Leah O'Toole – författare

The influence of Urie Bronfenbrenner’s model of development has been extensive in different areas of developmental science and education, and it continues to inform contemporary research and practice in many fields, including early childhood education. This book presents a comprehensive introduction to Bronfenbrenner’s model of development in reference to early childhood education. It draws on practice-based research to identify and animate key elements of the model impacting on early educational pedagogy and practice.

This new and revised second edition identifies and explores the key elements of Bronfenbrenner’s model by referring to contemporary understandings of how children learn. It also includes a new chapter which considers repositioning early childhood education settings as interactive, relational spaces and provides a broader focus on the concept of transitional experiences in children’s daily lives. Along with new content on leadership and associated roles and practices in early childhood education, this book illustrates how Bronfenbrenner’s model can help bring quality to early learning environments and show how it can be incorporated into daily work with young children through vignettes, case studies and examples of good practice.

Introducing Bronfenbrenner serves as an ideal read for professionals around the world working with children in early childhood settings, and students training to become early childhood professionals at degree level on undergraduate programmes, as part of vocational training or as part of continuous professional development.

The influence of Urie Bronfenbrenner’s model of development has been extensive in different areas of developmental science and education, and it continues to inform contemporary research and practice in many fields, including early childhood education. This book presents a comprehensive introduction to Bronfenbrenner’s model of development in reference to early childhood education. It draws on practice-based research to identify and animate key elements of the model impacting on early educational pedagogy and practice.

This new and revised second edition identifies and explores the key elements of Bronfenbrenner’s model by referring to contemporary understandings of how children learn. It also includes a new chapter which considers repositioning early childhood education settings as interactive, relational spaces and provides a broader focus on the concept of transitional experiences in children’s daily lives. Along with new content on leadership and associated roles and practices in early childhood education, this book illustrates how Bronfenbrenner’s model can help bring quality to early learning environments and show how it can be incorporated into daily work with young children through vignettes, case studies and examples of good practice.

Introducing Bronfenbrenner serves as an ideal read for professionals around the world working with children in early childhood settings, and students training to become early childhood professionals at degree level on undergraduate programmes, as part of vocational training or as part of continuous professional development.

The Routledge International Handbook of Relational Pedagogy provides a vision that foregrounds dialogic, nurturing, inclusive relationships underpinning children and students'' wellbeing and growth, offering an alternative educational vision to the neoliberal discourse dominant in education worldwide.

With eminent contributors from across the globe, it provides a comprehensive overview of the state-of-the-art of theoretical, conceptual, empirical and practice-based tensions and debates in the field. Its insights range across the educational continuum from early childhood education and care to elementary, secondary and higher-level education in formal and informal settings. The Handbook uniquely explores and maps the terrain of pedagogical relations with theoretical, philosophical, empirical and practical perspectives across 42 articles presented in four Parts: Foundations: Philosophical and Theoretical Architectures; Contexts of Relationality from Early Childhood to Higher Education; Leadership and Organisational Transformation; and Inclusion, Justice and Cultural Responsiveness. It provides space for "the not yet seen" and serves as a valuable bridge between the practical needs of educational institutions and the theories provided by research.

This Handbook will be of interest to scholars in education, teachers, undergraduate and advanced students in teacher education, academic researchers, and educational leaders seeking to understand relational pedagogy as a key response to global challenges in education.

The Routledge International Handbook of Relational Pedagogy provides a vision that foregrounds dialogic, nurturing, inclusive relationships underpinning children and students'' wellbeing and growth, offering an alternative educational vision to the neoliberal discourse dominant in education worldwide.

With eminent contributors from across the globe, it provides a comprehensive overview of the state-of-the-art of theoretical, conceptual, empirical and practice-based tensions and debates in the field. Its insights range across the educational continuum from early childhood education and care to elementary, secondary and higher-level education in formal and informal settings. The Handbook uniquely explores and maps the terrain of pedagogical relations with theoretical, philosophical, empirical and practical perspectives across 42 articles presented in four Parts: Foundations: Philosophical and Theoretical Architectures; Contexts of Relationality from Early Childhood to Higher Education; Leadership and Organisational Transformation; and Inclusion, Justice and Cultural Responsiveness. It provides space for "the not yet seen" and serves as a valuable bridge between the practical needs of educational institutions and the theories provided by research.

This Handbook will be of interest to scholars in education, teachers, undergraduate and advanced students in teacher education, academic researchers, and educational leaders seeking to understand relational pedagogy as a key response to global challenges in education.

Sharing insights of various theoretical perspectives to help understand the complex root causes of children’s behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools highlights key responses that can encourage positive mental health, resilience and behaviour.

Drawing on a range of theoretical frameworks, this book:

Combining theoretical perspectives on supporting positive behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools is user-friendly and conceptually unified. It gives early childhood and primary students and teachers a clear understanding of what to do to facilitate positive behaviour and why to do it, encouraging true professionalism in education, and ensuring children learn and develop to their highest potential.