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This book provides guidance for improving primary classroom reading instruction. As education stakeholders now recognise, there is an urgent need for policy and practice beyond phonics and for improved reading outcomes. This timely text supports a well-balanced, effective and affective classroom reading programme. The author describes the co-generative work of Belinda, a Brisbane based primary teacher and her Year Three class. In a sequence of 24 descriptive vignettes, she provides details of the activities in which Belinda engages her students­, in weekly sessions dedicated entirely to literary appreciation and educative reading for enjoyment. The project illuminates the beauty of book blether – the significance of students'literary talk. The author applies John Dewey's philosophy on aesthetic experience in explanatory responses to Belinda's teaching, and demonstrates how this work might be replicated in the primary classroom. The book will appeal to pre-service teachers and educators, academics in the field of reading instruction, dialogic pedagogy and literacy improvement, as well as primary school practitioners.

Computational Thinking erfährt vor dem Hintergrund des technologischen Fortschrittes und der zunehmenden Automatisierung von Prozessen durch Algorithmen eine steigende Relevanz. Es umfasst ein breites Spektrum an Kompetenzen, die für eine erfolgreiche Teilhabe an der heutigen technisierten Gesellschaft von Bedeutung sind. In dieser Arbeit wird erstmals der Zusammenhang zwischen Kompetenzen im Bereich ‚Computational Thinking‘ und Aspekten des Problemlösens von Achtklässlerinnen und Achtklässlern unter Berücksichtigung individueller Merkmale, wie Geschlecht, soziale Herkunft, Migrationshintergrund und Selbstwirksamkeit im Bereich,Computational Thinking‘ und des schulischen Kontextes mittels Mehrebenenstrukturgleichungsmodellierung untersucht. Die Datengrundlage bilden Kompetenztests und Fragebögen für Schülerinnen und Schüler sowie Lehrkräfte, wobei sowohl Primär- als auch Sekundäranalysen durchgeführt werden. Die Datenbasis bildet die IEA-Studie ICILS 2018 (International Computer and Information Literacy Study), in der erstmals im Rahmen eines internationalen Zusatzmoduls Ergebnisse zum Kompetenzbereich ‚Computational Thinking‘ von Achtklässlerinnen und Achtklässlern präsentiert wurden.

In children, mental health challenges and communication differences typically combine in complex and inter-related ways. Remarkably, this crucial point is all too often forgotten, and communication is overlooked. Services are frequently fragmented, leading professionals to look at children through distinct lenses of either mental health or communication, meaning insights can be incomplete and important perspectives unshared.Working with Child and Adolescent Mental Health makes the compelling case that communication is central and should be a primary consideration whenever we think about children's mental health. With a practical focus, and an easy- to-read format, it suggests how this can be achieved by identifying how practitioners and services can work more cohesively to understand and optimise children's communication capacities.This book includes: Practical advice, grounded in current research, and presented in an easy-to-read, digestible style Guidance to help practitioners competently and compassionately identify and respond to the needs of children and young people with complex combined communication and mental health needs Real-life case studies from a wide range of settings, unpicked to clearly illustrate topics discussed in the book and offer encouragement and inspiration to practitioners Checklists and questionnaires to help practitioners in daily practice Recommendations for, and links to, useful additional resources Tools to support reflection and enhancement for individual practitioners and services Essential reading for speech and language therapists, psychologists, mental health practitioners, educators, social workers, and anyone else concerned with children's wellbeing and resilience, this book highlights the transformational impact of placing communication at the heart of all efforts to support children and young people's mental health.

This volume, the first of a two volume set, addresses three major areas in response to the post-Anthropocene: childhood, environment and indigeneity. Each of these areas is broadly addressed in relation to the concerns that have arisen both theoretically and educationally. The author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. There has been a concerted effort to overcome the nature-culture divide in education. The author reviews this development in the first section where there has been a particular emphasis placed on childhood education. In the second section he turns to the pedagogical theories that are attempting to overcome this same divide in environmental and science education. The last section attempts to bring into the conversation the vast literature on Indigeneity and their attempts to revise traditional education to meet these extraordinary times.

Während das Bild vom Kind im Kontext frühpädagogischer Konzeptpapiere und den Diskursen um Qualität und professionelle Haltung immer wieder als wichtiger Ausgangspunkt pädagogischen Handelns vorausgesetzt wird, finden sich keine empirischen Arbeiten, die sich mit dem Bild vom Kind pädagogischer Fachkräfte befassen. An diesem Desiderat ansetzend widmet sich die vorliegende Studie dem Bild vom Kind pädagogischer Fachkräfte der Kindertagesbetreuung. Ausgehend von einer praxeologischen Gegenstandskonstruktion, teilnarrativen Interviews und einem qualitativ-rekonstruktiven Interpretationszugang wird das Bild vom Kind akteursbezogen und mehrdimensional rekonstruiert.