International Handbook of Early Childhood Education

<p>Volume 1</p><p>Section 1: Theoretical Perspectives.- 1. International trends in research: redressing the north-south balance in what matters for early childhood education research; Marilyn Fleer and Bert van Oers.- 2. Governing childhood; Iris Duhn.- 3. ‘Humpty Dumpty’ - teaching strategy or postcolonial method: what do we know about power, voice and identity within early childhood education in the 21^st Century?; Karen Martin.- 4. Engaging with the conceptual tools and challenges of poststructural theories; Affrica Taylor.- 5. Early years education in the Anthropocene: an ecophenomenology of children’s experience; Phillip G. Payne.- Section 2: Research Methodologies.- 6. (Co)-researching with children; Alma Fleet and Deborah Harcourt.- 7. Policy analysis and document research; Chris Peers.- 8. Mixed methods in early childhood education; Judith Schoonenboom.- 9. Narrative learning of literacy; Pentti Hakkarainen and Marja-Leena Vuorinen.- 10. Current approaches in quantitative research in early childhood education; Linda J. Harrison and Cen Wang.- Section 3: Contemporary Research and Evidence - early childhood education globally: Western Europe and UK.- 11. Introduction to Western Europe &amp; UK; David Whitebread.-&nbsp; 12. Neuroscience and early childhood education; Lysandra Sinclaire-Harding, Laura Vuillier and David Whitebread.- 13. School readiness in Europe: issues and evidence; Sue Bingham1 and David Whitebread.- 14. Early childhood education with disadvantaged children: Actions for success; Marta Soler and Ainhoa Flecha.- 15. Professional development in a competent system: an emergent culture of professionalization; Florence Pirard, Pascale Camus and Jean-Marie Barbier.- 16. Contemporary research in early childhood: roots and perspectives; Elena Kravtsova, Nikolai Veraksa and Nikolai Veresov.- 17. Symbolic means in the educational programs for preschool children in Russia; Nina Salmina and Aleksander Veraksa.- 18. Pre-school education in Ukraine; Roman Shiyan, Igor Shiyan and Natalia Sofiy.- 19. Pedagogical center “experiment”: the peculiarities in preschool education in Holistic Developing Education (HDE); Bronislav Zeltserman, Latvia Riga, Margarita Dubina, Margarita Dragile, Maria Pekarskaya, Irina Maluhina and Inta Baltina.- 20. Introduction – early childhood in the Australasian region; Jane Bone.- 21. The historical emergence of early childhood education research in Australia; Joyce Nuttall and Sue Grieshaber.- 22. Connections between early childhood policy and research in Aotearoa New Zealand: 1970s-2010s; Anne Smith and Helen May.- 23. Towards Wawasan Brunei 2035: early childhood education and development in Brunei Darussalam; Hanapi bin Mohamad, Rosyati M.Yaakub, Emma Claire Pearson and&nbsp;Jennifer Tan Poh Sim.- 24. Early childhood education in Bangladesh: a review of policies, practices and research; Shukla Sikder and Laila Farhana Apnan Banu.- 25. Early childhood education reform: crisis and changes; Liang Li,Yuejuan Pan and Xiaoying Wang.- 26. Early childhood education and development in China; Yuejuan Pan,&nbsp;Xiaoying Wang and Liang Li.- 27. History and reform of early childhood care and education (ECCE) in Japan; Xiangying Liu and Chiafen Lin.- 28. Early childhood education and development in Singapore; Sirene May-Yin Lim.- 29. Vietnam early childhood education; Phan Thi Thu Hien.- 30. Examining early childhood education system in Ghana: How can Bourdieuian theorisation support a transformational approach to pedagogy?; Joseph Agbenyega.- 31. Rising from the ‘ashes’: quality early childhood education as a panacea for national development in Sierra Leone; Eleni Anthinodorou and Joseph Agbenyega.- 32. Early educational practices in Canada and the United States; Artin Göncü1 and Carollee Howes. 33. Early childhood education and care in Canada; Nina Howe, KathleenFlanagan and Michal Perlman.- 34. Early childhood teacher-child relationships in the United States: theory, practices, and regulation; Sandra Soliday Hong and Promjawan Udommana.- 35. Parent involvement in U.S. early childhood education: benefits, limitations, and reconceptualizations; Angela Pons Clifford and Marisha L. Humphries.- 36. Early childhood education and development in Latin America; Rebeca Mejía-Arauz and Gloria Quiñones.- 37. Educational practices and young children’s socio-moral development: a cultural psychological approach; Angela Uchoa Branco, Angela Rabelo Barreto and Ália Barrios.- 38. Childhood education in Colombia; Francisco José and Rengifo-Herrera.- 39. Early childhood education in Chile; Rodrigo A. Cárcamo.- 40. Early childhood education in Guatemala; María Eugenia Rabbe.- 41. Early childhood education and development in Mexico; Rebeca Mejía-Arauz and Gloria Quiñones<.- 42. Early childhood education in Peru; Susana Frisancho and María Isabel La Rosa.- 43. The Nordic perspective on early childhood education and care; Stig Broström, Johanna Einarsdottir and Ingrid Pramling Samuelsson.- 44. Outdoor education in the Nordic region; Ellen Beate Hansen Sandseter and Olav Bjarne Lysklett.- 45. Toddlers in Nordic early childhood education and care; Anne Greve and Ole Henrik Hansen.- 46. Values in Nordic early childhood education – democracy and the child’s perspective; Anette Emilson and Eva Johansson.</p>

<p>Volume 2</p><p>47. New directions in early childhood education practice: international developments and practice gaps; Marilyn Fleer, Feiyan Chen and Bert van Oers.- Section 4: Innovative and Longstanding Programs.- 48. Longstanding and innovative programs in early childhood education: an introduction; Bert van Oers.- 49. Piramide; I.G.M. Koerhuis, M. Boontje, H. van Boxtel, D. Breebaart and M. op den Kamp.- 50. The ‘Golden Key’ program, and its cultural-historical basis; Gennady Kravtsov and Elena Kravtsova.- 51. The program of developmental (narrative) play pedagogy; Pentti Hakkarainen1 and Milda Bredikyte.- 52. The key to learning curriculum; Nikolay Veraksa and Galina Dolya.- 53. Te Whāriki; Ken Blaiklock.- 54. Tools of the mind: a Vygotskian early childhood curriculum; Elena Bodrova1 and Deborah J. Leong.- 55. Developmental Education for young children in the Netherlands: Basic Development; Bea Pompert and Marjolein Dobber.- Section 5: Curriculum and Assessment.-&nbsp;56. Introduction to the theme of early childhood curriculum and assessment; Geerdina van der Aalsvoort.- 57. Curriculum and assessment in Brazilian early childhood education; Maria Malta Campos.- 58. Review and reflection on the curriculum reform of early childhood education in China; Jiaxiong Zhu and Jie Zhang.- 59. Constructing early childhood curriculum and assessing young children in Israel’s mosaic of cultures; David Brody.- 60. Recent developments in curriculum and assessment in the early years in Australia; Susan Grieshaber.- 61. Supporting the application of playful learning and playful pedagogies in the early years curriculum through observation, interpretation and reflection; Pat Broadhead.- 62. Making the case for playful learning; Hande Ilgaz, Brenna Hassinger-Das, Kathy Hirsch-Pasek and Roberta Michnick Golinkof.- 63. Children’s perspective to curriculum work: meaningful moments in Finnish early childhood education; Lasse Lipponen, Kristiina Kumpulainen and Maiju Paananen.- 64. Assessing young children’s learning and behavior in the classroom; a complexity approach; HenderienSteenbeek and Paul van Geert.- 65. Conclusions and discussion; Geerdina van der Aalsvoort.- Section 6: Pedagogies in early childhood education.- 66. Pedagogies in early childhood education; Niklas Pramling and Ingrid Pramling Samuelsson.- 67. F.A.W. Fröbel 1782–1852; Jan-Erik Johansson^.-68.&nbsp; Educational tenets of the Highscope curriculum; Ann S. Epstein and Lawrence J. Schweinhart.- 69. Developmentally appropriate practice in the 21^st century; Kay Sanders and Flora Farago.- 70. The Waldorf kindergarten; Sara Frödén and Moira von Wright.- 71. Developing the ability of children to use and construct visual models; Nikolay Veraksa and Aleksander Veraksa.- 72. Montessori education; Christina Gustafsson^.-73. Pedagogy has children’s voice - the educational experience of the Reggio Emilia municipal infant-toddler centres and preschools; Claudia Giudici and Paola Cagliari<.- Section 7: Child, Families and Communities.- 74. Introducing reflections; Charlotte Højholt.- 75. Sharing early care: learning from practitioners; Agnes Andenæs and Hanne Haavind.- 76. Children, families, and communities in Brazil: a cultural-ecological approach to child-rearing values and practices; Jonathan R. H. Tudge, Gabriela D. F. Martins, Elisa A. Merçon-Vargas, Letícia L. Dellazzana-Zanon, Cesar A. Piccinini and Lia Freitas.- 77. Children’s cultural learning in everyday family life exemplified at the dinner setting; Mariane Hedegaard.- 78. Domesticating markets: early-years education and middle-class parenting in India; Henrike Donner.- 79. Creatively enhancing community transformation through work with children and families; Fernanda Coelho Liberali and Alzira Shimoura.- 80. Children participating and developing agency in and across various social practices; Charlotte Højholt and Dorte Kousholt.- 81. Towards a posthuman developmental psychology of child, families and communities; Erica Burman.</p>