Books in the International Perspectives on Early Childhood Education and Development series

This book showcases the quality work that Latin American researchers have done on transition to school in Latin American countries by offering the English-speaking world, first-hand access to some Latin American transitions research, practices, and policies. This book shows the work carried out in countries such as Brazil, Chile, Cuba, and Mexico with regards to the way in which the transition to primary school is experienced from different stakeholders' perspectives, and how Latin American educational policies and cultural practices shape such an important process for stakeholders. This book was importantly framed by the COVID-19 pandemic which placed the world in a global health emergency, and it is our hope that this book will trigger future international collaborations between researchers, policy makers, and practitioners interested in transitions which could help produce a wealth of empirical evidence to inform educational policies and transitions practices across the world. Building networks where diverse experiences are valued and respected, as well as analysed, can help provide a platform that supports educators and researchers as they continue their work and branch out in new and challenging directions.

This book explores an under-researched but vital part of education: the first year at primary/elementary school. The work shows that children¿s progress varies enormously from school to school, class to class and child to child. This variation is important because the more progress that children make in that first year of school, the higher their academic attainment at the end of compulsory schooling. The iPIPS (international Performance Indicators in Primary Schools) project, upon which this book is based, has been able to provide deeper insights into some of the key issues within and across different contexts whilst highlighting new and some ongoing issues. Despite all the work there remain unanswered or new puzzling issues which are also explored. We need to know how to improve the education at that stage and, more broadly, we need greater clarity about when children should be taught to read and be introduced to formal arithmetic, in other words, when they should start school. We also need to be clearer about whether, when and how young children should be assessed. The book will suggest some answers but it will raise important questions and dilemmas for which we do not, as yet, have answers.

This book has been designed to add to the study and experience of early childhood ideas and experience in an international context.

This Open Access book examines children's participation in dialectical reciprocity with place-based institutional practices by presenting empirical research from Australia, Brazil, China, Poland, Norway and Wales.

This book explores how concepts and values of contemporary democracy are variously understood and applied in diverse cultural contexts, with a focus on children and childhood and diversity.

This book investigates the position of young children's self-determination within a range of social contexts, such as education, social care, mass-media, health, politics, law and the family.

This book examines four main areas of music in early childhood: the traditions of music for young children, their capacities for music, the way they make music with others, and constructed and mediated musical childhoods.

This book uses case studies of Aotearoa New Zealand policy formulation and practice to explore early childhood education and care (ECEC) as a site for democratic citizenship and social justice.

The subject of this book is young children's emotional-social learning and development within early childhood care and education settings in Aotearoa-New Zealand.

This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time.

This book offers a perspective on Education for Sustainable Development in Early Childhood (ESDEC) that is far removed from the 'business as usual' notion of an extended, predominantly environmental, educational curriculum for preschools.

This collection addresses issues related to families and transition, and pays special attention to the transition to school, the effect of this on the family, as well as the effect of the family on that transition.

This edited collection provides an in-depth exploration of different aspects of contemporary early childhood literacy research and the implications for educational practice.

This book presents the latest research on educational transitions from a variety of research traditions and practical contexts set in Australia, New Zealand, and several European countries.

This book provides an up-to-date account of relevant early childhood policy and practice in five Chinese societies: the People's Republic of China or Mainland China, Hong Kong, Macao, Singapore, and Taiwan.

This book investigates the position of young children's self-determination within a range of social contexts, such as education, social care, mass-media, health, politics, law and the family.

The work explores broadly the construct and meanings of 'lived spaces' as relational spaces, interactional spaces, transitional spaces, curriculum spaces or pedagogical spaces operating within the social, physical and temporal environment of infant-toddler education settings.

Developmental Education is an approach to education in school that aims at promoting children's cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community.