Early Childhood Studies Reading & Resources List (West Suffolk College): International & Comparative Education

Introduction to Education Studies. 5th edn. (Print copy) by Steve Bartlett; Diana M. Burton In this fully updated fifth edition of this much-loved textbook, students will be introduced to different ways of looking at education, supported by links to classic and contemporary research. Built around the essential themes of psychology, history, policy and sociology that underpin Education Studies courses, key updates include: ·         New 'Applying Critical Evaluation' tasks to help develop your analytical skills ·         Analysis of recent curriculum developments including EY assessment, Ebacc and T-levels ·         Examination of education policy up to, and including, 2019 ·         Enhanced discussion of educational neuroscience and the science of learning

Exploring Childhood in a Comparative Context. (Print copy) by Jonathan White (Editor); Mabel Ann Brown (Editor) Exploring Childhood in a Comparative Contextmeets an increasing need for students focusing on early childhood to be familiar with alternative practices in other countries. Providing a ready-made source of information about a wide range of countries including Finland, the Netherlands, the United States, New Zealand, Japan, South Africa and many more, the book clearly describes the way each country understands and conceptualises childhood. Each chapter includes contextual information about the country, an introduction to the theory that has shaped practice and describes the curriculum for pre-school and primary education. Including vignettes from practitioners working in each country to illustrate practice, the chapters explore key themes such as: Child development Parental involvement Teaching and learning Professionalism Assessment Pupil experience. Accessibly written and including opportunities for reflection, this timely new book will give students a valuable insight into alternative education systems that is essential if they are to become practitioners with a current and global approach.

Men, Masculinities and Teaching in Early Childhood Education. (Print copy) by Simon Brownhill (Editor); Jo Warin (Editor); Inga Wernersson (Editor) This stimulating book sets out to critically explore the notion of men, masculinities and teaching in early childhood education. It addresses the global pattern of gender, teaching and care where men are in the minority, and explores the notion that the greater involvement of men within teaching and associated professions has the potential to transform gender relations for future generations. International contributors raise critical questions about the construction of masculinities, the continuing reluctance of men to engage in this type of work, and the influence of political and public debates on the issue. Through this engaging discussion readers are asked to question whether this is something that we should care about, with key topics including: The roles of men in education and care Teachers¿ beliefs, norms and values of gender equality The construction of male identities Gendered ideals, and children¿s interpretations of gender. Men, Masculinities and Teaching in Early Childhood Education brings together a refreshing and critical set of perspectives linked to an increasingly important educational debate and will be a valuable text for practitioners, professionals, policy makers and parents/carers.

Beyond Quality in Early Childhood Education and Care (Print copy) by Peter Moss; Gunilla Dahlberg; Alan Pence Taking a broad approach, Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia. Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement. With a brand new Preface to this classic text, the authors argue that there are other ways than the 'discourse of quality' for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.

Global Childhoods (Print copy) by Monica Edwards; Chelle Davison (Contribution by) This up-to-date text is suitable for students in all early year education courses that include a module on global childhoods. Taking an ecological approach, the book examines how culture and society shape childhoods by considering the lived experiences of children internationally. It begins by questioning the meaning of childhood and explores the historical, cultural, and social views of childhood and children, including the roles of race, class, and gender. The book considers families and parenting from a global perspective, and it looks at the relationship between the state and children by evaluating international approaches to education, health, and welfare, as well as the ways inequalities between the minority and majority world impact children. The role of research, on and with children in informing these debates, is fully explored. Most importantly, the reader will be challenged to reflect on how global perspectives can be used to support an understanding of inclusion and diversity in their practice. *** Librarians: ebook available on ProQuest and EBSCO (Series: Critical Approaches to the Early Years) [Subject: Education, Sociology, Children's Studies, Family Studies]

Diverse Early Childhood Education Policies and Practices. (Print copy) by Amita Gupta Diverse Early Childhood Education Policies and Practices explores issues in early childhood education and teacher preparation in five Asian countries: India, Singapore, China, Sri Lanka, and the Maldives. Some observed classrooms in these countries reflect influences that are simultaneously indigenous and colonial, local and global. By highlighting the diverse and often hybrid classroom pedagogies at work in these 21st century Asian classrooms, the discussions in this book take into consideration the influence of globalization on local policies and practices, and the challenge educators face when they are expected to reconcile different and sometimes conflicting cultural and pedagogical world views. Through a research-driven analysis of key issues such as recent revisions to national early childhood education policies, perceptions on "play-based and child-centered" pedagogy, curriculum and learning materials, and an emphasis on the teaching of values, this book illuminates the diversity of the observed classrooms as well as current trends in early childhood education in parts of Asia. The cross-national perspective serves to expand and diversify the global discourse of early childhood education and teacher education.

The 'poor Child': the cultural politics of education, development and childhood. (Print copy) by Lucy Hopkins (Editor); Arathi Sriprakash (Editor) Why are development discourses of the 'poor child' in need of radical revision? What are the theoretical and methodological challenges and possibilities for ethical understandings of childhoods and poverty? The 'poor child' at the centre of development activity is often measured against and reformed towards an idealised and globalised child subject. This book examines why such normative discourses of childhood are in need of radical revision and explores how development research and practice can work to 'unsettle' the global child. It engages the cultural politics of childhood - a politics of equality, identity and representation - as a methodological and theoretical orientation to rethink the relationships between education, development, and poverty in children's lives. This book brings multiple disciplinary perspectives, including cultural studies, sociology, and film studies, into conversation with development studies and development education in order to provide new ways of approaching and conceptualising the 'poor child'. The researchers draw on a range of methodological frames - such as poststructuralist discourse analysis, arts based research, ethnographic studies and textual analysis - to unpack the hidden assumptions about children within development discourses. Chapters in this book reveal the diverse ways in which the notion of childhood is understood and enacted in a range of national settings, including Kenya, India, Mexico and the United Kingdom. They explore the complex constitution of children's lives through cultural, policy, and educational practices. The volume's focus on children's experiences and voices shows how children themselves are challenging the representation and material conditions of their lives. The 'Poor Child'will be of particular interest to postgraduate students and scholars working in the fields of childhood studies, international and comparative education, and development studies. disciplinary perspectives, including cultural studies, sociology, and film studies, into conversation with development studies and development education in order to provide new ways of approaching and conceptualising the 'poor child'. The researchers draw on a range of methodological frames - such as poststructuralist discourse analysis, arts based research, ethnographic studies and textual analysis - to unpack the hidden assumptions about children within development discourses. Chapters in this book reveal the diverse ways in which the notion of childhood is understood and enacted in a range of national settings, including Kenya, India, Mexico and the United Kingdom. They explore the complex constitution of children's lives through cultural, policy, and educational practices. The volume's focus on children's experiences and voices shows how children themselves are challenging the representation and material conditions of their lives. The 'Poor Child'will be of particular interest to postgraduate students and scholars working in the fields of childhood studies, international and comparative education, and development studies. cular interest to postgraduate students and scholars working in the fields of childhood studies, international and comparative education, and development studies.

Educational Change in International Early Childhood Contexts (ONLINE) by Linda R. Kroll (Editor); Daniel R. Meier (Editor) Co-published with the Association for Childhood Education International (ACEI), Educational Change in International Early Childhood Contexts: Crossing Borders of Reflectionexamines the role of teacher reflection in a variety of educational contexts worldwide. Using a case study approach that integrates research, theory, policy, and practice, international contributors show how, in some settings, local traditions and values are honored while, in others, international educational ideas and programs become modified to suit local needs. Cases from Japan, China, Palestine, South Africa, Kenya, Finland, Italy, and New Zealand are discussed, as well as models from the United States. Through its thorough investigation into teacher reflection practices throughout the world, Educational Change in International Early Childhood Contexts: Crossing Borders of Reflectionfocuses on the transformative value of these practices to promote change in early childhood education. Framing commentary from Linda R. Kroll and Daniel R. Meier provides context and places the case studies in conversation with one another, allowing for productive international comparisons in this dynamic collection.

Educational Change in International Early Childhood Contexts (Print copy) by Linda R. Kroll (Editor); Daniel R. Meier (Editor) Co-published with the Association for Childhood Education International (ACEI), Educational Change in International Early Childhood Contexts: Crossing Borders of Reflectionexamines the role of teacher reflection in a variety of educational contexts worldwide. Using a case study approach that integrates research, theory, policy, and practice, international contributors show how, in some settings, local traditions and values are honored while, in others, international educational ideas and programs become modified to suit local needs. Cases from Japan, China, Palestine, South Africa, Kenya, Finland, Italy, and New Zealand are discussed, as well as models from the United States. Through its thorough investigation into teacher reflection practices throughout the world, Educational Change in International Early Childhood Contexts: Crossing Borders of Reflectionfocuses on the transformative value of these practices to promote change in early childhood education. Framing commentary from Linda R. Kroll and Daniel R. Meier provides context and places the case studies in conversation with one another, allowing for productive international comparisons in this dynamic collection.

Introduction to Comparative and International Education (Print copy) by Jennifer Marshall Comparative and international education is an increasingly important area of study. This book introduces major themes surrounding globalisation and education, giving you a nuanced understanding of key debates, thinkers and sources of information. Important theories and research exploring how globalisation has influenced educational practice are critically examined, providing you with an understanding of relevant social, economic, historical and cultural factors. Coverage includes: Case studies from around the world raising thought-provoking questions on chapter topics How to undertake research using significant secondary sources of comparative international data (including OECD, PISA, TIMMS) The relationship between development, education and inequality The purpose and role of multicultural and citizenship education Gender and education in a global context This is essential reading for students on undergraduate Education Studies degrees, and for similar courses covering comparative and international education.

The SAGE Handbook of Early Childhood Policy (Print copy - Reference only) by Linda Miller; Claire Cameron (Editor); Carmen Dalli (Editor); Nancy Barbour (Editor) Recent authoritative evidence suggests that an estimated 200 million children under five fail to achieve their developmental potential due to factors including poor health and nutrition and the lack of stable high quality care. A significant number of the world's children today lack the basic rights to health, development and protection. In light of such statistics, early childhood services for young children have expanded around the world. The SAGE Handbook of Early Childhood Policy draws critical attention to policy in Early Childhood Education and Care (ECEC), its relationship to service provision, and its impact on the lives of children and families. The perspectives of leading academics and researchers from Europe, North America, South America, Africa, Australasia and Asia have been arranged around five key themes: Part 1: The Relationship Between Research, Policy And Practice: Country Case Studies Part 2: Equitable Early Childhood Services: Intervention to Improve Children's Life Chances Part 3: Extending Practice: The Role of Early Childhood Services In Family Support Part 4: Participation, Rights and Diversity Part 5: Future Directions for Early Childhood Policy This handbook is essential reading for practitioners, stakeholders and others committed to working within early years services to achieve an awareness of policy and its implications for services and practice.

Exploring the Contexts for Early Learning: challenging the school readiness agenda. (Print copy) by Rory McDowall-Clark The concept of ¿readiness for school¿ is attractive to policy-makers, but many academics, researchers and practitioners argue that an early start to formal learning may be misguided. This book introduces readers to an increasing body of evidence which demonstrates that young children need opportunities to learn and develop in environments that support their emotional and cognitive needs, offering opportunities to develop autonomy, competence and self-regulation skills. With advice on implementing research findings in practice, this book provides clear guidance on how to foster and develop these attributes, scaffold steps into new areas of learning and support children in facing new challenges. Chapters cover: Policy and discourses; Taking account of development; Approaches to Early Years Learning; The Diversity of Children¿s Early Experiences; Transitions and starting school; Where to in the Future? Exploring the Contexts for Early Learning will be essential reading for students, practitioners, policy-makers and all those interested in the school readiness agenda.

Transformative Change and Real Utopias in Early Childhood Education. (ONLINE) by Peter Moss Early childhood education and care is a major policy issue for national governments and international organisations. This book contests two stories, both infused by neoliberal thinking, that dominate early childhood policy making today - 'the story of quality and high returns' and 'the story of markets',　 stories that promise high returns on investment if only the right technologies are applied to children and the perfection of a system based on competition and individual choice.　 But there are alternative stories and this book tells one: a 'story of democracy, experimentation and potentiality' in which early childhood centres are public spaces and public resources, places where democracy and experimentation are fundamental values, community workshops for realising the potentiality of citizens. This story calls for transformative change but offers a realutopia, both viable and achievable. The book discusses some of the conditions needed for the story's enactment and shows what it means in practice in a chapter about project work contributed by a Swedish preschool teacher. 　 Critical but hopeful, this book is an important contribution to resisting the dictatorship of no alternative and renewing a democratic politics of early childhood education. It is essential reading for students and teachers, researchers and other academics, and for all other concerned citizens.

Early Childhood Education: history, philosophy & experience. 2nd edn. (Print copy) by Cathy Nutbrown; Peter Clough This essential, informative read provides an accessible introduction to the history of early childhood education. Firmly grounded in current policy, the text features a series of imagined 'conversations' with key figures and pioneers, in which the authors exemplify various philosophical positions in early childhood. This brand new edition includes revised and updated material, as well as showing how early childhood policy has changed, yet how many issues from history are still concerns for early childhood educators today. The widely-respected authors emphasise the role of history and philosophy in current early childhood practices.A series of podcasts by the authors explore some of the 'imagined conversations' from the book and addresses questions such as 'who needs history?', 'why early childhood education and care?'and 'what motivates young children to learn?'. An engaging additional resource to bring the subject to life and enhance your learning! The book is useful for a range of students of Early Childhood Education or History of Education, from first year undergraduates to PhD students. It will also be incredibly valuable to Early Years trainee teachers, practitioners and policymakers.

Early Childhood Education: history, philosophy & experience. 2nd edn. (ONLINE) by Cathy Nutbrown; Peter Clough This essential, informative read provides an accessible introduction to the history of early childhood education. Firmly grounded in current policy, the text features a series of imagined 'conversations' with key figures and pioneers, in which the authors exemplify various philosophical positions in early childhood. This brand new edition includes revised and updated material, as well as showing how early childhood policy has changed, yet how many issues from history are still concerns for early childhood educators today. The widely-respected authors emphasise the role of history and philosophy in current early childhood practices.A series of podcasts by the authors explore some of the 'imagined conversations' from the book and addresses questions such as 'who needs history?', 'why early childhood education and care?'and 'what motivates young children to learn?'. An engaging additional resource to bring the subject to life and enhance your learning! The book is useful for a range of students of Early Childhood Education or History of Education, from first year undergraduates to PhD students. It will also be incredibly valuable to Early Years trainee teachers, practitioners and policymakers.

Globalization of Education: an introduction. (ONLINE) by Joel Spring Continuing Joel Spring's reportage and analysis of the intersection of global forces and education, this text offers a comprehensive overview and synthesis of current research, theories, and models related to the topic. Written in his signature clear, narrative style, Spring introduces the processes, institutions, and forces by which schooling has been globalized and examines the impact of these forces on schooling in local contexts. Significant conceptual frameworks are added to this Second Edition, specifically the "economization of education," "corporatization of education" and the "audit state."  These concepts are embedded in the global educational plans of major organizations such as the World Bank, the Organization for Economic Development and Cooperation (OECD), World Economic Forum, and multinational corporations.  Globalization of Education, Second Editionfeatures new and updated information on * The World Bank * OECD and the United Nations * The World Trade Organization and the Global Culture of Higher Education * Corporatization of Global Education * Religious and Indigenous Education Models * The Global Workforce: Migration and the Talent Auction * Globalization and Complex Thought

Globalization of Education: an introduction. (Print copy) by Joel Spring Continuing Joel Spring's reportage and analysis of the intersection of global forces and education, this text offers a comprehensive overview and synthesis of current research, theories, and models related to the topic. Written in his signature clear, narrative style, Spring introduces the processes, institutions, and forces by which schooling has been globalized and examines the impact of these forces on schooling in local contexts. Significant conceptual frameworks are added to this Second Edition, specifically the "economization of education," "corporatization of education" and the "audit state."  These concepts are embedded in the global educational plans of major organizations such as the World Bank, the Organization for Economic Development and Cooperation (OECD), World Economic Forum, and multinational corporations.  Globalization of Education, Second Editionfeatures new and updated information on * The World Bank * OECD and the United Nations * The World Trade Organization and the Global Culture of Higher Education * Corporatization of Global Education * Religious and Indigenous Education Models * The Global Workforce: Migration and the Talent Auction * Globalization and Complex Thought

Transformative Change and Real Utopias in Early Childhood Education. (Print copy) by Peter Moss Early childhood education and care is a major policy issue for national governments and international organisations. This book contests two stories, both infused by neoliberal thinking, that dominate early childhood policy making today - 'the story of quality and high returns' and 'the story of markets',　 stories that promise high returns on investment if only the right technologies are applied to children and the perfection of a system based on competition and individual choice.　 But there are alternative stories and this book tells one: a 'story of democracy, experimentation and potentiality' in which early childhood centres are public spaces and public resources, places where democracy and experimentation are fundamental values, community workshops for realising the potentiality of citizens. This story calls for transformative change but offers a realutopia, both viable and achievable. The book discusses some of the conditions needed for the story's enactment and shows what it means in practice in a chapter about project work contributed by a Swedish preschool teacher. 　 Critical but hopeful, this book is an important contribution to resisting the dictatorship of no alternative and renewing a democratic politics of early childhood education. It is essential reading for students and teachers, researchers and other academics, and for all other concerned citizens.

A Student's Guide to Education Studies. 4th edn. (Print copy) by Catherine A. Simon (Editor); Stephen Ward (Editor) This new edition of A Student's Guide to Education Studies is an essential resource for any undergraduate making their first explorations into the fascinating world of education. It explores a wide range of alternative visions of education encouraging students to challenge the perceived notions about learning and knowledge. Offering new perspectives and powerful ideas for discussion on a variety of long-standing topics such as class, race and gender, the book is organised around five enduring themes: Education Policy and Politics, Global and Environmental Education, Knowledge and Learning, Childhood and Youth, Professionalism and Employment. With a distinctive international and global focus, this new edition has been extensively updated to reflect the latest research and thinking in the field and features new chapters on: The sociology of education and the philosophy of education Inclusion Childhood and youth Professionalism and work-based learning Populism in politics 　 Including summary points, questions for discussion, and annotated suggestions for further reading, this book provides the theoretical background needed to carry out a critical analysis of education policy and practice and is an essential resources for all students of Education Studies.

Exploring Education and Childhood: from current certainties to new vision. (Print copy) by Dominic Wyse (Editor); Rosemary Davis (Editor); Phil Jones (Editor); Sue Rogers (Editor) Education has become dominated by testing, standards, interventions, strategies and political policy. Yet while elements such as these are important, Exploring Education and Childhoodcontends it is childhood - including its sociology and psychology - that is the vital holistic context for teaching and learning. Written by a team of specialists who bring both experience of classroom teaching, teacher training, and of rigorous research and scholarship, each chapter examines a topic that is of vital importance to teaching and the work of teachers. 　The book explores examples of educational practice that illuminate contemporary　problems and future possibilities for education; develops educational theory to better understand practice and policy; and critically evaluates education policy in the international context.　With an emphasis on reflection and deep thinking - something that all the best teachers are able to do - key issues in the book include: the voice of the child metacognitive strategies agency, pedagogy and curriculum performativity, standards, and school readiness educational settings and new technology teacher expertise and agency diversity and child agency families, society and school choice. Illustrated with powerful examples of practice, together with key questions for reflection and further reading, Exploring Education and Childhoodchallenges education professionals, policy makers, and all peple with an interest in education to envision a new future. It will be essential reading for all student teachers and teachers, and is particular appropriate for Masters-level research, professional studies, Education Studies.