This volume adds in important ways to understanding the power and complexity of the forces in the lives of children that impact their literacy learning. The critical issues presented emerge from interpretivist research and thinking practices that are constructivist in nature. The chapters by researchers, teacher researchers, teacher educators, and teachers are antidotes to the present political context in which political agendas are being used to define literacy, literacy teaching and learning, and literacy research in narrow ways. Providing a rich source of information about how young children come to know reading and writing as a tool of communication in a range of social and cultural contexts, this book: *presents current research and thinking in the field; *documents research that is currently being ignored by many who make decisions about children’s learning; *values who children are and what they bring with them to school; *provides a useful tool for advocacy and for social action toward improving education in ways that can make a difference in the lives of young children; and *raises thoughtful issues for discussion. Critical Issues in Early Literacy is essential reading for early childhood teachers and prospective teachers, for teacher educators, for literacy researchers (including teacher researchers), for special educators, for those working with English-language and foreign-language learners, and for early childhood education administrators, advocates, and policy makers.

"This book is a valuable contribution to the creation of a more critical and theoretically diverse approach to early childhood policy and practice. Through many vivid examples and a varied cast-list of authors, both academics and practitioners, it shows the potential of this approach for pedagogical work in early childhood institutions and the education of the early childhood workforce." Professor Peter Moss, Institute of Education, University of London, UK. “In the era of No Child Left Behind in the U.S., you might think that the landscape of educational research and practice has been transformed into a row of ‘scientific’ models and unvarying curricular scripts. Nicola Yelland's volume will persuade you that, in contrast, the landscape in early childhood education is varied and full of unconventional angles. The authors examine virtually every significant aspect of curricular practice and postmodernist theory, while challenging readers to be skeptics themselves – to engage with risky ideas on the way to transformative actions.” Celia Genishi, Professor of Education, Teachers College, Columbia University, USA. This book challenges long-established beliefs about early childhood education. It offers readers the opportunity to think about the aspects of their profession that are fundamental to providing effective and equitable educational opportunities for young children in the 21st century. Well-known contributors explore issues that are not only ‘critical’ in terms of being fundamental to early childhood education, but also ‘critical’ in that they present alternative ideas and use frameworks that are not traditional to the field. Organized in three parts, the book considers: Contemporary views of early childhood education and teaching The rethinking of early childhood practices The emergence of new technologies and multiliteracies The chapters in the book focus on aspects of early childhood education that have for a long time been accepted as truisms, or have been too hard to deal with and thus often ignored. For example, they include a consideration of issues that range from examining play that might be sexual in focus or learning how to cope with traumatic events in young children’s lives, to the ways in which popular culture and new literacies impact on what young children are interested in and how they can be engaged in learning with information and communications technology. Essential reading for students in all early childhood studies programmes, as well as early childhood practitioners who want to engage in more reflective practices around their work. Contributors Yarrow Andrew, Chelsea Bailey, Mindy Blaise, Elizabeth Brooker, Sheralyn Campbell, Gaile Cannella, Richard Johnson, Anna Kilderry, Jackie Marsh, Jeanette Rhedding Jones, Leonie Rowan, Sharon Ryan, Jonathan Silin, Jennifer Sumsion, Daniel Walsh, Nicola Yelland

The new edition of this best selling book looks critically at the 2012 Early Years Foundation Stage curriculum and draws attention to issues that underlie the EYFS and the implications for children from birth to five. With its questions for reflection and discussion, further reading and useful websites, Early Years Foundations is essential and informative reading for students studying any early years or early childhood course, or working towards Early Years Teacher Status. Among the many challenges facing early years professionals, there are continual dilemmas arising between perceptions of good practice, the practicalities of provision and meeting OfSTED requirements. This exciting and innovative new edition supports practitioners in thinking through their responsibilities in tackling some of the many challenges they encounter, for example, that children are still perceived as 'deficit' in some way and in need of 'being school ready' rather than as developing individuals who have a right to a childhood and appropriate early education. Chapters explore the rationale behind early years practice based on theory and research, covering important topics including: Prime and specific areas of learning and development Observation and assessment Pedagogy Working with parents Difference and diversity Contributors: Sue Bingham, Gill Boag-Munroe, Liz Brooker, Helen Clarke, Anne Cockburn, Rosie Flewitt, Jan Georgeson, Michael Jones, Lilian G. Katz, Caroline Leeson, Paulette Luff, Jayne Osgood, John Parry, Jane Payler, Karen Phethean, Linda Pound, Anne Rawlings, Jonathan Rix, Sue Rogers, Anita Soni, Suzy Tutchell, Judith Twani, Jane Waters, David Whitebread "Early Years Foundations: Critical issues is a timely and valuable edition for the early childhood bookshelf, offering high quality scholarship combined with deep understanding of early childhood practice. This is a book that values early childhood practitioners as critical partners and experts in young children's learning and development. At a time of fluctuating policy, the authors remind us of the need to advocate for what matters in early childhood and they suggest ways that we can provide excellent experiences for young children with potential to enhance their lives for the long term." Jane Murray PhD, Senior Lecturer, University of Northampton, UK "There seems to be a proliferation of publications currently in the field of early years education and care but this book stands out amongst the crowd for a number of reasons. In particular, the status of the three editing authors means that the content of the book is to be trusted to be both informed and thorough in its attention to detail, and this second edition has been carefully updated to incorporate recent reforms and initiatives. The editing authors' insistence on the creation of an early years text that centres on a critically reflective review of contemporary policy and research can only help to build the argument for a better future for young children's care and education. This is a book in which there are many chapters worthy of recommendation and which will form the basis for future debates and publications but Rogers' scholarly work on Enabling Pedagogy encapsulates some core research, essential to our understanding of our work with children, and is a strong and refreshing contribution, while Katz' notion of 'standards of experiences' for young children should give us all food for thought." Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK "This book is not another bland 'how to do it' manual to accompany the EYFS, it goes much further in offering a truly challenging critique. Helpfully contextualised within the changing policy and political context, each chapter focuses on a different aspect of the curriculum framework and is written by someone with recognised expertise in the field. The strengths of the current EYFS are recognised but the issues and tensions are also made explicit with arguments backed up by theory and research evidence. This should be essential reading for experienced practitioners as well as Early Childhood Studies students." Denise Hevey, Professor of Early Years, University of Northampton, UK.

Designed to help students and educators make critical theory-to-practice connections, this essential volume provides a deep yet accessible approach to infant and toddler language and literacy education. Centered around four foundational topics—language, interaction, and play; language and culture; multilingualism; and early literacy—each section starts with a chapter breaking down the research and theory, followed by two practice chapters, from both leadership and teacher perspectives, that illustrate key concepts across a range of infant-toddler contexts. Ideal for students in early language and literacy courses as well as programs on infant-toddler development, this critical resource helps readers thoughtfully and practically bring multilingual and multiliterate development to the infant and toddler years.

The field of early literacy has seen significant recent advances in theory, research, and practice. These volumes bring together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first 6 years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with peers and families. Particular attention is devoted to the challenges involved in making schools work for all children, including members of linguistic and ethnic minority groups and children living in poverty. Finally, approaches to instruction, assessment, and early intervention are described, and up-to-date research on their effectiveness is presented.

Rehabilitation professionals working with students with disabilities and the families of those students face unique challenges in providing inclusive services to special education student populations. There needs to be a focus on adaptive teaching methods that provide quality experience for students with varying disabilities to promote student success and inclusivity. Critical issues within these practices span autism, diverse students, gifted education, learning disabilities, behavioral and emotional disorders, and more. With having many different types of students with vastly different situations, it is important for rehabilitation professionals to understand the best practices and learning systems for special education students who have a wide range of needs and challenges. The Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices focuses on the issues and challenges rehabilitation professionals face in special education and how they can provide inclusive and effective services to diverse student populations. This book highlights topics such as culturally responsive teacher preparation, artificial intelligence in the classroom, universal design, inclusive development, and school rehabilitation and explores the effects these newfound practices in education have on various types of students with disabilities. This book is essential for special education teachers, administrators, counselors, practitioners, researchers, academicians, and students interested in the new methods, theories, and solutions for the best practices in inclusive and effective special education.

Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The Handbook examines the full range of factors that shape learning in and out of the classroom, from basic developmental processes to family and sociocultural contexts, pedagogical strategies, curricula, and policy issues. Highlights of Volume 3 include cutting-edge perspectives on English language learning; innovative ways to support print knowledge, phonological awareness, and other code-related skills; and exemplary approaches to early intervention and teacher professional development.

How can we build a strong literacy foundation for children? This book appreciates that learning and language development start with the play episodes, oral language practices, wordplay activities, print encounters, reading events, and writing experiences that children engage in during the early years of life. Filled with rich language activities, The Cornerstones to Early Literacy shows teachers how to create active learning experiences that are essential to building early literacy. This comprehensive handbook is organized around the following topics: Play Experiences - Understanding the early stages of learning and all aspects of the play-literacy connection ; Oral Language - Supporting opportunities for child talk with suggested conversation starters and events that involve personal timelines and storytelling ; Language Awareness and Word Play - Creating a balanced approach to language learning using games and activities that involve literature, music, choral speaking, sound games, and more ; Print Encounters - Discovering, reproducing, and creating all forms of environmental print ; Reading Events - Integrating read-aloud and shared book experiences with proven strategies for supporting and observing young readers ; Writing Experiences - Identifying early writing characteristics and techniques for moving children along in their writing.

This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume, “early language education” will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school.

This book explores key policy issues related to early childhood education. Through the contributions of various professionals in the field, the editors provide a vision, practical and possible, of early childhood education in the 1990s. Part I delves into the complex world, both personal and professional, of the classroom teacher. The essays in Part II look at issues of the school community, including the roles of class, race, gender, and exceptionality. Finally, Part III examines the relationship between schools and the community-at-large, and how complex issues find their way into social and economic policies that often stifle, rather than support, the democratic vision of American schools. Taken as a whole, the volume presents a stimulating discussion of the current state of early childhood education policy and practice.