Education Studies / Early Childhood

KEy concEPtS In chIldhood StudIES

Allison James and Adrian James both at University of Sheffield

‘This is a superb introduction to the fascinating field of childhood studies. A series of well-chosen entries provide concise summaries of key ideas, and accessible introductions to some highly complex issues. The authors brilliantly weave together their different themes with their use of cross-referencing, so that the whole is even richer than the individual parts. I would recommend it to any beginning student of childhood studies, as well as more advanced ones’ – Nigel Thomas, Professor of Childhood and Youth Research, University of Central Lancashire This systematic, clear introduction to the expanding field of childhood studies contains valuable entries such as agency, play and welfare and introduces key ideas and explores interwoven multi-disciplinary themes. Definitions, summaries and key words are developed and crossreferenced by the book’s intelligent organisation and flow to explain in-depth issues as respected pioneers Alison James and Adrian James offer students and specialists:

READERSHIP Undergraduate and postgraduate students of childhood studies, sociology of childhood and social work and children

SAGE KEY COnCEPTS SERIES

June 2008 • 160 pages Cloth (978-1-4129-0878-8) • £60.00 Paper (978-1-4129-0879-5) • £18.99

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handbooK of onlInE lEarnIng

Second Edition

Edited by Kjell Erik Rudestam and Judith Schoenholtz-Read both at Fielding Institute

The Handbook of Online Learning is a comprehensive reference text for teachers and administrators of online courses and programmes. It presents a discussion of the conceptual and theoretical foundations of online learning along with an exploration of practical implementation strategies. Part One presents the changing philosophies and theories of learning while Part Two covers implementation or the practice of online learning. New to this edition:

twelve new articles on the latest issues including topics such as • psychology of online learning, training staff, digital libraries, ethical dimensions in online learning, legal issues, course management systems and evolving technologies ten key articles retained from the previous edition are revised and • updated to reflect current trends and changes in the field companion Website with pertinent links and related information for • each chapter all contributors to the first edition were from the Fielding Institute, the • Second Edition reaches beyond to scholars from other institutions for a more diverse collection.

July 2009 • 480 pages Cloth (978-1-4129-6102-8) • £55.00 Paper (978-1-4129-6103-5) • £30.99

‘Tina Bruce clearly loves children and delights in their development. She has

produced an academic work which is both sensitive and stimulating but

decidedly unpreachy.’ Kirsty Wark, Broadcaster

This book shows how adults can support children and actively help them

develop their learning in early childhood.

Drawing on traditional approaches as well as recent research and theories, Tina Bruce demonstrates the need for a balance between the biological and socio-cultural aspects of the development of learning in early years education and care.

Features include: • What does it mean to develop learning? • Learning by doing real things • How communication and language helps play • Partnership with parents • Creativity and imagination

• Diversity and inclusion

The author draws on a wide range of examples from practitioners, including early years teachers, health visitors and community workers, in the public, private and voluntary sectors.

Developing Learning in Early Childhood is an essential text for students training

to teach children between the ages of three and eight.

TINA BRUCE is a freelance consultant and visiting professor at the University of Surrey, Roehampton.

TinaBruce

DevelopingLearninginEarlyChildhood

bruce_developing_aw.indd 1

ISBN: 978-0-7619-4176-7

9780761941767

Developing Learning In Early Childhood 0-8 YEARS

Tina Bruce

Seri es Edi tor • TI NA BRUCE

4/9/07 11:59:53 am

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homE, School, and communIty collaboratIon

Culturally Responsive Family Involvement

Kathy B Grant SUNY Plattsburgh and Julie A Ray Southeast Missouri State University

Home, School, and Community Collaboration addresses developing skills and understandings in the area of family engagement for the K-12 new teacher. This text provides a research base that focuses on the family support model and other current theories on family involvement and promotes cultural sensitivity and communication.

ABRIDGED CONTENTS PART ONE: UNDERSTANDING FAMILY INVOLVEMENT: BUILDING A KNOWLEDGE BASE FOR CULTURALLY RESPONSIVE FAMILY INVOLVEMENT \ PART TWO: APPRECIATING FAMILIES: TODAY’S DIVERSE FAMILIES \ PART THREE: SUPPORTING FAMILIES: TEACHERS’ ROLES IN FAMILY INVOLVEMENT \ PART FOUR: ORGANIzING FOR FAMILY INVOLVEMENT: PUTTING KNOWLEDGE AND SKILLS INTO ACTION

READERSHIP All teachers teaching those in pre-school to Year Six

March 2009 • 488 pages Paper (978-1-4129-5474-7) • £33.00

dEvEloPIng lEarnIng In Early chIldhood

Tina Bruce Roehampton University

‘Tina Bruce clearly loves children and delights in their development. She has produced an academic work which is both sensitive and stimulating but decidedly unpreachy’ – Kirsty Wark, Broadcaster This book shows how adults can support children and actively help them develop their learning in early childhood. Drawing on traditional approaches as well as recent research and theories, Tina Bruce shows the need for balance in early years education and care between the biological and socio-cultural aspects of the development of learning. The book includes a wide range of examples from practitioners, including nursery teachers, health visitors and community workers.

READERSHIP Students, practitioners and tutors of Foundation Degrees and Early Childhood Studies degrees

2004 • 248 pages Cloth (978-0-7619-4175-0) • £70.00 Paper (978-0-7619-4176-7) • £21.99

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Early Childhood

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dEvEloPmEnt and lEarnIng for vEry young chIldrEn

Edited by Hilary Fabian Glyndwr University and Claire Mould Director of SCAlchemy Training and Development Ltd

‘This is a very well edited collection easily accessible to everyone involved in the early years, with the common thread being the holistic nature of very young children’s learning. By reading this book those implementing the Early Years Foundation Stage will be able to promote and enhance children’s development and learning experiences and certainly their own practices. This book powerfully reminds readers of what is at the heart of their care and learning interactions with babies and young children’ – Professor Emeritus Janet Moyles, Play Consultant

With a focus on the most critical years in a young child’s development, this book brings together the essential theory, policy and practice for everyone working with young children. Concentrating on the birth to three years age range, the book considers all relevant legislation such as Every Child Matters and the new Early Years Foundation Stage.

The content is organized into four sections:

development and learning • policy to practice • leadership and management • establishing effective relationships. • Examining the influence of policy on practice, issues covered include the stages of child development, observing young children, making partnerships with parents, building relationships within and between teams, working in a multi-agency way and creating a caring and stimulating environment.

To illustrate practice and aid reflection, the chapters have:

chapter objectives • case studies • group tasks • discussion points • recommendations for further reading • useful websites. •

CONTENTS Introduction: Claire Mould \ PART ONE: BIRTH TO THREE DEVELOPMENT AND LEARNING \ The Holistic Development of Babies and Young Children \ Understanding How Babies Develop and Learn Through Documenting Their Learning Journeys \ Developing an Appreciation of Babies and Young Children’s Behaviour – Why Do They Do What They Do? \ PART TWO: BIRTH TO THREE POLICY TO PRACTICE \ How Current Policy Can Link to Holistic Learning \ Managing Legislation and Policies \ Establishing Efficient Self Evaluation Tools \ PART THREE: EFFECTIVE LEADERSHIP AND MANAGEMENT OF BIRTH TO THREE LEARNING ENVIRONMENTS \ Developing and Sustaining a Successful Birth to Three Learning Environment \ Leading Effective Birth to Three Teams \ Working in a Multi-Agency Way \ PART FOUR: ESTABLISHING EFFECTIVE RELATIONSHIPS \ Establishing Effective Relationships with Colleagues \ Establishing Effective Relationships with Parents \ Establishing Effective Relationships with Babies and Young Children \ Reflective Comment

READERSHIP Early years students and practitioners

February 2009 • 192 pages Cloth (978-1-84787-392-7) • £60.00 Paper (978-1-84787-393-4) • £18.99

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an IntroductIon to Early chIldhood

A Multidisciplinary Approach

Second Edition

Edited by Tim waller Reader in Early Years Education, University of Wolverhampton

‘This is a stimulating, well-structured book with excellent references to further relevant research. I am confident students will find this a meaningful key text in their study of early childhood, early years leadership and every aspect of early years education and practice’ – Denise Corfield, Early Years Programme Leader (Foundation Degree), Edge Hill University

Covering the major themes of early childhood education and care, the new edition of this popular book has been updated to cover recent developments in the early years field. It covers Early Years Professional Status, the National Professional Qualification for Integrated Centre Leadership and the new Early Years Foundation Stage. There are five entirely new chapters on: working with families; children’s well-being; outdoor play and learning; understanding diversity; and workforce development and professionalism and this new edition also includes: extra case studies; useful Websites; and a glossary of key terms.

CONTENTS PART ONE: THEORY \ Modern Childhood \ Well-Being \ Children’s Learning \ Outdoor Play and Learning \ International Perspectives \ PART TWO: VALUES AND PRINCIPLES \ Children’s Rights to Participation \ Protecting and Safeguarding Children \ Understanding Diversity \ Inclusive Practice for Children with SEN \ PART THREE: PRACTICE \ Understanding and Knowing Children \ Joined up Thinking in Practice \ Working with Families \ Child Health \ Professional Work in Early Childhood

READERSHIP Early childhood and early years students

February 2009 • 258 pages Cloth (978-1-84787-517-4) • £60.00 Paper (978-1-84787-518-1) • £19.99

lEarnIng In thE Early yEarS 3-7

Second Edition

Edited by Jeni Riley Institute of Education, University of London

This fully updated Second Edition has been written to help early years practitioners understand and implement the new curriculum guidance document The Foundation Stage. Jeni Riley clearly explains how to meet the requirements of the new Foundation Stage document and how these relate to the National Curriculum and the teaching frameworks of the National Primary Strategy for literacy and mathematics. Topics covered include: appropriate and lively ways of working with young children; contemporary approaches to subject teaching; supporting children for whom English is an additional language; the role of adults; the place of information and communications technology; the transition between the Foundation Stage and Key Stage One.

READERSHIP Early years students and practitioners

2007 • 288 pages Cloth (978-1-4129-2994-3) • £65.00 Paper (978-1-4129-2995-0) • £20.99

Available as inspection copy for lecturers

Education | 2008

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