Naomi McLeod is at Liverpool John Moores University and teaches across Early Childhood and Education Studies. Her research focuses on working creatively and respectfully ’with’ people to promote young children’s participation and agency, through critical reflection as a tool for continued professional development for transformational change. This focus and the importance of listening has informed her most current research, involving engaging respectfully and reflexively to appreciate and understand the rich heritage of indigenous customs and traditions associated with early learning across the world. Collectively, this has provoked her interest in the interconnected nature of education for sustainability in early childhood.Emem Okon obtained her MA and PhD both in Early Childhood Education, from Liverpool Hope University in the UK. She is passionate about children’s learning and development and has previously worked across early childhood and primary education in Nigeria as a practitioner and in establishing a nursery and primary school. She has also worked in out-of-school settings in England. She is currently involved in developing professional development programs for educational practitioners in Nigeria. Her research interests include curriculum and pedagogy, reflective teaching, children’s perspectives and indigenous pedagogies.Diane Garrison is a dual heritage, Scouse Jamaican teacher, education leader, and mentor to young people. She has worked in schools in the private, voluntary and independent sector in the UK, Ghana and Oman. Her work includes developing opportunities for play-based early years education, that centre around recognising the needs of children and their families, building respectful relationships and collaborations that enable children to thrive. She also works extensively within her local community to develop partnerships that promote equality of opportunity and choice. Her interests include anti-racism, asset-based community development and the intersection of language, relationships and capacity building.Diane Boyd has been at LJMU since 2005 working with early childhood and early years students.  Her research interests are about early childhood education for sustainability and she is very active in promoting transformative change. Diane is on the executive committee for the Early Childhood Studies Degree Network  and is the Sustainability Lead. Her expertise is recognised as a member of the LJMU Institutions Climate Change Panel and she will be an active member of the Department of Educations post COP 26 working group ensuring early years is embedded into the final strategy.Angela Daly is a Reader in Education and Global Learning at Liverpool John Moores University. Angela has extensive international experience (UK, Ireland, Bangladesh, Tanzania, India, Nepal and The Gambia) in educational research, international development and in the voluntary and public sectors.  Her recent collaborative research with Global Action Nepal explores family migration, child labour and impacts on children’s education. She has a strong commitment to equality and social justice evidenced through her education and research practice in the areas of education and equality, global learning, science learning, public engagement, health inequalities and community development.

Excellent resource, which will be invaluable to the degree level learners

• Part 1: Early Childhood Education in a Range of CountriesChapter 1: Early Childhood Education in Afghanistan - Rachel MarantoChapter 2: Kids on Country: An Indigenous Programme in Australia - Catrina Luz Aniere, Sandra Wooltorton and Diane BoydChapter 3: Early Childhood Education for Indigenous Children in Brazil - Naiara Unzurrunzaga Martínez and Lidia CerqueiraChapter 4: Early Childhood Development and Education in The Kingdom of Eswatini - Cristian Fabbi, Tarja Karlsson Häikiö and Emem E. OkonChapter 5: Early Childhood Education in Ghana - Naomi McLeod, Diane Garrison, Monika Quarcoo and Dominika ZbylChapter 6: Early Childhood Education for Nomadic Children in Mongolia - Julia Morgan and Tumendelger SengedorjChapter 7: Early Childhood Education and Development in Nepal - Kishore Shrestha, Babu Kaji and Angela DalyChapter 8: Early Childhood Education in Nigeria - Emem E. OkonChapter 9: Early Childhood Education for Indigenous Sámi Children of Finland - Tarja Karlsson Häikiö, Pigga Keskitalo and Liisa LohilahtiChapter 10: Early Childhood Education and Care for Syrian Refugee Children in Lebanon, Jordan and Turkey - Julia MorganPart 2: Pedagogical ThemesChapter 11: Democratic Learning: Participation and Children’s RightsChapter 12: Playful LearningChapter 13: Identity and a Sense of BelongingChapter 14: Outdoor Learning EnvironmentsChapter 15: Learning at Home and in the CommunityChapter 16: School Readiness and Formal LearningChapter 17: Culturally Respectful Professional Development

Naomi McLeod is at Liverpool John Moores University and teaches across Early Childhood and Education Studies. Her research focuses on working creatively and respectfully ’with’ people to promote young children’s participation and agency, through critical reflection as a tool for continued professional development for transformational change. This focus and the importance of listening has informed her most current research, involving engaging respectfully and reflexively to appreciate and understand the rich heritage of indigenous customs and traditions associated with early learning across the world. Collectively, this has provoked her interest in the interconnected nature of education for sustainability in early childhood.Emem Okon obtained her MA and PhD both in Early Childhood Education, from Liverpool Hope University in the UK. She is passionate about children’s learning and development and has previously worked across early childhood and primary education in Nigeria as a practitioner and in establishing a nursery and primary school. She has also worked in out-of-school settings in England. She is currently involved in developing professional development programs for educational practitioners in Nigeria. Her research interests include curriculum and pedagogy, reflective teaching, children’s perspectives and indigenous pedagogies.Diane Garrison is a dual heritage, Scouse Jamaican teacher, education leader, and mentor to young people. She has worked in schools in the private, voluntary and independent sector in the UK, Ghana and Oman. Her work includes developing opportunities for play-based early years education, that centre around recognising the needs of children and their families, building respectful relationships and collaborations that enable children to thrive. She also works extensively within her local community to develop partnerships that promote equality of opportunity and choice. Her interests include anti-racism, asset-based community development and the intersection of language, relationships and capacity building.Diane Boyd has been at LJMU since 2005 working with early childhood and early years students.  Her research interests are about early childhood education for sustainability and she is very active in promoting transformative change. Diane is on the executive committee for the Early Childhood Studies Degree Network  and is the Sustainability Lead. Her expertise is recognised as a member of the LJMU Institutions Climate Change Panel and she will be an active member of the Department of Educations post COP 26 working group ensuring early years is embedded into the final strategy.Angela Daly is a Reader in Education and Global Learning at Liverpool John Moores University. Angela has extensive international experience (UK, Ireland, Bangladesh, Tanzania, India, Nepal and The Gambia) in educational research, international development and in the voluntary and public sectors.  Her recent collaborative research with Global Action Nepal explores family migration, child labour and impacts on children’s education. She has a strong commitment to equality and social justice evidenced through her education and research practice in the areas of education and equality, global learning, science learning, public engagement, health inequalities and community development.

Excellent resource, which will be invaluable to the degree level learners

• Part 1: Early Childhood Education in a Range of CountriesChapter 1: Early Childhood Education in Afghanistan - Rachel MarantoChapter 2: Kids on Country: An Indigenous Programme in Australia - Catrina Luz Aniere, Sandra Wooltorton and Diane BoydChapter 3: Early Childhood Education for Indigenous Children in Brazil - Naiara Unzurrunzaga Martínez and Lidia CerqueiraChapter 4: Early Childhood Development and Education in The Kingdom of Eswatini - Cristian Fabbi, Tarja Karlsson Häikiö and Emem E. OkonChapter 5: Early Childhood Education in Ghana - Naomi McLeod, Diane Garrison, Monika Quarcoo and Dominika ZbylChapter 6: Early Childhood Education for Nomadic Children in Mongolia - Julia Morgan and Tumendelger SengedorjChapter 7: Early Childhood Education and Development in Nepal - Kishore Shrestha, Babu Kaji and Angela DalyChapter 8: Early Childhood Education in Nigeria - Emem E. OkonChapter 9: Early Childhood Education for Indigenous Sámi Children of Finland - Tarja Karlsson Häikiö, Pigga Keskitalo and Liisa LohilahtiChapter 10: Early Childhood Education and Care for Syrian Refugee Children in Lebanon, Jordan and Turkey - Julia MorganPart 2: Pedagogical ThemesChapter 11: Democratic Learning: Participation and Children’s RightsChapter 12: Playful LearningChapter 13: Identity and a Sense of BelongingChapter 14: Outdoor Learning EnvironmentsChapter 15: Learning at Home and in the CommunityChapter 16: School Readiness and Formal LearningChapter 17: Culturally Respectful Professional Development

Naomi McLeod is at Liverpool John Moores University and teaches across Early Childhood and Education Studies. Her research focuses on working creatively and respectfully ’with’ people to promote young children’s participation and agency, through critical reflection as a tool for continued professional development for transformational change. This focus and the importance of listening has informed her most current research, involving engaging respectfully and reflexively to appreciate and understand the rich heritage of indigenous customs and traditions associated with early learning across the world. Collectively, this has provoked her interest in the interconnected nature of education for sustainability in early childhood.Emem Okon obtained her MA and PhD both in Early Childhood Education, from Liverpool Hope University in the UK. She is passionate about children’s learning and development and has previously worked across early childhood and primary education in Nigeria as a practitioner and in establishing a nursery and primary school. She has also worked in out-of-school settings in England. She is currently involved in developing professional development programs for educational practitioners in Nigeria. Her research interests include curriculum and pedagogy, reflective teaching, children’s perspectives and indigenous pedagogies.Diane Garrison is a dual heritage, Scouse Jamaican teacher, education leader, and mentor to young people. She has worked in schools in the private, voluntary and independent sector in the UK, Ghana and Oman. Her work includes developing opportunities for play-based early years education, that centre around recognising the needs of children and their families, building respectful relationships and collaborations that enable children to thrive. She also works extensively within her local community to develop partnerships that promote equality of opportunity and choice. Her interests include anti-racism, asset-based community development and the intersection of language, relationships and capacity building.Diane Boyd has been at LJMU since 2005 working with early childhood and early years students.  Her research interests are about early childhood education for sustainability and she is very active in promoting transformative change. Diane is on the executive committee for the Early Childhood Studies Degree Network  and is the Sustainability Lead. Her expertise is recognised as a member of the LJMU Institutions Climate Change Panel and she will be an active member of the Department of Educations post COP 26 working group ensuring early years is embedded into the final strategy.Angela Daly is a Reader in Education and Global Learning at Liverpool John Moores University. Angela has extensive international experience (UK, Ireland, Bangladesh, Tanzania, India, Nepal and The Gambia) in educational research, international development and in the voluntary and public sectors.  Her recent collaborative research with Global Action Nepal explores family migration, child labour and impacts on children’s education. She has a strong commitment to equality and social justice evidenced through her education and research practice in the areas of education and equality, global learning, science learning, public engagement, health inequalities and community development.

Excellent resource, which will be invaluable to the degree level learners

• Part 1: Early Childhood Education in a Range of CountriesChapter 1: Early Childhood Education in Afghanistan - Rachel MarantoChapter 2: Kids on Country: An Indigenous Programme in Australia - Catrina Luz Aniere, Sandra Wooltorton and Diane BoydChapter 3: Early Childhood Education for Indigenous Children in Brazil - Naiara Unzurrunzaga Martínez and Lidia CerqueiraChapter 4: Early Childhood Development and Education in The Kingdom of Eswatini - Cristian Fabbi, Tarja Karlsson Häikiö and Emem E. OkonChapter 5: Early Childhood Education in Ghana - Naomi McLeod, Diane Garrison, Monika Quarcoo and Dominika ZbylChapter 6: Early Childhood Education for Nomadic Children in Mongolia - Julia Morgan and Tumendelger SengedorjChapter 7: Early Childhood Education and Development in Nepal - Kishore Shrestha, Babu Kaji and Angela DalyChapter 8: Early Childhood Education in Nigeria - Emem E. OkonChapter 9: Early Childhood Education for Indigenous Sámi Children of Finland - Tarja Karlsson Häikiö, Pigga Keskitalo and Liisa LohilahtiChapter 10: Early Childhood Education and Care for Syrian Refugee Children in Lebanon, Jordan and Turkey - Julia MorganPart 2: Pedagogical ThemesChapter 11: Democratic Learning: Participation and Children’s RightsChapter 12: Playful LearningChapter 13: Identity and a Sense of BelongingChapter 14: Outdoor Learning EnvironmentsChapter 15: Learning at Home and in the CommunityChapter 16: School Readiness and Formal LearningChapter 17: Culturally Respectful Professional Development