Andi Salamon - Böcker

Recognising multiple cultural, ethical and geographical influences which impact on the development of a child’s identity, this insightful text explores the role of early childhood practitioners and settings in nurturing and navigating the child’s sense of being and belonging.Multiple Early Childhood Identies confronts the diverse factors which influence early identity-formation to emphasise the child’s understanding of self, outsiders’ projections and the messages communicated by educators, family members and the wider community as critical to a child’s identity and wellbeing. Written to provoke group discussion and extend thinking, this text also provides opportunities for international comparison, points for reflection and editorial provocations and will help students engage critically with the concept of identity-formation and influencing factors. Chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systemsOffering in-depth discussion of the diverse perspectives, experiences and practices which impact on the formation of the child’s identity, this text will enhance understanding, support self-directed learning and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.

Recognising multiple cultural, ethical and geographical influences which impact on the development of a child’s identity, this insightful text explores the role of early childhood practitioners and settings in nurturing and navigating the child’s sense of being and belonging.Multiple Early Childhood Identies confronts the diverse factors which influence early identity-formation to emphasise the child’s understanding of self, outsiders’ projections and the messages communicated by educators, family members and the wider community as critical to a child’s identity and wellbeing. Written to provoke group discussion and extend thinking, this text also provides opportunities for international comparison, points for reflection and editorial provocations and will help students engage critically with the concept of identity-formation and influencing factors. Chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systemsOffering in-depth discussion of the diverse perspectives, experiences and practices which impact on the formation of the child’s identity, this text will enhance understanding, support self-directed learning and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.

Children in their first three years of life learn, develop and grow at a faster rate than at any other time, with early childhood teachers and educators playing a vital role in providing them with the very best learning opportunities. Intentional Practice with Infants and Toddlers focuses on purposeful pedagogical approaches, equipping pre-service and practising early childhood teachers and educators with the professional knowledge and strategies required to implement effective infant and toddler pedagogies in early childhood education settings. Drawing on a growing body of research and evidence, the book covers topics such as educational programs, pedagogy as care, health and physical wellbeing, creating a language-rich environment, establishing social cultures, and documenting, planning for and communicating learning. Features include spotlight boxes to explore relevant research, theories and practices; vignettes to open each chapter; reflection questions; and links to the Early Years Learning Framework and National Quality Standards.

This revolutionary book explores theoretical and practical issues of listening to children, families, and professionals who advocate for and work with young children to promote social justice and improve their lives, and to ensure no one is left behind.