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First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
A Co-Publication of Routledge and NAEYC Technology and Digital Media in the Early Years offers early childhood teacher educators, professional development providers, and early childhood educators in pre-service, in-service, and continuing education settings a thought-provoking guide to effective, appropriate, and intentional use of technology with young children. This book provides strategies, theoretical frameworks, links to research evidence, descriptions of best practice, and resources to develop essential digital literacy knowledge, skills and experiences for early childhood educators in the digital age. Technology and Digital Media in the Early Years puts educators right at the intersections of child development, early learning, developmentally appropriate practice, early childhood teaching practices, children’s media research, teacher education, and professional development practices. The book is based on current research, promising programs and practices, and a set of best practices for teaching with technology in early childhood education that are based on the NAEYC/FRC Position Statement on Technology and Interactive Media and the Fred Rogers Center Framework for Quality in Children’s Digital Media. Pedagogical principles, classroom practices, and teaching strategies are presented in a practical, straightforward way informed by child development theory, developmentally appropriate practice, and research on effective, appropriate, and intentional use of technology in early childhood settings. A companion website (http://teccenter.erikson.edu/tech-in-the-early-years/) provides additional resources and links to further illustrate principles and best practices for teaching and learning in the digital age.
This up to date book is essential reading for all those teaching or training to teach Early Years mathematics. It provides comprehensive subject and pedagogic knowledge for those responsible for the youngest children in school and their vital first experiences of learning mathematics. Appropriately focused text ensures the reader can understand and support how children learn to count and calculate, recognize shapes and begin to generalize their findings about problems. Critical questions enable trainees and teachers to both test and develop their own understanding of mathematics and suggested activities clearly exemplify how theory links to practice. The text also considers recent and relevant research, examines international perspectives and provides opportunities for reflection.
Learning and Teaching in the Early Years provides a comprehensive, practical introduction to early childhood teaching in Australia.
This collection provides an introduction to the practical skills which all student teachers have to develop, as well as celebrating the unpredictability and excitement of working with interested and inquisitive children.
How can we help children to become independent learners? This title provides a broad-ranging review of the thinking and best practice within Foundation Stage and Key Stage 1 education. Based on the basic truth that an effective Early Years curriculum must start with the children, it focuses on their needs and their potential.
This fully updated Second Edition of Learning in the Early Years 3-7 has been written to help early years practitioners understand and implement the U.K.'s new curriculum guidance document 'The Foundation Stage'. In this book, Jeni Riley clearly explains how to meet the requirements of the new Foundation Stage document and how these relate to the U.K.'s National Curriculum and the teaching frameworks of the National Primary Strategy for literacy and mathematics.

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