This textbook, the first to focus on child life assessment, educates seasoned child life specialists and child life students about the significant impact that robust psychosocial assessments have on child life interventions for children and families coping with hospitalization, chronic illness, and life transitions. Child life specialists engage in a cyclical process of assessment, planning, intervention, and evaluation to support healthy development and coping. The authors guide readers through current, evidence-based child life assessment practices and propose future directions for the growing child life profession. The book opens with chapters discussing the foundations of child life assessment including its history, moves to tools and approaches, then considers specific settings and populations, and concludes with future directions for the profession. Case examples and professional perspectives make explicit assessment applications to child life practice.

Have you tried everything with your children and it's not helping? Are you at a loss as to what to do? Is your child lying and won't stop? Are your children having nightmares that won't go away? Interactive Stories and Life Lessons with Children provides a way to help teach your children the lessons that you want them to learn. Ten stories cover topics such as anger, lying, fear, bossiness, bullying, overcoming nightmares, verbal abuse, and dealing with the loss of a physical ability. As you read, the child gets to fill in the blank to make each story more interesting to them. They help create parts of the story, which helps them retain the overall message. These stories will finally offer you and your children the help you've been seeking!

"In the 1930s anthropologist Sister M. Inez Hilger traveled to nine reservations in Minnesota, Wisconsin, and Michigan to record traditional Chippewa (Ojibway) methods of raising children. Her intriguing study captures the essential details of Chippewa child life-and provides a comprehensive overview of a fascinating culture. A new introduction by Jean M. O'Brien, assistant professor of history and American Indian studies at the University of Minnesota, assesses Hilger's contributions in this book, which was first published in 1951."-- Back cover.

Reprint of the original, first published in 1875.

Over the years, educational scholars have proposed different conceptions of the curriculum. It is as if each scholar, researcher, university educator, and practitioner has developed her or his own personal definition. Unfortunately, there is no one single definition that everybody has agreed upon. Table 1 presents a sample of these definitions. A universal definition for curriculum may continue to be elusive and may even change through the years to address changes in the social forces and changes in related school goals. Nonetheless, the approach in curriculum development is consistent. Curriculum developers establish goals, develop experiences, designate content, and evaluate experiences and outcomes. Most curriculum developers consistently use such terms as curriculum planning, curriculum development, curriculum implementation, and curriculum evaluation, and many others to describe curriculum related activities. Unfortunately, without a consistent definition of curriculum, it is difficult for the curriculum developers to identify what it is that needs to be planned, developed, implemented, or evaluated. If curriculum developers rely on the curriculum experts’ definitions, they will find that their definitions identify a product, a program, determine goals and objectives, and learner experiences. However, its heterogeneity may be inspiring if curriculum developers rely on the components of each definition that depict the richness of the field, which in turn, can provide a foundation for contemporary content, concepts, and creativity. A curriculum is an anthology of learning experiences, conceived and arranged based on a program’s educational goals and the community’s social forces. Each curriculum manifests an image of what children "ought to be and become" (Biber, 1984, p. 303) grounded on the awareness of social values and a system that interprets those values into experiences for learners. The concept of curriculum, as a distinctive domain of study within education, arose from the demand to arrange, organize, and translate such awareness into educational programs of study. It integrates the historical study of the goals and content of schooling, analyses of curriculum documents, and analyses of the children’s experiences in school. The first formal curriculum text was published in 1918 (Bobbit, 1918), although in the United States contemporary curriculum study goes back to the early 1890's, when lead committees challenged the form and structure of public schooling. Presently curriculum development is fundamental at all educational levels.

Dr. Schreiner's book, Learning to Love and Loving to Learn, is a breakthrough study dealing with relationships in the family, the immediate family, and the extended family. She teaches the need for a strong spiritual value system as the basis for learning to love and loving to learn. Dr. Schreiner touches on such subjects as appropriate discipline, positive encouragement, helping children to reach their full potential, and how to make learning an exciting adventure for all ages. She deals with relevant problems of the twenty-first century, including such issues as addictions, codependency, and the trap of instant gratification. She stresses the need for families to develop self-control and to set realistic limits. She teaches parents how to develop problem-solving skills in their children so they can live more effectively in our troubled times. The book opens the door for learning to be an exciting adventure as readers learn to love and to love learning. Spiritual growth comes from gaining new information and insight and using that knowledge in your everyday life. The author describes the spiritual principles that bring families closer as they learn about themselves and parents free themselves from effects of having been raised in an addictive, incestuous, or otherwise dysfunctional family. Examples of how children and adults of all ages learn are included in every chapter. The workbook, included at the end of the book, will help readers to identify the effects their parents' words and methods of disciplining and showing love has had on their own self-concept and automatic behaviors. Automatic behaviors are emotional and sometimes physical responses to situations and events that arise because the event unconsciously reminds the reader of a similar childhood happening. Sometimes automatic behaviors are positive and sometimes negative and unwanted. The workbook will help readers to look at and edit the source of their automatic behaviors thereby enabling them to change their undesirable responses.

Embrace play to spark learning with practical examples, activities, and resources for using play in the classroom to build skills in literacy, math, science, technology, and more.

This is the third volume in our four volume book series Early Childhood Education. This volume will explore both physical and social aspects of early education settings and applies principals to children with a range of abilities.