Bücher der Reihe Towards an Ethical Praxis in Early Childhood

This book brings a refreshing Vygotskian perspective to the importance of play, and the role it has in the physical, social, emotional and cognitive development of young children. The authors use a praxeological approach and participatory research to provide a comprehensive, accessible addition to the expanding field of Early Years play.

Structured around Bishop¿s six fundamental mathematical activities, this book brings together examples of mathematics education from a range of countries to help readers broaden their view on maths and its interrelationship to other aspects of life.

Based on extensive research in early childhood education and care, Values in Early Childhood Education contributes to the much-needed dialogue between research, theoretical positions and methodologies in values education. Values are recognised as diverse, spanning from care values and discipline, to inclusion, democracy and fairness.

This insightful book establishes a new, democratic and participatory approach to assessment and evaluation in early childhood. By analysing the practice of assessment and evaluation within early childhood pedagogy, it provides a clear theoretical and methodological basis for this approach and a set of practical techniques for assessment & evaluation. Structured in three parts, the authors show how documentation and portfolios can be an ethical mode of conducting assessment and evaluation. Part three of this text will provide educational snapshots of countries that use a participatory approach to learning and teaching, and which include the pedagogical dimension of assessment and evaluation.

Drawing on theory, research-based evidence and practice, this text reveals pedagogic documentation as an instigator for critical reflection on practice, for the creation of new pedagogical approaches and improvements in quality.

Reflecting the importance of drawing on children¿s perspectives to shape professional practice, this book offers a nuanced approach to understanding the aims, implications and practicalities of accessing and incorporating children¿s perspectives in pedagogial practices relating to transitions.

Structured around Bishop¿s six fundamental mathematical activities, this book brings together examples of mathematics education from a range of countries to help readers broaden their view on maths and its interrelationship to other aspects of life.

This insightful book establishes a new, democratic and participatory approach to assessment and evaluation in early childhood. By analysing the practice of assessment and evaluation within early childhood pedagogy, it provides a clear theoretical and methodological basis for this approach and a set of practical techniques for assessment & evaluation. Structured in three parts, the authors show how documentation and portfolios can be an ethical mode of conducting assessment and evaluation. Part three of this text will provide educational snapshots of countries that use a participatory approach to learning and teaching, and which include the pedagogical dimension of assessment and evaluation.

With a growing interest from policy and research in the professionalisation of the early childhood workforce, recognising the importance of highly qualified staff at all levels needs a systemic approach to professionalization. The authors of this wide-ranging book suggest that professionalism in early childhood unfolds best in a `competent system¿. Addressing these issues by sharing insights of professionalism from many European countries, this book contributes to broadening views on what professionalism in early childhood can mean if understood as part of a `competent system¿. It is illustrated by in-depth case studies of innovative and sustainable pathways to professionalization.

With a growing interest from policy and research in the professionalisation of the early childhood workforce, recognising the importance of highly qualified staff at all levels needs a systemic approach to professionalization. The authors of this wide-ranging book suggest that professionalism in early childhood unfolds best in a `competent system¿. Addressing these issues by sharing insights of professionalism from many European countries, this book contributes to broadening views on what professionalism in early childhood can mean if understood as part of a `competent system¿. It is illustrated by in-depth case studies of innovative and sustainable pathways to professionalization.

Drawing on theory, research-based evidence and practice, this text reveals pedagogic documentation as an instigator for critical reflection on practice, for the creation of new pedagogical approaches and improvements in quality.

Reflecting the importance of drawing on children's perspectives to shape professional practice, this book offers a nuanced approach to understanding the aims, implications and practicalities of accessing and incorporating children's perspectives in pedagogial practices relating to transitions.

With diverse perspectives from scholars around the world, Teacher Education and Play Pedagogy is a unique text focusing on teacher education for play pedagogy and uniquely blends research and praxis on authentically implementing play practices.

With diverse perspectives from scholars around the world, Teacher Education and Play Pedagogy is a unique text focusing on teacher education for play pedagogy and uniquely blends research and praxis on authentically implementing play practices.