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Arab American youth : discrimination, development, and educational practice and policy / / Rhonda Tabbah
| Arab American youth : discrimination, development, and educational practice and policy / / Rhonda Tabbah |
| Autore | Tabbah Rhonda |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (xv, 187 pages) |
| Disciplina | 379.26 |
| Collana | Advancing Responsible Adolescent Development |
| Soggetto topico |
Discrimination in education - United States
Àrabs Infants Adolescents Discriminació en l'educació Educació infantil Educació primària Discriminació racial Identitat col·lectiva Etnicitat |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-66804-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- About this Book -- Contents -- About the Author -- An Introduction to Arab American Youth -- Introduction -- Arab American Youth, Development, and Discrimination in Education Systems -- References -- Arab American Youth and Historical Contributors of Discrimination -- Introduction -- History of Immigration, Official Race Categorization, and Racial Identity -- Cultural Stereotypes: Effects of Cultural Conditioning -- Conclusion -- References -- Arab American Youth and Discrimination in the Pre-9/11 Era -- Introduction -- Discrimination Against Arabs in the Pre-9/11 Era -- Conclusion -- References -- Arab American Youth and Discrimination Post-9/11 -- Introduction -- Discrimination in the Post-9/11 Era -- Conclusion -- References -- Arab American Youth and Discrimination in the Education System -- Introduction -- Discrimination in the K-12 System -- Conclusion -- References -- Developmental Theories Relevant to Arab American Youth -- Introduction -- Bronfenbrenner's Ecology of Human Development -- Youth Identity Development -- Ethnic Identity Development -- Implications of Ethnic Identity on Outcomes of Discrimination -- Multi-Dimensional Self-Concept Development in Adolescence -- The Symbolic Interaction Theory of Self-Concept -- Developmental Consequences of Discrimination in Schools -- Conclusion -- References -- Discrimination and Developmental Processes in Arab American Youth -- Introduction -- An Overview of Arab Youth and Discrimination in America -- Narrative Review: Discrimination and Developmental Outcomes in Arab American Youth -- Self-Concept and Discrimination -- Ethnic Identity and Discrimination -- Well-Being and Discrimination -- Conclusion -- References -- Discrimination and Developmental Processes: Bridging the Research Gap on Arab American Youth -- Introduction.
An Overview of Existing Research on Arab Youth Development and Discrimination -- Methodology: Cross-Sectionality, Convenience Sampling, Racial Classification, and Recruitment Challenges -- Consideration of Additional Study Variables -- Norming Psychometric Measures and Assessments for Arab Populations -- Conclusion -- References -- Transforming Education Practice and Policy for Arab American Youth -- Introduction -- An Overview of Research on School Experiences and Developmental Outcomes in Arab Youth -- Important Factors of Arab American Cultures -- Demographics -- Religion -- Family -- Perceptions of Education -- Perceptions of Mental Health -- Process of Cultural Competence -- Step 1: Self-Awareness -- Step 2: Cultural Knowledge -- Step 3: Culturally Relevant Skill Set -- Intercultural Relations with Peers and Staff -- Educational Policy: Addressing Arabs and Arab Americans in Multicultural Curricula -- Intervention for Developmental Outcomes in Schools: Multiple-Tiered Systems of Support -- Conclusion -- References -- Index. |
| Record Nr. | UNINA-9910447258703321 |
Tabbah Rhonda
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| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Assessing and Evaluating Early Childhood Education Systems / / edited by Susanne Garvis, Heidi Harju-Luukkainen, Jonna Kangas
| Assessing and Evaluating Early Childhood Education Systems / / edited by Susanne Garvis, Heidi Harju-Luukkainen, Jonna Kangas |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (197 pages) |
| Disciplina | 372.21 |
| Collana | Early Childhood Research and Education: An Inter-theoretical Focus |
| Soggetto topico |
Early childhood education
Educational tests and measurements Education - Philosophy Education and state International education Comparative education Early Childhood Education Assessment and Testing Educational Philosophy Educational Policy and Politics International and Comparative Education Educació infantil Avaluació educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030999100
3030999106 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. The Importance of Evaluating Early Childhood Education Environment Quality to Support theLearning of Young Children -- 2. The Whole Child Approach in Assessments in a Bilingual Child Care Center -- 3. Municipal awareness of gifted and talented children in Finland Swedish early childhood education and care in Finland -- 4. Opportunities and Challenges: Assessment in the New Zealand Early Childhood Context -- 5. Early Skills as Predictors for Later Educational Outcome in Mathematics and Science in Finland, Sweden, Norway and Denmark – A Further Analysis on TIMSS 2015 Data -- 6. Thinking Skills Intervention for Low-achieving Finnish Kindergarteners -- 7. Development; the alchemy of learning. The case of Andy -- 8. Progressive Feedback in Finnish early education -- 9. The educational assessment of kindergarten in China: From unitary to multiple. |
| Record Nr. | UNINA-9910580140203321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Early Childhood Development and Education in Singapore / / edited by Oon Seng Tan, Kenneth K. Poon, Beth Ann O’Brien, Anne Rifkin-Graboi
| Early Childhood Development and Education in Singapore / / edited by Oon Seng Tan, Kenneth K. Poon, Beth Ann O’Brien, Anne Rifkin-Graboi |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (327 pages) |
| Disciplina | 372.21 |
| Collana | Empowering Teaching and Learning through Policies and Practice: Singapore and International Perspectives |
| Soggetto topico |
Early childhood education
Education - Curricula Education and state Early Childhood Education Curriculum Studies Educational Policy and Politics Educació infantil Mètodes actius (Ensenyament) Desenvolupament infantil Condicions socials |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811674044
9811674043 9789811674051 9811674051 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1 Introduction to early childhood development and research in Singapore -- 2 The honeycomb of early childhood development in Singapore -- 3 Uplifting early childhood teacher education -- 4 Early learners’ curriculum: Case of Singapore early childhood education working towards quality -- 5 Researching early interventions, inclusion and well-being for children with low income family background in Singapore – For whom and from whose perspective? -- 6 Early childhood intervention for young children with special needs -- 7 Importance of positive environments on infant and early childhood neurodevelopment -- 8 Preschool teachers’ experiences of stress: A pilot study in Singapore -- 9 Mindfulness in early childhood: Developing 21st century competencies -- 10 Developing culturally appropriate tools for psychoeducational assessment of children and families -- 11 Exploratory play in infancy and early childhood -- 12 Emotional competence in early childhood -- 13 Arithmetic skills: What, when and how? -- 14 Bilingual development in the early years: The concept, significance and implications -- 15 Does early language development contribute to socio-emotional functioning in preschool and beyond? -- 16 Epilogue: Moving forward in research and practice in the early childhood sector. |
| Record Nr. | UNINA-9910743254503321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Early Childhood Education for Sustainability : A Short History / / by Julie M. Davis, Sue Elliott, Eva Ärlemalm-Hagsér
| Early Childhood Education for Sustainability : A Short History / / by Julie M. Davis, Sue Elliott, Eva Ärlemalm-Hagsér |
| Autore | Davis Julie M |
| Edizione | [1st ed. 2024.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2024 |
| Descrizione fisica | 1 online resource (157 pages) |
| Disciplina | 372.21 |
| Altri autori (Persone) |
ElliottSue
Ärlemalm-HagsérEva <1958-> |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Early childhood education
Sustainability Education - Curricula Teachers - Training of Early Childhood Education Curriculum Studies Teaching and Teacher Education Educació infantil Currículums (Ensenyament) Formació del professorat Educació ambiental |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789819784059
9819784050 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface: Positioning ourselves and the text (makes case for responding to sustainability, urgency of climate change & pandemics such as COVID-19) -- Introduction: Defining key terms -- Chapter 1: ECEfS: Historical and international antecedents -- Chapter 2: Changing theories and pedagogies in ECEfS -- Chapter 3: Shifts across research and policy -- Chapter 4: Enablers and turning points -- Chapter 5: Key challenges and learnings: What next?. |
| Record Nr. | UNINA-9910913772603321 |
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Davis Julie M
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Family-school partnerships during the early school years : advancing science to influence practice / / Karen L. Bierman, Susan M. Sheridan, editors
| Family-school partnerships during the early school years : advancing science to influence practice / / Karen L. Bierman, Susan M. Sheridan, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (155 pages) |
| Disciplina | 372.21 |
| Collana | Research on family-school partnerships |
| Soggetto topico |
Early childhood education - Parent participation
Home and school School psychology Educació infantil Participació educativa Relacions família-escola |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-74617-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- About the Editors -- Contributors -- Chapter 1: Family-School Partnerships at School Entry: Developmental and Conceptual Frameworks for Action -- 1.1 Introduction -- 1.2 Parent Engagement and Family-School Partnerships -- 1.3 Family-School Partnerships at the Transition into Formal Schooling -- 1.4 Implications for Effective Intervention -- 1.5 Crosscutting Issues and Questions -- References -- Chapter 2: Getting Ready: A Relationship-Based Approach to Parent Engagement in Early Childhood Education Settings -- 2.1 Introduction to the Getting Ready Approach -- 2.2 Getting Ready's Research Evidence -- 2.3 Implications of Getting Ready Findings for Future Intervention Design and Research -- 2.4 Conclusions -- References -- Chapter 3: The REDI-Parent Program: Enhancing the School Success of Children from Low-Income Families -- 3.1 Developmental Research Informing the REDI-P Intervention Design -- 3.2 REDI-P Evaluation: Immediate and Longer-Term Outcomes -- 3.3 Exploring Potential Mechanisms of Action in the REDI-P Intervention -- 3.4 Implications of REDI-P Findings for Future Intervention Design and Research -- 3.5 Summary -- References -- Chapter 4: Understanding ParentCorps' Essential Elements for Building Adult Capacity to Support Young Children's Health and Development -- 4.1 ParentCorps Theory of Action -- 4.2 Program Components -- 4.3 Evidence of Impact -- 4.4 Priorities for Research to Understand Core Pathways to Impact -- 4.5 Priorities for Research to Support Impact at Scale -- 4.6 Conclusion -- References -- Chapter 5: Research on the Family Check-Up to Support Social and Behavioral Adjustment in Early Elementary School -- 5.1 The Family Check-Up Model -- 5.2 Empirical Support -- 5.3 Adaptations for School Entry: The Family Check-Up for Kindergarteners -- 5.4 Mechanisms of Change.
5.5 Implementation of the FCU at School Entry in Real-World Settings -- 5.6 Future Research Directions -- 5.7 Conclusion -- References -- Chapter 6: Parental Involvement and Engagement in Early Education Contribute to Children's Success and Well-Being -- 6.1 Introduction -- 6.2 Parental Involvement in Early Education: The Child-Parent Center Model -- 6.2.1 The Child-Parent Center (CPC) Program -- 6.2.2 CPC Parent Engagement Component -- 6.2.3 Evidence Documenting the Positive Impact of the CPC Model on Child Outcomes -- 6.3 Parental Engagement as a Mechanism Promoting Long-Term Benefits -- 6.3.1 Contributions of the CPC Family Support Component to Children's Well-Being -- 6.3.2 Summary of CPC Processes of Influence on Youth and Adult Outcomes -- 6.3.3 Economic Impact of the CPC Program -- 6.4 Future Directions in Research on Parent Engagement and Long-Term Child Outcomes -- 6.4.1 Understanding Developmental Cycles and Cascades -- 6.4.2 Measurement Issues in the Study of Parent Engagement -- 6.4.3 Parent Engagement as a School-Level Versus Family-Level Variable -- 6.4.4 Understanding Links between Parent Engagement and Parent Academic Expectations -- 6.5 Conclusion and Future Research Directions -- References -- Chapter 7: Parent-School Partnerships: Accounting for Parents Facing Economic Hardship and Social Marginalization -- 7.1 Introduction -- 7.2 What Has Been Learned About the Impact of Parent Involvement in the Early School Years on Children's Learning Outcomes? -- 7.3 What Explains the Success of Family-School Partnership Programs? Design That Accounts for Families' Lives -- 7.4 How Do Family-School Partnership Programs Attend to the Contexts of Low-Income Families? -- 7.5 How Do Family-School Partnership Programs Change Teacher and School Practices? -- 7.6 Conclusion -- References. Chapter 8: Unleashing the Power of Family Engagement to Achieve Impact and Equity for All -- 8.1 Commentary -- 8.2 Bridging Research, Practice, and Policy: An Old Challenge -- 8.3 Frameworks for Scaling and Sustaining Programs and Practices -- 8.3.1 Diffusion of Innovation Framework -- 8.3.2 Population-Level Framework -- 8.3.3 Partnership Frameworks -- 8.4 Next Steps for the Family Engagement Field: A Call for Population Impact -- References -- Index. |
| Record Nr. | UNINA-9910522920703321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Finnish Early Childhood Education and Care : A Multi-theoretical perspective on research and practice / / edited by Heidi Harju-Luukkainen, Jonna Kangas, Susanne Garvis
| Finnish Early Childhood Education and Care : A Multi-theoretical perspective on research and practice / / edited by Heidi Harju-Luukkainen, Jonna Kangas, Susanne Garvis |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (285 pages) |
| Disciplina | 372.21094897 |
| Collana | Early Childhood Research and Education: An Inter-theoretical Focus |
| Soggetto topico |
Early childhood education
Education and state Language and languages - Study and teaching Teachers - Training of Early Childhood Education Educational Policy and Politics Language Education Teaching and Teacher Education Educació infantil Política educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030955120
3030955125 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 Introduction to early childhood education system’s policies and practices in Finland -- Part I Multi-theoretical teacher training and professional approach -- Chapter 2 A Contemporary Dialogue of Finnish Early Childhood Education and Care - Pedagogical leadership in early childhood education teachers’ work -- Chapter 3 Critical compassion in Finnish early childhood educators’ responses to challenges of acting compassionately -- Chapter 4. Widening text worlds in Finnish early childhood education -- Chapter 5 Developing Praxeological Understanding in Teacher Education: A Case of Worldview Education in Finnish ECEC -- Chapter 6 Media education in Finnish early childhood teacher education—A curricular analysis -- Chapter 7 ’Too little attention is paid to children who require specialised support.’: In-service and pre-service teachers’ views on policy and practice in early childhood teacher education in Finland -- Part II Children and families in ECEC -- Chapter 8 Teachers’ understanding of children’s right to participation in Finnish Early Childhood Education and Care -- Chapter 9 Promoting participatory learning and creative thinking in Finnish ECE – A review of five arts pedagogical case studies -- Chapter 10 North Sámi Language Nests in Northern Finland: A Case Study of Sámi Early Childhood Education and Care -- Chapter 11 My Story, Your Story, Our Story: Reciprocal Listening and Participation through Storycrafting in Early Childhood Education and Care -- Chapter 12 Observed Reading Sessions between 08:00-16:00 hours in Finnish Early childhood Education -- Chapter 13 Early Skills as Predictors for Later Educational Outcome in Mathematics and Science in Finland and Sweden - A Further Analysis on TIMSS 2015 Data -- Part III Towards Finnish Pedagogy -- Chapter 14 Creating a Theoretical Framework for Playful Learning and Pedagogy - The Finnish Perspective -- Chapter 15 Practices of planning as a reflection of teaching and learning concepts in ECEC: The cases ofFinland and Slovenia -- Chapter 16 Leadership in the changing context of Finnish early childhood education -- Chapter 17 A Quilt of Practices: Sustainability Education in Finnish Early Childhood and Care -- Chapter 18 Elements of the Pedagogical Process in Finnish Early Childhood Education -- Chapter 19 Conclusion and orientation to the future. |
| Record Nr. | UNINA-9910574081403321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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First Transitions to Early Childhood Education and Care : Intercultural Dialogues across the Globe / / edited by E. Jayne White, Helen Marwick, Niina Rutanen, Katia Souza Amorim, Laura K. M. Herold
| First Transitions to Early Childhood Education and Care : Intercultural Dialogues across the Globe / / edited by E. Jayne White, Helen Marwick, Niina Rutanen, Katia Souza Amorim, Laura K. M. Herold |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (306 pages) |
| Disciplina |
362.71
372.21 |
| Collana | Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations |
| Soggetto topico |
Early childhood education
Teaching Education and state Developmental psychology Emotions Early Childhood Education Pedagogy Educational Policy and Politics Developmental Psychology Emotional Development Educació infantil Escoles bressol Psicologia infantil Anàlisi transcultural |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031088513
3031088514 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part A: Setting the scene for the first transition: Contexts, theories and ideologies -- 1. The first transition to ECE: Contexts and culturally responsive methodologies for understanding; Jayne White & Helen Marwick -- 2. National policies and cultural issues related to infants’ transition to ECEC; Katia S. Amorim, Sheena Elwick, Kathryn Hawkes, Laura Herold, Elise Hunkin, Eleni Karagiannidou, Shelley McNally, Niina Rutanen, Andrea P. Tame, Lucia M.S. Tinós, Fiona Westbrook, Jayne White -- 3. Orienting pedagogies for first transitions; Jayne White, Katia S. Amorim, Kathryn Hawkes, Laura Herold, Helen Marwick, Niina Rutanen, Nicki Shaw, Fiona Westbrook -- 4. Invisible indigenous perspectives on first transition; Kim Browne, Aleryk Fricker, Waveney Lord -- Part B: Living first transitions in practice -- 5. The emotions and expectations of first transitions: Parents and teachers; Jayne White, Katia Souza Amorim, Laura Herold, Eleni Karagiannidou, Helen Marwick, Niina Rutanen.-6. The role of the teacher in first transitions; Helen Marwick (lead), Katia S. Amorim, Kaisa Harju, Kathryn Hawkes, Waveney Lord, Bridgette Redder, Jayne White -- 7. Infant emotional experience of first transitions; Helen Marwick (lead), Katia Souza Amorim, Sheena Elwick, Laura Herold, Eleni Karagiannidou, Bridgette Redder, Jayne White -- 8. The social experience of first transitions: Infants and their peers; Katia Souza Amorim (lead), Marisa von Dentz, Sheena Elwick, Kathryn Hawkes, Helen Marwick, Bridgette Redder, Yaiza Lucas Revilla -- 9. Living the space in first transitions; Niina Rutanen (lead), Katia S. Amorim, Natalia M. S. Costa, Kaisa Harju, Raija Raittila, Yaiza Lucas Revilla -- 10. First transitions and time; Laura Herold, Katia Souza Amorim, Kaisa Harju, Eleni Karagiannidou, Helen Marwick, Raija Raittila, Yaiza Lucas Revilla, Niina Rutanen -- 11. The ‘things’ of first transitions; Laura Herold (lead), Sheena Elwick, Kathryn Hawkes, Wavenery Lord, Bridgette Redder, Fiona Westbrook -- 12. Conclusion: What have we learnt about ‘what works’ in first transitions. . |
| Record Nr. | UNINA-9910586576103321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Handbook of CLIL in Pre-primary Education / / edited by Ana Otto, Beatriz Cortina-Pérez
| Handbook of CLIL in Pre-primary Education / / edited by Ana Otto, Beatriz Cortina-Pérez |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (626 pages) |
| Disciplina |
636.005
372.6 |
| Collana | Springer International Handbooks of Education |
| Soggetto topico |
Language and languages - Study and teaching
Applied linguistics Early childhood education Language Education Applied Linguistics Early Childhood Education Educació infantil Ensenyament de la llengua Adquisició d'una segona llengua |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-04768-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword -- Introduction -- CLIL-ing pre-primary education. Towards a holistic approach to implement CLIL in Early Childhood Education -- Part I: Theoretical Underpinnings -- Language acquisition in CLIL contexts -- CLIL soft models: the challenge of teaching young language learners -- Defining CLIL contents for preschool -- Cognition in CLIL: the preschool child -- Developing social and emotional learning (SEL) in very young learners with CLIL -- Play-based learning for the pre-primary CLIL classroom -- Fostering attention to diversity in pre-Primary CLIL classrooms -- Understanding a new language teacher profile: the CLIL early childhood educator -- Part II: Mapping Pre-Primary CLIL Internationally -- Paving the way for CLIL in infant education: the case of Madrid -- 20 years of pre-primary CLIL in Finland -- CLIL at preschool level in Italy: insights and experiences -- CLIL in Russian preschools -- CLIL in China preschools -- Deepening cognition in Japanese pre-primary CLIL (contexts) -- CLIL for pre-primary education in Latin America: Curriculum and practice -- Part III: Methodological Issues: CLIL Pedagogy Applied to Pre-Primary Education -- Teaching Guidelines to Introduce CLIL in the Pre-Primary Stage -- Tailoring CLIL to teach oral skills in English in Pre-primary -- Developing Literacy Skills in the Pre-Primary Classroom -- The role of L1 in the pre-primary CLIL classroom -- Language-conducive strategies to enhance communication in the CLIL pre-primary Classroom -- From task-based to phenomenon-based learning in the pre-primary CLIL classroom -- CLIL and STEAM for Pre-primary Education -- CLIL in the pre-primary classroom through Music -- Formative assessment in pre-primary CLIL -- Part IV: Resources and Materials -- Planning your partnership with the language assistant: Preparation, support and Guidance -- Criteria for selecting materials and resources for the pre-primary CLIL classroom -- Promoting intercultural competence through literature -- CLIL and digital storytelling -- CLIL-ing preschoolers through cartoons and other audiovisual materials -- Technology in Preschool CLIL -- Teaching CLIL with Collaborative Technology -- Part V: Insights from the Classroom -- chapters 33-37 -- Part VI: Final remarks -- Trends and Challenges. |
| Record Nr. | UNINA-9910726293603321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Handbook of early language education / / edited by Mila Schwartz
| Handbook of early language education / / edited by Mila Schwartz |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (938 pages) |
| Disciplina |
372.21
372.65 |
| Collana | Springer International Handbooks of Education |
| Soggetto topico |
Language and languages - Study and teaching
Early childhood education Education Language acquisition International education Comparative education Language Education Early Childhood Education Language Acquisition and Development International and Comparative Education Ensenyament de la llengua Educació infantil |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-91662-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface -- Introduction (including some brief historical perspectives on early language education) The Editors Part I General foundations in language education during the early years -- Chapter 1. Early language education and language socialization -- Chapter 2. Language education policy in early language education -- Chapter 3. Intercultural education and early language learning -- Chapter 4. The role of cognitive factors in young learners’ language development -- Chapter 5. Grammar development in early language education -- Chapter 6. Vocabulary and grammar development in young language learners of English -- Chapter 6. Vocabulary development in early language education -- Chapter 7. Emergent literacy development in early language education -- Chapter 8. Children with special needs in early language education -- Chapter 9. Methodological approaches to studying early language education -- Part II Diversity of sociolinguistic contexts in early language education -- Chapter 10. Dual language model in the early years in the US -- Chapter 11. EFL in early language education -- Chapter 12. Early years education and the reversal of language shift -- Chapter 13. Early immersion in minority language context (Canada and Finland) -- Chapter 14. Heritage language immersion context: Irish immersion preschools -- Chapter 15. Russian language among immigrant population in early education -- Chapter 16. Content and Language Integrated Learning in Europe -- Part III Children, teachers, and parents in interaction -- Chapter 17. Talking with children: how can teachers and parents best support 3-5-year olds? -- Chapter 18. Children's', teachers' and parents' agency in interaction in early language education -- Chapter 19. The interaction between family language policy and educators in early language education -- Chapter 20. Educational partnerships of teachers, parents and children in diverse preschool contexts -- Chapter 21. Family language planning strategies in pre-primary age -- Part IV Pedagogical aspects in early language education -- Chapter 22. Preparing teachers for early language education -- Chapter 23. Team teaching in early language education -- Chapter 24: Benefits of early language instruction vary by learning contexts -- Chapter 25. From preprimary to primary learning of English as a foreign language: Coherence and continuity issues -- Chapter 26. Nursery rhymes in early language education -- Chapter 27. Picture books in early language education: A critical review of their uses -- Chapter 28. Promoting communication skills with child L2 learners -- Chapter 29. Creating language conducive strategies and contexts in early language education -- Part V Early language education in different countries -- Chapter 30. Early language education in Singapore -- Chapter 31. Early language education in Australia -- Chapter 32. Early childhood language education in Canada -- Chapter 33: Early language education in the United Arab Emirates -- Chapter 34. Early language education in Russia -- Chapter 35. Early language education within state multilingual context: a case of Luxemburg -- Chapter 36. Early language education of immigrant children in Sweden -- Concluding summary: The Editors -- Index. |
| Record Nr. | UNINA-9910558488703321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The Impact of COVID-19 on Early Childhood Education and Care : International Perspectives, Challenges, and Responses / / edited by Jyotsna Pattnaik, Mary Renck Jalongo
| The Impact of COVID-19 on Early Childhood Education and Care : International Perspectives, Challenges, and Responses / / edited by Jyotsna Pattnaik, Mary Renck Jalongo |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (505 pages) |
| Disciplina |
616.2414
372.21 |
| Collana | Educating the Young Child, Advances in Theory and Research, Implications for Practice |
| Soggetto topico |
Early childhood education
International education Comparative education Well-being Teaching Mental health Inclusive education Early Childhood Education International and Comparative Education Well-Being Pedagogy Mental Health Inclusive Education Pandèmia de COVID-19, 2020-2023 Educació infantil Condicions socials |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030969776
3030969770 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part One: COVID-19 and the Global Early Childhood Landscape -- Chapter 1: Introduction to the Volume -- Chapter 2: A Bioecological Systems Approach to Understanding the Impact of the COVID-19 Pandemic: Implications for the Education and Care of Young Children -- Chapter 3: Heroes, Victims, Sacrifices, and Survivors: A Qualitative Analysis of Early Childhood Teacher’s Social Media Posts during COVID-19 -- Chapter 4: Lessons From the COVID-19 Pandemic: A Qualitative Study of Government Policies Relating to the Early Childhood Sector across Ten Countries -- Chapter 5: COVID-19 and Early Childhood Care and Education in India -- Chapter 6: Preschoolers’ Perceptions of the COVID-19 Epidemic: An Interview Study with Children in Slovenia -- Part Two: Wellbeing in Early Childhood Personnel -- Chapter 7: Wellbeing during the COVID-19 Pandemic: Perspectives of Australian Early Childhood Educators -- Chapter 8: Work Wellbeing during COVID-19: A Survey of Canadian Early Childhood Education and Care Managers -- Chapter 9: “My cup was empty”: The Impact of COVID-19 on Early Childhood Educator Wellbeing -- Chapter 10: Early Childhood Educator Well-Being during the COVID-19 Pandemic: A Qualitative Study and Emic Perspective -- Part Three: Focus on Families -- Chapter 11: Beneficial Parenting According to the “Parenting Pentagon Model”: A Cross-Cultural Study during a Pandemic -- Chapter 12: Early Identification of Risk, Developmental Delay, or Disability in Young Children: Connecting Families with Services During a Global Health Crisis -- Chapter 13: It just doesn’t work”: Parents’ Views about Distance Learning for Young Children with Special Needs -- Chapter 14: Lessons Learned Supporting Families of Young Children with Disabilities via Telehealth during the COVID-19 Pandemic -- Part Four: Caregivers, Teachers, Administrators, and Teacher Education -- Chapter 15: The Effects of the COVID-19 Pandemic on Family Child Care Providers: Insights from a Rural U.S. State -- Chapter 16: Black Family Childcare Providers’ Roles as Community Mothers during the COVID-19 Pandemic -- Chapter 17: The COVID-19 Pandemic and Early Childhood Education in Ethiopia, Liberia, and Pakistan: Perspectives of Pre-primary School Teachers -- Chapter 18: “It’s just too much”: COVID-19 Effects on Head Start Teachers’ Lives and Work -- Chapter 19: Hands-On Mathematics: Pre-Service Teachers Supporting Home Learning During COVID-19 -- Part Five: Delivering Programs and Services Despite Challenges -- Chapter 20: Young Children’s Online Learning and Teaching: Challenges and Effective Approaches -- Chapter 21: Remote Teaching and Learning in Early Primary Contexts: A Qualitative Study of Teachers and Parents During the COVID-19 Lockdown -- Chapter 22: COVID-19 Influences on the Quality of Curriculum in Selected Child Care Centres in Singapore -- Chapter 23: Educational Services for Young Children with Disabilities During COVID-19: A Synthesis of Emergent Literature -- Chapter 24: Music Programs for Young Children During the COVID-19 Pandemic: Stories from Across the World -- Chapter 25: Will Programs Be Prepared to Teach Young Children At-Risk Post-Pandemic? A Scoping Review of Early Childhood Education Experiences. . |
| Record Nr. | UNINA-9910584599003321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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