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This truly accessible resource shows primary school practitioners how to help every student feel valued and included in school so that they develop confidence, resilience, love of learning, a positive sense of self and healthy relationships. Sue Roffey presents a visionary and unique approach to education underpinned by clear principles that can be practically applied in all settings. It is aligned with healthy child development, and addresses what all children need if they are to learn and thrive, including those who experience difficulties and disadvantages. She envisages an education system fit for purpose where all pupils can thrive and make progress in learning, where wellbeing for everyone is at the heart of every school. She uses ASPIRE as an acronym for Agency, Safety, Positivity, Inclusion, Respect and Equity. These principles, when threaded through everything that happens in a school, can genuinely enhance both wellbeing and learning. This resource features a chapter for each principle which explores "what" this means, "why" it matters and "how" it can be applied in early years, primary classrooms and across primary schools. Although visionary, the book is based on both substantial evidence and good practice, with each chapter supported by case studies from across the world. The book demonstrates the positive difference each principle makes to children in primary school settings as well as teachers, parents and the overall community. It is a must-read for primary school teachers, tutors, school leaders, psychologists, parents and anyone who wants an education system that is inclusive, holistic and effective for all students.

Use this inspirational resource to engage in Pro-Black teaching with young children as an antidote to endemic anti-Black racism in schools and society. Drawing from a critical case study of K-3 teachers who used Pro-Black teaching in their daily instruction, this important book puts forth positive perspectives regarding Blackness and Black people that are not evident in most educational settings. An easy-to-understand text provides evidence-based curriculum examples, pedagogies, and resources; demonstrates how teachers can achieve Pro-Black teaching while also addressing curricular standards and other demands on their time; and explains the benefit of Pro-Black teaching for all children. The authors draw from decades of practice and research by Black scholars (e.g., Asa Hilliard, Janice Hale, Amos Wilson) to position racial identities as a key part of Black children's development. They center African diaspora literacy as a Pro-Black pedagogy to ensure that Black children are competent in their own culture as well as in global cultures. Pro-Blackness in Early Childhood Education celebrates the agency, resistance, everyday lives, and joy of Black people. Book Features: (1) Demonstrates how Pro-Blackness can be used to interrupt ethnocide practices that threaten Black children's culture and spirits; (2) Provides guidance for implementing and sustaining Pro-Black instruction, with accessible examples of curriculum and instruction; (3) Focuses on Pro-Blackness rather than anti-Blackness; and (4) Includes examples of K-3 lessons from Drs. Diaspora curriculum that have been used in majority Black, majority White, and racially mixed classrooms. [Foreword by Joyce E. King.]

In "Learning Without Lessons," David F. Lancy fills a rather large gap in the field of child development and education. Drawing on focused, empirical studies in cultural psychology, ethnographic accounts of childhood, and insights from archaeological studies, Lancy offers the first attempt to review the principles and practices for fostering learning in children that are found in small-scale, pre-industrial communities across the globe and through history. His analysis yields a consistent and coherent "pedagogy" that can be contrasted sharply with the taken-for-granted pedagogy found in the West. The practices that are rare or absent from indigenous pedagogy include teachers, classrooms, lessons, verbal instruction, testing, grading, praise, and the use of symbols. Instead, field studies document the prevalence of self-guided learners who rely on observation, listening, learning in play from peers the hands-on use of real tools and, learning through voluntary participation in everyday activities such as foraging. Aiming to reverse the customary relation between western and non-Western theories or ideas about child learning and development, this book concludes that the pedagogy found in communities before the advent of schooling differs in very significant ways from that practiced in schools and in the homes of schooled parents.

Learn how to create and nurture communities of care for diverse children, families, and practitioners through responsive practice. In this text, the social and emotional worlds of babies and toddlers, their peers, and their caregivers come to life in the everyday moments of infant-toddler care and education. The authors show infants and toddlers as active, agentic, and intentional social partners from the start of life, highlighting their unique capacities for social engagement with both adults and peers. Interwoven within each chapter's narrative are insights culled from extensive observations, teacher interviews, and video analyses. Part I emphasizes play, peer friendships, and humor as essential elements of infant learning, illustrated throughout with anecdotes of praxis in early care and education settings. Building on these aspects of babies' ways of being in group care, Part II examines the complex roles of infant-toddler professionals and the critical importance of supportive and caring environments. Readers will explore the elements needed for in-depth and specialized professional preparation, including overarching principles of relationship-based practice. This book: (1) illuminates particular and understudied ways that infants and toddlers actively contribute to their own social learning and development; (2) shares how teachers learn to engage with and nurture infants' and toddlers' social capacities and experiences within child care settings; (3) uses anecdotes and vignettes from the authors' research and practice with infants, toddlers, and caregivers to bring their experiences to life; (4) discusses themes that are important and unique for infancy and toddlerhood, such as play, friendships, humor, and professional love; and (5) presents a unique set of chapters that reveal infants' and toddlers' perspectives, while also considering the caregiver's actions within a responsive care framework. [Foreword written by Mary Benson McMullen.]

In this deeply insightful work, nationally renowned bullying expert Elizabeth Kandel Englander offers sensible perspectives on student social behavior and equips educators and parents with effective strategies to identify and address bullying. This second edition of "Bullying and Cyberbullying" reveals how enormous social changes, increased digital connections, and a global pandemic have indelibly altered the psychological world of children--and in turn shaped their peer interactions. Englander notes that effective school bullying prevention and intervention is rooted in a solid understanding of child development, social structures in schools, and the connections between online behavior and in-school socializing. Building on continuing research on smartphone and social media usage, online privacy, and sexting and other risky behaviors, this updated edition prepares educators and parents to identify gateway behaviors, anticipate bias-based bullying, and respond to aggression and harassment. Englander offers sage advice for promoting resilience, strong friendships, and healthy technology use, among other prosocial behaviors that can avert bullying among students. This much-needed work provides an accessible framework for understanding and responding effectively to bullying and offers suggestions for collaboration between educators and parents.

Now in a second edition, this popular resource shows teachers and childcare providers how to work with young children based on current neuroscience research. Revised and expanded, it contains a wealth of practical and specific activities and materials to use with infants and toddlers to enhance growth and development. For each activity presented, the text examines its relation to the rapid brain growth that characterizes the 0 to 3 years, including major developments in sensory reception, movement, language, cognition, memory, vision, and motivation. Featured materials, with guidance for their use and where to find them, include paint, mark-makers, man-made found objects, natural objects, clay, paper, and light and shadow. This edition features many full color images and two new chapters on using electronic technology with infants and toddlers written by outstanding early educators. This is an essential guide for trainers and professionals who work with very young children, as well as parents and other caregivers. This book features: (1) The interpretation of current neuroscience as a supplement to the wisdom of excellent early childhood educators; (2) Numerous vignettes of teachers at work with young children inspired by the experiences of lifelong early educator Ann Lewin-Benham; (3) New ideas regarding the responsible introduction of electronic technology to young children; (4) Original color photos of children learning with traditional materials such as paint, clay, and fabric, as well as with electronic devices such as cameras and computers; and (5) Insights and practices of renowned cognitive psychologists, including Stanislas Dehaene. [Foreword written by Mihaly Csikszentmihalyi. For the first edition, see ED525593.]

This conversation guide is the second companion piece to the Foundation for Child Development's "Getting it Right: Using Implementation Research to Improve Outcomes in Early Care and Education" (ED606115) and "Getting it Right: The Conversation Guide for Preparing the Next Generation of Implementation Researchers" (ED615900) which both provide insights into the value of implementation research in the study of early care and education (ECE). This guide aims to help faculty in institutions of higher education use the "Getting it Right" publication in the preparation of future ECE practitioners -- early educators working directly with children; early education leaders administering programs; and those who support them (e.g., coaches) working in school, center-based, and home-based settings. As a resource, this guide supports higher education faculty to initiate and sustain conversations with students about effective ECE practices and policies, what still needs to be learned, and how to deepen the understanding of young children's development and learning. By understanding and participating in implementation research, practitioners can help shape research agendas in ways that help fill in the existing gaps in knowledge, especially knowledge relevant to instructional practice. The guide can be used when working with senior-level undergraduate students or master's and doctoral graduate students at any point in their degree programs.

"Children's Budget 2022" finds that the share of federal spending on children climbed to a historic 11.98% of the U.S. budget in FY 2022, producing remarkable declines in child poverty, hunger and the rate of children without health insurance. The report finds that the share of U.S. domestic and international spending on children rose 21% over the last five years, making up 11.98% of all federal spending in FY 2022 (11.88% for domestic, 0.10% for international). This share stands in stark contrast to pre-pandemic investments when the total share of federal spending on children was only 7.55% of the federal budget. Congress, however, has begun backing off these investments, with inflation-adjusted dollars for children dropping nearly 17% between FY 2021 and FY 2022. The report tracks federal spending in roughly 250 domestic and international programs. This year for the first time First Focus on Children began to track outlays that protect children from the impact of climate change, air pollution, toxic substances, pesticides, and other areas of environmental health. [For "Key Takeaways from Children's Budget 2022," see ED626706. For the 2021 report, see ED617710.]

In this update of a bestselling classic, you will learn how to develop children's capacity and will to read. Each sequential chapter is practical, eye-opening, and exactly what you need to engage young learners, plan lessons, partner with parents, and align your PreK-3 classrooms to the science of learning and the science of reading. Gain the latest insights on: (1) Brain development from birth to age eight, plus the skills to nourish it, age by age and grade by grade; (2) What the latest neuroscientific research now says about oral language acquisition; (3) The evidence base for practices such as read alouds, inventive spelling, and sustained silent reading; (4) Why vocabulary building must happen concurrently with phonological processing, decoding, fluency, spelling, and writing; and (5) How to artfully combine explicit teaching of skills with playful, multi-sensory routines every day. All aspects of memory are needed to develop successful readers. When we engage children's brains and build our teaching practices around what we know about how the human brain makes meaning, literacy learning makes more sense for children… and for us.

In a world that seems to grow more unpredictable and challenging by the day, how can we increase learning and joy for children while offering them much-needed support? Uncertainty and disruption have created a youth mental health crisis that requires all hands on deck. This urgently needed guidebook offers comprehensive and scientifically-grounded methods you can use to support young people's well-being, no matter what obstacles they face. Written by an expert with decades of experience in education, youth development, and social work, this timely and timeless resource includes: (1) 10 practices that can prevent and address mental health challenges and enable young people to thrive; (2) Strategies for taking care of kids while also taking care of yourself; (3) Information on the most pressing issues youth face, from nurturing healthy relationships to building community and belonging; and (4) Key takeaways and reflection questions for individual use and group discussion as well as "Try Now" sections with tips and tools that can be used immediately. Providing essential information, practical advice, stories, and time-tested strategies to help kids live and learn, "Whole Child, Whole Life" is required reading for anyone who is working with, caring for, or raising young people. [This book was illustrated by Manuel S. Herrera.]

Learn how to navigate the challenging terrain of connecting with a child who is deeply afraid, angry, and/or sad. Framing this work as emotionally responsive teaching (ERT), this book expands current conceptualizations of trauma-informed practice to encompass more broadly the relational demands of supporting young children with challenging life circumstances. The author accomplishes this by (1) arguing that predominant discussions of trauma fail to consider the ways that traumatic responses may facilitate both risk and resilience in children's lives, (2) describing the impact of traumatic experiences and exposure to chronic stress on children's development, (3) articulating a framework for ERT, and (4) providing readers with applied strategies for practicing ERT in their classrooms. Throughout, readers are encouraged to transform the systems of oppression that are being manifested through children's struggles in the classroom. This book: (1) Provides models that guide teachers through the nuanced and sometimes overwhelming interactions they may have with children experiencing trauma; (2) Shares the author's own challenges and triumphs through case studies of pre-K-3rd grade classrooms to illustrate the process of emotionally responsive teaching; (3) Builds on research from the fields of education, psychology, and counseling; and (4) Integrates current work on trauma-informed practice with the paradigm of culturally responsive pedagogy by framing trauma as often rooted in systems of inequity and oppression. [Foreword written by Mary Benson McMullen.]

In 2020, the Foundation for Child Development released "Getting it Right: Using Implementation Research to Improve Outcomes in Early Care and Education." The publication provides insights into the value of including implementation research in the study of early care and education (ECE) and its potential to improve programs and policies and achieve stronger outcomes for all young children. As more programs are brought to scale, the ability to achieve greater impacts for all young children rests on a more nuanced understanding of the context in which ECE programs and policies are being implemented locally and the different impacts on specific subgroups of children. As a result, now is the moment for ECE researchers, practitioners, and policymakers to identify the critical components of effective ECE programs and policies and engage in meaningful exploration of what works, for whom, and under what conditions. This conversation guide was created to help faculty in institutions of higher education use "Getting it Right" as a resource in the preparation of future researchers to conduct implementation research. This guide supports higher education faculty to initiate and sustain conversations with students about effective early care and education, what still needs to be learned, and how implementation research can help fill the gaps. This guide focuses on faculty who are teaching a variety of courses, such as research design and methods, program evaluation, and statistics.

"Children's Budget 2021," the 15th annual Children's Budget analysis, is released as Congress stands at a proverbial crossroads for the nation's kids. For more than a decade, this report has documented mostly bad news, in which the share of federal spending for kids has sharply declined. But, as Congress grappled with how to respond to a country in crisis, they were compelled to make long-overdue investments this year in early childhood, child care, education, family medical leave, child nutrition, and health care. The "2021 Children's Budget" book finds that COVID funding fueled the largest year-to-year increase in the share of federal spending on kids since tracking began in 2006. The share of federal spending on children rose to 11.2% in 2021, a 3.5 percentage point increase over 2020. The historic increase comes after four straight years in which the share of spending on children declined by 25% to just 7.6%. President Biden and Congress have made extraordinary and desperately needed investments in the nation's children to reverse the long-term downward trend in investing in children. The question is whether there will be a return to the old, tragic, downward trend or if the nation will live up to its promises to the next generation. [This report received additional support from the Wellspring Philanthropic Fund and the GHR Foundation. For the 2020 report, see ED617709.]

Most practitioners and scholars agree that critical and reflective early childhood and elementary teachers are foundational for children's holistic growth and development. Yet current policies focused on elevating testing and performativity are contributing to student and teacher anxiety and alienation. This book offers a counternarrative to neoliberal standardized preservice teacher development and assessment processes. The author examines how a cohort of teacher educators worked alongside their preservice teachers--both groups predominately White and female--to redesign their teacher education program. Sherfinski reveals how the narrative portfolio, an inquiry-based alternative to accreditation and standards-based assessments, was designed to locally document, resist, and disrupt the status quo. The narrative portfolio speaks back to standardized preservice teacher assessments by providing spaces for teacher candidates to demonstrate their knowledge of theory and practice as enacted in the natural settings of school and community. "Rooted in Belonging" shows why humanizing, democratic, place-based practices should be at the forefront of teacher education. This book: (1) Provides a rare portrait of equity-based teacher education at the confluence of place-based approaches, student diversity, and teacher education; (2) Grapples with tough issues such as how the shared Whiteness of preservice teachers and children and their families play out alongside their differences; (3) Explores how educators negotiate deep ideological differences while still preparing teachers for critical work; (4) Examines how the current political climate around Black Lives Matters, the 2020 presidential election, and the COVID-19 pandemic contribute to the challenges of working in communities; (5) Discusses how race, space, time, and settler colonialism shape the work of preservice teachers and their teacher educators; and (6) Shares action research and teacher leadership assignments, critical thinking and planning exercises, personal reflections, and preservice teachers' narrative portfolio artifacts. [This book was written with Sharon Hayes. Foreword by Christopher P. Brown.]

This book brings together a series of papers on education in rural Zimbabwe. It is informed throughout by the generative theory of rurality, which sees rural communities as the most significant agents in solving the challenges they face. Against this theoretical backdrop, the 13 chapters challenge policy makers, researchers and educators to confront the problem of poor academic performance among learners in rural learning ecologies. The book demonstrates that rural communities, in Zimbabwe and elsewhere, can improve their educational outcomes through community-led action, involving traditional leadership and other stakeholders. The key message is that communities have the opportunity to become the authors of their own destinies in shaping future educational results.

The DEC Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or at-risk, for developmental delays or disabilities. Leadership: Leading From Where You Are is the ninth edition of the DEC Recommended Practices Monograph Series, and it offers professionals and families multiple ways to implement the leadership practices across the settings in which children grow and learn.

For this edition of the "Bank Street Occasional Paper Series," educators were invited to share stories from their practice: times when they utilized children's literature and conversations to address real life; the difficult topics that children experience through the mirror of their own experiences or the windows of their peers, communities, or world. These stories are the stories of educators who have tried, and sometimes stumbled, and are showing their vulnerabilities. In each story, there is profound learning from the conversations that emerge from books. In the range of stories offered in this issue, there is one commonality: teachers are responding to the challenges that students of all ages face in their lives. These include concerns about gender and sexuality, racism, death and grief, climate change, police brutality, class issues, trauma, family insecurity, and mental health challenges. The essays are arranged in pairs by age/grade levels from preschool, to early elementary, middle elementary, late elementary, middle school, high school, and college, however, every one of these authors offers thoughtful guidance to educators (and non-educators), no matter the level with which they most identify.

As the number of publicly funded early childhood education (ECE) programs increases, policymakers will need empirical evidence to justify the taxpayer investment. Such justification will require a stronger understanding of the essential components of an ECE program's design, as well as solid evidence on which components, or constellations of components, are most effective in achieving strong outcomes for specific subgroups of children. Expectations for child outcomes must be based on the realities of the program components, the target populations, and the financial and human resources that support program implementation. The need for more robust quantitative and qualitative data to ensure stronger outcomes for all young children and significantly narrow the opportunity and achievement gap for minoritized children and those living in poverty. Believing in magic will not produce strong outcomes (Brooks-Gunn, 2003). Overpromising and underdelivering will have catastrophic results for the children and families who might benefit most from ECE initiatives. This volume asserts that randomized controlled trials (RCTs) could be greatly enhanced by the findings from rigorous empirical data that provide contextual information about the participants, the settings, and the overall conditions under which the treatment is conducted. Throughout this volume, this type of analysis is referred to broadly as implementation research. However, the intent is not to provide a single definition of implementation research. Rather, the hope is to initiate a conversation that is centered on what else needs to be explored about how ECE programs are operationalized and what shape the research might take.

Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors, private nonprofit and for-profit entities, in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.

"Children's Budget 2020" is the 14th annual release of this signature Children's Budget publication. While the COVID-19 health and economic crises have highlighted how important it is to put children and families at the forefront of budget decisions, far too often lawmakers fail to prioritize children when allocating federal resources. This year's "Children's Budget" includes, for the first time, a deeper analysis of how the federal budget impacts children in spending when it comes to the international affairs budget, which is spent across seven departments and agencies, including the State Department and U.S. Agency for International Development (USAID). The report estimates the children's share of that spending at around 9 percent and finds that this funding is so limited it only reflects about 0.11 percent of the overall federal budget. This year's report details the persistence of an alarming trend: children continue to receive a smaller and smaller share of federal spending. Policymakers must take action to change course and correct this inequity. [This report received additional support from the Wellspring Philanthropic Fund and the GHR Foundation. For the 2019 report, see ED607596.]

Children are intrigued by moving objects, even more so when they can engineer the movement. This volume in the STEM for Our Youngest Learners Series uses Ramps and Pathways as a context to provide children ages 3-8 with opportunities to engage in STEM every day. Ramps and Pathways is a meaningful and fun way for children to develop engineering habits of mind as they explore concepts in force and motion, properties of objects, and how an object's properties affect its movement. In the process, children develop spatial thinking that is essential for future careers in STEM. The text also offers guidance for arranging the physical, intellectual, social-emotional, and promotional environments of a classroom to embrace the natural integration of literacy learning. Each volume in this series includes guidance for forming partnerships with families and administrators that support STEM learning, vignettes showing educators and children engaging in inquiry learning, tips for selecting materials, modifications and accommodations for diverse learners, ways to establish adult learning communities that support professional development, and more. The book features: (1) Alignment with both the Head Start Early Learning Outcomes Framework (ELOF) and the NGSS Science and Engineering Practices, with specific descriptions of how those science and engineering practices in Ramps and Pathways look and feel in Pre-K-2 classrooms; (2) Examples of how to integrate literacy learning in a meaningful way; (3) Descriptions of how the open-ended nature of ramps and pathways aligns with the Universal Design for Learning Framework (UDL); (4) Guidance to help teachers anticipate and plan for all children to become purposeful, motivated, resourceful, knowledgeable, strategic, and goal-directed about learning; (5) Examples of how to stage, introduce, and support children's designs to develop engineering habits of mind (systems thinking, optimism, creativity, communication, collaboration, attention to ethical considerations); and (6) A meaningful and healthy context to grow children's executive function skills (EFs), including inhibitory control, working memory, and cognitive flexibility.

This book provides theoretical answers, applied methodological models, and didactic experiences that seek to reflect and analyze the potentialities and challenges of the active learning concept in STEAM disciplines and social sciences education. It also contributes to the understanding, intervention, and resolution of contemporary social problems and to the United Nations Sustainable Development Goals through the design, implementation, and evaluation of educational programs that incorporate integrated active learning as one of its explanatory axes.

Children's brains develop faster in the early years than at any other time in their lives. If you want to make the most of this pivotal period, there is no time to waste. With newly updated research, the second edition of this bestseller provides parents and educators with strategies for building a brain-compatible environment where young learners can develop the skills they need to be successful. Inside you'll find: (1) How to design a brain-friendly environment, including the use of music, color, and lighting; (2) The effects of verbal communication, reading aloud, and discussion on children's development Strategies for developing character and responsible behaviors; (3) An action plan to help parents follow through with implementation at home; and (4) Multiple examples of best practices in action. Based on the latest research on human growth and development and written by a nationally-known education expert, "Preparing Children for Success in School and Life" helps you satisfy a child's natural hunger for learning and ensure that every child gets the best possible chance at success. [Foreword written by Debbie Silver.]

"The Autism Spectrum Handbook & Resource Guide" combines valuable, easy-to-understand educational information for consumers, patients, and their families, with official reports and releases about monitoring childhood growth and important milestones, community statistics, living with an ASD, and treatments and further resources for co-occurring conditions. This new volume is arranged in the following sections: (1) Introduction: This detailed introduction to the book and to ASD specifically, written by researcher Marianne M. Madsen, provides critical information such as risk factors, symptoms, diagnosis, treatment, and a breakdown of other conditions associated with ASD by genetic factors, mood/emotional issues, physical issues, and cognitive/behavioral issues; (2) Section One: Studies & Statistics: This robust, colorful section of 300 pages includes detailed reports, fact sheets, maps, checklists, and growth charts from a number of sources, including the Centers for Disease Control and the National Institutes of Health. It begins with an annotated table of contents, followed by two detailed reports on ASD, including state-by-state snapshots. From there, articles take readers through tracking important childhood milestones, studies conducted into the link between vaccines and autism, the social difficulties faced by children with an ASD, and coping strategies utilized by adults with autism. Following this are helpful backgrounders, facts, and treatment plans about the specific conditions related to ASD that are covered in Section Three, including anxiety, attention-deficit/hyperactivity disorder (ADHD), bipolar disorder, depression, Down syndrome (DS), eating disorders, epilepsy, fragile x syndrome (FXS), gastrointestinal (GI) disorders, obsessive-compulsive disorder (OCD), schizophrenia, sleep disorders, Tourette syndrome (TS), and tuberous sclerosis complex (TSC). (3) Section Two: Resources for Autism Spectrum Disorder (ASD): This section details a variety of resources for patients, families, and caregivers, including major autism-related associations, agencies, foundations, research centers, and other resources; (4) Section Three: Related Conditions: This section includes 15 conditions that are considered to commonly co-occur with ASD. Overviews written by Marianne M. Madsen detail the conditions themselves, how they relate to ASD, and both common and cutting-edge treatment options. Patient, family and caregiver resources follow, including Agencies & Associations, Foundations, Libraries & Resource Centers, Research Centers, Support Groups & Hotlines, Print Resources, Digital Resources and Web Sites; and (5) Free Online Access: In addition to the print directory "The Autism Spectrum Handbook & Resource Guide" includes free online access on the Salem/Grey House Online Platform. This gives your patrons immediate access to the most valuable in-depth information on the many causes of these conditions, early warning signs, diagnosis, treatment options, advice for caretakers, preventative therapy, and support. Call 800-562-2139 for a free trial or visit https://online.salempress.com/ for more information. "The Autism Spectrum Handbook & Resource Guide" is a necessary reference for public and academic libraries, as well as health care and senior center collections, providing information crucial to sufferers of conditions that are related to nutrition, heir broader support network, caseworkers, social workers, and other health care providers.

"Children's Budget 2019" is a comprehensive analysis of how kids and families have been faring in the federal budget over the past five years. The book captures and analyzes historical funding data and spending trends across a wide range of policy areas including child welfare, early childhood, education, health, housing, income support, nutrition, safety and training, tracking federal investments in nearly 200 different programs. To determine the amount of money spent on children, this book relies on agency reporting and data. For a handful of programs, this book relies on the work of the Urban Institute in "Kids' Share 2018: Report on Federal Expenditures on Children through 2017 and Future Projections" (ED607636). For each program individually listed in the book, the amount indicated is the total allocation from the federal budget. The share of funding allocated to children indicates the percent of funding that are included in the total calculations; for programs for which this value is not 100%, a row is included estimating the total spending going to children. Top takeaways of this analysis include: (1) Child poverty remains high, but children's share of the budget continues to shrink; (2) Spending on children is not keeping up with rising costs and growing need; and (3) If Congress fails to act, children will fall further behind. [For the 2018 report, see ED607590.]

Divided into two volumes, "Handbook of Special Education Research" provides a comprehensive overview of critical issues in special education research. This first volume addresses key topics in theory, methods, and development, exploring how these three domains interconnect to build effective special education research. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.

The majority of public school principals are now required to supervise and evaluate early childhood teachers and classrooms, yet many do not have a sufficient understanding of child development and early childhood pedagogy to lead for equity. This practical and comprehensive resource addresses this critical gap by presenting current research on child development, an understanding of the elements of high-quality early childhood classrooms, essential information on trauma-responsive practices, and strategies for reducing bias and preventing the use of exclusionary discipline with young children. School leaders learn about the pivotal role they can play in improving equity for young children, their families, and the early childhood workforce. Each chapter includes key takeaways and central questions that can be used for individual reflection or to guide group discussions. Authentic examples, illustrations, and actionable strategies help readers to successfully implement the content in their school. "Principals as Early Learning Leaders" is essential reading for principals, vice principals, administrators, and others responsible for leading preschool and pre-K programs for equity. This book: (1) supports elementary school principals to better understand the role early education plays in their school; (2) addresses essential issues of equity in all aspects of early learning programs that require focus and leadership; (3) provides current research and practical strategies that principals can put into practice immediately to be effective instructional leaders; (4) uses authentic examples and vignettes throughout to help readers see the ideas in the context of real preschool classrooms; and (5) includes reflection questions and key takeaways to help principals think about how the information presented can inform the work they do.

The COVID-19 pandemic has revealed the reality of life in all aspects of human endeavors. The education sector was not spared--the school system was uprooted and procedures had to be made quickly for the safety of students and faculty. As a result, educators struggled with keeping students engaged academically during online learning and the stress of a health crisis on society. "Preparing Early Childhood Teachers for Managing Emergencies" explores international and cross-cultural perspectives on teacher effectiveness in handling education and learning in emergency periods as well as preparedness for post-COVID-19 experiences. This book identifies, shares, and explores the predominant theoretical and conceptual understandings of teacher preparedness toward emergencies and the aftermath. Covering topics such as first aid measures, teacher effectiveness, and technology usage, this book is an essential resource for global K-12 educators, pre-service teachers, K-12 administrators, policymakers, researchers, and academicians.

This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages 3-6, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume, "early language education" will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school.

This book questions what 'educating the whole child' means in the context of our current neoliberal education system. In analysing the impact of how education policy is enacted and understood, it examines how this 'neoliberalisation' has shaped the personal and ethical relations of education. The book is unique in raising questions about the way in which a common and universally held truth about the importance and value of educating the whole child is conceptualised and articulated in education policy. Employing Foucault's concepts of bio power, governmentality, the dispositif and subjectivities, this book explores the importance of psy-scientific knowledge, systems of education governance and classroom practices in constructing a neoliberal whole child. It examines how government policy structures the relationship between the child, school and government and claims that current policy and practice operate as forms of bio power that extends neoliberal governance to the emotional and moral life of the child. "Educating the Neoliberal Whole Child" will be of great interest to researchers, academics and students in the fields of education policy, sociology of education and critical pedagogy. It is also a valuable addition to studies of Foucault and education.

This report reviews and analyzes California policies that are designed to support early learning in children from birth through age five years. The analysis is limited to early childhood (EC) education-related programs and supports that are likely to directly affect children's cognitive and social development. The information in the report comes primarily from state and locally collected data from original sources, extant reports that summarize information related to the topic, and research on effective early childhood practices and policies. Added to this information are findings from interviews with people who have firsthand experience and knowledge of early childhood programs and resources in California. The chapters include objective reviews of the facts and the evidence as well as the experiences, observations, and recommendations of people who live the policies. The goal is to inform, not to persuade. The document should, however, provide guidance for advocates and policymakers endeavoring to increase support and opportunities for young children in the state. The report is divided into the following chapters: (1) The Early Learning Landscape (Deborah Stipek and Peggy Pizzo); (2) Early Learning for Children with Disabilities (Nancy Hunt); (3) Preparation and Training for Professionals in Early Childhood Education (Deborah Stipek); (4) Strengthening California's Early Childhood Education Workforce (Lea J. E. Austin, Marcy Whitebook, and Raúl Chávez); (5) Program Quality Monitoring and Improvement (Deborah Stipek and Sarah Ruskin Bardack); (6) PreK-3 Alignment (Deborah Stipek); and (7) Early Child Care Data Systems (Deborah Stipek and Madhuvanti Anantharajan).

"Children's Budget 2018" captures and analyzes historical funding data and spending trends across a wide range of policy areas including child welfare, early childhood, education, health, housing, income support, nutrition, safety and training, tracking federal investments in nearly 200 different programs. To determine the amount of money spent on children, this book relies on Agency reporting and data. For a handful of programs, this book relies on the work of the Urban Institute in "Kids' Share 2017: Report on Federal Expenditures on Children through 2016 and Future Projections" (ED607635). Some highlights of this analysis include: (1) Children receive a smaller piece of the Federal pie today than they did four years ago. The share of total federal spending on children has declined by 1.7 percent since FY 2014 (from 8.20 percent to 8.06 percent); (2) However, the share of total federal spending on children rose 1.1 percent from FY 2017 (when it was 7.97 percent), thanks to important investments following passage of the Bipartisan Budget Act of 2018 (PL 115-123); (3) In FY 2018, the federal government spent 7.7 percent of its budget on the interest on the national debt--nearly as much as the 8.06 percent it spent on children. The Urban Institute estimates federal spending on interest on the debt will surpass all federal investments on children in FY 2020; (4) If enacted, the President's FY 2019 Budget Proposal would eliminate 41 programs serving children and cut numerous others, reducing the share of spending on kids to 6.89 percent; and (5) The Budget Control Act of 2011 (PL 112-25) cap on non-defense discretionary spending will drop $55 billion (from $597 billion to $542 billion) in FY 2020--jeopardizing gains under the Bipartisan Budget Act. [For the 2017 report, see ED607589.]

Every year, the World Bank's World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR--"Learning to Realize Education's Promise"--is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education's promise--education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies--both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden--so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform. [This report was prepared by a team led by Deon Filmer and Halsey Rogers. The core team was composed of Samer Al-Samarrai, Magdalena Bendini, Tara Béteille, David Evans, Märt Kivine, Shwetlena Sabarwal, and Alexandria Valerio, together with research analysts Malek Abu-Jawdeh, Bradley Larson, Unika Shrestha, and Fei Yuan. The Report is sponsored by the Development Economics Vice Presidency. Support for preparation of the Report was provided by the Knowledge for Change Program (KCP) and from the governments and development agencies of the following KCP donor countries: Finland, France, and Norway.]

Early childhood is a crucial stage in a child's life, and aspects of the environment in the physical, social-emotional, cognitive, and health and safety domains all play important roles in shaping children's development during these early years. Having a valid and reliable measure of the quality of these aspects of children's care settings is critical. The "Early Childhood Environment Rating Scale"® (ECERS-3) is the leading research-based instrument for examining these influential global factors that directly impact children in early childhood environments. In this new guide, readers will find an in-depth description of both the conceptual model underlying the ECERS-3 and innovative ways of analyzing data for a fuller understanding of what can be done with the scale and why it is integral to the evaluation of early care and education. The authors analyze a large database of classroom observations to help ECERS-3 users better understand, interpret, and utilize their own findings. Readers will also see how components of their ECERS-3 data relate to one another, within and across subscales, and within the scale as a whole. "A Guide to Analyzing and Interpreting ECERS-3 Data" will assist program directors, agency administrators, preK-K teaching coaches/mentors, school principals, researchers, and others who use the ECERS-3 to more successfully document, interpret, and analyze the quality of essential influential factors in an early learning setting. This resource will help guide program improvement initiatives with insight into what is needed for children's development and learning. Book features include: (1) Provides a framework for thinking about how early childhood care and education learning environments fit into the larger picture of influences on children's development; (2) Presents a theory of change that combines understanding how children learn and develop with how early education and care affect long-term outcomes; (3) Analyzes what ECERS-3 data looks like for a large sample of classrooms and by different child and teacher characteristics; and (4) Includes full color tables and figures illuminating the data analysis of the classroom observations. [Foreword written by Debi Mathias.]

"Children's Budget 2017" captures and analyzes historical funding data and spending trends across a wide range of policy areas including child welfare, early childhood, education, health, housing, income support, nutrition, safety and training, tracking federal investments in nearly 200 different programs. For each program listed, this book reports the nominal funding level and the nominal percent change from the previous year, as well as the real percent change. To determine the amount of money spent on children, this book draws on the work of the Urban Institute in "Kids' Share 2016: Federal Expenditures on Children through 2015 and Future Projections" (ED607634). This publication can be used as a resource to inform policymakers, the media, and the public about how children are impacted by federal budget and policy decisions. [For the 2016 report, see ED570111.]

"Early Childhood Development in Tonga: Baseline Results from the Tongan Early Human Capability Index" offers a comprehensive assessment of early child development across Tonga. This book reports on a census of child development using the Tongan Early Human Capability Index. The data includes information on more than 6,600 children ages 3 to 5 years living in 36 inhabited islands and 129 communities. On the basis of population figures from the Tongan census data collection provided by the Tonga Department of Statistics, 81 percent of 3- to 5-year-old children participated in the Tongan Early Human Capability Index. "Early Childhood Development in Tonga" details the development of the instrument used to collect the child development data ensures cultural validity and local relevance, and still captures the fundamental aspects of child development that are consistent across countries and cultures. In addition to benefiting from learning about the development of the instrument, other countries will also be interested in learning about the method of data collection across a country with remote and isolated islands, and using an innovative partnership between health and education. Using existing systems and community governance structures, the data were not only collected but also disseminated back to communities to raise awareness and prompt community and government mobilization to support early child development. The process of developing and implementing the Tongan Early Human Capability Index across Tonga helped build national and district capacity and is encouraging the establishment of community-based supports for children. Researchers, policy makers, practitioners, and advocates for the development and enhancement of systems to monitor early child development worldwide will find "Early Childhood Development in Tonga" highly significant. [Individual chapters contain references.]

This book is an exploration of story and its importance in early childhood. It provides a thorough theoretical foundation, and considers how to practically implement the use of stories to aid children's wellbeing and holistic development. The chapters cover topics including cognitive and emotional development, creativity, play, mathematics, language development, and trauma and healing. It is an ideal resource for early years practitioners, parents, and all those working in early childhood who are looking to encourage creativity, build agency and foster positive communication in children's lives.

Following on from the phenomenal success of the Peter Lang publication 'Autism from the Inside Out', 'Leading inclusion from the Inside Out' is the first book to focus on providing Irish parents, early childhood teachers in early learning and care, primary and special school settings with practical and effective strategies for supporting the inclusion of all children at this critical phase of their education journey. With a foreword by Prof Seamus Hegarty, University of Warwick/University College Dublin, and emerging from the experiences of the authors during the delivery and evaluation of the multi-award winning Leadership for INClusion in the Early Years (LINC) Programme, the book is located in contemporary research on inclusion. The volume is presented in three interconnected sections focused on placing the child at the centre of a bioecological framework; realising inclusive pedagogy and cultivating effective leadership for including all children. Believing that language is a significant contributor to progressing an education system where all children are valued equally, the authors have directed specific attention to the use of terminology that communicates a philosophy of universality, within which difference and diversity are embedded, rather than disability and uniformity. In essence, the publication looks towards a new era, where leading inclusion from the inside out progresses to leading early childhood education from the inside out and advocating for inclusion is relegated to history. [Foreword written by Seamus Hegarty.]

Early care and education in the United States is in crisis. The period between birth and kindergarten is a crucial time for a child's development. Yet vast racial, ethnic, and socioeconomic disparities that begin early in children's lives contribute to starkly different long-term outcomes for adults. Compared to other advanced economies, child care and preschool in the U.S. are scarce, prohibitively expensive, and inadequate in quality for most middle- and low-income families. To what extent can early-life opportunities provide these children with the same life chances of their affluent peers and contribute to reduced social inequality in the long term, and across generations? The updated second edition of "Cradle to Kindergarten" offers a comprehensive, evidence-based strategy that diagnoses the obstacles to accessible early education and charts a path to opportunity for all children. The U.S. government invests less in children under the age of five than do most other developed nations. Most working families must seek private child care, but high-quality child care options are expensive relative to the means of most families. This means that children from lower-income households, who would benefit most from high-quality early education, are the least likely to attend them. Existing policies, such as pre-kindergarten in some states, are only partial solutions, and what exists varies tremendously in terms of access and quality. To address these deficiencies, the authors propose to overhaul the early care and education system, beginning with a federal paid parental leave policy that provides both mothers and fathers with time and financial support after the birth of a child. They also advance an expansion of the child care tax credit, and a new child care assurance program that provides grant assistance towards the cost of high-quality early care for low- and moderate-income families. Their plan establishes universal, high-quality early education in the states starting by age three, and a reform of the Head Start program that would include more intensive services for families living in areas of concentrated poverty and experiencing multiple adversities from the earliest point in these most disadvantaged children's lives. They conclude with an implementation plan and contend that these reforms are attainable well within a ten-year timeline. Reducing educational and economic inequalities requires that all children have robust opportunities to learn and fully develop their capacities and have a fair shot at success. "Cradle to Kindergarten" presents a blueprint for fulfilling this promise by expanding access to educational and financial resources at a critical stage of child development.

For more than a decade, the widely used "Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children" has been helping early educators use research-based practices to boost social-emotional development. Now there's a practical guide that makes it easier than ever to implement this highly effective framework in preschool classrooms. Created by the Pyramid Model developers and experts with extensive training experience, this is the first book to provide a comprehensive, step-by-step overview of the Pyramid Model for children ages 2-5. Early childhood educators will get a complete overview of the framework, plus in-depth guidance, evidence-based strategies, and helpful checklists for implementing all tiers of the Pyramid Model: universal, targeted, and individualized. Ideal for use in teacher trainings, preservice methods courses, and individual professional development, "Unpacking the Pyramid Model" will give current and future educators the foundational skills they need to promote positive behavior and build all young children's social-emotional competence. Learn how to use the Pyramid Model to: (1) construct a positive classroom environment that supports access and engagement for all students; (2) develop predictable schedules and routines that maximize participation and learning; (3) clearly define and teach behavior expectations and rules; (4) deliver intentional, explicit instruction in social-emotional competence; (5) support smooth and streamlined transitions that prevent challenging behavior; (6) create a culture of friendship and actively teach children friendship skills; (7) teach children about emotions and help them develop a "feeling vocabulary"; (8) give children the skills they need to solve interpersonal problems appropriately; and (9) provide individualized support for children with persistent challenging behavior.

Many bright and gifted kids do not feel understood or supported. For adults wanting to change that, "Bright, Complex Kids" provides guidance for gaining entrance to their internal world. This practical and easy-to-use field guide includes ideas for how and why to: (1) listen and respond; (2) self-monitor adult biases; (3) avoid communicating awe of high ability because of the potential impact on trust and openness; (4) apply knowledge of learning disabilities; and (5) help high-ability children and teens make sense of themselves. Well-known gifted experts Jean Sunde Peterson, Ph.D., and Daniel B. Peters, Ph.D., wrote "Bright, Complex Kids" to be an accessible short course for adults wanting to build a base of knowledge for understanding and supporting the social and emotional needs of highly able children and teens. From how adults can be involved to insights on the social and emotional development of bright kids, each chapter has a section with "points to ponder." Additional information is provided about characteristics, anxiety, perfectionism, resilience, underachievement, twice-exceptionality, and hidden distress to provide a picture of the whole child.

Economic hardship is changing our students' brain structures at a genetic level, producing psychological, behavioral, and cognitive issues that dramatically impact learning, behavior, physical health, and emotional stability. But there is hope. This groundbreaking book by one of the nation's top experts in brain science and resilience offers solutions that will change minds, attitudes, and behaviors. Learn about how problems develop between people of different races, how the brain develops in persistent poverty, and how it might react to solutions. Inside, you will find real-life applications on topics including: (1) The lack of culturally competent instruction and its impact on students of color; (2) Poverty's effect on language development and how it can be positively influenced; (3) The importance of reading; and (4) How to counteract the effects of the widespread stress in lower SES environments. Children make up 23% of the U.S. population and account for almost 33% of those living in poverty, making the education system our most distressed institution. In "The Poverty Problem," you will learn how to increase students' perseverance and confidence and positively impact outcomes by arming yourself with research-based instructional strategies that are inspiring, realistic, and proven to work.

"Our Bodies Tell the Story: Using Feminist Research and Friendship to Reimagine Education and Our Lives" asks (and answers) a number of critical questions that are key to improving our educational system. How can we use our embodied stories to navigate and disrupt how schools and society reproduce the patriarchy and heteronormativity within our institutions of learning? How do we transgress oppressive boundaries (boundaries cultivated by the patriarchy that have been perpetuated at home, within school, outside of school, in university settings, and in communities) that permit our dehumanization and exclusion? As teachers, professors, and teacher educators, how do we navigate our students' trauma when we are navigating the re-ignition of our own? This book sets out to tell the story of how the authors have tried to answer these questions in their lives and work. It is the story of a friendship, a partnership, a narrative retelling of their "becoming" as girls, teenagers, women, teachers, wives, daughters, scholars, and mothers. From the earliest memories of their gendered and sexualized childhoods to the present navigation of sexism, heteronormativity, and trauma in the context of teaching and schools, these stories reside in their bodies. They recall, construct, and reexamine, emerging from their dialogues--from talking face-to-face, to email, to FB messenger, poetry, and text. "Our Bodies Tell the Story" centers around the co/autoethnography of personal narratives, stories, and a kind of survival testimonies, the ways in which the authors bore witness to each other's lives. The book extensively uses co/autoethnography as a self-study feminist research methodology that takes autoethnography, "a form of self-representation that complicates cultural norms by seeing autobiography as implicated in larger cultural processes" (Taylor & Coia, 2006, p. 278) and moves it beyond the singular to the plural. Using this methodology enables the authors to interweave their stories through dialogue, so that validity, insight, and analysis all emerge in the text. The book investigates the self within the social context of personal relationships, as well as the larger society. Creating a co/autoethnography is a rich, multi-layered endeavor because it is not conducted in a vacuum. As such, it is an important book for faculty and researchers involved in a number of disciplines, including auto/ethnographic research, gender studies, women's studies, feminist studies, qualitative research and many other areas of study.

This practical resource explains brain development from prenatal to age 8 with suggestions for activities educators and caregivers can use to foster children's cognitive growth. The authors begin with the basics of brain development, and the issues that affect it, and then provide information specific to infant, toddler, preschool, and kindergarten to primary age levels. Educational activities are described as they relate to physical, language, social, emotional, cognitive, and academic progress relevant to brain development at each age level. Modifications of activities for young children with disabilities are included. The authors also discuss contemporary issues related to the future education of young children, including how technology-augmented experiences may positively and negatively affect children's development. Book Features: (1) Explains brain development concepts for practitioners and students; (2) Recommends brain-enhancing experiences related to age-level brain development; (3) Includes modified activities for children with special needs; (4) Provides vignettes for context and to illustrate concepts; and (5) Includes questions to promote discussion and a deeper understanding of the content. [Foreword By Sandra J. Stone.]

Parent involvement has always been a vital part of any child's education, but the pandemic and resulting remote instruction require that parents and educators partner at a deeper level. Following the tremendous success of "The Distance Learning Playbook, K-12," education authorities Doug Fisher, Nancy Frey, and John Hattie have teamed up with New York Times bestselling author and parenting expert Rosalind Wiseman to bring you the consummate guide to support your child's academic, social, and emotional development in any learning environment -- while not overwhelming you in the process. This essential guide will arm you with the tools and insight to Create an environment conducive to learning, establish routines, and most importantly, take care of yourself and your child Maximize the time you spend supporting learning by focusing on what is proven to work best in education Help your child develop the cognitive attitudes and habits that foster creativity, critical thinking, and increased responsibility for their learning Support the development of your child's social and emotional learning skills, including the ability to navigate social interactions, build friendships, and regulate emotions at a time when they have never been more important to have, and more challenging to maintain "The Distance Learning Playbook for Parents" outlines supportive strategies for navigating virtual environments to ensure effective and impactful learning that aligns the needs and expectations of teachers, parents, and students alike.

Every year brings new research studies that aim to describe early childhood development. Despite this boom in research, there has been little useful translation of these studies into clear recommendations for educators and mental health practitioners. This book shows experienced educators and mental health practitioners who work with young children (2-5 years of age) how to implement programs and interventions based on the latest scientific research in day care centers, preschools, special education settings, and kindergartens. Chapters in this volume offer guidelines on child assessment across five key areas of development -- cognitive, language, behavioral and social-emotional functioning, adaptive behavior, and motor skills. Contributors describe interventions to help children meet age-appropriate expectations regarding cognitive and emotional maturity, and other key developmental tasks including numerical understanding, early literacy programs; and play. Other chapters discuss broad policies and legal issues impacting early education. Special attention is given to interventions for preschoolers with developmental disabilities, and the unique needs of children who are culturally and linguistically diverse. Psychologists, speech-language pathologists, social workers, and teachers will find a wealth of information in this comprehensive, practical volume.

In this follow-up to "Guidance for Every Child," author Dan Gartrell, EdD, expands on the advice broached in that book -- that children need guidance rather than discipline. Guidance is teaching for healthy emotional and social development. On a day-to-day basis as conflicts occur, guidance is teaching children to learn from their mistakes, rather than punishing them for the mistakes they make; helping children learn to solve their problems, rather than punishing children for having problems they cannot solve. In "A Guidance Guide for Early Childhood Leaders," Dan explores secure relationships as the foundation for guidance and how to build them with children, families, and colleagues. He gives examples of how children's mistaken behavior (not misbehavior) can play out in the classroom and provides strategies on how early childhood professionals can help others to gain the emotional health they need to be socially responsive, and then support the social skills they need to build relationships and solve problems cooperatively. [For "Guidance for Every Child: Teaching Young Children to Manage Conflict," see ED605412.]

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. "The Oxford Handbook of Deaf Studies in Learning and Cognition" aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.

Adverse childhood experiences (ACEs) can negatively influence development. However, the lifelong effects of positive childhood experiences (PACEs) can mitigate the detrimental effects of adverse ones. By integrating existing knowledge about ACEs with developmental research on preventing, buffering, and treating the effects of adversity, stress, and trauma on child development and subsequent health and functioning, this book identifies the most important of these PACEs. It provides an interdisciplinary lens from which to view the multiple types of effects of enduring childhood experiences, and recommends evidence-based approaches for protecting children and repairing the enduring negative consequences of ACEs they face as adults. Students, researchers, clinicians, and health-care providers can use this research to understand the science of early life adversity, lifelong resilience, and related intervention and prevention programming to help those suffering from the lifelong effects of ACEs. Chapters include many figures, graphs, diagrams, stories, and activities that aim to help readers apply the science to everyday life.

Questioning others is one of the most powerful methods that children use to learn about the world. How does questioning develop? How is it socialized? And how can questioning be leveraged to support learning and education? In this volume, some of the world's leading experts are brought together to explore critical issues in the development of questioning. By collecting interdisciplinary and international perspectives from psychology and education, "The Questioning Child" presents research from a variety of distinct methodological and theoretical backgrounds. It synthesizes current knowledge on the role of question-asking in cognitive development and charts a path forward for researchers and educators to understand the pivotal function that questioning plays in child development and education. This book: (1) Includes contributions from interdisciplinary researchers in psychology and education; (2) Features theoretical and empirical investigations that represent state-of-the-art research in the field; and (3) Provides a comprehensive framework for understanding this area of research. This book contains the following chapters: (1) Questions about questions: framing the key issues (Lucas Payne Butler, Samuel Ronfard, and Kathleen H. Corriveau); (2) Questions in development (Peter Carruthers); (3) The point, the shrug, and the question of clarification (Paul L. Harris); (4) The quest for comprehension and learning: children's questions drive both (Henry M. Wellman); (5) Children's question-asking across cultural communities (Maureen Callanan, Graciela Solis, Claudia Castañeda, and Jennifer Jipson); (6) The development of information-requesting gestures in infancy and their role in shaping learning outcomes (Kelsey Lucca); (7) Developmental changes in question asking (Angela Jones, Nora Swaboda, and Azzurra Ruggeri); (8) Understanding developmental and individual differences in the process of inquiry during the preschool years (Candice M. Mills and Kaitlin R. Sands); (9) 'Why are there big squares and little squares?' How questions reveal children's understanding of a domain (Dave Neale, Caroline Morano, Brian N. Verdine, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek); (10) Children's questions in social and cultural perspective (Mary Gauvain and Robert L. Munroe); (11) Mothers' use of questions and children's learning and language development (Imac Maria Zambrana, Tone Kristine Hermansen, and Meredith L. Rowe); (12) Teaching and learning by questioning (Deanna Kuhn, Anahid S. Modrek, and William A. Sandoval); (13) Asking 'why?' and 'what if?' The influence of questions on children's inferences (Caren M. Walker and Angela Nyhout); (14) What makes a good question? Towards an epistemic classification (Jonathan Osborne and Emily Reigh); and (15) The questioning child: a path forward (Samuel Ronfard, Lucas Payne Butler, and Kathleen H. Corriveau).