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International Handbook on Early Childhood Education

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Cover of 'International Handbook on Early Childhood Education'

Table of Contents

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    Book Overview
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    Chapter 1 International Trends in Research: Redressing the North-South Balance in What Matters from Early Childhood Education Research
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    Chapter 2 Governing Childhood
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    Chapter 3 Cultural-Historical and Activity Theories Informing Early Childhood Education
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    Chapter 4 ‘Humpty Dumpty’: Teaching Strategy or Postcolonial Method – What Do We Know About Power, Voice and Identity Within Early Childhood Education in the Twenty-First Century?
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    Chapter 5 Engaging with the Conceptual Tools and Challenges of Poststructural Theories
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    Chapter 6 Early Years Education in the Anthropocene: An Ecophenomenology of Children’s Experience
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    Chapter 7 (Co)-Researching with Children
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    Chapter 8 Policy Analysis and Document Research
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    Chapter 9 A Cultural-Historical Methodology for Researching Early Childhood Education
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    Chapter 10 Narrative Learning of Literacy
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    Chapter 11 Mixed Methods in Early Childhood Education
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    Chapter 12 Current Approaches in Quantitative Research in Early Childhood Education
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    Chapter 13 Quality in Early Childhood Education: The Contribution of Developmental Psychology
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    Chapter 14 Neuroscience and Early Childhood Education
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    Chapter 15 School Readiness in Europe: Issues and Evidence
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    Chapter 16 Early Childhood Education with Disadvantaged Children: Actions for Success
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    Chapter 17 Professional Development in a Competent System: An Emergent Culture of Professionalization
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    Chapter 18 Contemporary Research in Early Childhood: Roots and Perspectives
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    Chapter 19 Symbolic Means in the Educational Programs for Preschool Children in Russia
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    Chapter 20 Preschool Education in Ukraine
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    Chapter 21 Pedagogical Center “Experiment”: The Peculiarities of Preschool Education in Holistic Developing Education (HDE)
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    Chapter 22 Introduction: Early Childhood in the Australasian Region
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    Chapter 23 The Historical Emergence of Early Childhood Education Research in Australia
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    Chapter 24 Connections Between Early Childhood Policy and Research in Aotearoa New Zealand: 1970s–2010s
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    Chapter 25 Towards Wawasan Brunei 2035: Early Childhood Education and Development in Brunei Darussalam
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    Chapter 26 Early Childhood Care and Education in Bangladesh: A Review of Policies, Practices and Research
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    Chapter 27 Early Childhood Education Reform: Crisis and Changes
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    Chapter 28 Early Childhood Education and Development in China
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    Chapter 29 History and Reform of Early Childhood Care and Education (ECCE) in Japan
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    Chapter 30 Early Childhood Education and Development in Singapore
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    Chapter 31 Vietnam Early Childhood Education
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    Chapter 32 Examining Early Childhood Education System in Ghana: How Can Bourdieuian Theorisation Support a Transformational Approach to Pedagogy?
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    Chapter 33 Rising from the “Ashes”: Quality Early Childhood Education as a Panacea for National Development in Sierra Leone
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    Chapter 34 Early Educational Practices in Canada and the United States
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    Chapter 35 Early Childhood Education and Care in Canada
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    Chapter 36 Early Childhood Teacher-Child Relationships in the United States: Theory, Practices, and Regulation
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    Chapter 37 Parent Involvement in US Early Childhood Education: Benefits, Limitations, and Reconceptualizations
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    Chapter 38 Early Childhood Education and Development in Latin America
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    Chapter 39 Educational Practices and Young Children’s Socio-Moral Development: A Cultural Psychological Approach
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    Chapter 40 Early Childhood Education in Colombia
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    Chapter 41 Early Childhood Education in Chile
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    Chapter 42 Early Childhood Education in Guatemala
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    Chapter 43 Early Childhood Education and Development in Mexico
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    Chapter 44 Early Childhood Education in Peru
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    Chapter 45 The Nordic Perspective on Early Childhood Education and Care
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    Chapter 46 Outdoor Education in the Nordic Region
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    Chapter 47 Toddlers in Nordic Early Childhood Education and Care
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    Chapter 48 Values in Nordic Early Childhood Education: Democracy and the Child’s Perspective
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    Chapter 49 New Directions in Early Childhood Education Practice: International Developments and Practice Gaps
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    Chapter 50 Long-Standing and Innovative Programs in Early Childhood Education: An Introduction
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    Chapter 51 Piramide
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    Chapter 52 The ‘Golden Key’ Program and Its Cultural-Historical Basis
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    Chapter 53 The Program of Developmental (Narrative) Play Pedagogy
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    Chapter 54 The Key to Learning Curriculum
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    Chapter 55 Te Whāriki: The New Zealand Early Childhood Curriculum
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    Chapter 56 Tools of the Mind: A Vygotskian Early Childhood Curriculum
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    Chapter 57 Developmental Education for Young Children in the Netherlands: Basic Development
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    Chapter 58 Introduction to the Theme of Early Childhood Curriculum and Assessment
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    Chapter 59 Curriculum and Assessment in Brazilian Early Childhood Education
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    Chapter 60 Review and Reflection on the Curriculum Reform of Early Childhood Education in China
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    Chapter 61 Constructing Early Childhood Curriculum and Assessing Young Children in Israel’s Mosaic of Cultures
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    Chapter 62 Developments in Curriculum and Assessment in the Early Years in Australia
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    Chapter 63 Supporting the Application of Playful Learning and Playful Pedagogies in the Early Years Curriculum Through Observation, Interpretation, and Reflection
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    Chapter 64 Making the Case for Playful Learning
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    Chapter 65 Children’s Perspective to Curriculum Work: Meaningful Moments in Finnish Early Childhood Education
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    Chapter 66 Assessing Young Children’s Learning and Behavior in the Classroom: A Complexity Approach
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    Chapter 67 Conclusions and Discussion
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    Chapter 68 Pedagogies in Early Childhood Education
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    Chapter 69 F. A. W. Fröbel 1782–1852
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    Chapter 70 Educational Tenets of the Highscope Curriculum
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    Chapter 71 Developmentally Appropriate Practice in the Twenty-First Century
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    Chapter 72 The Waldorf Kindergarten
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    Chapter 73 Developing the Ability of Children to Use and Construct Visual Models
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    Chapter 74 Montessori Education
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    Chapter 75 Pedagogy Has Children’s Voice: The Educational Experience of the Reggio Emilia Municipal Infant-Toddler Centres and Preschools
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    Chapter 76 Introducing Reflections
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    Chapter 77 Sharing Early Care: Learning from Practitioners
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    Chapter 78 Children, Families, and Communities in Brazil: A Cultural-Ecological Approach to Child-Rearing Values and Practices
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    Chapter 79 Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting
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    Chapter 80 Domesticating Markets: Early Years Education and Middle-Class Parenting in India
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    Chapter 81 Creatively Enhancing Community Transformation Through Work with Children and Families
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    Chapter 82 Children Participating and Developing Agency in and Across Various Social Practices
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    Chapter 83 Towards a Posthuman Developmental Psychology of Child, Families and Communities
Overall attention for this book and its chapters
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22 X users
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Citations

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Title
International Handbook on Early Childhood Education
Published by
Springer Netherlands, January 2017
DOI 10.1007/978-94-024-0927-7
ISBNs
978-9-40-240927-7, 978-9-40-240925-3
Authors

Pirard, Florence, Camus, Pascale, Barbier, Jean-Marie

Editors

Marilyn Fleer, Bert van Oers

X Demographics

X Demographics

The data shown below were collected from the profiles of 22 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 56 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 56 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 9 16%
Student > Doctoral Student 6 11%
Researcher 3 5%
Professor > Associate Professor 3 5%
Student > Ph. D. Student 3 5%
Other 6 11%
Unknown 26 46%
Readers by discipline Count As %
Social Sciences 9 16%
Psychology 8 14%
Environmental Science 3 5%
Arts and Humanities 2 4%
Economics, Econometrics and Finance 1 2%
Other 2 4%
Unknown 31 55%