Susanne Garvis – författare

Exploring the importance of parental engagement in early childhood education, this book delves into research and practices in 25 countries to bring students, researchers, teachers and policy-makers insights into working families around the world. The incorporation and consideration of parental engagement and involvement in early childhood education are a new phenomenon to many countries. Yet, increasing research recognises the importance of parental engagement and involvement in early childhood education services, and the role both parents and teachers play to support children’s learning and development. Using a range of materials from curriculum to policy documents, Garvis et al. demonstrate differences in practices and terminologies pertaining to the topic and provide an international perspective on the importance of parental involvement and engagement in early childhood education services.

The content covers a range of countries as well as countries beyond an ‘Anglo-Saxon’ perspective. The different policy settings across these countries highlight how countries work with, and involve, parents differently, which is useful for jurisdictions where early childhood education is a developing aspect of a country’s education system. Looking at cultural influences, partnership approaches, parental collaboration, institutional dominance and child involvement in parent meetings, the content offers readers real understanding of parental engagement and involvement in different settings.

The readership includes students in early childhood education, and researchers, teachers, policy makers, and general members of the public interested in parental engagement or involvement in early childhood education across the globe.

Exploring the importance of parental engagement in early childhood education, this book delves into research and practices in 25 countries to bring students, researchers, teachers and policy-makers insights into working families around the world. The incorporation and consideration of parental engagement and involvement in early childhood education are a new phenomenon to many countries. Yet, increasing research recognises the importance of parental engagement and involvement in early childhood education services, and the role both parents and teachers play to support children’s learning and development. Using a range of materials from curriculum to policy documents, Garvis et al. demonstrate differences in practices and terminologies pertaining to the topic and provide an international perspective on the importance of parental involvement and engagement in early childhood education services.

The content covers a range of countries as well as countries beyond an ‘Anglo-Saxon’ perspective. The different policy settings across these countries highlight how countries work with, and involve, parents differently, which is useful for jurisdictions where early childhood education is a developing aspect of a country’s education system. Looking at cultural influences, partnership approaches, parental collaboration, institutional dominance and child involvement in parent meetings, the content offers readers real understanding of parental engagement and involvement in different settings.

The readership includes students in early childhood education, and researchers, teachers, policy makers, and general members of the public interested in parental engagement or involvement in early childhood education across the globe.

This book examines the methodological decisions made by researchers working in early childhood contexts. Viewed from a researcher’s perspective, each chapter explores the journey of the researcher, capturing their decision-making processes in early childhood research.

Through themes such as the politics of ethics and how different cultural norms shape research in different localities, Decisions and Dilemmas of Research Methods in Early Childhood Education explores key questions such as: What are the ethical issues arising during early childhood research? Which research traditions and methodologies prevail and why? How are research subjects perceived and positioned within different research contexts? What interdisciplinary tensions or opportunities arise between different ways of working across early childhood research? The book critically unpacks how these decisions are made and by whom during the course of research. Each chapter includes reflections of researchers working across disciplines such as education, health and social work to understand the thinking, forces and actors that shape decisions made during the research process.

This is essential reading for researchers working in early childhood contexts in fields such as social work, health, education, criminology, psychology and more.

This book examines the methodological decisions made by researchers working in early childhood contexts. Viewed from a researcher’s perspective, each chapter explores the journey of the researcher, capturing their decision-making processes in early childhood research.

Through themes such as the politics of ethics and how different cultural norms shape research in different localities, Decisions and Dilemmas of Research Methods in Early Childhood Education explores key questions such as: What are the ethical issues arising during early childhood research? Which research traditions and methodologies prevail and why? How are research subjects perceived and positioned within different research contexts? What interdisciplinary tensions or opportunities arise between different ways of working across early childhood research? The book critically unpacks how these decisions are made and by whom during the course of research. Each chapter includes reflections of researchers working across disciplines such as education, health and social work to understand the thinking, forces and actors that shape decisions made during the research process.

This is essential reading for researchers working in early childhood contexts in fields such as social work, health, education, criminology, psychology and more.

Presenting a collective international story, this book demonstrates the importance of compassion as an act of self-care in the face of change and disruption, providing guidance on how to cope under trying conditions in higher education settings.

Practising Compassion in Higher Education presents an opportunity to learn through story and by taking proactive action for our wellbeing. It highlights the need to protect and maintain the wellbeing of staff and students, positioning the COVID-19 pandemic as a major catalyst of disruption. The chapters connect theory with lived experience, exploring self-compassion in work and research, compassion in teaching practice and within the personal/professional blur. The book’s contributors bring a range of theoretical and personal perspectives from various global contexts, sharing their own approaches to self-care and how compassion has become a central and crucial element of this practice.

This book takes a unique approach to navigating and surviving the higher education environment and offers valuable lessons for the pandemic era and beyond. This will be an essential resource for students and professionals working in all areas of higher education.

Presenting a collective international story, this book demonstrates the importance of compassion as an act of self-care in the face of change and disruption, providing guidance on how to cope under trying conditions in higher education settings.

Practising Compassion in Higher Education presents an opportunity to learn through story and by taking proactive action for our wellbeing. It highlights the need to protect and maintain the wellbeing of staff and students, positioning the COVID-19 pandemic as a major catalyst of disruption. The chapters connect theory with lived experience, exploring self-compassion in work and research, compassion in teaching practice and within the personal/professional blur. The book’s contributors bring a range of theoretical and personal perspectives from various global contexts, sharing their own approaches to self-care and how compassion has become a central and crucial element of this practice.

This book takes a unique approach to navigating and surviving the higher education environment and offers valuable lessons for the pandemic era and beyond. This will be an essential resource for students and professionals working in all areas of higher education.

Edited by Donna Pendergast and Susanne Garvis, this new edition of Teaching Early Years provides a comprehensive overview of and introduction to educating children from birth to eight years.

Structured around the key priorities for early childhood education and care – curriculum, pedagogy, and assessment – this book supports readers to develop and enhance their knowledge and understanding of the essential theory, scholarship, and practical applications. This second edition has been thoroughly revised to reflect the significant innovation and development across the sector, ensuring that coverage of content, the latest research, and references to curricula and professional standards are up to date and relevant to today’s pre- and in-service educators. The new edition includes a greater focus on a number of areas compared to the first edition, including:

Each chapter provides case studies, examples from practice, chapter summaries and reflection questions, encouraging the reader to engage more deeply with the key concepts and learning points.

Bringing together leading scholars and practitioners, Teaching Early Years provides the specialist knowledge and preparation required for early years educators, in all learning environments, to deliver exceptional education and care to all children in the early years.

Edited by Donna Pendergast and Susanne Garvis, this new edition of Teaching Early Years provides a comprehensive overview of and introduction to educating children from birth to eight years.

Structured around the key priorities for early childhood education and care – curriculum, pedagogy, and assessment – this book supports readers to develop and enhance their knowledge and understanding of the essential theory, scholarship, and practical applications. This second edition has been thoroughly revised to reflect the significant innovation and development across the sector, ensuring that coverage of content, the latest research, and references to curricula and professional standards are up to date and relevant to today’s pre- and in-service educators. The new edition includes a greater focus on a number of areas compared to the first edition, including:

Each chapter provides case studies, examples from practice, chapter summaries and reflection questions, encouraging the reader to engage more deeply with the key concepts and learning points.

Bringing together leading scholars and practitioners, Teaching Early Years provides the specialist knowledge and preparation required for early years educators, in all learning environments, to deliver exceptional education and care to all children in the early years.

Strongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young children’s learning and development.

Kinaesthetic or hands-on active learning is extremely important for young children’s personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of Early Childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for young children, as well as authentic classroom data.

Written by leading experts in the field, this book shares authentic, appropriate classroom strategies for implementing kinaesthetic learning with young children and will be essential reading for researchers as well as pre- and in-service educators.

Strongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young children’s learning and development.

Kinaesthetic or hands-on active learning is extremely important for young children’s personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of Early Childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for young children, as well as authentic classroom data.

Written by leading experts in the field, this book shares authentic, appropriate classroom strategies for implementing kinaesthetic learning with young children and will be essential reading for researchers as well as pre- and in-service educators.