Education: Childhood Studies 2008-2009 (UK)

Routledge Education

New Titles and Key Backlist

Childhood Studies

2008/2009

www.routledge.com/education

Highlights

Welcome to the Routledge Childhood Studies 2008 Catalogue, where you will find our new range of forthcoming books as well as information on some of our key backlist titles.

We are delighted to be announcing here the next tranche of titles in Peter Moss and Gunilla Dahlberg’s phenomenally popular Contesting Early Childhood series (see pg. 2).

In addition to cutting edge new titles from Hillevi Lenz-Taguchi, Liselotte Borgnon and Brian Edmiston, Vea Vecchi provides us with a fascinating insight into the world of the atelier in the famous pre-schools of Reggio Emilia.

Vea is one of the region’s most experienced atelieristas and her work is translated here from Italian for the first time.

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The field of Childhood Studies is dynamic and more important than ever. We are committed to publishing books that will both prepare students in this critical field of education and help educators stay abreast of the newest research, theory, and practice in the field.

We are always eager to extend our expertise further into the field of Childhood Studies, and are always pleased to receive feedback as well as ideas for new books. Please feel free to contact me at alison.foyle@tandf.co.uk with any comments or enquiries.

Thank you for your continued interest in Routledge.

Alison Foyle

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Senior Commissioning Editor Routledge

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1 The Routledge Reader in Early Childhood Education Edited by Elizabeth Wood, University of Exeter, UK ’This could be a valuable addition to the field. It has the potentiality to be an asset to any multidisciplinary consideration of early childhood ñ there are not to many readers about! ’ - Dr Angela Nurse, Former Head of Department of Childhood Studies at Canterbury Christ Church University, UK Early childhood education has always provoked passionate feelings amongst stakeholders at all levels, from practitioners working with children and families in pre-school and school settings, to advisers, managers, politicians, and academics.

Within each of the books five themes, the readings have been chosen to exemplify national and international perspectives and trends. This is not to present a homogenised view of early childhood provision and services across cultural contexts; rather the intention is to take a critical perspective on past, present and future directions, and to identify some of the challenges, dilemmas and contradictions posed in research and scholarship.

Selected Contents: Introduction: Contestation, transformation and Re-Conceptualisation in Early Childhood Education, Elizabeth Wood Theme 1: Theoretical Perspectives on Learning, Curriculum and Pedagogy 1. Play in the infants’ school: An Account of an Educational Experiment at the Raleigh Infantsí School, Stepney, London, E.I. January 1933-April 1936, E.R. Boyce 2. The cultural Construction of Child Development: Creating Institutional and Cultural Intersubjectivity, Marilyn Fleer 3. The Struggle for Early Childhood Curricula: A Comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia, Janet Soler and Linda Miller 4. Learning How to Learn: Parental Ethnotheories and Young Childrenís Preparation for School, Liz Brooker Theme 2: Play: Advances in Theory and Practice 5. Playing in/with the ZPD, Lois Holzman and Fred Newman 6. Togetherness and Diversity in Pre-School Play, Ulf Jackson 7. ‘But I Want to Fly Too’: Girls and Superhero Play in the Infant Classroom, Jackie Marsh 8. Symbolic play through the Eyes and Words of children, Janet K. Sawyers and Nathalie Carrick Theme 3: Policy Generation and Implementation 9. Governance of Early Childhood Education and Care: Recent Developments in OECD Countries, Michelle J. Neuman 10. Transforming the Early Years in England, Kathy Sylvia and Gillian Pugh 11. The ‘Childcare Champion’? New Labour, Social Justice and the Childcare Market, Stephen J. Ball and Carol Vincent 12. Childhood and Social Inequality in Brazil, Fulvia Rosemberg Theme 4: Professionalism and Professionalisation 13. Misplacing the Teacher? New Zealand Early Childhood Teachers and Early Childhood Education Policy Reforms, 1984-96, Judith Duncan 14. Professionalism and Performativity: The Feminist Challenge Facing Early Years Practitioners, Jayne Osgood Theme 5: Research Methods: Agency and Voice 15. Critical Reflections on the Experiences of a Male Early Childhood Worker, Jennifer Sumsion 16. Building Social Capital in Early Childhood Education and Care: An Australian Study, Ann Farrell, Collette Taylor and Lee Tennent 17. Gendered Childhoods: A Cross-Disciplinary Overview, Heather Montgomery 2007: 234 x 156: 352pp Hb: 978-0-415-45151-2: £85.00 Pb: 978-0-415-45152-9: £23.99

Reclaiming Childhood

Forthcoming in 2009

Freedom and Play in an Age of Fear Helene Guldberg

Children are cooped up, passive, apathetic and corrupted by commerce or so we are told.

Reclaiming Childhood confronts the dangerous myths spun about modern childhood. Yes, children today are losing out on many experiences past generations took for granted, but their lives have improved in so many other ways. This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Rather than pointing the finger at soft ’junk’ targets and labelling children as fragile and easily damaged, Helene Guldberg argues that we need to identify what the real problems are and how much they matter.

We need to allow children to grow and flourish, to balance sensible guidance with youthful independence. That means letting children play, experiment and mess around without adults hovering over them. It means giving children the opportunity to develop the resilience that characterises a sane and successful adulthood. Guldberg suggests ways we can work to improve children’s experiences, as well as those of parents, teachers and ’strangers’ simply by taking a step back from panic and doommongering.

January 2009: 234x156: 160pp Hb: 978-0-415-47722-2: £75.00 Pb: 978-0-415-47723-9: £16.99

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2

Contesting Early Childhood Series Series editors: Gunilla Dahlberg, Stockholm Institute of Education, Sweden and Peter Moss, Institute of Education, University of London, UK This groundbreaking series questions the current dominant discourses surrounding early childhood, and offers instead alternative narratives of an area that is now made up of a multitude of perspectives and debates.

The series examines the possibilities and risks arising from the accelerated development of early childhood services and policies, and illustrates how it has become increasingly steeped in regulation and control.

Insightfully, this collection of books each show how early childhood services can in fact contribute to ethical and democratic practices. The authors explore new ideas taken from alternative working practices both in the western and developing world, other academic disciplines in addition to developmental psychology and locate theories and practices in relation to the major processes of political, social, economic, cultural and technological change occurring in the world today.

Contesting Early Childhood and Opening for Change

Forthcoming in 2009

Gunilla Dahlberg, Institute of Education, Stockholm, Sweden and Peter Moss, Institute of Education, University of London, UK Drawing on and concluding a landmark series, Contesting Early Childhood, this book offers a review of the emerging critique of the dominant discourse and, equally important, examines the possibilities for change that alternative discourses are opening up, both theoretically and in actual practice. Through argument and example this book: • provides many examples of emerging new practice • discusses the conditions needed to further this process of experimentation, diversification and renewal • offers a democratic challenge to everyone interested in early childhood.

There is no best practice to be discovered by scientists and delivered by managers and technicians – ’what works?’ is not the critical question. Instead, we have collective choices to make about what we want for our children and our societies, choices that are first and foremost political and ethical, not technical.

This valuable addition to the literature covers a wide variety of critical issues in Early Childhood education and is a mustread for students of Early Years Education.

September 2009: 234 x 156: 192pp Hb: 978-0-415-46860-2: £75.00 Pb: 978-0-415-46861-9: £21.99

Forthcoming

Art and Creativity in Reggio Emilia

in 2009

Exploring the Role and Potential of Ateliers in Early Childhood Education Vea Vecchi, Education Consultant This book explores the contribution made by art and creativity to early education and learning, by reflecting upon and understanding more about the role of the ’atelier’ in the pioneering pre-schools of Reggio Emilia. It is written by one of the most experienced atelieristas from this region who has many decades’ experience to share.

Whilst first looking at the history of the atelier and the development of some key themes about the relationship of the atelier and atelierista to early childhood education, this text is interspersed by two dialogues: the first between Vea and a group of teachers and pedagogistas, the second between Vea and a group of designers. These dialogues will, in both cases, help explore the relationship between the atelierista and others actively engaged in work with young children.

This book will be of great value to student teachers and undergraduate and postgraduate students of early childhood education.

November 2009: 234 x 156: 192pp Hb: 978-0-415-46877-0: £75.00 Pb: 978-0-415-46878-7: £21.99

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3 Going Beyond the Forthcoming in 2009 Theory/Practice Divide in Early Childhood Education

Movement and Forthcoming in 2009 Experimentation in Young Children’s Learning

Using studies of Reconceptualisation to Help Bridge the Gap

Deleuze and a Virtual Child

Hillevi Lenz-Taguchi, University of Stockholm, Sweden Going Beyond the Theory/Practice Divide in Early Childhood Education is based on innovative research in to new approaches to the education of early childhood teachers. The central theme is identifying the gaps needing to be bridged to achieve a more inclusive and ’just’ early childhood education, in relation to class/social position, gender, sexuality, ethnicity, race, disabilities and age.

The book explores various ways of bridging these gaps.

For example: • mathematics is investigated using the body, dance and music to investigate mathematical relationships and problems • different forms of experience-based narrative writing are used to understand theories as well as documented practices in early childhood education • students and teachers use ’deconstructive talks’ to make visible dominant discourses about childhood, learning and power production.

In this reconceptualized teacher education, difference - in the understandings of individual students and in their multiple subjectivities as learners - is not something to be overcome.

Instead it is actively made visible and used. This can be understood as an enforcement of ’justice’ in education, and also challenges the dominant understanding of inclusion in educational contexts.

Liselott Mariett Borgnon, Stockholm Institute of Education, Sweden Series: Contesting Early Childhood This book calls for a different approach to learning and very young children. It brings together practice and research in Swedish preschools with the thinking of two French poststructural philosophers, Gilles Deleuze and Fëlix Guattari. They have written extensively on ideas of knowledge and learning and the status of the subject. Their concepts seem to blow away completely all representations relying on the human subject’s capacity to consciously tame itself and its learning processes, as well as any taken for granted common sense ideas of the status of subjects such as very young children.

This ground-breaking book connects apparently disparate subjects; the very young learning child in the field of early childhood education and the thinking of Deleuze and Guattari in the field of philosophy. Through concrete examples of practice, this book shows how much this thinking can contribute to pedagogical work with very young children: no longer does it seem possible to consciously tame learning in any way and young children seem to act in surprisingly different ways to those we have come to take for granted. It challenges dominant ways of thinking and opens up to new possibilities and for change.

January 2009: 234 x 156: 192pp Hb: 978-0-415-46866-4: £75.00 Pb: 978-0-415-46867-1: £21.99

This book is not just about theory. It is rooted in examples of the experiences, practices and words of student teachers and will be of great value to undergraduate and postgraduate students of early childhood education.

July 2009: 234 x 156: 192pp Hb: 978-0-415-46444-4: £80.00 Pb: 978-0-415-46445-1: £23.99

Forming Ethical Identities in Early Childhood Play

NEW

Brian Edmiston, Ohio State University, USA Through compelling examples, Brian Edmiston presents the case for why and how adults should play with young children to create with them a ’workshop for life’.

In a chapter on ’mythic play’ Edmiston confronts adult discomfort over children’s play with pretend weapons, as he encourages adults both to support children’s desires to experience in imagination the limits of life and death, and to travel with children on their transformational journeys into unknown territory.

This book provides researchers and students with a sound theoretical framework for re-conceptualising significant aspects of pretend play in early childhood. Its many practical illustrations make this a compelling and provocative read for any student taking courses in Early Childhood Studies.

January 2008: 216 x 138: 224pp Hb: 978-0-415-43547-5: £80.00 Pb: 978-0-415-43548-2: £21.99 eBook: 978-0-203-93473-9

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4 BESTSELLER

Unequal Childhoods

In Dialogue with Reggio Emilia

Young Children’s Lives in Poor Countries

Listening, Researching and Learning

Edited by Helen Penn

Carlina Rinaldi

’Penn has visited the places she describes, so she is able to give first-hand accounts ... Penn concludes these shocking snapshots of an international disgrace with positive suggestions about what can be done ... It is a powerful story well told.’ - Times Educational Supplement

This unique book offers a collection of Rinaldi’s most important articles, lectures and interviews between 1994 to the present day, organized around a number of themes and with a full introduction contextualizing each piece of work.

An expert in her field, Helen Penn discusses the inequalities between and within countries of childhood poverty and how this poverty is recognized and defined through the following case-studies:

2005: 216 x 138: 240pp Hb: 978-0-415-34503-3: £85.00 Pb: 978-0-415-34504-0: £23.99 eBook: 978-0-203-31773-0

• Kazakhstan - once part of the Soviet Union

Doing Foucault in Early Childhood Studies

• Swaziland - a country in Southern Africa devastated by HIV and AIDS • Himalayan India

Applying Post-Structural Ideas

• Brazil - one of the world’s most

Glenda Mac Naughton ’Provides much interesting and thought provoking reading.’ - Early Years Using case studies and real situations, this book highlights the important contribution that Foucault and other post-structural theorists can make to research and practice in early childhood services.

unequal countries.

These four case studies illustrate the diversity and complexity of the responses to the attempts to globalise childhood and highlight the need to address the inequalities of childhood experience.

2005: 216 x 138: 240pp Hb: 978-0-415-32101-3: £85.00 Pb: 978-0-415-32102-0: £21.99 eBook: 978-0-203-46534-9

2005: 216 x 138: 256pp Hb: 978-0-415-32099-3: £85.00 Pb: 978-0-415-32100-6: £23.99 eBook: 978-0-203-46533-2

Ethics and Politics in Early Childhood Education Gunilla Dahlberg, Stockholm Institute of Education, Sweden and Peter Moss, Institute of Education, University of London, UK ’This book is bold and challenging; it deals with complex ideas and the authors are not afraid to engage with difficult, abstract and complex concepts and apply them directly to practice. By challenging many standard features of existing services the book generates a range of useful insights...’ - Journal of Early Childhood Research Drawing on a range of early childhood services, particularly the ’Reggio approach’, this book presents essential ideas, theories and debates to an international audience and explores the ethical and political dimensions in this field.

2004: 216 x 138: 224pp Hb: 978-0-415-28041-9: £100.00 Pb: 978-0-415-28042-6: £22.99

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5 Early Childhood Qualitative Research

Changing Images of Early Childhood Series

Edited by J. Amos Hatch, University of Tennessee, USA

Series edited by: Nicola Yelland, Victoria University, Australia Books in this forward-thinking series challenge existing practices in early childhood education and reflect the changing images of the field in the 21st century. The series enables early childhood professionals to engage with contemporary ideas and practices of alternative perspectives which deviate from those theories traditionally associated with the education of young children and their families. Not only do these books make complex theory accessible, they provide early childhood professionals with the tools to ensure their practices are backed by appropriate theoretical framework and strong empirical evidence.

Diversities in Early Childhood Education Rethinking and Doing Edited by Celia Genishi, Columbia University, USA and A. Lin Goodwin, Columbia University, USA Drawing from the current literature on ability, class, culture, ethnicity, gender, languages, race, and sexual orientation, Diversities in Early Childhood Education presents a forward-looking account of how diversity can improve the educational experience of all children from birth to grade three.

This exciting collection, edited by leaders in the fields of early childhood and multicultural education, is a valuable resource for those studying and working with young children. Chapters emphasize the relationship among theory, research, and practice, and provide illustrations of equitable and inclusive practices that move us toward socially just early childhood education.

2007: 229 x 152: 312pp Hb: 978-0-415-95713-7: £70.00 Pb: 978-0-415-95714-4: £17.99 eBook: 978-0-203-93904-8

How can qualitative researchers make the case for the value of their work in a climate that emphasizes so-called ’scientifically-based research?’ What is the future of qualitative research when such approaches do not meet the narrow criteria being raised as the standard? In this timely collection, editor J. Amos Hatch and contributors argue that the best argument for the efficacy of qualitative studies in early childhood is the new generation of high quality qualitative work. This collection brings together studies and essays that represent the best work being done in early childhood qualitative studies, descriptions of a variety of research methods, and discussions of important issues related to doing early childhood qualitative research in the early 21st century. Taking a unique re-conceptualist point of view, the collection includes materials spanning the full range of early childhood settings and provides cutting edge views by leading educators of new methods and perspectives.

2006: 229 x 152: 272pp Hb: 978-0-415-95472-3: £75.00 Pb: 978-0-415-95341-2: £18.99

Shift to the Future Rethinking Learning with New Technologies in Education Nicola Yelland, Victoria University, Australia New technologies are dramatically changing the face of education and the nature of childhood itself. In Shift to the Future, Nicola Yelland examines the ways in which these technologies are reshaping the social, personal, and educational experiences of childhood, and explores the curricular revisions such changes demand. With a focus on the various information and communications technologies (ICTs) available to young students and the possibilities these ICTs offer for teaching and learning, Shift to the Future provides inspiring examples of teachers who have innovatively incorporated new technologies into their classrooms to engage their students in contemporary times.

2006: 229 x 152: 216pp Hb: 978-0-415-95318-4: £70.00 Pb: 978-0-415-95319-1: £18.99

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6 Playing It Straight Uncovering Gender Discourse in the Early Childhood Classroom Mindy Blaise 2005: 229 x 152: 216pp Hb: 978-0-415-95113-5: £75.00 Pb: 978-0-415-95114-2: £18.99

World Yearbook of Education 2009

Forthcoming in 2009

Childhood Studies and the Impact of Globalization: Global and Local Policies and Practices Edited by Marilyn Fleer, Monash Univesirty, Australia Mariane Hedegaard, University of Copenhagen, Denmark, Jonathan Tudge, University of North Carolina, Greensboro, USA and Alan Prout

Childhood and Postcolonization Power, Education, and Contemporary Practice Gaile Cannella and Radhika Viruru 2004: 229 x 152: 192pp Hb: 978-0-415-93346-9: £75.00 Pb: 978-0-415-93347-6: £19.99

Rethinking Parent and Child Conflict Susan Grieshaber 2004: 229 x 152: 240pp Hb: 978-0-415-93078-9: £75.00 Pb: 978-0-415-93079-6: £20.99

Series: World Yearbook of Education series The World Yearbook of Education 2009 volume: Childhood Studies and the Impact of Globalization examines the concept of ’childhood’ and ’childhood development and learning’ from educational, sociological and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been an increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of ’childhood’ and ’development’ across the North-South boundaries show vast differences in how ’childhood’ is constructed and how development is theorized.

The World Yearbook of Education 2009 volume provides comprehensive research from Asia-Pacific, the Americas, the African region and European communities and is presented with a special focus on education. It will examine childhood from birth to twelve years of age, across institutional contexts and within both poor majority and rich minority countries.

Cultural-historical theory has been used as the framework for investigating and providing insights into how childhood is theorized, politicized, enacted and lived across these communities. A range of theoretical orientations informs this book including cultural-historical theory, ecological theory and cross-cultural research.

The World Yearbook of Education 2009 volume seeks to make visible the cultural-historical construction of childhood and development across the north-south regions and scrutinizes the policy imperatives that have maintained the global colonization of families.

January 2009: 229 x 152: 304pp Hb: 978-0-415-99411-8: £85.00 US $160.00

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7 Children’s Living Spaces

NEW

Involving Young Children and Adults in Designing Schools, Children’s Centres and Nurseries

Kathrin Horschelmann, University of Durham, UK and Lorraine van Blerk Series: Routledge Critical Introductions to Urbanism and the City

Alison Clark Based on two actual building projects, this book is the first of its kind to demonstrate the possibilities of including young children’s perspectives in the design and review of children’s spaces. It provides insights into how young children see their current environment as well as their aspirations for future spaces. The issues raised have implications for those who work in children’s spaces as well as for those who design them.

The book describes a particular set of methods for listening to young children, the Mosaic approach, which has been pioneered by the author. The methods used are designed to play to young children’s strengths and include visual as well as verbal ways of communicating, with an emphasis on new technologies.

Children’s Living Spaces documents the adaptation of this approach in the context of changes to the physical environment. It demonstrates how this visual approach can support practitioners as well as young children to articulate their perspectives as well as showing how participatory methods can support new relationships between children, practitioners and architects.

June 2009 Hb: 978-0-415-45859-7: £75.00 US $150.00 Pb: 978-0-415-45860-3: £22.99 US $42.95

Children, Youth and the City

More than half of the global and around eighty per cent of the western population grow up in cities. Here, Horschelmann and van Blerk provide a vivid picture of children and youths in the city, how they make sense of it and how they appropriate it through their social actions.

Considering the causes and forms of social inequalities in relation to class, gender, ethnicity, sexuality, ability and geographical location, this book discusses specific issues such as poverty, homelessness and work. Each chapter draws on examples and cases from both the developed and developing world, and throughout the chapters, it: • contrasts experiences of growing up in the city • focuses on urban youth culture, consumption and globalization • considers contemporary movements towards the role of children and youths in planning processes.

Horschelmann and van Blerk argue that youths must be recognised as urban social agents in their own right. Their informative book, though dealing with complex theoretical arguments, relates key ideas to this topical subject in a clear and coherent manner, making this book an excellent resource for students of human geography, urban studies and childhood studies.

June 2008: 234 x 156: 236pp Hb: 978-0-415-37693-8: £60.00 US $120.00 • AVAILABLE AS AN INSPECTION COPY

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8 Talking Beyond The Page Reading and Responding to Picturebooks

Forthcoming in 2009

Children’s Writing and Drawing as Design

Forthcoming in 2009

Diane Mavers, University of London, UK

Janet Evans, Liverpool Hope University, UK

Series: Routledge Research in Education

Picturebooks, with their rich heritage of drawing on a close liaison of illustrations and text, have been traditionally read and used more with children between the ages of 4 to 7 years than with any other age group.

This book explores the variety of means by which children make meaning graphically in response to different social contexts. Mavers discusses children’s resourcefulness in their selection, shaping and combination of resources in paperbased and digital mediums and in educational and leisurerelated contexts. The recognition that meanings are made with the resources of different modes opens up new possibilities for understanding representation and communication and raises questions about what the resources of different modes are and how they are interrelated. Building upon key concepts developed in recent empirical studies in and theorization of multimodality from a social semiotic perspective, this book offers ways of understanding children’s writing and drawing – both discretely and in combination – as design.

This book shows how different kinds of picturebooks can be used with children of all ages and highlights what positive educational gains are to be made from reading, sharing, talking and writing about picturebooks.

With contributions from some of the world’s leading experts, chapters in this book consider: • how children think about and respond to picturebooks • how children’s responses can be qualitatively improved by being encouraged to think and talk about picturebooks before, during and after reading them • non-text features of picturebooks (paratext) which, when considered in their own right, can help readers to make more sense out of the book

April 2009: 229 x 152: 176pp Hb: 978-0-415-96155-4: £60.00 US $95.00

• the different kinds of picturebooks: wordless, postmodern, pop- up, multimodal, graphic novels etc., and consider how they are structured and how they work

Participatory Learning and the Early Years

• how children’s responses to picturebooks can motivate them to become authors through book making, reading journals, response logs etc.

Edited by Donna Berthelsen and Joanne Brownlee, both at Queensland University of Technology, Australia and Eva Johansson, Gothenburg University, Sweden

• how picturebooks can help non English speaking children deal with complex issues in their lives e.g. asylum seekers, immigrants

Series: Routledge Research in Education

• how to respond to picturebooks as an art form.

Teachers, student teachers, literacy consultants and those running teacher education programmes will find this book inspiring and thought-provoking.

April 2009: 234 x 156: 192pp Hb: 978-0-415-47695-9: £50.00 US $100.00 Pb: 978-0-415-47696-6: £22.99 US $42.95

Forthcoming in 2009

The early years are an important period for learning, but the questions surrounding participatory learning amongst toddlers remain under-examined. This book presents the latest theoretical and research perspectives about how ECEC (Early Childhood Education and Care) contexts promote democracy and citizenship through participatory learning approaches. The contributors provide insight into national policies, provisions, and practices and advance our understandings of theory and research on toddlers’ experiences for democratic participation across a number of countries, including UK, Australia, New Zealand, the United States, Canada, Sweden, and Norway.

January 2009: 229 x 152: 224pp Hb: 978-0-415-98974-9: £60.00 US $95.00

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9 Early Childhood Mathematics Education Research

Forthcoming in 2009

Learning and Teaching Early Math

Forthcoming in 2009

The Learning Trajectories Approach

Learning Trajectories for Young Children Julie A. Sarama and Douglas H. Clements, both at University at Buffalo, State University of New York, USA Research on the mathematical thinking and learning of young children is one of the most productive and exciting areas in educational and psychology. Today, researchers from mathematics, mathematics education, developmental psychology, cognitive psychology, and neuroscience, among others, are exploring similar questions, creating a critical mass of theory and empirical evidence that has the potential to re-energize each of these fields.

This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements’s theoretical and empiricalframeworks are learning trajectories – detailed descriptions of children’s thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children.

Douglas H. Clements and Julie A. Sarama, both at University at Buffalo, State University of New York, USA Most everyone agrees that effective mathematics teaching involves ‘meeting the students where they are’ and helping them build on what they know. But that is often easier said than done. Which aspects of the mathematics are important, which less so? How do we diagnose what a child knows?

How do we build on that knowledge - in what directions, and in what ways?

In this important new book for pre and in service teachers, early math experts Douglas Clements and Julie Sarama show how ‘learning trajectories’ help answer these questions and help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as is key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become a quintessential professional.

February 2009: 234x156: 320pp Hb: 978-0-415-99591-7: £85.00 US $150.00 Pb: 978-0-415-99592-4: £29.99 US $54.95

February 2009: 234x156: 416pp Hb: 978-0-8058-6308-6: £85.00 US $150.00 Pb: 978-0-8058-6309-3: £37.50 US $68.95 eBook: 978-0-203-88378-5

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10 TEXTBOOK

NEW 2nd Edition

Care and Education in Early Childhood A Student’s Guide to Theory and Practice Audrey Curtis, World President of the Organisation for Early Childhood Education (OMEP), UK and Maureen O’Hagan, Director of Quality Assurance at the Council for Awards in Children’s Care and Education(CACHE), UK The authors draw on their extensive early years experience to provide a comprehensive and up-to-date review of the key issues in the field of early childhood care and education. In this fully updated and revised new edition, rewritten to include the new Early Years Foundation Stage, students will find that this text now meets the needs of students on Foundation degrees, Early Childhood Degrees and the new Early Years Professional qualification.

Topics covered in this essential textbook include: • an overview of the principles of effective practice discussions on equal opportunities and children’s rights • an update of the latest development theories relating to brain development and how children learn and the difficulties children may face in their learning • investigations into what working with parents really means consideration of the different early years systems in operation • summaries of key management issues and useful information on how to address them • comparison with European perspectives on early years care and education • the importance of play in children’s early learning.

Readers of this new edition will also find the expansion of existing chapters in order to include topics such as inclusion, transitions, child protection in relation to the internet and partnerships with parents. The book covers the whole age range from birth to eight years with a special section on the birth to three years age group. Each chapter is fully referenced and has case studies or reflective practice boxes within the text.

December 2008: 246 x 174: 240pp Pb: 978-0-415-45757-6: £19.99 US $37.95 • AVAILABLE AS AN INSPECTION COPY

Applied Cognitive Research in K-3 Classrooms

NEW

Edited by S. Kenneth Thurman and Catherine A. Fiorello, both at Temple University, USA This volume summarizes research on important topics in cognitive research and discusses what must be done to apply this research in early elementary classrooms. Purposefully, it focuses on areas of cognitive research that have only recently begun to be studied in early elementary classrooms or that, based on educational and psychological theory, appear to have the greatest implications for early classroom learning.

The current emphasis on empirically supported treatments and research-based teaching and intervention in the schools, and legislation such as No Child Left Behind and the Individuals with Disabilities Education Improvement Act, have focused attention on the scientific basis of educational practice. However, applying research to the environment of the schools is not an automatic process. Bridging the gap has several prerequisites. Researchers must attend to the ecological validity of their studies. Universities must incorporate the results of research into their pre-professional training programs. Schools must support their inservice staff in developing new knowledge and skills. Applied Cognitive Research in K-3 Classrooms contributes strongly to these goals, not only by providing researchers, professionals, and graduate students in the fields of cognitive psychology, school psychology, educational psychology, educational research, and early elementary-level education with current understanding but also helping to set an agenda for further research that applies cognitive psychology in early elementary classrooms.

January 2008: 308pp Hb: 978-0-8058-5821-1: £75.00 US $135.00 Pb: 978-0-8058-5822-8: £27.99 US $49.95 ebook: 978-0-203-932581

Family Factors and the Educational Success of Children

NEW

William Jeynes, California State University, USA This book addresses a wide range of family variables and a diverse array of family situations in order to understand the dynamics of the multifaceted relationship between family realities and educational outcomes of children. It provides research on building effective partnerships between parents and teaches the importance of parental style, parental involvement as a means of improving family life, the influence of family factors on children of colour, and the role of religion in influencing family and educational dynamics.

This book was published as a special issue of Marriage and Family Review.

December 2008 Hb: 978-0-7890-3761-9: £75.00 US $150.00 Pb: 978-0-7890-3762-6: £22.99 US $45.95

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11 Play, Creativity and Digital Cultures

NEW

Edited by Jackie Marsh, University of Sheffield, UK, Muriel Robinson, Bishop Grosseteste College, UK and Rebekah Willett, Institute of Education, University of London, UK

Reforming Child Protection

NEW Bob Lonne, University of Queensland, Australia, Nigel Parton, University of Huddersfield, UK, Jane Thomson, James Cook University, Australia and Maria Harries, University of Western Australia Child protection is one of the most high profile and challenging areas of social work, as well as one where children’s lives and family life are seen to be at stake. Vital as child protection work is, this book argues that there is a pressing need for change in the understanding and consequent organization of child protection in many English speaking countries.

Series: Routledge Research in Education Recent work on children’s digital cultures has identified a range of literacies emerging through children’s engagement with new media technologies.

This edited collection focuses on children’s digital cultures, specifically examining the role of play and creativity in learning with these new technologies. The chapters in this book were contributed by an international range of respected researchers, who seek to extend our understandings of children’s interactions with new media both within and outside of school.

They address and provide evidence for continuing debates around the following questions: •What notions of creativity are useful in our fields? How does an understanding of play inform analysis of children’s engagement with digital cultures? How might school practice take account of out-of-school learning in relation to digital cultures?

•How can we understand childrenís engagements with digital technologies in commercialised spaces?

•Offering current research, theoretical debate and empirical studies, this intriguing text will challenge the thinking of scholars and teachers alike as it explores the evolving nature of play within the media landscape of the 21st-century.

October 2008: 229 x 152: 208pp Hb: 978-0-415-96311-4: £60.00 US $95.00

The authors present compelling evidence from around the globe demonstrating that systems across the Western world are failing children, families and social workers. They then set out a radical plan for reform: • providing an overview of contemporary child protection policies and practices across the English speaking world • presenting a clear and innovative theoretical framework for understanding the problems in the child protection system • developing an alternative, ethical framework which locates child protection in the broader context of effective and comprehensive support for children, young people and families at the neighbourhood and community levels.

Grounded in the recent and contemporary literature, research and scholarly inquiry, this book capitalises on the experiences and voices of children, young people, families and workers who are the most significant stakeholders in child protection. It will be an essential read for those who work, research, teach or study in the area.

June 2008: 234 x 156: 224pp Hb: 978-0-415-42905-4: £70.00 US $140.00 Pb: 978-0-415-42906-1: £21.99 US $43.95 eBook: 978-0-203-89467-5

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12 Learning Together in the Early Years

NEW

Exploring Relational Pedagogy Edited by Theodora Papatheodorou and Janet Moyles, both at Anglia Ruskin University, UK Relational pedagogy underpins the core principles of both the cognitive, and social/emotional development of young children, as evidenced in the Reggio Emilia preschools and the Te Whariki curriculum in New Zealand.

Emphasising the links between, people, places and ideas and the effects of these on education, educators and learners, it is integral to the English Early Years Foundation Stage, and forms the basis for early years provision around the world.

This book brings together contributions from international experts on early years education to explore and debate relational pedagogy across different countries and in the context of a broad international field. The three sections of the book cover the following areas: • culture, environment and adult child relationships - how children and adults relate to the culture, ethos and environment in which they function • adult-child relationships - how education and care environments directly relate to learning and teaching • adult-adult relationships for professional development - in training situations and parental partnerships.

The book will be of interest to all those who want to delve deeper into how these interactions affect teaching and learning and to understand how the context can have its own impact on pedagogical outcomes. Researchers in early years education and students on early childhood education courses will find much here to inspire and challenge their thinking.

July 2008: 234 x 156: 256pp Hb: 978-0-415-46932-6: £80.00 US $160.00 Pb: 978-0-415-46933-3: £22.99 US $42.95 eBook: 978-0-203-89416-3

The Dangerous Rise of Therapeutic Education

NEW

Kathryn Ecclestone, Oxford Brookes University, UK and Dennis Hayes, Canterbury Christ Church University College, UK Kathryn Ecclestone and Dennis Hayes’ controversial and compelling book uses a wealth of examples across the education system, from primary schools to university, and the workplace to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to learn about the world.

The chapters address a variety of thought-provoking themes, including: • how therapeutic ideas from popular culture dominate social thought and social policies and offer a diminished view of human potential • how schools undermine parental confidence and authority by fostering dependence and compulsory participation in therapeutic activities based on disclosing emotions to others • how notions of personalisation, relevance, inclusion and learner voice undermine the knowledge curriculum and introduce therapeutic rather than pedagogic teaching methods • how higher education has adopted therapeutic forms of teacher training because many academics have lost faith in the pursuit of knowledge • how staff development activities, union activities, appraisals and exit interviews create vulnerable, unconfident workers • how such developments are propelled by a deluge of political initiatives in areas such as emotional literacy, emotional well-being and the ‘soft outcomes’ of learning.

The Dangerous Rise of Therapeutic Education is an eye-opening read for every teacher, student teacher and parent who retains any belief in the power of knowledge to transform people’s lives. Its insistent call for a serious public debate about the emotional state of education should also be at the forefront of the minds of every agent of change within society from parent to policy maker.

June 2008: 234 x 156: 192pp Hb: 978-0-415-39700-1: £75.00 US $150.00 Pb: 978-0-415-39701-8: £16.99 US $35.95

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13 Doing Visual Research with Children and Young People

NEW

Edited by Pat Thomson, University of Nottingham, UK Visual media offer powerful communication opportunities. Doing Visual Research with Children and Young People explores the methodological, ethical, representational and theoretical issues surrounding image-based research with children and young people and provides well-argued and illustrated resources to guide novice and experienced researchers through the challenges as well as the benefits of visual research.

New digital technologies have made it easier and cheaper to work with visual media. Pat Thomson brings together an international body of leading researchers who use a range of media to produce research data and communicate findings.

Situating their discussions of visual research approaches within the context of actual research projects in communities and schools, the book offers practical pointers for conducting research.

May 2008: 234 x 156: 240pp Hb: 978-0-415-43109-5: £75.00 US $150.00 Pb: 978-0-415-43110-1: £22.99 US $42.95 • AVAILABLE AS AN INSPECTION COPY

Children, Structure and Agency Realities Across the Developing World

2nd Edition

NEW

Research With Children Perspectives and Practices Edited by Pia Christensen, The Research Unit for General Practice, Denmark and Allison James, University of Sheffield, UK Research with Children is a unique resource book on the methodology of childhood research. Leading and new researchers within the social studies of childhood discuss central questions of epistemology and methodology, demonstrating the links between theory and practice.

The theoretical and practical questions are set out in a clear and well-argued fashion and will therefore appeal both to the newcomer to childhood studies and to experienced researchers in the field.

March 2008: 234 x 156: 312pp Hb: 978-0-415-41683-2: £80.00 US $145.00 Pb: 978-0-415-41684-9: £22.99 US $42.95 eBook: 978-0-203-96457-6 • AVAILABLE AS AN INSPECTION COPY

Postmodern Picturebooks Play, Parody, and Self-Referentiality NEW

Lawrence R. Sipe, University of Pennsylvania, USA and Sylvia Pantaleo, University of Victoria, Canada

G.K. Lieten, University of Amsterdam, the Netherlands

Series: Routledge Research in Education

Series: Routledge Studies in Development and Society

Over the past 15 years, there has been a pronounced trend toward a particular type of picturebook that many would label ’postmodern.’

Postmodern picturebooks have stretched our conventional notion of what constitutes a picturebook, as well as what it means to be an engaged reader of these texts. The international researchers and scholars included in this compelling collection of work critically examine and discuss postmodern picturebooks, and reflect upon their unique contributions to both the field of children’s literature and to the development of new literacies for child, adolescent, and adult readers.

The child labour debate, the Child Rights Convention and the target of universal primary education in the Millennium Development Goals have drawn increasing attention to children in developing countries.

Alongside, a debate has waged on the need for child participation and the appropriateness of spreading allegedly western norms of childhood. This book aims to uncover the daily life of children in selected areas in Vietnam, India, Burkina Faso, Tanzania, Nicaragua and Bolivia against the background of those debates.

April 2008: 229 x 152: 172pp Hb: 978-0-415-98973-2: £60.00 US $95.00

April 2008: 229 x 152: 280pp Hb: 978-0-415-96210-0: £60.00 US $95.00 eBook: 978-0-203-92697-0

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14 Education and the Family Passing Success Across the Generations

NEW

Leon Feinstein, Kathryn Duckworth and Ricardo Sabates, all at the Institute of Education, University of London, UK Series: Foundations and Futures of Education Why it is that success, deprivation or disadvantage are so often passed down intergenerationally? What part does education play?

The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship.

Education and the Family argues that government policy has an important role to play in addressing this inequality even though many of the causes lie within the home. Although each child should be supported to achieve his or her objectives, differences in the willingness or capabilities of families to take advantage of educational opportunities exacerbate social class differences and limit actual equality of opportunity for many. Understanding the causes of this transmission is key to tackling both social class inequality and to expanding the skill base of the economy.

By providing an overview of academic and policy thinking in relation to the role of the family, this book explores the educational success of children. It focuses on the education of the parents but also considers how the family - compared to wider, external influences such as schools - is a driver of differences in educational outcomes. It concludes with a consideration of what policy-makers are attempting to do about this key issue and why, and how this will impact on schools and teachers.

June 2008: 216x138: 222pp Hb: 978-0-415-39636-3: £75.00 US $150.00 Pb: 978-0-415-39637-0: £23.99 US $47.95 ebook: 978-0-203-89492-7

Metacognitive Approaches to Developing Oracy Developing Speaking and Listening with Young Children Edited by Roy Evans, Brunel University, UK and Deborah Jones, Brunel University, UK This book brings together a body of work, from different countries; it offers an improved understanding of how strategies for developing speaking and listening may impact metacognitive awareness, and raise standards of literacy and dialogic thinking for all children.

This book was previously published as a special issue of Early Child Development and Care.

March 2008: 246 x 174: 272pp Hb: 978-0-415-44766-9: £70.00 US $140.00

Inside Role-Play in Early Childhood Education

NEW

Researching Young Children’s Perspectives Sue Rogers, University of Plymouth, UK and Julie Evans, College of St Mark and St. John, Plymouth, UK Based on extensive research, and grounded in everyday classroom practice, the authors of this book explore important issues surrounding play in the early years curriculum.

The book presents children’s views on, and response to their role-play environment, alongside examples of good classroom practice, and addresses vital questions such as: • Will structuring role play replace children’s own attempts to create scenarios that grow out of their interests and relationships?

• Has an over-emphasis on subjects like literacy and numeracy eclipsed the important processes inherent in children’s social play?

• How we can ensure that provision for role play fully benefits all young children?

Critically, the authors present the child’s perspective on play in schools throughout, and argue firmly against a formal, inflexible learning environment for young children. This book will be fascinating to all students on primary education undergraduate courses and early childhood studies.

Researchers and course leaders will also find this book a ground-breaking read.

January 2008: 234 x 156: 152pp Hb: 978-0-415-40496-9: £75.00 US $150.00 Pb: 978-0-415-40497-6: £22.50 US $42.95 eBook: 978-0-203-93030-4

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15 Global Childhoods

Dialogue and the Development of Children’s Thinking

Globalization, Development and Young People Edited by Stuart Aitken, San Diego State University, USA This astute text on the changing nature of childhood focuses on three main issues: nation building and developing children, child participation and activism in the context of development, and globalization and children’s lives in the context of what has been called ’the end of development’.

A Sociocultural Approach Neil Mercer, University of Cambridge, UK and Karen Littleton, The Open University, UK This book draws on extensive research to provide a groundbreaking new account of the relationship between dialogue and children’s learning development. It closely relates the research findings to real-life classrooms, so that it is of practical value to teachers and students concerned that their children are offered the best possible learning opportunities.

2007: 246 x 174 Hb: 978-0-415-41145-5: £70.00 US $140.00

TEXTBOOK 3rd Edition

From Birth to Five Years Children’s Developmental Progress Mary D. Sheridan, Ajay Sharma, Wilfred Sheldon Children’s Centre, St Giles Hospital, UK and Helen Cockerill, Guy’s and St Thomas’ NHS Foundation Trust, UK From Birth to Five Years, based on the pioneering work of Mary Sheridan, has become a classic guide to the developmental progress of pre-school children. It is widely recognised as an invaluable reference for professionals training or working in health, education and social care.

Features of this completely revised edition include: •Charts describing key stages in the development of motor, perception, communication, play, independence and social skills, updated in the light of recent research and supported by over 120 illustrations • Information on what we know about how children develop

The authors provide a clear, accessible and well-illustrated case for the importance of dialogue in children’s intellectual development and support this with a new and more educationally relevant version of socio-cultural theory, which explains the fascinating relationship between dialogues and learning. In educational terms, a sociocultural theory that relates social, cultural and historical processes, interpersonal communication and applied linguistics, is an ideal way of explaining how school experience helps children learn and develop.

2007: 234 x 156: 176pp Hb: 978-0-415-40478-5: £75.00 US $150.00 Pb: 978-0-415-40479-2: £23.99 US $47.95

2nd Edition

Play and Literacy in Early Childhood Research From Multiple Perspectives Edited by Kathleen A. Roskos John Carroll University, USA and James F. Christie, Arizona State University, USA This volume presents studies and research syntheses on the significance of play in the literacy development of young children and pushes the study of play and literacy into new areas. Play and Literacy in Early Childhood is intended for researchers and practitioners in the fields of early childhood education and early literacy development and as text for upper-level courses in these areas.

• A new section on the development of attention and self-regulation • Guidelines for the assessment of children through observation and interaction • Advice on when to refer to specialist services.

Based on an ethos of health promotion and the need for a common assessment framework the book will be welcomed by all those who work with infants and young children.

2007: 246 x 174: 112pp Pb: 978-0-415-42365-6: £9.99 US $19.95 eBook: 978-0-203-93579-8 • AVAILABLE AS AN INSPECTION COPY

2007: 229 x 152: 264pp Hb: 978-0-8058-5639-2: £70.00 US $79.95 Pb: 978-0-8058-5640-8: £21.50 US $35.00 eBook: 978-1-4106-1777-4

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16 Global Perspectives on Rural Childhood and Youth

Children’s Learning in Laboratory and Classroom Contexts

Young Rural Lives

Essays in Honor of Ann Brown

Edited by Ruth Panelli, University of Otago, New Zealand, Samantha Punch, Stirling University, UK and Elsbeth Robson, University of Keele, UK

Edited by Joseph Campione, Kathleen Metz and Annemarie S. Palincsar During the second half of the twentieth century, Ann Brown was one of the world’s premier researchers into the cognitive development of young children.

Sponsored by the Spencer Foundation, this edited festschrift honors her work and memory by bringing together a collection of original studies that extend many of the theories and themes of Brown’s earlier work. Most of the contributors are researchers who once worked with Brown.

Series: Routledge Studies in Human Geography This collection of international research and collaborative theoretical innovation examines the socio-cultural contexts and negotiations that young people face when growing up in rural settings across the world. This book is strikingly different to a standard edited book of loosely linked, but basically independent, chapters. In this case, the book presents both thematically organised case studies and co-authored commentaries that integrate and advance current understandings and debates about rural childhood and youth.

2007: 229 x 152: 288pp Hb: 978-0-415-39703-2: £75.00 US $130.00 eBook: 978-0-203-94222-2

The Playgroup Movement Brenda Crowe Originally published in 1973, this reprints the fourth, updated edition of 1983. This book defines playgroups, examines their needs and problems and traces the growth of the association to meet the demands of a lively and demanding movement.

2007: 234 x 156: 176pp Hb: 978-0-415-43215-3: £90.00 US $180.00

2007: 234 x 156: 272pp Hb: 978-0-8058-5691-0: £70.00 US $69.95

Spiritual Education in a Divided World Social, Environmental and Pedagogical Perspectives on the Spirituality of Children and Young People Edited by Cathy Ota, University of Brighton, UK and Mark Chater Series: Spirituality in Education In the era of globalization debate has turned to the vital need for a thorough understanding of its impact on the spirituality and health of the youth of today. Spiritual Education in a Divided World recognises the urgent need for effective research in this area. This exceptional volume takes an interdisciplinary approach to tackle the key questions.

2007: 246 x 174: 216pp Hb: 978-0-415-39191-7: £70.00 US $140.00

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17 5-VOLUME SET

2nd Edition

The Origins of Nursery Education

Beyond Quality in Early Childhood Education and Care

Frederich Froebel and the English System Edited by Kevin Brehony, University of Reading, UK Increasingly, nursery and pre-School education is the focus of international academic and governmental study, with much debate as to the right age for pre-school education to begin and the form it should take. One of the early pioneers of nursery education was Frederich Froebel. This set reprints a selection of his works which are no longer readily available, as well as writings on the reception and critique of his methods and institutions.

Languages of Evaluation Gunilla Dahlberg, Institute of Education, Stockholm, Sweden, Peter Moss, Thomas Coram Research Unit, Institute of Education, UK and Alan Pence, University of Victoria, British Columbia, Canada ’As an E.C.E. professional, my foremost goal is respecting, honoring, and responding to diversity. Beyond Quality in Early Childhood Education and Care supports me in that goal and helps give me perspectives on how to reach for it.’ - Janet Gonzalez-Mena, writer and consultant in early childhood education, USA

February 2007: 234 x 156 Hb: 978-0-415-44217-6: £685.00 US $1370.00

Making Minds What’s Wrong with Education - And What Should We Do About It? Paul Kelley, Headteacher, Monkseaton Language College, UK ’Making Minds is a controversial critique of our education systems. The author is a school leader ‘at the forefront of scientific and technological advancement in schools’ who, as an American, ‘felt comfortable taking on the British establishment’ -The Times Educational Supplement Making Minds is written for general readers- especially parents- as well as educational professionals. The book examines the underlying limitations that have been accepted in education over the past two thousand years. The author challenges common assumptions about education through evidence-based, political, ethical, and emotional arguments, as well as examining case studies such as university admissions and the autism ‘epidemic’.

Making Minds describes a more productive scientific approach to learning, drawing on recent research findings, particularly in the US and UK. The author illustrates how new research methods, new technologies, and very recent discoveries in neuroscience that will, in the end, allow us to make minds.

2007: 234 x 156: 200pp Hb: 978-0-415-41410-4: £80.00 US $160.00 Pb: 978-0-415-41411-1: £18.99 US $35.95

’Through their passionate and scholarly critique of the field of early childhood education, the authors have succeeded in producing a work that provokes dialogue, questioning, controversy and debate among its readers.’ - Brenda Fyfe, Professor and Dean of the School of Education, Webster University, USA Taking a broad approach, this second edition of Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia.

Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement.

The authors argue that there are other ways than the ’discourse of quality’ for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.

2006: 234 x 156: 232pp Hb: 978-0-415-41848-5: £85.00 US $150.00 Pb: 978-0-415-41849-2: £22.50 US $37.95 eBook: 978-0-203-96615-0

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18 TEXTBOOK

4th Edition

Psychoeducational Assessment of Preschool Children

Developing Thinking and Understanding in Young Children

Edited by Bruce A. Bracken, College of William and Mary, Williamsburg, USA and Richard J. Nagle, Appalachian State University, USA

An Introduction for Students

This fourth edition of Psychoeducational Assessment of Preschool Children continues the mission of its predecessors to provide both academics and practitioners with a comprehensive and up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, it is organized into four sections: Foundations; Ecological Assessment; Assessment of Cognitive Abilities; and Assessment of Specific Abilities.

2006: 254 x 178: 504pp Hb: 978-0-8058-5263-9: £55.50 US $89.95 eBook: 978-1-4106-1487-2

Sue Robson, University of Roehampton, UK Invaluable for anyone looking to understand young children’s thinking, this essential textbook helpfully combines introductions to theories about thinking with observations from real-life practice.

The book explores underlying theories behind topics such as: •the relationship between nature and nuture •models of cognitive development, with ideas from key thinkers such as Piaget, Vygotsky and Bruner • basic neuroscience and its application to early childhood • the social, emotional and cultural context of children’s development • emotional intelligence

Early Childhood Care & Education

• language and thought, including the use of motherese and children’s talk in pretend play

International Perspectives

• whether children can think philosophically.

Edited by Edward Melhuish, University of London, UK and Konstantinos Petrogiannis, Democritus University of Thrace, Greece

The author accompanies every topic with observations from the classroom, supported by her own critical analysis linking theory to practice throughout.

Throughout the world the number of working mothers with young children has continued to grow. This has important consequences for social policy decisions, particularly in the fields of parental leave, childcare and pre-school services provision. Some countries are far more successful at combining high quality early childhood services with high percentages of mothers in employment, whereas others continue to struggle.

2006: 246 x 174: 224pp Hb: 978-0-415-36107-1: £80.00 US $160.00 Pb: 978-0-415-36108-8: £18.99 US $35.95 eBook: 978-0-203-00860-7

This edited volume examines the ways in which different countries across the world are tackling early childhood services and how these services affect young children’s experiences and development, for better and worse. Some of the recurring questions of childcare provision are tackled, including:

Children, Place and Identity Nation and Locality in Middle Childhood Jonathan Scourfield, Cardiff University, UK, Bella Dicks, Cardiff University, UK, Mark Drakeford, Cardiff University, UK and Andrew Davies, Wavehill Consulting, UK In this, the first sociology book to consider the important issue of how children identify with place and nation, the authors use original research and international case studies to explore this topic in depth.

• Is pre-school childcare detrimental to children?

• Does the quality of childcare matter?

• Why are some countries succeeding in providing quality childcare services, and others are not?

2006: 234 x 156: 184pp Hb: 978-0-415-35126-3: £80.00 Pb: 978-0-415-35127-0: £25.99 eBook: 978-0-203-69683-5

• How can we best organise parental leave, employment regulations and childcare provision?

2006: 234 x 156: 192pp Hb: 978-0-415-38368-4: £80.00 US $160.00 Pb: 978-0-415-38369-1: £25.99 US $49.95 eBook: 978-0-203-96767-6

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19 Childcare, Choice and Class Practices

2nd Edition

Play from Birth to Twelve

Middle Class Parents and their Children

Contexts, Perspectives, and Meanings

Carol Vincent, Institute of Education, University of London, UK and Stephen J. Ball, Kings College London, UK

Edited by Doris Pronin Fromberg, Hofstra University, USA and Doris Bergen, Miami University of Ohio, USA In light of recent standards-based and testing movements, the issue of play in childhood has taken on increased meaning for educational professionals and social scientists.

This second edition Play From Birth to Twelve offers comprehensive coverage of what we now know about play, its guiding principles, its dynamics and importance in early learning. These up-to-date essays, written by some of the most distinguished experts in the field, help students explore: • all aspects of play, including new approaches not yet covered in the literature • how teachers in various classroom situations set up and guide play to facilitate learning • how play is affected by societal violence, media reportage, technological innovations and other contemporary issues • which areas of play have been studied adequately and which require further research.

2006: 254 x 178: 480pp Hb: 978-0-415-95111-1: £75.00 US $130.00 Pb: 978-0-415-95112-8: £21.99 US $41.95

Childcare is a topic that is frequently in the media spotlight and continues to spark heated debate in the UK and around the world. This book presents an in-depth study of childcare policy and practice, examining middle class parents’ choice of childcare within the wider contexts of social class and class fractions, social reproduction, gendered responsibilities and conceptions of ‘good’ parenting.

Drawing on the results of a qualitative empirical study of two groups of middle class parents living in two London localities, this book: • takes into account key theoretical frameworks in childcare policy, setting them in broader social, political and economic contexts • considers the development of the UK government’s childcare strategy from its birth in 1998 to the present day • highlights the critical debates surrounding middle class families and their choice of childcare • explores parents’ experiences of childcare and their relationships with carers.

This important study comes to a number of thoughtprovoking conclusions and offers valuable insights into a complex subject. It is essential reading for all those working in or studying early years provision and policy as well as students of sociology, class, gender and work.

Teenagers, Literacy and School Researching in Multilingual Contexts Ken Cruickshank, University of Sydney, Australia This unique and timely book follows the experiences of four Arabic teenagers, their families and their community, focusing on the role of literacy in their daily lives and the differences between home and school. The author looks at the conflict between expectations and practices at school and in the home, arguing that problems are inevitable where class and cultural differences exist.

2006: 234 x 156: 200pp Hb: 978-0-415-36216-0: £75.00 US $130.00 Pb: 978-0-415-36217-7: £26.99 US $51.95

2006: 234 x 156: 272pp Hb: 978-0-415-36432-4: £90.00 US $180.00

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20 Child Care and Child Development Results from the NICHD Study of Early Child Care and Youth Development Edited by The NICHD Early Child Care Research Network This important work presents the results of the most comprehensive scientific study to date of early child care and its relation to child development. In one volume, a critical selection of material from the most salient journal articles is brought together with new overviews and commentary. Provided is a wealth of authoritative information about the ways in which nonmaternal care is linked to health, psychological adjustment, and mother-child bonds in the first six years of life. The study addresses the full complexity of this vital issue, taking into account a range of family characteristics as well as the quality of child care experiences. An essential resource for developmentalists, early child care specialists, and educators, this volume offers compelling new perspectives on practice, policy, and research.

In Search of Pedagogy Volumes I & II The Selected Works of Jerome Bruner Jerome S. Bruner, New York University, USA Series: World Library of Educationalists Jerome Bruner is one of the best-known and most influential psychologists of the twentieth century. His theories about cognitive development dominate psychology around the world today, but it is in the field of education where his influence has been especially felt.

In this two volume set, Bruner has selected and assembled his most important writings about education. Volume I spans the twenty years from 1957 to 1978 and Volume II covers 1979 to 2006.

2005: 474pp Hb: 978-1-59385-138-5: £34.50 US $48.00 Pb: 978-1-59385-287-0: £17.99

Early Education and Development A Special Issue of Early Education and Development

In Search of Pedagogy Volume I

Edited by Susanne A. Denham, George Mason University, Fairfax USA

The Selected Works of Jerome Bruner, 1957 to 1978

2006: 254 x 178: 115pp Pb: 978-0-8058-9374-8: £23.99 US $36.95 • AVAILABLE AS AN INSPECTION COPY

2006: 234 x 156: 224pp Hb: 978-0-415-38668-5: £80.00 Pb: 978-0-415-38670-8: £18.99

In Search of Pedagogy Volume II The Selected Works of Jerome Bruner, 1979 to 2006 2006: 234 x 156: 256pp Hb: 978-0-415-38675-3: £80.00 Pb: 978-0-415-38676-0: £18.99

In Search of Pedagogy Volume I & II The Selected Works of Jerome S. Bruner 2006: 234 x 156 Hb: 978-0-415-38682-1: £135.00 Pb: 978-0-415-38689-0: £29.99

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21 Developing Your Portfolio - Enhancing Your Learning and Showing Your Stuff

Popular Literacies, Childhood and Schooling

A Guide for the Early Childhood Student or Professional

Jackie Marsh and Elaine Millard

Marianne Jones and Marilyn Shelton The authors provide a practical and comprehensive set of guidelines to help lead early childhood professionals and students through the rigorous process of developing a professional teaching portfolio.

2005: 279 x 216: 144pp Hb: 978-0-415-95117-3: £60.00 US Pb: 978-0-415-95118-0: £17.99

This bold, dynamic text offers a clear rationale for the development of curricula and pedagogy that will reflect young people’s popular culture practices within and outside of school; and looks at the issue of educating teachers to embrace it.

2005: 234 x 156: 288pp Hb: 978-0-415-36451-5: £90.00 US $180.00

2nd Edition

Handbook of Research on the Education of Young Children Edited by Bernard Spodek and Olivia N. Saracho The Handbook of Research on the Education of Young Children, makes the expanding knowledge base related to early childhood education readily available and accessible. It is a valuable tool for all who work and study in the field.

Diagnosing ’Disorderly’ Children Valerie Harwood Based on the author’s in-depth research with children diagnosed with behavioural difficulties, this book provides a thorough critique of today’s practices and explores the effects of this epidemic, questioning whether what we’re doing is right for the child and right for society.

2005: 279 x 216: 624pp Hb: 978-0-8058-4720-8: £150.00 Pb: 978-0-8058-4721-5: £50.00

2005: 234 x 156: 184pp Hb: 978-0-415-34286-5: £85.00 US $170.00 Pb: 978-0-415-34287-2: £22.99 US $42.95

E-literature for Children Enhancing Digital Literacy Learning Len Unsworth These practical ideas, suggestions and real-life experiences will help you to understand the differences and similarities of the literary experience for children through classic, modern and leading-edge narratives in both book and computer formats.

2005: 234 x 156: 192pp Hb: 978-0-415-33329-0: £85.00 US Pb: 978-0-415-33330-6: £24.99 US $47.95

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22 Men and the Classroom Gender Imbalances in Teaching Sheelagh Drudy, Maeve Martin, John O’Flynn and Mairide Woods The teaching of young children has long been dominated by women. The authors of this groundbreaking book have undertaken the largest, most in-depth study ever carried out to assess the views of teachers and students across primary education.

2005: 234 x 156: 208pp Hb: 978-0-415-33568-3: £85.00 US $170.00 Pb: 978-0-415-33569-0: £24.99 US $47.95

Children’s Thinking About Cultural Universals Jere Brophy, Janet Alleman and Barbara Knighton This book summarizes findings from interview studies probing K-3 students’ knowledge and thinking about topics commonly addressed in the primary grades social studies curriculum.

2005: 229 x 152: 240pp Hb: 978-0-8058-4893-9: £75.00 US $135.00 Pb: 978-0-8058-4894-6: £32.50 US $52.95 eBook: 978-1-4106-1561-9

Media and the Make-Believe Worlds of Children When Harry Potter Meets Pokemon in Disneyland Maya Gotz, Dafna Lemish, Hyesung Moon and Amy Aidman This volume attains a broader understanding of the role media plays in the development and flourishing of children’s imaginations and creative abilities, through research on children from several countries.

2005: 229 x 152: 456pp Hb: 978-0-8058-5191-5: £36.99 US $65.00 Pb: 978-0-8058-5192-2: £16.99 US $32.95 eBook: 978-1-4106-1355-4

The Family Context of Parenting in Children’s Adaptation to Elementary School Edited by Philip A. Cowan, Carolyn Pape Cowan, Jennifer C. Ablow, Vanessa Kahn Johnson and Jeffrey R. Measelle Series: Monographs in Parenting The text focuses on how parent-child relationships are only one determinant of a child’s academic competence, social competence, and behaviour. Rather, these relationships must be understood in the context of the role they play within the family as a system. It also addresses the recent challenges to claims about the impact of parents on their children’s development.

2005: 229 x 152: 432pp Hb: 978-0-8058-4157-2: £49.95 US $79.95 eBook: 978-1-4106-1288-5

Understanding Research in Early Education The Relevance for the Future of Lessons from the Past Margaret M. Clark ’This is a welcome reworking of two classic texts by Margaret M. Clark ... I enjoyed it immensely. It was fascinating to follow Margaret Clark’s intelligent and thought-provoking commentary linking esteemed research from the past with important ongoing studies in the present.’ - Early Years Using clear and concise language, the author illustrates how to avoid common pitfalls in misrepresenting research findings and how to apply these findings in the classroom. Readers need no previous expertise in the field to benefit from this guide.

2005: 234 x 156: 208pp Hb: 978-0-415-36112-5: £85.00 US $170.00 Pb: 978-0-415-36113-2: £24.99 US $47.95 eBook: 978-0-203-00864-5

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23 Problem Girls

Children’s Understanding of Society

Understanding and Supporting Troubled and Troublesome Girls and Young Women

Edited by Martyn Barrett and Eithne Buchanan-Barrow

Gwynedd Lloyd

Series: Studies in Developmental Psychology This book explores the issues surrounding girls and young women who are seen as troubled or troublesome. It sets out to further our understanding of young women who face or cause difficulties, offering a diverse and complex view.

Recognising the increasing importance of schools as the primary source of support for girls and young women, the chapters discuss the implications for practice of teachers and other professionals, covering

important issues like: • girls’ classroom behaviour • mental health problems • violence and sexuality

’This book is a rich source of empirical reviews, theoretical analysis, and commentary on the field. It will serve as an invaluable reference for those interested in social-cognitive development.’ - Mark Bennett, University of Dundee,UK A state-of-the-art review of the research in this area, this collection covers children’s understanding of family, school, economics, race, politics and gender roles. Bringing together some of the most prominent and active researchers in this field this volume presents an advanced overview of developments in this under-represented area of social psychology.

2004: 224pp Hb: 978-1-84169-298-2: £39.95 US $75.00

• exclusion and community offences.

By presenting a range of theoretical perspectives, readers of this book will be encouraged to reflect on what underpins the actions of girls and young women and take their voices seriously. It will be essential reading for practitioners and professionals in Education, as well as students and academics in the field.

2005: 234 x 156: 216pp Hb: 978-0-415-30313-2: £85.00 US $170.00 Pb: 978-0-415-30314-9: £19.99 US $37.95

Girls, Boys and Junior Sexualities Exploring Childrens’ Gender and Sexual Relations in the Primary School Emma Renold ’This publication will be a valuable resource for all with an interest in childhood studies.’

- ChildRIGHT

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Contact our Special Sales team at cis@tandf.co.uk

’This is a fascinating study based on close work in real primary schools’ - Gerald Haigh, TES This book takes an insightful and indepth look at the hidden worlds of young children’s sexualities. Based upon extensive group interviews and observation, the author illustrates how sexuality is embedded in children’s school-based cultures and gender identities.

2005: 234 x 156: 224pp Hb: 978-0-415-31496-1: £85.00 US $170.00 Pb: 978-0-415-31497-8: £23.99 US $45.95

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24 Boys and Schooling in the Early Years Paul Connolly ’This book is a welcome antidote to those offering ’teaching tips’ on ’raising boys’ achievement’ ... [and] is accessible and clearly written ... It is of particular importance in that it is one of the few books that directly explores how predominant approaches to early years pedagogy forecloses opportunities to confront genderstereotypical behaviours.’

- International Journal of Early Years Education This book draws upon original research to examine the specific issues affecting boys and education in the first three years of schooling, and uses this research as a basis from which to explore the implications for teachers and early years workers.

2004: 216 x 138: 264pp Hb: 978-0-415-29840-7: £90.00 US $180.00 Pb: 978-0-415-29841-4: £25.99 US $46.95

The Future of Childhood Series Series edited by Alan Prout, university of Stirling, UK This series is to addresses the key contemporary issues about the character and direction of childhood. It considers important and topical issues of public debate and academic concern, in an approachable and accessible style.

The Future of Childhood Edited by Alan Prout Alan Prout discusses the place of children and childhood in the late modernity. He argues that there appears to be a greater cultural confusion about the form that childhood should take.

2004: 234 x 156: 184pp Hb: 978-0-415-25674-2: £85.00 Pb: 978-0-415-25675-9: £23.99

Hearing the Voices of Children Social Policy for a New Century

Transitions in the Early Years

Edited by Christine Hallett and Alan Prout

Debating Continuity and Progression for Children in Early Education

2003: 234 x 156: 280pp Hb: 978-0-415-27641-2: £90.00 Pb: 978-0-415-27642-9: £27.99

Edited by Aline-Wendy Dunlop and Hilary Fabian 2002: 234 x 156: 192pp Hb: 978-0-415-27639-9: £85.00 US $145.00 Pb: 978-0-415-27640-5: £24.99 US $49.95

Sexuality, Gender and Schooling Shifting Agendas in Social Learning

Children and the Changing Family Between Transformation and Negotiation Edited by An-Magritt Jensen and Lorna McKee 2003: 234 x 156: 192pp Hb: 978-0-415-27773-0: £85.00 Pb: 978-0-415-27774-7: £27.99

Mary Jane Kehily 2002: 216 x 138: 272pp Hb: 978-0-415-28046-4: £100.00 US $200.00 Pb: 978-0-415-28047-1: £26.99 US $48.95

From Children’s Services to Children’s Spaces

Children in the City Home Neighbourhood and Community Edited by Pia Christensen and Margaret O’Brien 2002: 234 x 156: 232pp Hb: 978-0-415-25924-8: £90.00 Pb: 978-0-415-25925-5: £24.99

Public Policy, Children and Childhood Peter Moss and Pat Petrie

Children, Home and School

2002: 234 x 156: 208pp Hb: 978-0-415-24781-8: £90.00 US $155.00 Pb: 978-0-415-24782-5: £23.99 US $45.95

Regulation, Autonomy or Connection?

Edited by Ros Edwards 2001: 234 x 156: 208pp Hb: 978-0-415-25043-6: £90.00 Pb: 978-0-415-25044-3: £24.99

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25 Children, Technology and Culture The Impacts of Technologies in Children’s Everyday Lives Ian Hutchby and Jo Moran-Ellis 2001: 234 x 156: 208pp Hb: 978-0-415-23634-8: £100.00 Pb: 978-0-415-23635-5: £23.99

Conceptualising Child-Adult Relations Edited by Leena Alanen and Berry Mayall 2001: 234 x 156: 176pp Hb: 978-0-415-23158-9: £110.00 Pb: 978-0-415-23159-6: £25.99

Hidden Hands International Perspectives on Children’s Work and Labour Edited by Angela Bolton, Phillip Mizen and Christopher Pole 2001: 234 x 156: 208pp Hb: 978-0-415-24243-1: £100.00 Pb: 978-0-415-24244-8: £27.99

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26 A Ablow, Jennifer C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Aidman, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Aitken, Stuart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Alanen, Leena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Alleman, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Applied Cognitive Research in K-3 Classrooms . . . . . . . . . 10 Art and Creativity in Reggio Emilia . . . . . . . . . . . . . . . . . . . 2

D

B Ball, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Barrett, Martyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Bergen, Doris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Berthelsen, Donna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Beyond Quality in Early Childhood Education and Care . . 17 Blaise, Mindy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Bolton, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Borgnon, Liselott Mariett . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Boys and Schooling in the Early Years . . . . . . . . . . . . . . . 24 Bracken, Bruce A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Brehony, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Brophy, Jere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Brownlee, Joanne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Bruner, Jerome S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Buchanan-Barrow, Eithne . . . . . . . . . . . . . . . . . . . . . . . . . 23

C Campione, Joseph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Cannella, Gaile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Care and Education in Early Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Changing Images of Early Childhood Series . . . . . . . . . . . . 5 Chater, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Child Care and Child Development. . . . . . . . . . . . . . . . . . 20 Childcare, Choice and Class Practices . . . . . . . . . . . . . . . . 19 Childhood and Postcolonization . . . . . . . . . . . . . . . . . . . . . 6 Children and the Changing Family . . . . . . . . . . . . . . . . . . 24 Children in the City . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Children, Home and School . . . . . . . . . . . . . . . . . . . . . . . 24 Children, Place and Identity . . . . . . . . . . . . . . . . . . . . . . . 18 Children, Structure and Agency . . . . . . . . . . . . . . . . . . . . 13 Children, Technology and Culture . . . . . . . . . . . . . . . . . . 25 Children, Youth and the City . . . . . . . . . . . . . . . . . . . . . . . 7 Children’s Learning in Laboratory and Classroom Contexts. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Children’s Living Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Children’s Thinking About Cultural Universals . . . . . . . . . 22 Children’s Understanding of Society . . . . . . . . . . . . . . . . . 23 Children’s Writing and Drawing as Design . . . . . . . . . . . . . 8 Christensen, Pia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 24 Christie, James F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Clark, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Clark, Margaret M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Clements, Douglas H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Cockerill, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

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Conceptualising Child-Adult Relations . . . . . . . . . . . . . . . 25 Connolly, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Contesting Early Childhood and Opening for Change . . . . 2 Contesting Early Childhood Series . . . . . . . . . . . . . . . . . 2, 3 Cowan, Philip A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Crowe, Brenda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Cruickshank, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Curtis, Audrey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

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Dahlberg, Gunilla. . . . . . . . . . . . . . . . . . . . . . . . . . . 2, 4, 17 Dangerous Rise of Therapeutic Education, The. . . . . . . . . 12 Davies, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Denham, Susanne A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Developing Thinking and Understanding in Young Children .

18 Developing Your Portfolio – Enhancing Your Learning and Showing Your Stuff . . . . . . . . . . . . . . . . . . . . . . . . 21 Diagnosing ’Disorderly’ Children . . . . . . . . . . . . . . . . . . . 21 Dialogue and the Development of Children’s Thinking . . . 15 Dicks, Bella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Diversities in Early Childhood Education . . . . . . . . . . . . . . . 5 Doing Foucault in Early Childhood Studies . . . . . . . . . . . . . 4 Doing Visual Research with Children and Young People . . 13 Drakeford, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Drudy, Sheelagh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Duckworth, Kathryn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Dunlop, Aline-Wendy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

E Early Childhood Care & Education . . . . . . . . . . . . . . . . . . 18 Early Childhood Mathematics Education Research . . . . . . . 9 Early Childhood Qualitative Research . . . . . . . . . . . . . . . . . 5 Early Education and Development . . . . . . . . . . . . . . . . . . 20 Ecclestone, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Edmiston, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Education and the Family . . . . . . . . . . . . . . . . . . . . . . . . . 14 Edwards, Ros . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 E-literature for Children . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Ethics and Politics in Early Childhood Education . . . . . . . . . 4 Evans, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Evans, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Evans, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

F Fabian, Hilary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Family Context of Parenting in Children’s Adaptation to Elementary School, The. . . . . . . . . . . . . . . . . . . . . . . . . 22 Family Factors and the Educational Success of Children . . 10 Feinstein, Leon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Fiorello, Catherine A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Fleer, Marilyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Forming Ethical Identities in Early Childhood Play . . . . . . . . 3 Foundations and Futures of Education Series . . . . . . . . . . 14 From Birth to Five Years . . . . . . . . . . . . . . . . . . . . . . . . . . 15

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27 From Children’s Services to Children’s Spaces. . . . . . . . . . 24 Future of Childhood Series, The . . . . . . . . . . . . . . . . . . . . 24 Future of Childhood, The . . . . . . . . . . . . . . . . . . . . . . . . . 24

G Genishi, Celia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Girls, Boys and Junior Sexualities . . . . . . . . . . . . . . . . . . . 23 Global Childhoods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Global Perspectives on Rural Childhood and Youth . . . . . 16 Going Beyond the Theory/Practice Divide in Early Childhood Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Goodwin, A. Lin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Gotz, Maya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Grieshaber, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Guldberg, Helene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

H Hallett, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Handbook of Research on the Education of Young Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Harries, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Harwood, Valerie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Hatch, J. Amos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Hayes, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Hearing the Voices of Children. . . . . . . . . . . . . . . . . . . . . 24 Hedegaard, Mariane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Hidden Hands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Horschelmann, Kathrin . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Hutchby, Ian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

I In Dialogue with Reggio Emilia. . . . . . . . . . . . . . . . . . . . . . 4 In Search of Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Inside Role-Play in Early Childhood Education. . . . . . . . . . 14

L Learning and Teaching Early Math . . . . . . . . . . . . . . . . . . . 9 Learning Together in the Early Years. . . . . . . . . . . . . . . . . 12 Lemish, Dafna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Lenz-Taguchi, Hillevi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Lieten, G.K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Littleton, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Lloyd, Gwynedd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Lonne, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

M Mac Naughton, Glenda . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Making Minds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Marsh, Jackie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 21 Martin, Maeve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Mavers, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Mayall, Berry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 McKee, Lorna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Measelle, Jeffrey R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Media and the Make-Believe Worlds of Children . . . . . . . 22 Melhuish, Edward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Men and the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Mercer, Neil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Metacognitive Approaches to Developing Oracy . . . . . . . 14 Metz, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Millard, Elaine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Mizen, Phillip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Monographs in Parenting Series. . . . . . . . . . . . . . . . . . . . 22 Moon, Hyesung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Moran-Ellis, Jo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Moss, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, 4, 17, 24 Movement and Experimentation in Young Children’s Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Moyles, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

N Nagle, Richard J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 NICHD Early Child Care Research Network, The . . . . . . . . 20

J James, Allison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Jensen, An-Magritt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Jeynes, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Johansson, Eva. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Jones, Deborah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Jones, Marianne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

K Kahn Johnson, Vanessa . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Kelley, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Knighton, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

O O’Brien, Margaret . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 O’Flynn, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 O’Hagan, Maureen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Origins of Nursery Education, The . . . . . . . . . . . . . . . . . . 17 Ota, Cathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

P Palincsar, Annemarie S. . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Panelli, Ruth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Pantaleo, Sylvia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Papatheodorou, Theodora . . . . . . . . . . . . . . . . . . . . . . . . 12 Pape Cowan, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Participatory Learning and the Early Years . . . . . . . . . . . . . 8

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T Talking Beyond The Page . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Teenagers, Literacy and School. . . . . . . . . . . . . . . . . . . . . 19 Thomson, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Thomson, Pat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Thurman, S. Kenneth . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Transitions in the Early Years . . . . . . . . . . . . . . . . . . . . . . 24 Tudge, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

U Understanding Research in Early Education . . . . . . . . . . . 22 Unequal Childhoods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Unsworth, Len . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

V van Blerk, Lorraine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Vecchi, Vea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vincent, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Viruru, Radhika . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

W Willett, Rebekah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Wood, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Woods, Mairide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 World Library of Educationalists Series . . . . . . . . . . . . . . . 20 World Yearbook of Education 2009 . . . . . . . . . . . . . . . . . . 6 World Yearbook of Education series. . . . . . . . . . . . . . . . . . 6

Y Yelland, Nicola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

S Sabates, Ricardo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Saracho, Olivia N.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Sarama, Julie A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Scourfield, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Selected Works of Jerome S. Bruner, The . . . . . . . . . . . . . 20 Sharma, Ajay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Shelton, Marilyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Sheridan, Mary D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Shift to the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Sipe, Lawrence R.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Spiritual Education in a Divided World . . . . . . . . . . . . . . . 16 Spirituality in Education Series . . . . . . . . . . . . . . . . . . . . . 16 Spodek, Bernard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Studies in Developmental Psychology Series . . . . . . . . . . . 23

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