The Cambridge Encyclopedia of Child Development is an authoritative, accessible and up-to-date account of all aspects of child development. Written by an international team of leading experts, it adopts an interdisciplinary approach and covers everything from prenatal development to education, pediatrics, neuroscience, theories and research methods to physical development, social development, cognitive development, psychopathology and parenting. It also looks at cultural issues, sex differences and the history of child development. The combination of comprehensive coverage, clear, jargon-free style and user-friendly format will ensure this book is essential reading for students, researchers, health care professionals, social workers, education professionals, parents and anyone interested in the welfare of children. Features include: • Foreword by Jerome Bruner • Comprehensive coverage • Extensive glossary • Biographies of key figures • Companion website, www.cambridge.org/hopkins • Clear, user-friendly format
Early childhood education has reached a level of unprecedented national and international focus. Parents, policy makers, and politicians have opinions as well as new questions about what, how, when, and where young children should learn. Teachers and program administrators now find curriculum discussions linked to dramatic new understandings about children's early learning and brain development. Early childhood education is also a major topic of concern internationally, as social policy analysts point to its role in a nation's future economic outlook. As a groundbreaking contribution to its field, this four-volume handbook discusses key historical and contemporary issues, research, theoretical perspectives, national policies, and practices.
This core introductory textbook offers an accessible approach to early childhood issues, addressing both care and education in the early years. It presents a multi-disciplinary perspective and will add value to any early childhood studies course at both foundation and degree level.
In the early nineteenth century, governments developed kindergartens and infant schools to give children a head start in life. These programs hinged on new visions of childhood that originated in England and Europe, but what happened when they were transported to the colonies? This book unwinds the tangled threads of this history by tracing how Enlightenment thought and Romantic ideas translated into early infant schools in England, kindergartens in Germany and the United States, and free kindergarten systems in the Commonwealth countries. The systems that emerged in Canada, Australia, and New Zealand maintained the integrity of the ideas and models that inspired them but adapted them to suit local ideas, politics, and populations. This unique account of early childhood education in comparative perspective provides fresh insight into how to reconcile educational theory and practice in an increasingly global world.