Jeffrey Liew, Carlos Valiente, Maciel M. Hernández, & Dame Abrera Chapter 3: The Role of Pretend Play in Supporting Young Children’s Emotional Development - Zhen Rao & Jenny GibsonChapter 4: Researching Resilience Processes in Children’s Everyday Lives During Transitioning to School: A Dialogic Approach - Kristiina Kumpulainen & Linda TheronChapter 5: Whole-of-Setting Approaches to Enhancing Factors That Support Children’s Social and Emotional Skills During Transitions - Lyn O’Grady, Amelia Joyce & Cate EngelbrechtPart II: Social DevelopmentChapter 6: Social and Emotional Skill Development in Early Childhood - Shauna L. Tominey, Svea G. Olsen & Craig Bailey Chapter 7: How Others Shape Self - Jane Webb-WilliamsChapter 8: Children’s Friendships and Social Development - Christian Berger, Olga Cuadros & Antonius H. N. CillessenChapter 9: Learning to Read Mind: A Synthesis of Social and Cognitive Perspectives - Claire Hughes & Rory DevineChapter 10: Triadic Interactions for the Development of Social and Emotional Competences - Luisa Molinari, Ada Cigala & Paola CorsanoPart III: Play, Development & LearningChapter 11: Securing the Future of Play in Early Childhood Education: Journeying with Children toward the Essence of Play to Evidence its Function and Value - Justine HowardChapter 12: Playing at, Participating in, and Transforming Cultures: A Vygotskian Perspective on the Potential of Early Childhoods - Jennifer A. Vadeboncoeur & Maryam DalkilicChapter 13: Playing for the Future: Redefining Early Childhood Education - Emily J. Hopkins, Tamara Spiewak Toub, Brenna Hassinger-Das, Roberta M. Golinkoff & Kathy Hirsh-Pasek Chapter 14: Educational Play-Supervision – Playing and Promoting Children’s Development of Meaning - Pernille HviidChapter 15: New Play: A Pedagogical Movement for Early Childhood Education - Susan Edwards, Susan Greishaber, Joce Nuttall & Elizabeth WoodPart IV: Memory and UnderstandingChapter 16: Developing Skills for Remembering in Early Childhood - Catherine A. Haden, Maria Marcus & Pirko TõuguChapter 17: How Children Learn: Implications for Early Childhood Education - David Whitebread & James Adams Chapter 18: Number Concept Development in Early Childhood - Sonia White Chapter 19: Exploring, Imagining, Sharing: Early Development and Education in Science - Keith Taber Chapter 20: Conceptual Development of Prosocial Behaviors across Childhood: The Role of Moral Cognitions and Moral Emotions - Paula Luengo, Federica Zava & Consuelo HuertaPart V: Learning, Language and LiteracyChapter 21: Contexts for the Development of Language and Literacy in Latin America - Katherine StrasserChapter 22: Early Language and Literacy Development in the Finnish Context - Marja-Kristiina Lerkkanen Chapter 23: Language and Literacy in the USA - Frederick J. Morrison, Carol M. Connor, Adrienne Woods & Rebecca MarksChapter 24: Language Learning Challenges in the Early Years - Julie DockrellChapter 25: Approaches to Early Literacy Development from a Multiliteracies Standpoint: A Case Study of Aboriginal Supported Playgroups - Libby Lee-Hammond & Sandra HestermanPart VI: Executive Functions, Metacognition and Self-RegulationChapter 26: The Development of Self-Regulation in Young Children - Megan M. McClelland, Claire E. Cameron & Jessica AlonsoChapter 27: Concurrent and Longitudinal Associations between Parenting, the Home Environment and Student Self-Regulation in Early Childhood - Deborah Pino-Pasternak, Debora Valcan & Anabela MalpiqueChapter 28: Emotional Self-Regulation in the Early Years: The Role of Cognition, Metacognition and Social Interaction - Anastasia Efklides & Plousia MisalidiChapter 29: Understanding the Role of Motivation in Children’s Self-Regulation for Learning - Nancy E. Perry, Simon Lisaingo & Laurie FordChapter 30: Supporting Young Children’s Self-Regulation Development - Valeska Grau & David PreissConclusion: The Importance of Play, Oral Language and Self-Regulation in Children’s Development and Learning; Implications for Quality in Early Childhood Education - David Whitebread, Marisol Basilio, Lisha O’Sullivan & Antonia Zachariou