Colette Gray – författare

In spite of our apparently connected global environment, people are becoming less connected. Digital communication leads to fewer face-to-face engagements, and many young children are separated from their parents for extended periods. The post-truth phenomenon has resulted in mistrust between policymakers and the people they serve, whilst increased immigration has led to some rich countries adopting a protectionist stance that transforms collaboration into separatism.

At its 2014 meeting, the European Early Childhood Education Research Association’s Young Children’s Perspectives Special Interest Group considered how these issues were affecting young children, particularly the many thousands entering Europe at that time as refugees and migrants escaping conflict in their home countries. Many of those displaced young children found themselves situated on the margins of their new contexts. The feeling of being ‘othered’ can be existential for any young child experiencing liminality, yet a sense of belonging is important for young children’s well-being and development of identity: the feeling of belonging lies at the core of social inclusion. This book, the idea for which arose out of this meeting, is drawn from leading edge empirical studies, and reveals the diverse experiences of young children’s marginalisation.

This book was originally published as a special issue of the European Early Childhood Education Research Journal.

In spite of our apparently connected global environment, people are becoming less connected. Digital communication leads to fewer face-to-face engagements, and many young children are separated from their parents for extended periods. The post-truth phenomenon has resulted in mistrust between policymakers and the people they serve, whilst increased immigration has led to some rich countries adopting a protectionist stance that transforms collaboration into separatism.

At its 2014 meeting, the European Early Childhood Education Research Association’s Young Children’s Perspectives Special Interest Group considered how these issues were affecting young children, particularly the many thousands entering Europe at that time as refugees and migrants escaping conflict in their home countries. Many of those displaced young children found themselves situated on the margins of their new contexts. The feeling of being ‘othered’ can be existential for any young child experiencing liminality, yet a sense of belonging is important for young children’s well-being and development of identity: the feeling of belonging lies at the core of social inclusion. This book, the idea for which arose out of this meeting, is drawn from leading edge empirical studies, and reveals the diverse experiences of young children’s marginalisation.

This book was originally published as a special issue of the European Early Childhood Education Research Journal.

Focusing on the early philosophies of learning and key behavioural, cognitive, and social theorists, including Locke, Rousseau, Montessori, Piaget, Vygotsky, Bandura, Bronfenbrenner & Bruner, this popular book provides a comprehensive overview of children's learning. The authors highlight the strengths and weaknesses of each theoretical perspective, and encourage reflection on how different approaches impact on the learning environment. The discussion finishes with an exploration of the new sociology of childhood. New to this Second Edition are:

·          a new chapter on 'What is theory and what is learning?

·          a new chapter on ‘The Changing nature of learning’

There is also a new companion website which features:

·          journal articles to read alongside each chapter

·          podcasts from the authors explaining the key points on each topic

·          links to video material discussing key theories and methods.You can access the books online materials at study.sagepub.com/grayandmacblain2e

Accessibly written, with key questions and recommended reading included, this book is essential for all those studying on child development, early childhood and childhood studies courses, and for anyone interested in understanding more about how children learn and think.

Colette Gray is Head of Research Development and Principal Lecturer in Childhood Studies at Stanmillis University College, Belfast, and Sean MacBlain is Reader in Child Development and Disability at the University of St. Mark & St. John, Plymouth.

Focusing on the early philosophies of learning and key behavioural, cognitive, and social theorists, including Locke, Rousseau, Montessori, Piaget, Vygotsky, Bandura, Bronfenbrenner & Bruner, this popular book provides a comprehensive overview of children's learning. The authors highlight the strengths and weaknesses of each theoretical perspective, and encourage reflection on how different approaches impact on the learning environment. The discussion finishes with an exploration of the new sociology of childhood. New to this Second Edition are:

·          a new chapter on 'What is theory and what is learning?

·          a new chapter on ‘The Changing nature of learning’

There is also a new companion website which features:

·          journal articles to read alongside each chapter

·          podcasts from the authors explaining the key points on each topic

·          links to video material discussing key theories and methods.You can access the books online materials at study.sagepub.com/grayandmacblain2e

Accessibly written, with key questions and recommended reading included, this book is essential for all those studying on child development, early childhood and childhood studies courses, and for anyone interested in understanding more about how children learn and think.

Colette Gray is Head of Research Development and Principal Lecturer in Childhood Studies at Stanmillis University College, Belfast, and Sean MacBlain is Reader in Child Development and Disability at the University of St. Mark & St. John, Plymouth.

Focusing on the early philosophies of learning and key behavioural, cognitive, and social theorists, including Locke, Rousseau, Montessori, Piaget, Vygotsky, Bandura, Bronfenbrenner & Bruner, this popular book provides a comprehensive overview of children′s learning. The authors highlight the strengths and weaknesses of each theoretical perspective, and encourage reflection on how different approaches impact on the learning environment. The discussion finishes with an exploration of the new sociology of childhood. New to this Second Edition are:

·          a new chapter on ′What is theory and what is learning?

·          a new chapter on ‘The Changing nature of learning’

There is also a new companion website which features:

·          journal articles to read alongside each chapter

·          podcasts from the authors explaining the key points on each topic

·          links to video material discussing key theories and methods.You can access the books online materials at study.sagepub.com/grayandmacblain2e

Accessibly written, with key questions and recommended reading included, this book is essential for all those studying on child development, early childhood and childhood studies courses, and for anyone interested in understanding more about how children learn and think.

Colette Gray is Head of Research Development and Principal Lecturer in Childhood Studies at Stanmillis University College, Belfast, and Sean MacBlain is Reader in Child Development and Disability at the University of St. Mark & St. John, Plymouth.

Digital practices are forging ahead in leaps and bounds.

Examining digital practices in early childhood education, this book seeks to inform the discussion on how digital technologies are best integrated into play-based pedagogy, and demonstrates effective practices that enhance children’s learning and development. With a range of international contributors, perspectives, and case studies, the fusion of play and portable technology is explored through contemporary research.

Digital practices are forging ahead in leaps and bounds.

Examining digital practices in early childhood education, this book seeks to inform the discussion on how digital technologies are best integrated into play-based pedagogy, and demonstrates effective practices that enhance children’s learning and development. With a range of international contributors, perspectives, and case studies, the fusion of play and portable technology is explored through contemporary research.

Digital practices are forging ahead in leaps and bounds.

Examining digital practices in early childhood education, this book seeks to inform the discussion on how digital technologies are best integrated into play-based pedagogy, and demonstrates effective practices that enhance children’s learning and development. With a range of international contributors, perspectives, and case studies, the fusion of play and portable technology is explored through contemporary research.