LEADER 06248nam 22007575 450 001 9910864197703321 005 20240829094827.0 010 $a3-031-57128-2 024 7 $a10.1007/978-3-031-57128-2 035 $a(MiAaPQ)EBC31353469 035 $a(Au-PeEL)EBL31353469 035 $a(CKB)32142959600041 035 $a(DE-He213)978-3-031-57128-2 035 $a(EXLCZ)9932142959600041 100 $a20240523d2024 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aChildren?s Literature Aligned with SDGs to Promote Global Competencies $eA Practical Resource for Early Childhood Education /$fby Angela K. Salmon, Aixa Pérez-Prado, Karin Morrison, Flavia Iuspa 205 $a1st ed. 2024. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2024. 215 $a1 online resource (316 pages) 311 $a3-031-57127-4 327 $aPart I: Global competence through children's literature: Partnership with unsustainable development goals for 2023 -- Chapter 1: Introduction -- Chapter 2: Empowering Learners for a Complex World -- Chapter 3: Becoming Global Competent Through Children?s Literature -- Chapter 4: Child Development: responding to Children?s Literature -- Chapter 5: Pedagogies for Deeper Thinking and Understanding -- Part II: Global Governance: Fairness, Peace and Security -- Chapter 6: Children's Rights -- Chapter 7: Global Governance- Peace SDG 16 Peace, Justice, and Strong Institutions, SDG 4 Quality Education & SDG 10 Reduce Inequalities -- Chapter 8: Changemakers: Social Entrepreneurship (Social action and activism) -- Part III: Human Diversity and Development -- Chapter 9: Embracing a Diverse Identity: Language, Ethnicity, Culture, and Gender -- Chapter 10: Learningfor Wellbeing -- Part IV: Global Economy -- Chapter 11: Migration and Immigration -- Chapter 12: Rights, Needs, and Wants -- Part V: Environment and Natural Resources -- Chapter 13: Climate Stewards for the World SDG 13 Climate Action SDG 15 Life on land NEW -- Chapter 14: Water and Sustainability -- Chapter 15: Portrait of a Dream City. 330 $aThis book presents children?s literature as a platform for learning and helping young readers develop the knowledge, skills, and attitudes needed to thrive in an interconnected and diverse global society. It draws from various theoretical frameworks and research findings to implement critical literacy and culturally responsive teaching in the meaning-making process. The book focuses on global competencies and Sustainable Development Goals (SDGs) as intertwined concepts that work together to foster a more sustainable, inclusive, and equitable world. Developing global competencies empowers children and communities to actively participate in achieving the SDGs and addressing the pressing challenges of our time. The authors set high expectations on children as actors in transforming society. To facilitate this, the book offers an overview of child development theories as a foundation for designing developmentally appropriate practices to extend children?s books toward deep thinking and understanding. The book includes sample lessons that use cutting-edge research-based pedagogies and tools such as visible thinking routines and other approaches. Those lessons also help readers identify the Habits of Mind (HOM) children can develop by listening to and discussing stories. The HOM are attributes of good problem-finders and problem-solvers needed when confronting complex issues. The book provides resources and sample lessons that implement different thinking strategies to engage children in questioning and analyzing what they read, making them more critical. This is how children deeply understand the world and their role in creating positive change. The book aims to cultivate change-makers and global citizens through stories. It offers innovative approaches, including online learning options in accessible and engaging ways to help children think globally and act locally ?Through the power of children?s literature, this book serves a larger agenda: To build a more thoughtful world for future generations. By caring for and learning from one another through suggested activities in this book, they will share the riches and resources from across the world. As children learn about the promise of actions toward the UN Sustainable Goals, they can imagine living in an interdependent learning community where all people continually searching for ways to trust each other, learn together, and grow toward greater intelligence.? Arthur Costa and Bena Kallick, Co-Founders and Directors of The Institute for Habits of Mind. 606 $aEarly childhood education 606 $aDevelopmental psychology 606 $aLiteracy 606 $aEnvironmental education 606 $aTeaching 606 $aSchool management and organization 606 $aSchool management and organization 606 $aEarly Childhood Education 606 $aCognitive Development 606 $aLiteracy 606 $aEnvironmental and Sustainability Education 606 $aPedagogy 606 $aOrganization and Leadership 615 0$aEarly childhood education. 615 0$aDevelopmental psychology. 615 0$aLiteracy. 615 0$aEnvironmental education. 615 0$aTeaching. 615 0$aSchool management and organization. 615 0$aSchool management and organization. 615 14$aEarly Childhood Education. 615 24$aCognitive Development. 615 24$aLiteracy. 615 24$aEnvironmental and Sustainability Education. 615 24$aPedagogy. 615 24$aOrganization and Leadership. 676 $a372.21 700 $aSalmon$b Angela K$01741046 701 $aPérez-Prado$b Aixa$01741047 701 $aMorrison$b Karin$01741048 701 $aIuspa$b Flavia$01741049 701 $aBoix-Mansilla$b Verónica$01741050 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910864197703321 996 $aChildren's Literature Aligned with SDGs to Promote Global Competencies$94166972 997 $aUNINA