Suchergebnisse

Abstract Early childhood workforce sustainability is an important issue, with implications for children, families and national productivity, as well as for educators themselves. Yet, in many national contexts, workforce challenges continue to undermine efforts to support sustainability. In this article, we evaluate efforts to address early childhood workforce challenges in the Australian context, where extensive early childhood reforms are underway. We argue that attempts to address workforce challenges in current policy initiatives are limited and may be insufficient for sustaining the early childhood workforce in the long term. Given the critical role that the early childhood workforce plays in Australia's early childhood reform agenda, we then consider how workforce sustainability could be rethought and other possibilities generated for addressing entrenched workforce challenges. We conclude by arguing that greater attention to the everyday politics of educators' practice, along with the forces shaping these milieux, may be a way of generating new possibilities for supporting workforce sustainability.

Cover -- Halftitle Page -- Title Page -- Contents -- List of Illustrations -- Acknowledgements -- Disclaimer -- 1. Understanding Digital Personalization -- 2. The Origin and Rise of Personalized Education -- 3. Technology-Enabled and Technology-Driven Personalized Education in the Twenty-First Century -- 4. Overview of Personalized Books: Self-Made and Commercially Produced Personalized Books -- 5. Theoretical Frameworks Relevant for Digital Personalization in Early Education -- 6. The 5As of Personalization -- 7. Extant Research with Personalized Books -- 8. Personalization and Creativity -- 9. Personalization and Identity -- 10. Touchscreens and Personalized Education -- 11. Personalized Education: Pedagogical Possibilities -- 12. Personalized Pluralization -- References -- Index -- Imprint.

COLLABORATIVE PLAY IN EARLY CHILDHOOD EDUCATION -- COLLABORATIVE PLAY IN EARLY CHILDHOOD EDUCATION -- LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA -- CONTENTS -- PREFACE -- ACKNOWLEDGEMENTS -- INTRODUCTION -- SECTION ONE - BACKGROUND -- Chapter 1: CURRENT UNDERSTANDINGS OF COLLABORATIVE PLAY -- Chapter 2: EARLY CHILDHOOD EDUCATION IN NEW ZEALAND -- Chapter 3: THE RESEARCH PROJECT -- METHODS -- SAMPLE AND SETTING -- ANALYSIS -- ETHICAL CONSIDERATIONS -- SECTION TWO - RESEARCH FINDINGS - THEMES -- Chapter 4: FAMILY ROLES -- Chapter 5: CHARACTER ROLES -- Chapter 6: FUNCTIONAL ROLES

Eighteen new chapters have been added to the 2000 edition of this valuable Handbook, which serves as a core text for students and experienced professionals who are interested in the health and well being of young children. It serves as a comprehensive reference for graduate students, advanced trainees, service providers, and policy makers in such diverse fields as child care, early childhood education, child health, and early intervention programs for children with developmental disabilities and children in high risk environments. This book will be of interest to a broad range of disciplines including psychology, child development, early childhood education, social work, pediatrics, nursing, child psychiatry, physical and occupational therapy, speech and language pathology, and social policy. A scholarly overview of the underlying knowledge base and practice of early childhood intervention, it is unique in its balance between breadth and depth and its integration of the multiple dimensions of the field