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The initiatives discussed in this work all focus on adults who have encouraged the development of musical identities ranging from music in the home, to musical play in the preschool years, preparing a performance with children, and programs for disadvantaged groups that use music as a communicative tool.  Each chapter will start with a description of the particular setting and the protagonists’ specific skills and interests and how they came to be working with young children. Themes for the chapters have emerged from the videos and interviews conducted and consist of both reflective and affective experience. The themes include musical background, the adults'' own stories, theories of childhood, and pedagogy and philosophy.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911175827735,"sku":null,"price":13700.64,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030576981.jpg?v=1781262526"},{"product_id":"finnish-early-childhood-education-and-care-9783030955120","title":"Finnish Early Childhood Education and Care","description":"\u003cp\u003eThis book highlights contemporary questions around Early Childhood Education in Finland. It explores a range of issues relating to policies and practices in Early Childhood Education and Care (ECEC). The book features many aspects of the so-called Nordic model that is evident in different practices and policies of the Finnish ECEC system. Among others topics, it discusses playful learning, storycrafting, scientific literacy, pedagogical leadership, family-related variables, and Sami language learning. The findings provide important insights into the Finnish ECEC model and illustrate relevant issues facing Finland. All of the 14 chapters present unique research and give the reader the opportunity to understand how the ECEC services during children’s early years are defined and implemented. Each chapter includes a discussion of the educational outcome and highlights critical perspectives. In Finland ECEC is seen as an investment in the future. The Finnish ECEC system is one of the most equal in the world. The high-quality education is available to both private and public sectors. National curriculum and laws for early education have gone through a significant reform during the last decade, with the quality, practices and teachers’ competences being defined in order to support children’s future learning skills. ECEC in Finland is a unique combination of international influences and local intentions to put each child and family at the centre of the services. The systematic and goal-oriented ECEC system consists of upbringing, education and care with an emphasis on pedagogy in order to produce excellence for the future. Its overall planning, guidance and monitoring system is one of a kind.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911241101591,"sku":null,"price":16203.04,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030955120.jpg?v=1781264081"},{"product_id":"teaching-primary-geography-9783030999704","title":"Teaching Primary Geography","description":"\u003cp\u003eThis book provides an international perspective on teaching and learning geography in the primary classroom. It describes the essence of primary school geography and identifies the ‘big ideas’, thereby offering a synthesis of the international geography curricula and classroom profiles against these big ideas. Each chapter discusses current and new research on a set topic, yet a common thread running between chapters is the assessment relevant to that particular topic. By providing a portrait of the central concepts, the essential skills and necessary inquiry processes of a primary geography education, the book will be of interest to education researchers, classroom teachers and the pre-service teacher, curriculum writers and policy writers.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911316631831,"sku":null,"price":16203.04,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030999704.jpg?v=1781267221"},{"product_id":"new-images-of-thought-in-the-study-of-childhood-drawing-9783031071430","title":"New Images of Thought in the Study of Childhood Drawing","description":"\u003cp\u003eThis book provides a revitalised account of the study of children’s drawing by outlining a departure from existing approaches privileging developmentalist accounts and presenting drawing as a specialised human endeavour separated from other material entanglements constituting children’s everyday experiences. The book takes on current developments in the fields of early childhood arts and early childhood literacies to advocate for process-oriented, new materialist and decolonial approaches that re-conceptualise the study of children’s drawing. It proposes a future-oriented approach, centred on thinking experimentally with a focus on nonrepresentational elements, such as movement, sensation, intensity, rhythm, story and place, which singularly assemble in drawing events. Thus, the book discusses drawing as a process of sense-making that is not enclosed in the individualised body of the child and that unfolds corporeally in time and space. It revises the relation of drawing with symbolisation by suggesting that the use of language and signs in drawing form in entanglement with matter and sensation in processes of creative speculation connected with the movement of thought. Presenting a series of contributions by internationally recognised scholars and artists, the book aims to create synergies between theory and practice that speak of everyday realities interconnecting children, learning and sense-making.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911326560535,"sku":null,"price":16203.04,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783031071430.jpg?v=1781267525"},{"product_id":"preschool-peer-social-intervention-in-autism-spectrum-disorder-9783030790806","title":"Preschool Peer Social Intervention in Autism Spectrum Disorder","description":"\u003cp\u003eThis book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation. The book outlines the PPSI’s transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child’s natural social environment, such as preschool, and it includes the child’s social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains. Building up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children’s immediate social experience with peers, but also their future social competence that relies on these early building blocks.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911369715991,"sku":null,"price":13700.64,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030790806.jpg?v=1781269322"},{"product_id":"from-discriminating-to-discrimination-9783031135446","title":"From Discriminating to Discrimination","description":"\u003cp\u003eThis book adopts a multidisciplinary approach to try to answer the question of how do we, as human beings, go from the socially neutral linguistic act of discriminating external stimuli to the socially loaded act of promoting social discrimination though language? This contributed volume brings together works presented at the international event “From Discriminating to Discrimination – The Influence of Language on Identity and Subjectivity”. This was an online event hosted and organized by the Brandenburg University of Technology (BTU), Germany, in partnership with São Paulo State University (UNESP), Brazil, that brought together lecturers from different universities around the world. During the event, linguists, psychologists, language teachers, social workers and pedagogues got together to discuss how discriminating can be recognized as a natural and important ability of the human being in the early stages of life and, after that, how to avoid discriminatory acts againstothers. The debates held online took into account the important and necessary dialogue between linguistics and other social sciences to discuss the role played by language as a form of building subjectivity and teaching practices that can contribute to minimize discrimination and promote integration and acceptance in a broad sense, understanding the preponderant role of language in recognizing what is different (discriminating), without diminishing or excluding it (discrimination). From Discriminating to Discrimination: The Influence of Language on Identity and Subjectivity will help linguists, psychologists, educators, social workers and a broad range of social scientists working with cognitive, linguistic and educational studies understand the path taken by differentiation, from the beginning of the child''s language development – when discrimination (of sounds, gestures, etc.) is essential for the acquisition of language to occur –, until the moment when differentiation, discrimination, ceases to be an essential factor and becomes a means of social segregation.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911399764247,"sku":null,"price":12449.44,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783031135446.jpg?v=1781269619"},{"product_id":"childhood-and-schooling-in-postsocialist-societies-9783319627915","title":"Childhood and Schooling in (Post)Socialist Societies","description":"\u003cp\u003eThis book explores childhood and schooling in late socialist societies by bringing into dialogue public narratives and personal memories that move beyond imaginaries of Cold War divisions between the East and West. Written by cultural insiders who were brought up and educated on the eastern side of the Iron Curtain - spanning from Central Europe to mainland Asia - the book offers insights into the diverse spaces of socialist childhoods interweaving with broader political, economic, and social life. These evocative memories explore the experiences of children in navigating state expectations to embody “model socialist citizens” and their mixed feelings of attachment, optimism, dullness, and alienation associated with participation in “building” socialist futures. Drawing on the research traditions of autobiography, autoethnography, and collective biography, the authors challenge what is often considered ‘normal’ and ‘natural’ in the historical accounts of socialist childhoods, and engage in (re)writing histories that open space for new knowledges and vast webs of interconnections to emerge. This book will be compelling reading for students and researchers working in education, sociology and history, particularly those within the interdisciplinary fields of childhood and area studies. ‘The authors of this beautiful book are professional academics and intellectuals who grew up in different socialist countries. Exploring “socialist childhoods” in myriad ways, they draw on memories, and collective history, emotional insider knowledge and the measured perspective of an analyst. What emerges is life that was caught between real optimism and dullness, ethical commitments and ideological absurdities, selfless devotion to children and their treatment as a political resource. Such attention to detail and examination of the paradoxical nature of this time makes this collective effort not only timely but remarkably genuine.’  —Alexei Yurchak, University of California, USA\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911440855319,"sku":null,"price":9947.04,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319627915.jpg?v=1781270080"},{"product_id":"contemporary-research-and-perspectives-on-early-childhood-mathematics-education-9783319734323","title":"Contemporary Research and Perspectives on Early Childhood Mathematics Education","description":"\u003cp\u003eThis book brings together a collection of research-based papers on current issues in early childhood mathematics education that were presented in the Topic Study Group 1 (TSG 1) at the 13th International Congress on Mathematical Education (ICME-13), held at the University of Hamburg in 2016. It will help readers understand a range of key issues that early childhood mathematics educators encounter today.  Research on early childhood mathematics education has grown in recent years, due in part to the well-documented, positive relation between children’s early mathematical knowledge and their later mathematics learning, and to the considerable emphasis many countries are now placing on preschool education.  The book addresses a number of central questions, including: What is mathematical structural development and how can we promote it in early childhood? How can multimodality and embodiment contribute to early mathematics learning and to acquiring a better understanding of young children’s mathematical development? How can children’s informal mathematics-related experiences affect instruction and children’s learning in different mathematics content areas? What is the role of tools, including technology and picture books, in supporting early mathematics learning? 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The environment-related disasters addressed in this book include hunger; hurricanes; earthquakes; frostbites; wildfires; and tornadoes. The volume includes suggestions for interventions, such as using picture books with young children in coping with natural disasters and human crises. In addition, each chapter provides research-based strategies for early childhood and related professionals to be used in the classroom. Many children in our world today experience some type of disasters and\/or crises. These crises or disasters can either be human- or environment-related and can interrupt children’s daily lives. They often negatively impact children’s development, education, and safety. Bringing together authors representing a variety of countries including Australia, Canada, China, Finland, Haiti, Hungary, Kenya, USA, and Zimbabwe, this book provides truly global perspectives on the various types of disasters and their implications for our work with young children.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911896920343,"sku":null,"price":13700.64,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319628875.jpg?v=1781501531"},{"product_id":"research-handbook-on-childhoodnature-9783319672861","title":"Research Handbook on Childhoodnature","description":"\u003cp\u003eThis handbook provides a compilation of research in Childhoodnature and brings together existing research themes and seminal authors in the field alongside new cutting-edge research authored by world-class researchers drawing on cross-cultural and international research data. The underlying objectives of the handbook are two-fold: • Opening up spaces for Childhoodnature researchers; • Consolidating Childhoodnature research into one collection that informs education. The use of the new concept ‘Childhoodnature’ reflects the editors’ and authors’ underpinning belief, and the latest innovative concepts in the field, that as children are nature this should be redefined in this integrating concept. The handbook will, therefore, critique and reject an anthropocentric view of nature. As such it will disrupt existing ways of considering children and nature and reject the view that humans are superior to nature. The work will include a Childhoodnature Companion featuring works by children and young people which will effectively enable children and young people to not only undertake their own research, but also author and represent it alongside this Research Handbook on Childhoodnature.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52912027697431,"sku":null,"price":81326.75,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319672861.jpg?v=1781503256"},{"product_id":"education-policy-and-the-australian-education-union-9783319680477","title":"Education Policy and the Australian Education Union","description":"\u003cp\u003eThis book focuses on the politics of teacher resistance to the formation and implementation of neoliberal education policies in Australia. It argues that policies such as publishing examination test results online amounts to auditing teachers’ work, and assumes incompetence from teachers, which ultimately results in diverting teachers from their true professional responsibilities. The book outlines the rise of transnational networks that promote market-oriented methods of achieving social objectives, such as good education for all students, and considers a range of explanations for why this education policy was strengthened in Australia in 2010. It also reviews a range of arguments about professional unionism, and reflects on the history of the Australian Education Union and its capacity to resist social neoliberalism. The book concludes by reporting on a case-study in which principals, teachers and parents at two ordinary schools in Australia have managed to keep market forcesat bay. 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It offers an empirically solid framework for designing and developing interventions for learners along the autism spectrum by reducing skill deficits and enhancing learner strengths while being flexible enough to allow for individual differences. The book discusses key concepts in educating individuals with ASD as they impact the processes of syllabus building, from planning goals and objectives to generating content choosing appropriate teaching strategies, and assessing progress. Chapters detail curriculum designs in academic areas such as language skills, science, and social studies, as well as functional skills, including independent living, career development, and preventing social victimization. The book concludes with recommendations for future interventions and curricula-building. Among the topics covered: Communication and autism spectrum disorder. Mathematical problem-solving instruction for students with ASD. Visual arts curriculum for students with ASD. How to build programs focused on daily living and adult independence. Sexuality education for students with ASD. Curricula for Teaching Students with Autism Spectrum Disorder is a must-have resource for researchers, graduate students, and clinicians and related therapists and professionals in clinical child and school psychology, childhood\/special education, social work, developmental psychology, behavioral therapy\/rehabilitation, and child and adolescent psychiatry.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52912059449623,"sku":null,"price":22459.04,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319699837.jpg?v=1781503535"},{"product_id":"early-childhood-and-development-work-9783319913193","title":"Early Childhood and Development Work","description":"\u003cp\u003eThis edited volume provides a critical account of the theories and policies that have informed work in the field of early childhood and explores how they have operated in practice. Underpinning the theoretical debates are the familiar tensions between global norms and local contexts; increasing inequality alongside economic progress, and the increasing prominence of business and the private sector in delivering aid programs. The authors offer a profound critique on an increasingly important topic and discuss alternative models of policy and practice.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52912131014935,"sku":null,"price":13700.64,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319913193.jpg?v=1781506259"},{"product_id":"children-and-adolescents-in-times-of-crises-in-europe-9783030163310","title":"Children and Adolescents in Times of Crises in Europe","description":"\u003cp\u003eThis book presents an analysis of the impact of the social crisis on the well-being of children and adolescents in Europe. Focusing on the fields of health, employment and social status, this book highlights that the impact of crisis has to be viewed in light of the state policies in reaction to crisis. Chapters in the book offer new perspectives of a reflexive crisis research objectifying crisis and analyzing what is referred to as crisis by whom, how, for what purposes and with which implicit or explicit solutions. This book offers empirical evidence and unique analytical approaches in the field of a child- and adolescent-oriented crisis research.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52915003228439,"sku":null,"price":11198.24,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030163310.jpg?v=1781512292"},{"product_id":"trauma-informed-schools-9783030128111","title":"Trauma-Informed Schools","description":"\u003cp\u003eThis book provides an interdisciplinary framework for school intervention into child and adolescent maltreatment, highlighting the unique potential for schools to identify and mitigate the long-term impacts of childhood trauma on children’s educational well-being. Contributors evaluate recent efforts to incorporate trauma-informed approaches into schools, including strategic planning by administrators, staff training, prevention programming, liaising with local youth service agencies, and trauma-sensitive intervention with affected students. Among the topics discussed: •The developmental impact of trauma •The role of schools and teachers in supporting student mental health •Prevention programming to prevent child and adolescent sexual abuse •Education policies to support students with traumatic histories •Responding to childhood trauma at both macro and microsystem levels Trauma-Informed Schools: Integrating Child Maltreatment Prevention, Detection, and Intervention is a valuable resource for child maltreatment researchers, educational and school psychologists, school social workers, students in early childhood and K-12 education, and education policy makers at all levels of government. 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These elements do not constitute a well-rounded theory or philosophy, but are part of many stories of living together with children, in Korczak’s case orphans. Korczak, actively involving the children themselves, organized this life in such a way that justice ruled. He is the pedagogue of narrativity and of democratic upbringing. Korczak explored many, and today still challenging ways of participative education.The book shows that besides the now domineering positivist outlook on education, with its technocratic language and stress on output, standards, testing, etc., another language is possible, one that is more practice-based and that teachers will relate to immediately: love for children, a pedagogical ethos, and seeking ways to live together in a just way.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52915068567831,"sku":null,"price":6880.35,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030592509.jpg?v=1781525853"},{"product_id":"social-ecology-of-a-chinese-kindergarten-9783030597351","title":"Social Ecology of a Chinese Kindergarten","description":"\u003cp\u003e​This book is the outcome of a joint collaboration between East China Normal University and the University of Luxembourg, initiated by the Center of Ideas for the Basic Education of the Future (IBEF), and focuses on kindergartens in China from a cultural psychology perspective. By coupling young scholars from diverse cultural backgrounds as research tandems, this book uses an innovative methodological method to reveal a deeply immersing research perspective of the often complicated issues in the Chinese social reality, where long historical tradition and strong motivation for a “modernized” future are fused together and continuously evolve itself into a vibrant and intricate landscape. Meanings and values consciously or unconsciously promoted and conducted in the kindergarten are semiotic devices and they mediate children’s and educator’s daily behaviours and activities, which are constantly navigating among different social institutions and crossing the border of kindergarten.  The book discusses the process of children’s socialization in the kindergarten from different angles such as cultural objects, moral education, conflict negotiation, children''s drawing analysis and the role of Lego in numeracy development. It also provides an overview of basic educational needs in Chinese kindergartens as well as three commentaries to provide background information and to add a reflective angle for the readers. By reading the book, readers will hopefully go through a constantly transforming process between familiarizing and de-familiarizing along with the research tandem and develop their own understanding of the complex landscape of the Chinese kindergarten and its children as developing subjects constantly living and transcending the context.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52915070566679,"sku":null,"price":11198.24,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030597351.jpg?v=1781525909"},{"product_id":"young-peoples-play-wellbeing-and-learning-9783030600013","title":"Young People's Play, Wellbeing and Learning","description":"\u003cp\u003eThis book explores the shifting geographies and contexts of children''s play and learning. 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The book will of interest and use to governments, NGOs, teachers and local communities in Africa as a resource to better understand the situation of migrants’ left-behind children as a category ofvulnerable children in difficult circumstances.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52915071910167,"sku":null,"price":9321.44,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030608736.jpg?v=1781525939"},{"product_id":"childrens-rights-from-international-educational-perspectives-9783030808617","title":"Children's Rights from International Educational Perspectives","description":"\u003cp\u003eThis book critically examines contemporary educational practices with a children’s rights lens. 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Using underutilised educational and theoretical concepts, it contributes to broadening understandings of children’s rights, education and associated theoretical frameworks. Despite a human rights framework emphasising the indivisibility, interrelatedness and interconnectedness of all rights, the ‘right to education’ (Article 28) dominates discussions about children’s rights and education. As such, equally important rights including the ‘aims of education’ (Article 29) are often less considered or absent from the conversation. Recognising that children’s education rights involve more than just access and provision, this book advocates for a much broader understanding of the nuances underpinning children’s education related rights. 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