early childhood education 2010-2011...

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early childhood educationNew Titles and Key Backlist 2010/2011

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contentsContesting Early Childhood Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Theory and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Curriculum and Classroom Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Language and Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Special Issues as Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Routledge Paperbacks Direct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Back of Catalog

The Easy Way to OrderOrdering online is fast and efficient, simply follow the on-screen instructions . Alternatively, you can call, fax or see order form at the back of this catalog .

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contesting early childhood series

NEW IN 2011

Contesting Early Childhood and Opening for ChangeGunilla Dahlberg, Institute of Education, Stockholm, Sweden and Peter Moss, Thomas Coram Research Unit, Institute of Education, UK

Drawing on and concluding this landmark series, 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.

August 2011: 234 x 156: 192ppHb: 978-0-415-46860-2: $150.00Pb: 978-0-415-46861-9: $41.95

For more information, visit: www.routledge.com/9780415468619

Movement and Experimentation in Young Children’s LearningDeleuze and Guattari in Early Childhood Education

Liselott Mariett Olsson, Institute of Education, University of Stockholm, Sweden

This ground-breaking book connects seemingly 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.

2009: 216 x 138: 264ppHb: 978-0-415-46866-4: $125.00Pb: 978-0-415-46867-1: $42.95eBook: 978-0-203-88123-1


NEW

Art and Creativity in Reggio EmiliaExploring the Role and Potential of Ateliers in Early Childhood Education

Vea Vecchi, Education Consultant, Reggio Children, Italy

This book explores the contribution of art and creativity to early education, and examines the role of the atelier (an arts workshop in a school) and atelierista (an educator with an arts background) in the pioneering pre-schools of Reggio Emilia. It does so through the unique experience of Vea Vecchi, one of the first atelieristas to be appointed in Reggio Emilia in 1970.

March 2010: 234 x 156: 224ppHb: 978-0-415-46877-0: $130.00Pb: 978-0-415-46878-7: $45.95eBook: 978-0-203-85467-9


Going Beyond the Theory/Practice Divide in Early Childhood EducationIntroducing an Intra-Active Pedagogy

Hillevi Lenz Taguchi, University of Stockholm, Sweden

This book identifies the gaps needing to be bridged to achieve a more inclusive and ‘just’ early childhood education, in relation to class, gender, sexuality, ethnicity, race, disabilities and age, and explores various ways of bridging these gaps.

2009: 216 x 138: 224ppHb: 978-0-415-46444-4: $145.00Pb: 978-0-415-46445-1: $42.95eBook: 978-0-203-87295-6


Contesting Early Childhood Series

Series Editors: Peter Moss, Thomas Coram Research Unit, Institute of Education, UK and Gunilla Dahlberg Institute of Education, Stockholm, Sweden

For more information on other titles in this series, visit: www.routledge.com/education/books/series/contesting_early_childhood_SE0623

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theory and research

NEW IN 2011

Early Childhood Teacher ResearchKathryn Castle, Oklahoma State University, USA

This exciting new resource is a comprehensive guide for early childhood students and professionals in understanding and doing early childhood teacher research. This accessible and interactive book touches upon the important issues every early childhood teacher should know – the uniqueness of early childhood teacher research, reasons for doing it, and how to do it. Kathryn Castle explores each stage of teacher research, from conceptualization, generating research questions, identifying data sources, gathering and analyzing data, interpreting results, sharing results, and taking action.

Each chapter includes special features for building early childhood teacher research skills: Teacher Researcher Journal – for the reader to reflect on content, From the Field – real world examples of early childhood teacher researcher studies, Exploration – activities that send readers to websites, to interview teacher researchers, and to practice the methods demonstrated in the book.

August 2011: 254 x 178: 160ppHb: 978-0-415-87758-9: $130.00Pb: 978-0-415-87759-6: $27.95eBook: 978-0-203-83568-5


NEW

Does Every Child Matter?Understanding New Labour’s Social Reforms

Catherine A. Simon and Stephen Ward, both at Bath Spa University, UK

Every Child Matters represents the most radical change to education and welfare provision in almost two decades. This book moves beyond a descriptive ‘how to’ framework to examine the underlying political and social aims of this policy agenda.

The authors’ analysis reveals that Every Child Matters represents the Government’s attempt to codify perceived risks in society and to formulate their responses. In doing

so, children are made the strategic focus of much wider social policy reform, the effects of which are first felt in education.

June 2010: 234 x 156: 144ppHb: 978-0-415-49578-3: $150.00Pb: 978-0-415-49579-0: $33.95eBook: 978-0-203-84950-7


NEW

New Directions in Picturebook ResearchEdited by Teresa Colomer, Universitat Autonoma Barcelona, Spain, Bettina Kümmerling-Meibauer, University of Tübingen, Germany and Cecilia Silva-Díaz, Universitat Autónoma de Barcelona, Spain

Series: Children’s Literature and Culture

In this new collection, children’s literature scholars from twelve different countries contribute to the ongoing debate on the importance of picturebook research, focusing on aesthetic and cognitive aspects of picture books. Tying picturebook studies to studies in childhood, multimodality, and literacy, this anthology is representative of the different opportunities for research in this emerging field.

June 2010: 229 x 152: 280ppHb: 978-0-415-87690-2: $110.00


ChaNgINg ImagEs of Early ChIldhood sErIEs

Series Edited by Nicola Yelland

Books in this forward-thinking series challenge existing practices in early childhood education and reflect the changing images in the field. The series enables readers 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.

For further information on titles in this series, please visit: www.routledge.com/education/books/series/changing_images_of_early_childhood_SE0808/.

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theory and research

NEW

Early Childhood MattersEvidence from the Effective Pre-School and Primary Education Project

Edited by Kathy Sylva, University of Oxford, UK, Edward Melhuish, University of London, UK, Pam Sammons, University of Oxford, UK, Iram Siraj-Blatchford and Brenda Taggart

Early Childhood Matters documents the rapid development of early years education and care from the late 1990s into the new millennium. It chronicles the unique contribution of the EPPE research to our understanding of the importance of pre-school.

The Effective Pre-School and Primary Education (EPPE) project is the largest European study of the impact of early years education and care on children’s

developmental outcomes. Through this ground-breaking project a team of internationally-recognised experts provide insights into how home learning environments interact with pre-school and primary school experiences to shape children’s progress.

This insightful book is essential reading for all those interested in innovative research methodology and policy development in early childhood education and care.

January 2010: 234 x 156: 280ppHb: 978-0-415-48242-4: $130.00Pb: 978-0-415-48243-1: $47.95eBook: 978-0-203-86206-3


NEW

Peer Relationships in Early Childhood Education and CareEdited by Margaret Kernan and Elly Singer, University of Utrecht, the Netherlands

Peer Relationships in Early Childhood Education and Care brings together fresh perspectives and research about young children’s relationships. It examines children’s rights and well-being against a backdrop of increased social movement and migration, changing family structures and work practices, and the growing prevalence of education and care services for young children.

With contributors from diverse cultural, geographical and disciplinary backgrounds, this edited collection shows how educators support children’s peer relationships and use these as a basis for enhancing social and cognitive development. Themes discussed include: conflicts and negotiations; friendships and play; group phenomena; independence and interdependence; identity and belonging; peer relations and children with disabilities; and attuning adults to young children’s relationships.

This book will be highly relevant for academics, researchers and students concerned with early childhood care and education, especially those interested in relating these issues on a global scale.

July 2010: 234 x 156: 160ppHb: 978-0-415-57462-4: $125.00Pb: 978-0-415-57461-7: $45.95eBook: 978-0-203-84660-5


NEW

Picturebooks and PedagogyPhilosophical Perspectives

Joanna Haynes, University of Plymouth, UK and Karin Murris, University of the Witwatersrand, South Africa

Series: Routledge Research in Education

This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children’s responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children’s literature, childhood and pedagogy.

December 2010: 229 x 152: 192pp | Hb: 978-0-415-88080-0: $95.00


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theory and research

NEW

Rethinking Play and Pedagogy in Early Childhood EducationConcepts, Contexts and Cultures

Edited by Sue Rogers, Institute of Education, University of London, UK

Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the early years is valued as a means of learning. The book discusses how play is presented, transformed by institutional and pedagogical discourses and ultimately experienced by children. Adopting cultural, conceptual and contextual approaches to play and pedagogy across its chapters, this book addresses contemporary emerging issues surrounding play and pedagogy including:

•theapplicationofcriticalandsocio-culturalanalysestoplay in early childhood

•renewedinterestintheaesthetic,creativeandaffectivedimensions of play in early childhood education

•competingdiscoursesof‘performativity’,marketforces,social reconstruction and child-centredness

•children’svoiceandparticipationwithineducationalsettings

•globalization,migrationandculturalpluralism

•theroleofdigitaltechnologyinearlychildhoodeducation

•diversity,identityandsocialjusticewithinearlychildhoodsettings.

November 2010: 234 x 156: 208ppHb: 978-0-415-48075-8: $120.00Pb: 978-0-415-48076-5: $39.95


NEW

Transforming Children’s SpacesChildren’s and Adults’ Participation in Designing Learning Environments

Alison Clark, The Open University, UK

With the expansion of early childhood education and the move to ‘extended schools’, more young children will spend more time than ever before in institutions. 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.

Situated at the heart of the debate about the relationship between

the built environment and its impact on children’s learning and wellbeing, Transforming Children’s Spaces provides insights into how young children see their environment; discusses children’s aspirations for future spaces; and develops the ‘Mosaic approach’, pioneered by the author, as a method for listening to young children and adults.

Emphasising the importance of visual and verbal methods of communication, this fascinating book demonstrates how practitioners and young children can articulate their perspectives, and shows how participatory methods can support new relationships between children, practitioners and architects.

February 2010: 234 x 156: 240ppHb: 978-0-415-45859-7: $130.00Pb: 978-0-415-45860-3: $47.95eBook: 978-0-203-85758-8


NEW

Children’s Drawing and WritingThe Remarkable in the Unremarkable

Diane Mavers, University of London, UK

Series: Routledge Research in Education

This book takes a very close look at what passes by largely unnoticed at home and in school: copying, texts fleetingly present then gone, a picture drawn after the valued work of writing has been completed. Examining features of children’s text making that are commonly disregarded because of their very ordinariness, or dismissed as mistakes because they are flawed or lacking, the book examines features such as shading, arrangement and forms of shorthand, and uncovers an intensity of effort in the making of meaning. In decisively shifting the focus away from insufficiency to what children can do and to the ‘work’ they invest in the texts they make, the lens taken here reveals resourcefulness and purposiveness.

August 2010: 229 x 152: 176ppHb: 978-0-415-96155-4: $95.00 | eBook: 978-0-203-84436-6


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theory and research

Children, their World, their EducationFinal Report and Recommendations of the Cambridge Primary Review

Robin Alexander, University of Cambridge, UK, Berry Mayall, Institute of Education, University of London, UK, Stephanie Northen, Education Journalist and Editor, UK, Gillian Pugh, National Children’s Bureau, UK, Colin Richards, University of Cumbria, UK, and former Primary HMI., David Utting, Writer, Researcher, Policy Analyst and former Associate Director at the Joseph Rowntree Foundation, UK, Michael Armstrong, Harwell Primary School, UK, Julia Flutter, University of Cambridge, UK, Linda Hargreaves, University of Cambridge, UK, David Harrison, Wynne Harlen, University of Bristol, UK, Elizabeth Hartley-Brewer, Writer and Education Consultant, UK, Ruth Kershner and John Macbeath, both at University of Cambridge, UK

‘What an inspirational book! I have been a head teacher for twenty years and this is the best book on primary education that I have ever read.’ – Bob Garton, Head Teacher, London

‘This is the most thorough, research-based analysis of primary schools I have seen in over two decades of reporting on education. It should carry the testimonial ‘This book should change English primary schools forever’.’ – Mike Baker, formerly Senior BBC Education Correspondent

‘There is a simple account of the Cambridge Primary Review, which is essentially about awe and wonder: it is a formidable achievement.’ – Andrew Pollard, British Educational Research Journal

Children, their World, their Education is the definitive text for students, teachers, researchers, educational leaders and all who are interested in primary education.

As the culmination of the Cambridge Primary Review, the most comprehensive enquiry into English primary education for half a century, its publication provoked instant and dramatic headlines. But Children, their World, their Education is much more than a report. It is an unrivalled educational compendium that systematically covers the issues that are central to the daily work of students, teachers and heads. For trainee teachers on undergraduate and postgraduate courses it effectively maps the territory of primary education and provides the context, information and insight which are essential to the development of classroom skill. Its vast range of carefully evaluated evidence makes it a core resource for those undertaking research and advanced study. Its direct engagement with the policy process during a period of unprecedented change makes it an indispensable tool for policy analysis. It places England’s education system in the global context, and combines evidence on recent developments with a vision of how primary education should be.

2009: 246 x 174: 608pp | Hb: 978-0-415-54870-0: $155.00 | Pb: 978-0-415-54871-7: $57.95


The Cambridge Primary Review Research SurveysEdited by Robin Alexander, with Christine Doddington, John Gray, Linda Hargreaves and Ruth Kershner, all at University of Cambridge, UK

Brings together the twenty-eight research surveys from the Cambridge Primary Review – England’s biggest enquiry into primary education for over forty years – and is an essential reference tool for professionals, researchers, students and policy-makers working in the fields of early years, primary and secondary education.

2009: 246 x 174: 880pp | Hb: 978-0-415-54869-4: $330.00


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NEW

Building Relationships and Communicating with Young PeopleA Practical Guide for Social Workers

Karen Winter, Queen’s University Belfast, UK

This book provides a timely, invaluable resource and practical guide for social work students specialising in family and child care and for practitioners who have young children on their caseloads. Packed with real life examples of in-depth interviews conducted with young children known to social services, it outlines what can be done to improve practice in this challenging and demanding area.

November 2010: 246 x 174: 184ppHb: 978-0-415-56267-6: $115.00Pb: 978-0-415-56268-3: $36.95


Growing Up With TechnologyYoung Children Learning in a Digital World

Lydia Plowman, Christine Stephen, both at University of Stirling, UK and Joanna McPake

This book explores the role of technology in the lives of three and four-year-old children, considering children’s experiences at home and in preschool settings from the perspectives of parents, practitioners and children.

2009: 234 x 156: 192ppHb: 978-0-415-46891-6: $150.00Pb: 978-0-415-46892-3: $39.95eBook: 978-0-203-86361-9


A Handbook of Children and Young People’s ParticipationPerspectives from Theory and Practice

Edited by Barry Percy-Smith, University of the West of England, UK and Nigel Thomas, University of Central Lancashire, UK

A Handbook of Children and Young People’s Participation brings key thinkers and practitioners from across the globe together to provide an authoritative overview of contemporary theory and practice around children’s participation.

2009: 234 x 156: 400ppHb: 978-0-415-46851-0: $160.00Pb: 978-0-415-46852-7: $49.95eBook: 978-0-203-87107-2


A History of Children’s Play and Play EnvironmentsToward a Contemporary Child-Saving Movement

Joe L. Frost, University of Texas, USA

This book explores the history of children’s play and play environments, informing where we are today and why we need to re-establish play as a priority. Ultimately, the author proposes active solutions to the current state of play deprivation.

2009: 229 x 152: 320ppHb: 978-0-415-80619-0: $150.00Pb: 978-0-415-80620-6: $49.95eBook: 978-0-203-86865-2


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theory and research

Key Issues in Childhood and Youth StudiesEdited by Derek Kassem, Lisa Murphy, both at Liverpool John Moores University, UK and Elizabeth Taylor

This text explores a range of key issues related to children and childhood, from birth to eighteen years. Challenging current orthodoxies on the nature of childhood, it is an essential text for students as well as those studying relevant professional qualifications in social work, teaching and health.

2009: 246 x 174: 240ppHb: 978-0-415-46888-6: $125.00Pb: 978-0-415-46889-3: $39.95eBook: 978-0-203-86498-2


Reclaiming ChildhoodFreedom and Play in an Age of Fear

Helene Guldberg, The Open University, UK

This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Helene Guldberg argues that we need to identify what the real problems are – and how much they matter.

2009: 234 x 156: 216ppHb: 978-0-415-47722-2: $150.00 Pb: 978-0-415-47723-9: $31.95eBook: 978-0-203-87041-9


also available – theory and researchTitle Author Date Format & ISBN Price

Doing Visual Research with Children Pat Thomson 2008 Hb: 978-0-415-43109-5 $150.00 and Young People Pb: 978-0-415-43110-1 $45.95 www.routledge.com/9780415431101

Inside Role-Play in Early Childhood Education: Sue Rogers and Julie Evans 2008 Hb: 978-0-415-40496-9 $160.00 Researching Young Children’s Perspectives Pb: 978-0-415-40497-6 $43.95 www.routledge.com/9780415404976

Learning Together in the Early Years: Theodora Papatheodorou and 2008 Hb: 978-0-415-46932-6 $170.00 Exploring Relational Pedagogy Janet R. Moyles Pb: 978-0-415-46933-3 $44.95 www.routledge.com/9780415469333

Reforming Child Protection Bob Lonne, Nigel Parton, 2005 Hb: 978-0-415-42905-4 $150.00 www.routledge.com/9780415429061 Jane Thomson and Maria Harries Pb: 978-0-415-42906-1 $45.95 eBook: 978-0-203-89467-5

Research With Children: 2nd Edition Pia Christensen and 2008 Hb: 978-0-415-41683-2 $150.00 Perspectives and Practices Allison James Pb: 978-0-415-41684-9 $45.95 www.routledge.com/9780415416849

World Yearbook of Education 2009: Childhood Marilyn Fleer, 2008 Hb: 978-0-415-99411-8 $145.00 Studies and the Impact of Globalization: Mariane Hedegaard and eBook: 978-0-203-88417-1 Policies and Practices at Global and Local Levels Jonathan Tudge www.routledge.com/9780415994118

Handbook of Research on the Education of Bernard Spodek and 2005 Hb: 978-0-8058-4720-8 $255.00 Young Children: 2nd Edition Olivia N. Saracho Pb: 978-0-8058-4721-5 $87.95 www.routledge.com/9780805847215

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Learning to BelongExploring Young Children’s Participation at the Start of School

Caroline Bath, Sheffield Hallam University, UK

This fascinating book draws on a diversity of disciplines exploring the importance of participatory approaches to children’s early education and shows how fostering a sense of identity is essential to early learning.

2009: 234 x 156: 128ppHb: 978-0-415-48366-7: $125.00Pb: 978-0-415-48368-1: $42.95eBook: 978-0-203-87982-5


Metacognition in Young ChildrenShirley Larkin, University of Exeter, UK

The book examines theories of metacognition of particular relevance to primary school age children, drawing on empirical research from psychology and education.

2009: 234 x 156: 208ppHb: 978-0-415-46357-7: $150.00Pb: 978-0-415-46358-4: $47.95eBook: 978-0-203-87337-3


NEW IN 20112nd Edition

Developing Your Portfolio: Enhancing Your Learning and Showing Your StuffA Guide for the Early Childhood Student or Professional

Marianne Jones and Marilyn Shelton, both at California State University, Fresno, USA

Portfolios have often been used as a way for teachers to monitor and assess their students’ progress, but this book picks up on the current trend of using portfolios to assess teachers themselves as part of their degree requirements. Veteran teacher educators Marianne Jones and Marilyn Shelton provide practical and comprehensive guidance specific to the needs of pre- and in-service teachers of young children. Both theoretical and practical, and with concrete examples, rubrics, tips, and exercises, this book will provide a step-by-step guide to creating a professional teaching portfolio. This thoroughly revised and updated new edition features: a flexible and friendly approach that guides students at varying levels of experience through the portfolio process; new material on the portfolio planning stage and additional coverage on the importance of developing a personal philosophy; and a Companion Website with additional instructor materials.

April 2011: 279 x 216: 160ppHb: 978-0-415-80051-8: $125.00Pb: 978-0-415-80052-5: $26.99eBook: 978-0-203-83503-6


Full Table of ContentsFor full table of contents on all titles

featured in this catalog, visit:

www.routledge.com/education

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curriculum and classroom Practice

NEW IN 2011

The Expressive Nature of Creativity in ChildhoodEdited by Dorothy Faulkner, The Open University, UK and Elizabeth Coates, University of Warwick, UK

Drawing on detailed research evidence from innovative educational initiatives in different countries Dorothy Faulkner and Elizabeth Coates develop new theoretical and practical insights that challenge traditional educational thinking about children’s creativity. The main themes investigated through chapters from well-respected international contributors: support the argument that expressions of creativity and the exercise of creative processes by young children are multimodal, social and collaborative; challenge the view that young children’s creativity can only be judged in terms of their creative outputs or products; argue that it is more important to concentrate on the processes that children engage in when they are absorbed in acts of creative expression; contest conventional discourses about the origins and nature of creativity in relation to arts education in schools; and discuss the need for formal educational training programmes to offer trainee and experienced teachers more sophisticated cultural discourses and experiences so that they can realise their own creative potential as well as that of the children they teach.

This broad yet coherent collection of fresh perspectives on creativity in childhood is essential reading for students, researchers and policy-makers in early childhood as well as for early years professionals with a particular interest in creativity.

March 2011: 234 x 156: 232ppHb: 978-0-415-56562-2: $130.00Pb: 978-0-415-56563-9: $47.95



The New Early Years ProfessionalDilemmas and Debates

Edited by Angela D. Nurse, formerly of Canterbury Christ Church University, UK

Celebrating the spirit of, and need for, increased multi-disciplinary working and co-operation in the care and education of children, this book brings together the dilemmas and debates in the study of early childhood. It supports the reader in understanding the background and context and encourages them to reflect on the challenges and possibilities of future early years and integrated working.

This new edition incorporates recent legislation such as the Early Years Foundation Stage and a detailed discussion of the issues surrounding child protection, the role of the social worker and children’s health. Chapters include: Safeguarding Children, Play and Creativity, Birth to Three, Special Education Needs, Children’s Learning, Child Development and Psychology, and Health Issues for Children and Families.

March 2011: 246 x 174: 224pp Hb: 978-0-415-58514-9: $125.00 Pb: 978-0-415-58515-6: $37.95


4th Edition

Creativity in the ClassroomSchools of Curious Delight

Alane Jordan Starko, Eastern Michigan University, USA

The fourth edition of this well-known text continues the mission of its predecessors – to help teachers link creativity research and theory to the everyday activities of classroom teaching. Part one includes information on models and theories of creativity, characteristics of creative people, and talent development. Part two includes strategies explicitly designed to teach creative thinking, to weave creative thinking into content area instruction, and to organize basic classroom activities (grouping, lesson planning, assessment, motivation and classroom organization) in ways that support students’ creativity.

2009: 254 x 178: 368ppHb: 978-0-415-99706-5: $160.00 Pb: 978-0-8058-4791-8: $59.95 eBook: 978-0-203-87149-2


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NEW2nd Edition

Early Childhood EducationYesterday, Today, and Tomorrow

Suzanne L. Krogh and Kristine L. Slentz, both at Western Washington University, USA

In an accessible and meaningful way, Early Childhood Education examines foundational topics that encourage early childhood education students to think, reflect, and develop opinions, theories, and philosophies about their field. This interactive book invites the reader to develop a personal philosophy of early childhood education and identity as an early educator, in order to build a

sufficient foundation for continual growth as a teacher.

Divided into three sections that deal with the past, present, and future, Early Childhood Education asks the reader to think about important ideas underlying and encompassing today’s early childhood education. First providing historical and philosophical perspectives of the field, authors Krogh and Slentz then look at careers in early education, what it’s like to be a teacher or caregiver today, compare and contrast contemporary models of ECE, and examine cultural and individual differences that confront and challenge teachers. Finally, this book looks to the future of the field and discusses debates on current issues.

September 2010: 254 x 178: 192ppHb: 978-0-415-87826-5: $130.00Pb: 978-0-415-87825-8: $28.95eBook: 978-0-203-84201-0


NEW

A Learning Community in the Primary ClassroomJere Brophy, Janet Alleman, both at Michigan State University, USA and Barbara Knighton, Winans Elementary School, Michigan, USA

This richly detailed description and analysis of exemplary teaching in the primary grades looks at how a teacher establishes her classroom as a collaborative learning community, how she plans curriculum and instruction that features powerful ideas and applications to life outside of school, and how, working within this context, she motivates her students to learn with a sense of purpose and thoughtful

self-regulation. The supporting analyses, which ground the teacher’s practice in principles from curriculum and instruction, educational psychology, and related sources of relevant theory and research, are designed to allow teacher-readers to develop coherent understanding and appreciation of the subtleties of her practice and how they can be applied to their own practice.

May 2010: 229 x 152: 288ppHb: 978-0-8058-5573-9: $125.00Pb: 978-0-8058-5574-6: $49.95eBook: 978-0-203-85182-1


also available – curriculum and classroom PracticeTitle Author Date Format & ISBN Price

Applied Cognitive Research in K-3 Classrooms Edited by S. Kenneth Thurman 2008 Hb: 978-0-8058-5821-1 $145.00 www.routledge.com/9780805858228 and Catherine A. Fiorello Pb: 978-0-8058-5822-8 $53.95 eBook: 978-0-203-93268-1

Care and Education in Early Childhood: 2nd Edition Edited by Audrey Curtis and 2008 Pb: 978-0-415-45757-6 $41.95 A Student’s Guide to Theory and Practice Maureen O’Hagan www.routledge.com/9780415457576

Play, Creativity and Digital Cultures Rebekah Willett, 2008 Hb: 978-0-415-96311-4 $105.00 www.routledge.com/9780415963114 Muriel Robinson and Jackie Marsh eBook: 978-0-203-88869-8

Teaching and Learning in the Early Years: David Whitebread and 2008 Pb: 978-0-415-42479-0 $42.50 3rd Edition Penelope Coltman www.routledge.com/9780415424790

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The Reviewer’s Guide to Quantitative Methods in the Social SciencesEdited by Gregory R. Hancock, University of Maryland, USA and Ralph O. Mueller, University of Hartford, USA

The Reviewer’s Guide to Quantitative Methods in the Social Sciences is designed for evaluators of research manuscripts and proposals in the social and behavioural sciences, and beyond. Its uniquely structured chapters cover both traditional and emerging methods of quantitative data analysis, which neither junior nor veteran reviewers can be expected to know in detail.

February 2010: 254 x 178: 448pp | Hb: 978-0-415-96507-1: $199.00 | Pb: 978-0-415-96508-8: $69.95For more information, visit: www.routledge.com/9780415965088

NEW3rd Edition

Outdoor Learning in the Early YearsManagement and Innovation

Helen Bilton, University of Reading, UK

Now in its third edition, Outdoor Learning in the Early Years is the complete guide to creating effective outdoor environments for young children’s learning. Comprehensively revised and updated throughout, this book covers every aspect of working outdoors in the early years and fully explains the importance of outdoor play to children’s development.

Key topics covered include: how to manage and set up the outdoor area, what children gain from being outside, how to allow children to take managed risks, making sense of work and play, how outdoor provision helps children become self regulatory, providing for both boys and girls in the outdoor environment, and research supporting the outdoor approach. Outdoor Learning in the Early Years contains a multitude of ideas and activities for working outdoors in the early years and provides a framework within which professionals can analyse and develop their outdoor provision and environment.



NEW

Towards Excellence in Early Years EducationExploring Narratives of Experience

Kathleen Goouch, Canterbury Christchurch University, UK

This book uniquely describes the work of two early years professionals, drawing on their narrative accounts as they robustly describe and analyse their work with young children. Against a backcloth of increasing regulation and inspection of early years care and education, Kathleen Goouch emphasizes the importance of building authentic relationships with children and their families, explores how play can be promoted as the

central site for learning, and shows how professionals can use play to account for children’s development and learning.

In analysing the early year professionals’ narratives, this book explores key themes including: traditional notions of ‘teaching’ and how they can be redefined; the significance of talk in children’s lives; teachers’ professional identities; and how children’s potential in learning can be achieved through play. Celebrating knowledge, skills and understanding and re-defining what it means to be a teacher, in its broadest sense, this fascinating book brings together research and literature from across disciplines.

June 2010: 234 x 156: 192ppHb: 978-0-415-56607-0: $125.00Pb: 978-0-415-56608-7: $42.95eBook: 978-0-203-84839-5


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Early Childhood Mathematics Education ResearchLearning Trajectories for Young Children

Julie Sarama and Douglas H. Clements, both at University at Buffalo, SUNY, USA

Series: Studies in Mathematical Thinking and Learning

This important book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives.

2009: 229 x 152: 424ppHb: 978-0-8058-6308-6: $150.00Pb: 978-0-8058-6309-3: $68.95eBook: 978-0-203-88378-5


Learning and Teaching Early MathThe Learning Trajectories Approach

Douglas H. Clements and Julie Sarama, both at University at Buffalo, SUNY, USA

Series: Studies in Mathematical Thinking and Learning

In this important book for pre- and in-service teachers, early math experts Douglas H. Clements and Julie Sarama show how ‘learning trajectories’ help teachers become more effective professionals.

2009: 254 x 178: 344ppHb: 978-0-415-99591-7: $150.00 Pb: 978-0-415-99592-4: $49.95eBook: 978-0-203-88338-9


2nd Edition

Key Issues in Early Years EducationA Guide for Students and Practitioners

Edited by Sandra Smidt, Freelance Educational Consultant, UK

This fully revised collection, published in its first edition as The Early Years: A Reader, is unique in its range of topics and voices, and its determination to see the child as central to learning and development.

2009: 234 x 156: 216ppHb: 978-0-415-46526-7: $125.00Pb: 978-0-415-46525-0: $35.95eBook: 978-0-203-86762-4


2nd Edition

Understanding the Reggio ApproachEarly Years Education in Practice

Linda Thornton and Pat Brunton, both Educational Consultants, UK

‘Linda Thornton and Pat Brunton have been immersed in the field for many years and write authoritatively, with understanding and clarity. The book is thoroughly up to date and offers a useful reference source. This book is very welcome, it is accessible, readable and sound.’ – Review of the First Edition in ReFocus, Journal of the UK Reggio Network, Summer 2005

2009: 246 x 174: 144ppHb: 978-0-415-55771-9: $125.00Pb: 978-0-415-48247-9: $37.95


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language and literacy

NEW IN 2011

Parallel Learning of Reading and Writing in Early ChildhoodMary Shea, Canisius College, USA

Based on current research, Parallel Learning of Reading and Writing in Early Childhood explores why and how to create a balanced language learning environment for young children and offers effective ways for children to practice and explore language.

Shea offers the purpose, context, and outcomes of including writing right from the start in young children’s literacy learning. The impact that writing has on young children is explored throughout the text with analysis of children’s writing samples, research, and principles of best practices. Shea integrates discussion of assessment, classroom environment, instructional scaffolding, and differentiating instruction across developmental levels along with the theory supporting these throughout the chapters. A Companion Website includes lesson ideas and abundant writing samples for analysis and discussion.



NEW

Literacy, Power, and the Schooled BodyLearning in Time and Space

Kerryn Dixon, University of Witwatersrand, South Africa

What effects do space and time have on classroom management, discipline, and regulation? How do teachers’ practices create schooled and literate students? To explore these questions, this book looks at early childhood classrooms, charting the shifts and continuities as four year-old children begin preschool, move from preschool into primary school, and come to the end of the first phase of schooling at nine years. The literacy classroom is used as a specific site in which to examine how children’s bodies are disciplined to become literate.

Photographs, lesson transcripts, interviews, and children’s work show how teachers’ practices are enacted on children’s bodies in time and space. In this way, teachers are offered practical examples from which to think about their own classrooms and classroom practice, and to reflect on what works, why it works, and what can be changed.

November 2010: 229 x 152: 288ppHb: 978-0-415-87962-0: $135.00Pb: 978-0-415-87963-7: $42.95eBook: 978-0-203-85148-7


Talking Beyond the PageReading and Responding to Picturebooks

Edited by Janet Evans, University of Liverpool Hope, UK

‘[T]he analysis of each book is sophisticated and insightful. Each chapter’s bibliographies are extensive and helpful. The interview with author/illustrator Anthony Browne adds another useful dimension to an excellent study. Summing up: highly recommended.’ – CHOICE, February 2010

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.

2009: 234 x 156: 224ppHb: 978-0-415-47695-9: $150.00 | Pb: 978-0-415-47696-6: $42.95


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language and literacy

NEW

Beyond Early LiteracyA Balanced Approach to Developing the Whole Child

Janet B. Taylor, Auburn University, USA, Nancy Amanda Branscombe, Athens State University, USA, Jan Burcham, Columbus State University, USA and Lilli Land, Auburn University, USA

Beyond Early Literacy offers a literacy method that goes beyond simply developing language arts skills. Known as Shared Journal, this process promotes young children’s learning across content areas – including their communication and language abilities, writing skills, sense of community, grasp of diverse social and cultural worlds, and understanding of history, counting, numeracy, and time.

Pairing interactive talk with individual writing in the classroom community, this rich method develops the whole child.

This two-part book is first framed by current theory and research about children’s cognitive, language, and literacy development, and an extensive body of research and case studies on the efficacy of the method. The second part features strategies from on-the-ground teachers who have used the process with their students and explores how Shared Journal can be used with new technologies, can meet standards, and can be appropriate for diverse populations of children.

July 2010: 254 x 178: 176ppHb: 978-0-415-87443-4: $130.00Pb: 978-0-415-87444-1: $28.95eBook: 978-0-203-85311-5


NEW

The Routledge Companion to Children’s LiteratureEdited by David Rudd, University of Bolton, UK

Series: Routledge Companions

The Routledge Companion to Children’s Literature is a vibrant and authoritative exploration of children’s literature in all its manifestations. It features a series of essays written by expert contributors who provide an illuminating examination of why children’s literature is the way it is. Topics covered include: the history and development of children’s literature; various theoretical approaches used to explore the

texts, including narratological methods; questions of gender and sexuality along with issues of race and ethnicity; realism and fantasy as two prevailing modes of story-telling; picture books, comics and graphic novels as well as ‘young adult’ fiction and the ‘crossover’ novel; and media adaptations and neglected areas of children’s literature.

The Routledge Companion to Children’s Literature contains suggestions for further reading throughout plus a helpful timeline and a substantial glossary of key terms and names, both established and more cutting-edge. This is a comprehensive and up-to-date guide to an increasingly complex and popular discipline.

April 2010: 234 x 156: 336ppHb: 978-0-415-47270-8: $115.00Pb: 978-0-415-47271-5: $32.95eBook: 978-0-203-88985-5


also available – language and literacyTitle Author Date Format & ISBN Price

Multimedia and Literacy Development: Adriana G. Bus and 2008 Hb: 978-0-415-98841-4 $145.00 Improving Achievement for Young Learners Susan B. Neuman Pb: 978-0-415-98842-1 $45.95 www.routledge.com/9780415988421 eBook: 978-0-203-89215-2

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develoPment


Evolutionary PlayworkReflective Analytic Practice

Bob Hughes, PlayEducation, UK

Play is a crucial component in the development of all children. In this fully updated and revised edition of his classic playwork text, Bob Hughes explores the complexities of children’s play, its meaning and purpose, and argues that adult-free play is essential for the psychological well-being of the child.

The book is divided into three broad sections. The first examines the fundamentals of evolutionary playwork, from creating the right play environment to issues of safety and participation. Secondly, the book explores the key theoretical concepts underlying playwork. Finally, the book offers important models to help playworkers develop their own professional practice. Throughout the text, Hughes brings his arguments to life with vivid personal reflections on a lifetime’s experience of play and playwork, while the book also incorporates dedicated material for parents looking to better understand and enhance the development of their own children.



The Child as Social PersonSara Meadows, University of Bristol, UK

The Child as Social Person provides an integrated overview of the exciting field of developmental social psychology, and as such will be essential reading for advanced undergraduate students in psychology, education and social work.

2009: 234 x 156: 408ppHb: 978-0-415-45199-4: $90.00Pb: 978-0-415-45200-7: $44.95eBook: 978-0-203-86105-9


NEW IN 2011

Introducing BrunerA Guide for Practitioners and Students in Early Years Education

Sandra Smidt, Freelance Educational Consultant, UK

This book takes the reader on a journey through some of Bruner’s key concepts in relation to early learning and teaching. It makes explicit the links between these concepts and discusses each one in a way which makes sometimes difficult ideas accessible to all readers, relating them to practice throughout.

Bruner’s key concepts explored in this accessible companion include: his significant work on early language acquisition looking at turn-taking games and rituals; intersubjectivity: how infants come to ‘read’ the minds of others and learn to be part of the social world; his views on the reasons for the failure of children to learn to read; intuitive and analytical thinking; links to Reggio Emilia and the influence of Vygotsky on his work.

February 2011: 234 x 156: 192ppHb: 978-0-415-57420-4: $125.00Pb: 978-0-415-57421-1: $33.95


Introducing VygotskyA Guide for Practitioners and Students in Early Years Education

Sandra Smidt, Freelance Educational Consultant, UK

Sandra Smidt takes the reader on a journey through Vygotsky’s key concepts in relation to early learning and teaching, making explicit the links between these concepts and discussing each one in an easily accessible style.

2008: 234 x 156: 192ppHb: 978-0-415-48055-0: $150.00Pb: 978-0-415-48057-4: $33.95


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NEW

Understanding Behaviour and Development in Early ChildhoodA Guide to Theory and Practice

Maria Robinson, Independent Adviser and Lecturer in Early Years Development, UK

In this accessible and thought-provoking text, Dr. Maria Robinson examines the behaviour of babies and young children in a developmental context, and takes into account the shifts and changes over time as young children grow and mature.

Understanding Behaviour and Development in Early Childhood reveals, for example, how behaviour perceived as ‘difficult’ in a young child may be the

manifestation of a response to emotional, sensory and cognitive experiences. Throughout the book, readers will find a strong emphasis on emotional well-being and the need to place our understanding of behaviour within a developmental time frame.

Based on wide-ranging professional experience, the topics examined and discussed in this insightful book include: what we understand by ‘behaviour’, how the brain and senses work and mature during early childhood, behaviour as a reflection of the child’s internal state, what emotions are, and how we learn what feelings mean to us as individuals, how emotions affect our ability to learn, and how we develop a sense of self.



Handbook of School-Family PartnershipsEdited by Sandra L. Christenson, University of Minnesota, USA and Amy L. Reschly, University of Georgia, USA

Family and community involvement are increasingly touted as a means of improving both student and school-level achievement. This has led to an increase in policies, initiatives and goals designed to address family involvement in schools. Once recognized and implemented, such family-school partnerships can lead to the following benefits: enhanced communication and

coordination between parents and educators; continuity in developmental goals and approaches across family and school contexts; shared ownership and commitment to educational goals; increased understanding of the complexities of children’s situations; and the pooling of family and school resources to find and implement quality solutions to shared goals.

2009: 246 x 174: 544ppHb: 978-0-415-96375-6: $295.00Pb: 978-0-415-96376-3: $114.95


also available – develoPmentTitle Author Date Format & ISBN Price

Deconstructing Developmental Psychology: Erica Burman 2007 Hb: 978-0-415-39561-8 $95.00 2nd Edition Pb: 978-0-415-39562-5 $42.50 www.routledge.com/9780415395625

Developments: Child, Image, Nation Erica Burman 2007 Hb: 978-0-415-37791-1 $95.00 www.routledge.com/9780415377928 Pb: 978-0-415-37792-8 $42.50

From Birth to Five Years: Children’s Mary D. Sheridan, revised and 2007 Pb: 978-0-415-42365-6 $19.95 Development Progress: 3rd Edition updated by Ajay Sharm and eBook: 978-0-203-93579-8 www.routledge.com/9780415423656 Helen Cockerill

Want more information on a book?

Visit the direct URL found at the bottom of the title description.

17


sPecial issues as booksroutledge PaPerbacks direct

Title Author Date Format & ISBN Price

Assessment in Residential Care for Children Roy Rodenhiser 2008 Hb: 978-0-7890-3838-8 $150.00 and Youth Pb: 978-0-7890-3839-5 $45.95 www.routledge.com/9780789038395

Children Exposed to Violence: Robert Geffner, Dawn Griffin 2009 Hb: 978-0-7890-3827-2 $125.00 Current Issues, Interventions and Research and James Lewis Pb: 978-0-7890-3828-9 $45.95 www.routledge.com/9780789038289

Children, Spirituality, Loss and Recovery Joyce E. Bellous 2009 Hb: 978-0-415-55136-6 $125.00 www.routledge.com/9780415551366

Doing Children’s Geographies: Methodological Lorraine van Blerk and 2008 Hb: 978-0-415-44820-8 $140.00 Issues in Research with Young People Mike Kesby www.routledge.com/9780415448208

Family Factors and the Educational Success William Jeynes 2009 Hb: 978-0-7890-3761-9 $125.00 of Children Pb: 978-0-7890-3762-6 $45.95 www.routledge.com/9780789037626

Men in the Lives of Young Children: Deborah Jones and Roy Evans 2009 Hb: 978-0-415-49704-6 $125.00 An International Perspective www.routledge.com/9780415497046

Professionalism in Early Childhood Education Carmen Dalli and Mathias Urban June Hb: 978-0-415-57405-1 $125.00 and Care: International Perspectives 2010 www.routledge.com/9780415574051

Researching Primary Education: Methods Rosemary Webb April Hb: 978-0-415-56752-7 $125.00 and Issues 2010 www.routledge.com/9780415567527

routledge Paperbacks directa neW Way to exPand your Personal library!A growing selection of our Early Childhood Education hardback monographs are now available, for individual purchase, in paperback format from the price of $39.95. These books are only available directly from Routledge and can be ordered in one of three easy ways:

Online: www.routledgepaperbacksdirect.com Tel. Hotline: +44 (0)1235 400524 Mail: Use order form (at the back)

Title Author Date Format & ISBN Price

Global Perspectives on Rural Childhood Ruth Panelli, Samantha Punch April Pb: 978-0-415-88296-5 $39.95 and Youth: Young Rural Lives and Elisabeth Robson 2010 www.routledge.com/9780415882965

special Issues as BooksRoutledge publishes special issues of key journals as collections in our Special Issues as Books program. This is an initiative that incorporates journals from multiple disciplines across the humanities and social sciences. For further information on any of the below titles, please visit: www.routledge.com.

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index

aAlexander, Robin . . . . . . . . . . . . . . . . . . . . 5Alleman, Janet . . . . . . . . . . . . . . . . . . . . . 10Applied Cognitive Research in K-3 Classrooms . . . . . . . . . . . . . . . . . . . . . . 10Armstrong, Michael . . . . . . . . . . . . . . . . . . 5Art and Creativity in Reggio Emilia . . . . . . . 1Assessment in Residential Care for Children and Youth . . . . . . . . . . . . . . . 17

BBarone, Diane M.. . . . . . . . . . . . . . . . . . . 14Bath, Caroline . . . . . . . . . . . . . . . . . . . . . . 8Bellous, Joyce E.. . . . . . . . . . . . . . . . . . . . 17Beyond Early Literacy . . . . . . . . . . . . . . . . 14Bilton, Helen . . . . . . . . . . . . . . . . . . . . . . 11Branscombe, Nancy Amanda . . . . . . . . . . 14Brophy, Jere . . . . . . . . . . . . . . . . . . . . . . . 10Brunton, Pat . . . . . . . . . . . . . . . . . . . . . . 12Building Relationships and Communicating with Young Children. . . . . . . . . . . . . . . . 6Burcham, Jan . . . . . . . . . . . . . . . . . . . . . . 14Burman, Erica . . . . . . . . . . . . . . . . . . . . . 16Bus, Adriana G. . . . . . . . . . . . . . . . . . . . . 14

CCambridge Primary Review Research Surveys, The . . . . . . . . . . . . . . . . . . . . . . 5Care and Education in Early Childhood. . . 10Castle, Kathryn . . . . . . . . . . . . . . . . . . . . . 2Child as Social Person, The . . . . . . . . . . . . 15Children Exposed To Violence. . . . . . . . . . 17Children, Spirituality, Loss and Recovery . . 17Children, their World, their Education . . . . 5Children’s Drawing and Writing . . . . . . . . . 4Children’s Literature and Culture (series). . . 2Christensen, Pia . . . . . . . . . . . . . . . . . . . . . 7Christenson, Sandra L. . . . . . . . . . . . . . . . 16Clark, Alison . . . . . . . . . . . . . . . . . . . . . . . 4Clements, Douglas H. . . . . . . . . . . . . . . . 12Coates, Elizabeth . . . . . . . . . . . . . . . . . . . . 9Cockerill, Helen . . . . . . . . . . . . . . . . . . . . 16Colomer, Teresa . . . . . . . . . . . . . . . . . . . . . 2Coltman, Penelope . . . . . . . . . . . . . . . . . 10Contesting Early Childhood (series). . . . . . . 1Contesting Early Childhood…and Opening for Change. . . . . . . . . . . . . . . . 1Creativity in the Classroom. . . . . . . . . . . . . 9Curtis, Audrey . . . . . . . . . . . . . . . . . . . . . 10

dDahlberg, Gunilla. . . . . . . . . . . . . . . . . . . . 1Dalli, Carmen. . . . . . . . . . . . . . . . . . . . . . 17Deconstructing Developmental Psychology. . 16

Developments . . . . . . . . . . . . . . . . . . . . . 16Developments: Child, Image, Nation . . . . 16Developing Your Portfolio - Enhancing Your Learning and Showing Your Stuff . . 8Dixon, Kerryn. . . . . . . . . . . . . . . . . . . . . . 13Doddington, Christine . . . . . . . . . . . . . . . . 5Does Every Child Matter? . . . . . . . . . . . . . . 2Doing Children’s Geographies . . . . . . . . . 17Doing Visual Research with Children and Young People . . . . . . . . . . . . . . . . . . . . . 7

EEarly Childhood Education . . . . . . . . . . . . 10Early Childhood Mathematics Education Research. . . . . . . . . . . . . . . . . . . . . . . . 12Early Childhood Matters. . . . . . . . . . . . . . . 3Early Childhood Teacher Research . . . . . . . 2Evans, Janet . . . . . . . . . . . . . . . . . . . . . . . 13Evans, Julie . . . . . . . . . . . . . . . . . . . . . . . . 7Evans, Roy . . . . . . . . . . . . . . . . . . . . . . . . 17Evolutionary Playwork . . . . . . . . . . . . . . . 15Expressive Nature of Creativity in Childhood, The. . . . . . . . . . . . . . . . . . . . 9

fFamily Factors And The Educational Success Of Children . . . . . . . . . . . . . . . 17Faulkner, Dorothy. . . . . . . . . . . . . . . . . . . . 9Fiorello, Catherine A. . . . . . . . . . . . . . . . . 10Fleer, Marilyn . . . . . . . . . . . . . . . . . . . . . . . 7Flutter, Julia . . . . . . . . . . . . . . . . . . . . . . . . 5From Birth to Five Years . . . . . . . . . . . . . . 16Frost, Joe L. . . . . . . . . . . . . . . . . . . . . . . . . 6

gGeffner, Robert . . . . . . . . . . . . . . . . . . . . 17Global Perspectives on Rural Childhood and Youth . . . . . . . . . . . . . . . . . . . . . . 17Going Beyond the Theory/Practice Divide in Early Childhood Education . . . . . . . . . 1Goouch, Kathleen . . . . . . . . . . . . . . . . . . 12Gray, John . . . . . . . . . . . . . . . . . . . . . . . . . 5Griffin, Dawn. . . . . . . . . . . . . . . . . . . . . . 17Growing Up With Technology . . . . . . . . . . 6Guldberg, Helene. . . . . . . . . . . . . . . . . . . . 7

hHancock, Gregory R. . . . . . . . . . . . . . . . . 11Handbook of Children and Young People’s Participation, A. . . . . . . . . . . . . . . . . . . . 6Handbook of Research on the Education of Young Children . . . . . . . . . . . . . . . . . 7Handbook of School-Family Partnerships . . .16Hargreaves, Linda . . . . . . . . . . . . . . . . . . . 5Harlen, Wynne. . . . . . . . . . . . . . . . . . . . . . 5

Harries, Maria . . . . . . . . . . . . . . . . . . . . . . 7Harrison, David . . . . . . . . . . . . . . . . . . . . . 5Hartley-Brewer, Elizabeth . . . . . . . . . . . . . . 5Haynes, Joanna . . . . . . . . . . . . . . . . . . . . . 3Hedegaard, Mariane . . . . . . . . . . . . . . . . . 7History of Children’s Play and Play Environments, A . . . . . . . . . . . . . . . . . . . 6Hughes, Bob . . . . . . . . . . . . . . . . . . . . . . 15

IInside Role-Play in Early Childhood Education . . . . . . . . . . . . . . . . . . . . . . . . 7Introducing Bruner. . . . . . . . . . . . . . . . . . 15Introducing Vygotsky . . . . . . . . . . . . . . . . 15

JJames, Allison . . . . . . . . . . . . . . . . . . . . . . 7Jeynes, William . . . . . . . . . . . . . . . . . . . . 17Jones, Deborah . . . . . . . . . . . . . . . . . . . . 17Jones, Marianne. . . . . . . . . . . . . . . . . . . . . 8Kassem, Derek . . . . . . . . . . . . . . . . . . . . . . 7Kernan, Margaret . . . . . . . . . . . . . . . . . . . 3Kesby, Mike . . . . . . . . . . . . . . . . . . . . . . . 17

KKershner, Ruth . . . . . . . . . . . . . . . . . . . . . . 5Key Issues in Childhood and Youth Studies . .7Key Issues in Early Years Education . . . . . . 12Knighton, Barbara . . . . . . . . . . . . . . . . . . 10Krogh, Suzanne L. . . . . . . . . . . . . . . . . . . 10Kümmerling-Meibauer, Bettina. . . . . . . . . . 2

lLand, Lilli . . . . . . . . . . . . . . . . . . . . . . . . . 14Larkin, Shirley . . . . . . . . . . . . . . . . . . . . . . 8Learning and Teaching Early Math . . . . . . 12Learning Community in the Primary Classroom, A . . . . . . . . . . . . . . . . . . . . 10Learning to Belong. . . . . . . . . . . . . . . . . . . 8Learning Together in the Early Years. . . . . . 7Lenz Taguchi, Hillevi . . . . . . . . . . . . . . . . . . 1Lewis III, James. . . . . . . . . . . . . . . . . . . . . 17Literacy Instruction for English Language Learners Pre-K-2 . . . . . . . . . . . . . . . . . . 14Literacy, Power, and the Schooled Body . . 13Lonne, Bob . . . . . . . . . . . . . . . . . . . . . . . . 7

mMacbeath, John. . . . . . . . . . . . . . . . . . . . . 5Marsh, Jackie . . . . . . . . . . . . . . . . . . . . . . 10Mavers, Diane . . . . . . . . . . . . . . . . . . . . . . 4Mayall, Berry . . . . . . . . . . . . . . . . . . . . . . . 5McPake, Joanna. . . . . . . . . . . . . . . . . . . . . 6Meadows, Sara . . . . . . . . . . . . . . . . . . . . 15

19


index

Melhuish, Edward . . . . . . . . . . . . . . . . . . . 3Men in the Lives of Young Children . . . . . 17Metacognition in Young Children. . . . . . . . 8Moss, Peter . . . . . . . . . . . . . . . . . . . . . . . . 1Movement and Experimentation in Young Children’s Learning . . . . . . . . . . . . . . . . . 1Moyles, Janet R.. . . . . . . . . . . . . . . . . . . . . 7Mueller, Ralph O. . . . . . . . . . . . . . . . . . . . 11Multimedia and Literacy Development . . . 14Murphy, Lisa . . . . . . . . . . . . . . . . . . . . . . . 7Murris, Karin . . . . . . . . . . . . . . . . . . . . . . . 3

NNeuman, Susan B. . . . . . . . . . . . . . . . . . . 14New Directions in Picturebook Research. . . 2New Early Years Professional, The. . . . . . . . 9Northen, Stephanie . . . . . . . . . . . . . . . . . . 5Nurse, Angela D. . . . . . . . . . . . . . . . . . . . . 9

oO’Hagan, Maureen . . . . . . . . . . . . . . . . . 10Olsson, Liselott Mariett . . . . . . . . . . . . . . . 1Outdoor Learning in the Early Years . . . . . 11

PPanelli, Ruth. . . . . . . . . . . . . . . . . . . . . . . 17Papatheodorou, Theodora . . . . . . . . . . . . . 7Parallel Learning of Reading and Writing in Early Childhood . . . . . . . . . . . . . . . . 13Parton, Nigel . . . . . . . . . . . . . . . . . . . . . . . 7Peer Relationships in Early Childhood Education and Care . . . . . . . . . . . . . . . . 3Percy-Smith, Barry . . . . . . . . . . . . . . . . . . . 6Picturebooks and Pedagogy . . . . . . . . . . . . 3Play, Creativity and Digital Cultures. . . . . . 10Plowman, Lydia . . . . . . . . . . . . . . . . . . . . . 6Professionalism in Early Childhood Education and Care . . . . . . . . . . . . . . . 17Pugh, Gillian . . . . . . . . . . . . . . . . . . . . . . . 5Punch, Samantha. . . . . . . . . . . . . . . . . . . 17

rReclaiming Childhood . . . . . . . . . . . . . . . . 7Reforming Child Protection . . . . . . . . . . . . 7Reschly, Amy L. . . . . . . . . . . . . . . . . . . . . 16Research With Children . . . . . . . . . . . . . . . 7Researching Primary Education: Methods and Issues. . . . . . . . . . . . . . . . . . . . . . . 17Rethinking Play and Pedagogy in Early Childhood Education . . . . . . . . . . . . . . . 4Reviewer’s Guide to Quantitative Methods in the Social Sciences, The . . . . . . . . . . 11Richards, Colin. . . . . . . . . . . . . . . . . . . . . . 5Robinson, Maria. . . . . . . . . . . . . . . . . . . . 16Robinson, Muriel . . . . . . . . . . . . . . . . . . . 10

Robson, Elsbeth . . . . . . . . . . . . . . . . . . . . 17Rodenhiser, Roy . . . . . . . . . . . . . . . . . . . . 17Rogers, Sue . . . . . . . . . . . . . . . . . . . . . . 4, 7Routledge Companions (series) . . . . . . . . 14Routledge Companion to Children’s Literature, The . . . . . . . . . . . . . . . . . . . 14Routledge Research in Education (series) . . 3Routledge Research in Education (series) . . 4Rudd, David . . . . . . . . . . . . . . . . . . . . . . . 14

sSammons, Pam . . . . . . . . . . . . . . . . . . . . . 3Saracho, Olivia N.. . . . . . . . . . . . . . . . . . . . 7Sarama, Julie . . . . . . . . . . . . . . . . . . . . . . 12Sharm, Ajay . . . . . . . . . . . . . . . . . . . . . . . 16Shea, Mary . . . . . . . . . . . . . . . . . . . . . . . 13Shelton, Marilyn. . . . . . . . . . . . . . . . . . . . . 8Sheridan, Mary D. . . . . . . . . . . . . . . . . . . 16Silva-Díaz, Cecilia . . . . . . . . . . . . . . . . . . . . 2Simon, Catherine A.. . . . . . . . . . . . . . . . . . 2Singer, Elly . . . . . . . . . . . . . . . . . . . . . . . . . 3Siraj-Blatchford, Iram . . . . . . . . . . . . . . . . . 3Slentz, Kristine L. . . . . . . . . . . . . . . . . . . . 10Smidt, Sandra . . . . . . . . . . . . . . . . . . 12, 15Solving Problems in the Teaching of Literacy (series) . . . . . . . . . . . . . . . . . . . 14Spodek, Bernard . . . . . . . . . . . . . . . . . . . . 7Starko, Alane Jordan . . . . . . . . . . . . . . . . . 9Stephen, Christine . . . . . . . . . . . . . . . . . . . 6Studies in Mathematical Thinking and Learning Series (series) . . . . . . . . . . . . . 12Sylva, Kathy . . . . . . . . . . . . . . . . . . . . . . . . 3

TTaggart, Brenda . . . . . . . . . . . . . . . . . . . . . 3Talking Beyond the Page . . . . . . . . . . . . . 13

Taylor, Elizabeth . . . . . . . . . . . . . . . . . . . . . 7Taylor, Janet B. . . . . . . . . . . . . . . . . . . . . . 14Teaching and Learning in the Early Years . . .10Thomas, Nigel . . . . . . . . . . . . . . . . . . . . . . 6Thomson, Jane. . . . . . . . . . . . . . . . . . . . . . 7Thomson, Pat. . . . . . . . . . . . . . . . . . . . . . . 7Thornton, Linda . . . . . . . . . . . . . . . . . . . . 12Thurman, S. Kenneth . . . . . . . . . . . . . . . . 10Towards Excellence in Early Years Education . . . . . . . . . . . . . . . . . . . . . . . 11Transforming Children’s Spaces . . . . . . . . . 4Tudge, Jonathan . . . . . . . . . . . . . . . . . . . . 7

UUnderstanding Behaviour & Development in Early Childhood . . . . . . . . . . . . . . . . 16Understanding the Reggio Approach . . . . 12Urban, Mathias . . . . . . . . . . . . . . . . . . . . 17Utting, David . . . . . . . . . . . . . . . . . . . . . . . 5

Vvan Blerk, Lorraine . . . . . . . . . . . . . . . . . . 17Vecchi, Vea . . . . . . . . . . . . . . . . . . . . . . . . 1

WWard, Stephen. . . . . . . . . . . . . . . . . . . . . . 2Webb, Rosemary . . . . . . . . . . . . . . . . . . . 17Whitebread, David . . . . . . . . . . . . . . . . . . 10Willett, Rebekah . . . . . . . . . . . . . . . . . . . 10Winter, Karen . . . . . . . . . . . . . . . . . . . . . . 6World Yearbook of Education 2009 . . . . . . 7

XXu, Shalley Hong . . . . . . . . . . . . . . . . . . . 14

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