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Early childhood education --- Child development --- Education --- Child study --- Children --- Development, Child --- Developmental biology --- Development

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Thinking Developmentally presents a clinical framework for understanding the impact of toxic stress and both adverse and affiliative childhood experiences on development.

Child development. --- Child study --- Children --- Development, Child --- Developmental biology --- Development --- Child psychology. --- Behavior, Child --- Child behavior --- Pediatric psychology --- Child development --- Developmental psychology --- Psychology

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This book highlights the multiple ways that digital technologies are being used in everyday contexts at home and school, in communities, and across diverse activities, from play to web searching, to talking to family members who are far away. The book helps readers understand the diverse practices employed as children make connections with digital technologies in their everyday experiences. In addition, the book employs a framework that helps readers easily access major themes at a glance, and also showcases the diversity of ideas and theorisations that underpin the respective chapters. In this way, each chapter stands alone in making a specific contribution and, at the same time, makes explicit its connections to the broader themes of digital technologies in children’s everyday lives. The concept of digital childhood presented here goes beyond a sociological reading of the everyday lives of children and their families, and reflects the various contexts in which children engage, such as preschools and childcare centres.

Early childhood education. --- Education. --- Educational technology. --- Early Childhood Education. --- Educational Technology. --- Technology and Digital Education. --- Child development. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Aids and devices --- Child study --- Children --- Development, Child --- Developmental biology --- Development

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In this book, Silin maps the common ground between early childhood and the period sociologists call “young-old age.” Emphasizing the continuities that bind children and adults rather than the differences that traditional developmental psychology claims separate us, he focuses on the themes we all manage across a lifetime. Building on memoir and narrative, Silin argues that when we recognize how the concerns of childhood continue to thread their way through our experience, we look anew at the shape of our lives. This book highlights the powerful generative acts through which people of all ages find new meanings and relationships to compensate for the individual and social losses that mark our lives. .

Life cycle, Human. --- Human life cycle --- Life stages, Human --- Lifecycle, Human --- Education. --- Education --- Gender identity in education. --- Early Childhood Education. --- Gender and Education. --- Educational Philosophy. --- Philosophy. --- Human growth --- Life cycles (Biology) --- Maturation (Psychology) --- Developmental psychology --- Early childhood education. --- Child development. --- Education—Philosophy. --- Child study --- Children --- Development, Child --- Developmental biology --- Development

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This edited book promotes thinking, dialogue, research and theorisation on multiple ways of making connections in mathematics teaching and learning in early childhood education.  The book addresses some key challenges in research, policy and practice in early childhood mathematics education. It examines diverse ways for learning experiences to connect young children to mathematics, and the importance of forging connections between mathematics and young children’s lives as key elements in their engagement with mathematics. Each chapter provides research or theoretical provocations and pedagogical implications for connecting children’s lived experiences and ways of learning in mathematics teaching. The chapters are drawn from a range of international authors who raise important ideas within the overall context of current research and consider the theoretical and practical implications of their research. As such, the book advances current thinking on mathematics teaching and learning for children in the early years from birth to eight years with an emphasis on children aged birth to 5 years. It considers the purpose and value in connecting mathematics teaching and learning to children’s lives, and provides provocations for both educators and researchers on the many under-researched and under-represented aspects of early years mathematics teaching and learning.

Education. --- Mathematics --- Mathematics Education. --- Early Childhood Education. --- Learning & Instruction. --- Study and teaching. --- Study and teaching (Early childhood) --- Mathematics. --- Early childhood education. --- Education --- Math --- Science --- Mathematics—Study and teaching . --- Child development. --- Learning. --- Instruction. --- Learning process --- Comprehension --- Child study --- Children --- Development, Child --- Developmental biology --- Development