This book aims to help practitioners understand more about how children learn and to reflect on the implications of that understanding for supporting learning in the early years.

Children have serious faith questions that require serious answers, answers that adults often find themselves under-prepared to give. But the Christian community has a responsibility to help its children develop a three-dimensional faith--a faith that affects their heads, their hearts, and their spirits. Helping Our Children Grow in Faith is designed for children's ministry and worship leaders, Sunday school teachers, and pastors--as well as parents--who want to nurture the spiritual development of the children in their lives. It shows how to integrate children into congregational worship, how to teach them the Bible but leave room for the mystery of God, and how to distinguish the difference between faith development and moral development.

Imagine if you could educate your young child to be safe. Imagine if you could teach your youngster to feel good about who they are and cultivate self-esteem. What if you could coach your kids how to solve many of their own problems? In Fairy Tales to Help Children Grow, author Stephen Abramowitz uses puppet shows, fairy tales, and a coloring book to help your kids as they mature—learn to problem solve, be safe, and build self-esteem. Each lesson begins with a puppet show that introduces a problem a child is likely to encounter while interacting with others at school or around the home. A fairy tale illustrates the problem and offers a solution a youngster can identify with. After an adult (a teacher or parent) reinforces the objective, the child is encouraged to color a picture of the major character discussed in the fairy tale, helping them understand and grow.

Play provides young children with the opportunity to express their ideas, symbolize, and test their knowledge of the world. It provides the basis for inquiry in literacy, science, social studies, mathematics, art, music, and movement. Through play, young children become active learners engaged in explorations about themselves, their community, and their personal-social world. An Integrated Play-Based Curriculum for Young Children offers the theoretical framework for understanding the origins of an early childhood play-based curriculum and how young children learn and understand concepts in a social and physical environment. Distinguished author Olivia N. Saracho then explores how play fits into various curriculum areas in order to help teachers develop their early childhood curriculum using developmentally and culturally appropriate practice. Through this integrated approach, young children are able to actively engage in meaningful and functional experiences in their natural context. Special Features Include: Vignettes of children’s conversations and actions in the classroom Suggestions for activities and classroom materials Practical examples and guidelines End-of-chapter summaries to enhance and extend the reader’s understanding of young children By presenting appropriate theoretical practices for designing and implementing a play-based curriculum, An Integrated Play-Based Curriculum for Young Children offers pre-service teachers the foundational knowledge about the field, about the work that practitioners do with young children, and how to best assume a teacher’s role effectively.

This edited collection by leading Australian Aboriginal scholars uses data from the Longitudinal Study of Indigenous Children (LSIC) to explore how Aboriginal and Torres Strait Islander children are growing up in contemporary Australia. The authors provide an overview of the study, including the Indigenous methodological and ethical framework which guides the analysis. They also address the resulting policy ramifications, alongside the cultural, social, educational and family dynamics of Indigenous children’s lives. Indigenous Children Growing Up Strong will be of interest to students and scholars in the areas of sociology, social work, anthropology and childhood and youth studies.

Child Maltreatment, Third Edition, by Cindy Miller-Perrin and Robin Perrin, is a thoroughly updated new edition of the first textbook for undergraduate students and beginning graduate students in this field. The text is designed to provide a comprehensive introduction to child maltreatment by disseminating current knowledge about the various types of violence against children. By helping students understand more fully the etiology, prevalence, treatment, policy issues, and prevention of child maltreatment, the authors hope to further our understanding of how to treat child maltreatment victims and how to prevent future child maltreatment.

Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.

No detailed description available for "Growing and Knowing: A Selection Guide for Children's Literature".

Applies child development principles to child care settings.