Jeanne Marie Iorio, Will Parnell

eBook, PDF

Rethinking Readiness in Early Childhood Education (eBook, PDF)

Implications for Policy and Practice

Beschreibung

This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children.

Technische Details

• Geräte: PC
• ohne Kopierschutz
• Größe: 3.14MB

Barrierefreiheit

• Text-to-Speech

Autor

William Ayers, University of Illinois at Chicago, USA Robert Bastien, Public Health Agency, Canada Anne Bauer, Aquatic Park School, USA Dana Frantz Bentley, Buckingham Browne and Nichols School, USA Marianne Bloch, University of Wisconsin-Madison, USA Lynn Cohen, USA Sue Dockett, Charles Sturt University, Australia Tonia Durden, University of Nebraska-Lincoln, USA Lorraine Falchi, La Escuelita, USA Dana E. Friedman, USA Jennifer Weiss Friedman, La Escuelita, USA Michelle Grant-Groves, USA Koeun Kim, Northwest Missouri State University, USA Linda Laidlaw, University of Alberta, Canada. Sheri Leafgren, Miami University, USA Joanne Lehrer, Université du Québec à Montréal, Canada Julie Nicholson, Mills College, USA Joanne O'Mara, Deakin University, Australia Karen Ortiz, Helios Education Foundation, USA Bob Perry, Charles Sturt University, Australia Lacey Peters, Hunter College, City University of New York, USA Susan L. Recchia, Columbia University, USA Heather J. Pinedo-Burns, Columbia University, USA Elizabeth Quintero, California State University, Channel Islands, USA Beth Blue Swadener, Arizona State University, USA Ristyn Woolley, USA Suzanna So-Har Wong, University of Alberta, Canada

Produktdetails

• Verlag: Palgrave Macmillan US
• Seitenzahl: 232
• Erscheinungstermin: 18. Februar 2015
• Englisch
• ISBN-13: 9781137485120
• Artikelnr.: 42619365

Rezensionen

"Rethinking Readiness in Early Childhood Education offers readers the chance to reflect on traditional notions of what it means to be prepared for kindergarten. In doing so, it compels its audience to reassess the aims of early learning experiences as well as the extent to which diverse learners and their needs are valued and addressed." (Rebecca Blazar Lebowitz, Harvard Educational Review, Vol. 86 (3), 2016)