early childhood education 2010 (us)

Routledge Education

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Early ChildhoodEducation

www.routledge.com/education

Welcome to the Routledge

Early Childhood Education CatalogNew Titles & Key Backlist 2009/2010

CONTACTSMARKETING ENQUIRIESFor all territories excluding theAmericas:Cara TrevorMarketing ExecutiveEmail: [email protected]

For USA, Canada, Latin America:Lori KellyMarketing ManagerEmail: [email protected]

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CONTENTSContesting Early Childhood Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Changing Images of Early Childhood Series . . . . . . . . . . . . . . . . . . . . . . .3

Theory and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Curriculum and Classroom Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Language and Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Order form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Back of Catalog

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NEW

Going Beyond the Theory/PracticeDivide in Early Childhood EducationIntroducing an Intra-Active Pedagogy

Hillevi Lenz-Taguchi, University of Stockholm, Sweden

Series: Contesting Early Childhood

Based on innovative research, the author presents newapproaches to learning in early childhood education, shiftingattention to the force and impact which material objects andartefacts can have in learning. Hillevi Lenz Taguchi discussesexamples of how pens, paper, clay and construction materials canbe understood as active and performative agents, challengingbinary divides such as theory/practice, discourse/matter andmind/body in teaching and learning. Numerous examples frompractice are explored to introduce an intra-active pedagogy. and’Methodological’ strategies for learning with children inpreschools, and in teacher education, are brought to the fore.

Challenging the dominant understanding of ’inclusion’ ineducational contexts, and making ’difference’ actively visible andpositive, this book is rooted in the experiences, practices andwords of teachers, teacher educators and student teachers. It willappeal to all those involved in early childhood education and alsoto those interested in challenging educational thinking andpractices.

August 2009: 216x138: 224ppHb: 978-0-415-46444-4: £80.00 $145.00Pb: 978-0-415-46445-1: £23.99 $42.95eBook: 978-0-203-87295-6www.routledge.com/9780415464451

Movement and Experimentation inYoung Children’s LearningDeleuze and Guattari in Early Childhood Education

Liselott Mariett Olsson, Institute of Education,University of Stockholm, Sweden


In contemporary educationalcontexts young children and learningare tamed, predicted, supervised,controlled and evaluated accordingto predetermined standards.Contesting such intense governingof the learning child, this bookargues that the challenge to practiceand research is to find ways ofregaining movement andexperimentation in subjectivity andlearning.

Vivid examples from Swedishpreschools – involving children, teachers, teacher studentsand educators and researchers - are woven together withthe theories of French philosophers Gilles Deleuze and FélixGuattari, bringing important new concepts and practices tothe early childhood field. This ground-breaking bookchallenges dominant ways of thinking, offeringExperimentation in Young Children’s Learning offers newpossibilities for change and provoking a re-evaluation of theeducational system’s current emphasis on predeterminedoutcomes and fixed positions.

This book provides researcher and students with a soundtheoretical framework for re-conceptualising significantaspects of movement and experimentation in earlychildhood. Its many practical illustrations make this acompelling and provocative read for and student takingcourse in Early Childhood Studies.

February 2009: 216x138: 264ppHb: 978-0-415-46866-4: £75.00 $125.00Pb: 978-0-415-46867-1: £22.99 $42.95eBook: 978-0-203-88123-1www.routledge.com/9780415468671

1CONTESTING EARLY CHILDHOOD SERIES

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NEW

Art and Creativity in Reggio EmiliaExploring the Role and Potential of Ateliers in Early Childhood Education

Vea Vecchi, Education Consultant, Italy


This book explores the contribution made by art and creativity to early education and learning, by reflecting upon and understandingmore about the role of the ’atelier’ in the pioneering pre-schools of Reggio Emilia. It is written by one of the most experiencedatelieristas from this region who has many decades’ experience to share.

Whilst first looking at the history of the atelier and the development of some key themes, this text is interspersed by two dialogues:the first between Vea and a group of teachers and pedagogistas, the second between Vea and a group of designers. These dialogueswill, in both cases, help explore the relationship between the atelierista and others actively engaged in work with young children.

This book will be of great value to student teachers and undergraduate and postgraduate students of early childhood education.

December 2009: 234x156: 192ppHb: 978-0-415-46877-0: £75.00 $150.00Pb: 978-0-415-46878-7: £21.99 $41.95www.routledge.com/9780415468787

Forming Ethical Identities in EarlyChildhood PlayBrian Edmiston, Ohio State University, USA


Through compelling examples, Brian Edmiston presents thecase for why and how adults should play with youngchildren to create with them a ’workshop for life’.

2008: 216x138: 224ppHb: 978-0-415-43547-5: £90.00 $170.00Pb: 978-0-415-43548-2: £22.99 $42.50eBook: 978-0-203-93473-9www.routledge.com/9780415435482

NEW

Contesting Early Childhood andOpening for ChangeGunilla Dahlberg, Institute of Education, Stockholm,Sweden and Peter Moss


Drawing on and concluding a landmark series, ContestingEarly Childhood, this book offers a review of the emergingcritique of the dominant discourse and, equally important,examines the possibilities for change that alternativediscourses are opening up, both theoretically and in actualpractice. Through argument and example this book:

•provides many examples of emerging new practice

•discusses the conditions needed to further this process of experimentation, diversification and renewal

•offers a democratic challenge to everyone interested in early childhood.

There is no best practice to be discovered by scientists anddelivered by managers and technicians – ‘what works?’ isnot the critical question. Instead, we have collective choicesto make about what we want for our children and oursocieties, choices that are first and foremost political andethical, not technical

This valuable addition to the literature covers a wide varietyof critical issues in Early Childhood education and is a must-read for students of Early Years Education.

February 2010: 234x156: 192ppHb: 978-0-415-46860-2: £75.00 $150.00Pb: 978-0-415-46861-9: £21.99 $41.95www.routledge.com/9780415468619

Doing Foucault in Early ChildhoodStudiesApplying Post-Structural Ideas

Glenda Mac Naughton

Series: Contesting Early Childhood2005: 216x138: 256ppHb: 978-0-415-32099-3: £95.00 $180.00Pb: 978-0-415-32100-6: £24.99 $46.95eBook: 978-0-203-46533-2www.routledge.com/9780415321006

In Dialogue with Reggio EmiliaListening, Researching and Learning

Carlina Rinaldi


Unequal ChildhoodsYoung Children’s Lives in Poor Countries

Edited by Helen Penn


Ethics and Politics in Early Childhood EducationGunilla Dahlberg, Institute of Education, Stockholm,Sweden and Peter Moss

Series: Contesting Early Childhood2004: 216x138: 224ppHb: 978-0-415-28041-9: £110.00 $210.00Pb: 978-0-415-28042-6: £23.99 $44.95www.routledge.com/9780415280426

CONTESTING EARLY CHILDHOOD SERIES2

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Diversities in Early ChildhoodEducationRethinking and Doing

Edited by Celia Genishi, Columbia University, USA andA. Lin Goodwin, Columbia University, USA

Series: Changing Images of Early Childhood

Drawing from the current literatureon ability, class, culture, ethnicity,gender, languages, race, and sexualorientation, this book presents aforward-looking account of howdiversity could improve theeducational experience of childrenfrom birth to grade three.


Shift to the FutureRethinking Learning with New Technologies inEducation

Nicola Yelland, Victoria University, Australia


This book examines the ways inwhich new technologies arereshaping the social, personal, andeducational experiences ofchildhood, and explores thecurricular revisions such changesdemand. With a focus on the variousinformation and communicationstechnologies (ICTs) available and thepossibilities these ICTs offer forteaching and learning, this bookprovides inspiring examples ofteachers who have innovatively

incorporated new technologies into their classrooms toengage their students.

2006: 234x156: 216ppHb: 978-0-415-95318-4: £90.00 $135.00Pb: 978-0-415-95319-1: £24.99 $36.95www.routledge.com/9780415953191

Early Childhood Qualitative ResearchEdited by J. Amos Hatch, University of Tennessee, USA


This collection brings together studies and essays thatrepresent the best work being done in early childhoodqualitative studies.


Playing It StraightUncovering Gender Discourse in the Early ChildhoodClassroom

Mindy Blaise, Monash University, Australia

Series: Changing Images of Early Childhood2005: 234x156: 216ppHb: 978-0-415-95113-5: £95.00 $140.00Pb: 978-0-415-95114-2: £24.99 $36.95www.routledge.com/9780415951142

Rethinking Parent and Child ConflictSusan Grieshaber, Queensland University ofTechnology, Australia


Childhood and PostcolonizationPower, Education, and Contemporary Practice

Gaile S. Cannella, Tulane University, USA and Radhika Viruru, Texas A&M University, USA


3CHANGING IMAGES OF EARLY CHILDHOOD SERIES


NEW

Children, their World, their EducationFinal Report and Recommendations of the Cambridge Primary Review

Edited by Robin Alexander, University of Cambridge, UK

Children, their World, their Education is the eagerly-awaited finalreport from the Cambridge Primary Review, the mostcomprehensive enquiry into English primary education for over 40years. Supported by Esmée Fairbairn Foundation, based atCambridge University and undertaken by a team of 100 expertsled by well-known educationalist Professor Robin Alexander, theReview has been genuinely and fearlessly independent since it waslaunched in 2006.

Children, their World, their Education is grounded in evidence fromresearch, official data and the enquiry’s thousands of individual andorganisational witnesses. It also builds on the 31 interim reportswhich attracted enormous interest and media attention between2007 and 2009. The book culminates in conclusions on the currentstate of primary education, together with recommendations on howit can be improved at the levels of national policy, local organisationand school and classroom practice.

But this is not just a formal report, it is a veritable compendium of information and insight into primaryeducation. On both counts, therefore, it is essential reading for students, teachers, parents and policy-makers. It is far and away the most authoritative source on English primary education and will remain so for years to come.October 2009: 246x174: 640ppHb:978-0-415-54870-0: £95.00 $155.00Pb:978-0-415-54871-7: £35.00 $57.95www.routledge.com/9780415548717

NEW

The Cambridge Primary Review Research SurveysEdited by Robin Alexander, Christine Doddington, John M. Gray, Linda M. Hargreaves and Ruth Kershner, all at University of Cambridge, UK

The Cambridge Primary Review Research Surveys is the companion volume to Children, their World, theirEducation. It contains, re-edited and updated, the 28 surveys of published research which were speciallycommissioned for the Cambridge Primary Review from 70 academics in 21 universities in four countries. It isprobably the most comprehensive survey of research in primary education yet undertaken.

The surveys are presented in eight groups, each with its own introductory overview to set the scene andprovide coherence: children’s lives and voices - school, home and community; children’s development,learning, diversity and needs; aims, values and contexts for primary education; structure and curriculum;outcomes, standards and assessment; teaching, learning and classroom processes; teacher training,development and workforce reform; policy, governance, funding and quality assurance.

Alongside the careful assessment of the significance and implications of over 3000 published sources, TheCambridge Primary Review Research Surveys makes extensive use of international and comparative evidence.

October 2009: 246x174: 704ppHb: 978-0-415-54869-4: £250.00 $350.00www.routledge.com/9780415548694

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THEORY AND RESEARCH

The Cambridge

Primary Review

Research Surveys

Edited by Robin Alexander,Christine Doddington,

John M. Gray, Linda M. Hargreaves and

Ruth Kershner

NEW

Children’s Living SpacesInvolving Young Children and Adults in DesigningSchools, Children’s Centres and Nurseries

Alison Clark, The Open University, UK

How can young children play an active role in the designingand developing of nurseries, children’s centres, schools?

What methods can be used to bring together children’s andpractitioner’s views about their environment?

What insights can young children offer into good designs forthese children’s spaces?

Based on two actual building projects, this book is the first ofits kind to demonstrate the possibilities of including youngchildren’s perspectives in the design and review of children’sspaces. It provides insights into how young children see theircurrent environment as well as their aspirations for futurespaces. The issues raised have implications for those who workin children’s spaces as well as for those who design them.

February 2010: 234x156: 160ppHb: 978-0-415-45859-7: £75.00 $150.00Pb: 978-0-415-45860-3: £22.99 $42.95www.routledge.com/9780415458603

NEW

The Routledge InternationalHandbook of Early ChildhoodEducationEdited by John Bennett, Tony Bertram, Philip Gammage and Christine Pascal

Edited by four leading experts in the field of early childhoodeducation, this book provides a cutting edge overview anddiscursive summaries of current research, main debates inthe field and future trends. The entire landscape of earlychildhood education is surveyed through a collection ofspecially commissioned articles including the followingthemes:

•Child & Society

•Policy and Politics

•Development and Learning

•Diversity, Learning and Access

•Professionalism and Parents

•New Developments.

This Handbook will be an essential work of reference for anystudent of early childhood education, elementary education,child development, education policy and social work at bothundergraduate and graduate level.

December 2009: 234x156: 608ppHb: 978-0-415-47951-6: £110.00 $170.00www.routledge.com/9780415479516

NEW

Early Childhood MattersEvidence from the Effective Pre-school and PrimaryEducation Project

Edited by Kathy Sylva, Univeristy of Oxford, UKEdward Melhuish, University of London, UK, Pam Sammons, University of Nottingham, UK Iram Siraj-Blatchford and Brenda Taggart both atInstitute of Education, London, UK

The Effective Pre-school and Primary Education (EPPE) project isthe largest European study of the impact of early yearseducation and care.

The findings of the project provide new evidence, in the UKcontext, of the importance of early childhood experiences andhow these influence later outcomes for children both forcognitive as well as social/behavioural development. The bookaims to give new insight into early years education by reachinga wide audience interested in policy development and‘effectiveness’ research.

This book is essential reading for all those interested ininnovative research methodology, policy development ineducation, early childhood or studying for an early yearsqualification. It will appeal widely to students and thoseengaged in providing accredited courses of study (at a range oflevels) in early childhood.


NEW

Does Every Child Still Matter?Education and Social Policy in the 21st Century

Catherine Simon and Stephen Ward, Bath SpaUniversity, UKDecember 2009: 234x156: 192ppHb: 978-0-415-49578-3: £75.00 $150.00Pb: 978-0-415-49579-0: £19.99 $37.95www.routledge.com/9780415495790

5THEORY AND RESEARCH


NEW

Growing Up With TechnologyYoung Children Learning in a Digital Age

Lydia Plowman, Christine Stephen and Joanna McPake, Institute of Education, University ofStirling, UK

This book explores the role of technology in the lives ofthree and four-year-old children. It provides a uniquecontribution to studies in this area by bringing togetherchildren’s experiences at home and in pre-school settingswith the perspectives of parents, practitioners and children.


NEW

A History of Children’s Play and Play EnvironmentsToward a Contemporary Child-Saving Movement

Joe L. Frost, University of Texas, USA

Children’s play throughout history hasbeen free, spontaneous, andintertwined with work, set in theplaygrounds of the fields, streams, andbarnyards. Children in cities enjoyedsimilar forms of play but theirplaygrounds were the vacant lands andparks. Today, children have becomeincreasingly inactive, abandoningtraditional outdoor play for sedentary,indoor cyber play, and poor diets. Theconsequences of play deprivation, theelimination and diminution of recess,

and the abandonment of outdoor play are fundamental issues ina growing crisis that threatens the health, development, andwelfare of children.

This valuable book traces the history of children’s play and playenvironments from their roots in ancient Greece and Rome to thepresent time in the high stakes testing environment. Through thisexploration, scholar Dr. Joe Frost shows how this history informswhere we are today and why we need to re-establish play as apriority. Ultimately, the author proposes active solutions to playdeprivation. This book is a must-read for scholars, researchers,and students in the fields of early childhood education and child development.

October 2009: 234x156: 336ppHb: 978-0-415-80619-0: £100.00 $150.00Pb: 978-0-415-80620-6: £34.99 $49.95eBook: 978-0-203-86865-2www.routledge.com/9780415806206

NEW

A Handbook of Children and YoungPeople’s ParticipationPerspectives from Theory and Practice

Edited by Barry Percy-Smith, University of the West ofEngland, UK and Nigel Thomas, University of CentralLancashire, UK

A Handbook of Children and YoungPeoples Participation brings togetherkey thinkers and practitioners fromdiverse contexts across the globe toprovide an authoritative overview ofcontemporary theory and practicearound children’s participation.

Promoting the participation ofchildren and young people - indecision-making and policydevelopment, and as activecontributors to everyday family andcommunity life - has become a

central part of policy and programme initiatives in bothmajority and minority worlds. This book presents the mostuseful recent work in children’s participation as a resourcefor academics, students and practitioners in childhoodstudies, children’s rights and welfare, child and family socialwork, youth and community work, governance, aid anddevelopment programmes.

The book introduces key concepts and debates, and presentsa rich collection of accounts of the diverse ways in whichchildren’s participation is understood and enacted aroundthe world, interspersed with reflective commentaries fromadults and young people. It concludes with a number ofsubstantial theoretical contributions that aim to take forwardour understanding of children’s participation.

The emphasis throughout the text is on learning from thecomplexity of children’s participation in practice to improveour theoretical understanding, and on using thosetheoretical insights to challenge practice, with the aim ofrealising children’s rights and citizenship more fully.

August 2009: 234x156: 352ppHb: 978-0-415-46851-0: £80.00 $160.00Pb: 978-0-415-46852-7: £24.99 $49.95eBook: 978-0-203-87107-2www.routledge.com/9780415468527

THEORY AND RESEARCH6



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NEW

Learning to BelongExploring Young Children’s Participation at the Startof School

Caroline Bath, Sheffield Hallam University, UK

Building on highly topical researchsurrounding young children’sparticipation, this book draws on adiversity of disciplines exploring theimportance of participatory approachesto children’s early education and showshow fostering a sense of identity andbelonging are essential to earlylearning.

The chapters demonstrate theimportance of listening to the voices ofthe children and show how to helpyoung children make sense of the rules

and hierarchies they encounter in the classroom

This book is an important addition to debate about the politicsand ethics of a highly prescribed and mainly developmentally-informed early years curriculum.

March 2009: 234x156: 128ppHb: 978-0-415-48366-7: £75.00 $125.00Pb: 978-0-415-48368-1: £22.99 $42.95eBook: 978-0-203-87982-5www.routledge.com/9780415483681

NEW

Key Issues in Childhood and YouthStudiesEdited by Derek Kassem and Lisa Murphy both atLiverpool John Moores University, UK and Elizabeth Taylor

Key Issues in Childhood and Youth studies presents an informedand critical commentary on a range of key issues related tochildren and childhood, from birth to eighteen years.

Exploring ideas from the historical development of childhood tothe demonising of youth, it is divided into five clearly definedsections, each with their own editorial introduction whichhighlights the key themes. The sections focus on: The conceptand creation of childhood; Child development; Ideas of risk,protection and childhood; The politics of childhood andInternational perspectives on childhood.

This invaluable textbook provides an overview of childhood andyouth studies and encourages students to think about the issuesdiscussed and to develop their own ideas.

November 2009: 246x174: 240ppHb: 978-0-415-46888-6: £75.00 $125.00Pb: 978-0-415-46889-3: £21.99 $39.95eBook: 978-0-203-86498-2• To request your complimentary copy, visit

www.routledge.com/9780415468893

NEW

Talking Beyond the PageReading and Responding to Picturebooks

Edited by Janet Evans, Liverpool Hope University, UK

With contributions from some of theworld’s leading experts, chapters inthis book consider how:

• children think about and respond to visual images and other aspects of picturebooks

• children’s responses can be qualitatively improved by encouraging them to think and talk about picturebooks before, during and after reading them

•the non-text features of picturebooks, when considered in their own right, can help readers to make more sense out of the book

•different kinds of picturebooks, such as wordless, postmodern, multimodal and graphic novels, are structured

•children can respond creatively to picturebooks as art forms

•picturebooks can help children deal with complex issues in their lives.

This inspiring and thought provoking book is essential readingfor teachers, student teachers, literacy consultants, academicsinterested in picturebook research and those organising andteaching on teacher education courses in children’s literatureand literacy.

March 2009: 234x156: 224ppHb: 978-0-415-47695-9: £75.00 $150.00Pb: 978-0-415-47696-6: £22.99 $42.95www.routledge.com/9780415476966

NEW

Rethinking Play and Pedagogy in EarlyChildhood EducationConcepts, Contexts and Cultures

Edited by Sue Rogers, Institute of Education, London,UK

A collection of chapters from international experts in thefield of early childhood education who will consider therelationship between children’s play and pedagogy from arange of cultural, conceptual and contextual perspectives

May 2010: 234x156: 176ppHb: 978-0-415-48075-8: £75.00 $150.00Pb: 978-0-415-48076-5: £22.99 $42.95www.routledge.com/9780415480765



Reclaiming ChildhoodFreedom and Play in an Age of Fear

Helene Guldberg, The Open University, UK

Reclaiming Childhood confronts thedangerous myths spun about modernchildhood. Yes, children today arelosing out on many experiences pastgenerations took for granted, but theirlives have improved in so many otherways. This book exposes the starkconsequences on child development ofboth our low expectations of fellowhuman beings and our safety-obsessedculture. Rather than pointing the fingerat soft ‘junk’ targets and labellingchildren as fragile and easily damaged,

Helene Guldberg argues that we need to identify what the realproblems are – and how much they matter.

We need to allow children to grow and flourish, to balancesensible guidance with youthful independence. That meansletting children play, experiment and mess around without adultshovering over them. It means giving children the opportunity todevelop the resilience that characterises a sane and successfuladulthood. Guldberg suggests ways we can work to improvechildren’s experiences, as well as those of parents, teachers and ‘strangers’ simply by taking a step back from panic anddoom-mongering.

January 2009: 234x156: 216ppHb: 978-0-415-47722-2: £75.00 $150.00Pb: 978-0-415-47723-9: £16.99 $31.95eBook: 978-0-203-87041-9www.routledge.com/9780415477239

Doing Visual Research with Childrenand Young PeopleEdited by Pat Thomson, University of Nottingham, UK

Visual media offer powerfulcommunication opportunities. DoingVisual Research with Children andYoung People explores themethodological, ethical,representational and theoretical issuessurrounding image-based research withchildren and young people. It provideswell-argued and illustrated resources toguide novice and experiencedresearchers through the challenges andbenefits of visual research.

2008: 234x156: 240ppHb: 978-0-415-43109-5: £85.00 $150.00Pb: 978-0-415-43110-1: £23.99 $45.95eBook: 978-0-203-87052-5• To request your complimentary copy, visit


2ND EDITION

Research With ChildrenPerspectives and Practices

Edited by Pia Christensen, The Research Unit forGeneral Practice, Denmark and Allison James,University of Sheffield, UK

Research with Children is a uniqueresource book on the methodology ofchildhood research. Leading and newresearchers within the social studies ofchildhood discuss central questions ofepistemology and methodology,demonstrating the links betweentheory and practice. The theoreticaland practical questions are set out in aclear and well-argued fashion and willtherefore appeal both to thenewcomer to childhood studies and toexperienced researchers in the field.

2008: 234x156: 312ppHb: 978-0-415-41683-2: £85.00 $150.00Pb: 978-0-415-41684-9: £23.99 $45.95eBook: 978-0-203-96457-6• To request your complimentary copy, visit


World Yearbook of Education 2009Childhood Studies and the Impact of Globalization:Policies and Practices at Global and Local Levels

Edited by Marilyn Fleer, Monash University, Australia,Mariane Hedegaard, University of Copenhagen,Denmark and Jonathan Tudge, The University of NorthCarolina at Greensboro, USA

Series: World Yearbook of Education series

The World Yearbook of Education2009 examines the concept ofchildhood and childhood developmentand learning from educational,sociological, and psychologicalperspectives. This contributed volumeseeks to explicitly provide a series ofwindows into the construction ofchildhood around the world, as ameans to conceptualizing and moresharply defining the emerging field ofglobal and local childhood studies.

December 2008: 234x156: 352ppHb: 978-0-415-99411-8 £85.00 $160.00eBook: 978-0-203-88417-1www.routledge.com/9780415994118




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Inside Role-Play in Early Childhood EducationResearching Young Children’s Perspectives

Sue Rogers, University of Plymouth, UK and Julie Evans, College of St Mark and St. John, Plymouth,UK

Based on extensive research, andgrounded in everyday classroompractice, the authors of this bookexplore important issues surroundingplay in the early years curriculum.


Learning Together in the Early YearsExploring Relational Pedagogy

Edited by Theodora Papatheodorou and Janet R. Moyles, both at Anglia Ruskin University, UK

This book brings togethercontributions from internationalexperts on early years education toexplore and debate relationalpedagogy across different countriesand in the context of a broadinternational field.


Postmodern PicturebooksPlay, Parody, and Self-Referentiality

Lawrence R. Sipe, University of Pennsylvania, USA andSylvia Pantaleo, University of Victoria, Canada

Series: Routledge Research in Education

The international researchers and scholars included in thiscompelling collection of work critically examine and discusspostmodern picturebooks, and reflect upon their uniquecontributions to both the field of children’s literature and tothe development of new literacies for child, adolescent, andadult readers.

March 2008: 234x156: 280ppHb: 978-0-415-96210-0: £65.00 $95.00eBook: 978-0-203-92697-0www.routledge.com/9780415962100

Reforming Child ProtectionBob Lonne, University of Queensland, Australia, Nigel Parton, University of Huddersfield, UK, Jane Thomson, James Cook University, Australia andMaria Harries, University of Western Australia

Child protection is one of the mosthigh profile and challenging areas ofsocial work, as well as one wherechildren’s lives and family life areseen to be at stake. Vital as childprotection work is, this book arguesthat there is a pressing need forchange in the understanding andconsequent organization of childprotection in many English speakingnations. Grounded in the recent andcontemporary literature, researchand scholarly inquiry, this book

capitalises on the experiences and voices of children, youngpeople, families and workers who are the most significantstakeholders in child protection. It will be an essential readfor those who work, research, teach or study in the area.


The Dangerous Rise of TherapeuticEducationKathryn Ecclestone, University of Birmingham, UK andDennis Hayes, Oxford Brookes University, UK

The silent ascendancy of a therapeutic ethos across theeducation system and into the workplace demands a bookthat serves as a wake up call to everyone. Kathryn Ecclestoneand Dennis Hayes’ controversial and compelling book uses awealth of examples across the education system, fromprimary schools to university, and the workplace to showhow therapeutic education is turning children, young peopleand adults into anxious and self-preoccupied individualsrather than aspiring, optimistic and resilient learners whowant to know everything about the world.




The Routledge Reader in EarlyChildhood EducationEdited by Elizabeth Wood, University of Exeter, UK

Early childhood education has always provoked passionatefeelings amongst stakeholders at all levels, from practitionersworking with children and families in pre-school and schoolsettings, to advisers, managers, politicians, and academics

The purpose of this reader is to examine change,transformation and continuity, and to present indicativescholarship in relation to five key themes:

•theoretical perspectives on learning

•curriculum and pedagogy

•play

•policy

•professionalism and research methods.

Within each theme, the readings have been chosen toexemplify national and international perspectives and trends.This is not to present a homogenised view of early childhoodprovision and services across cultural contexts; rather theintention is to take a critical perspective on past, present andfuture directions, and to identify some of the challenges,dilemmas and contradictions posed in research andscholarship.


Global Perspectives on RuralChildhood and YouthYoung Rural Lives

Edited by Ruth Panelli, University of Otago, NewZealand, Samantha Punch, Stirling University, UK andElsbeth Robson, University of Keele, UK

Series: Routledge Studies in Human Geography2007: 234x156: 288ppHb: 978-0-415-39703-2: £85.00 $130.00eBook: 978-0-203-94222-2www.routledge.com/9780415397032

The Playgroup MovementBrenda Crowe2007: 234x156: 176ppHb: 978-0-415-43215-3: £95.00 $190.00www.routledge.com/9780415432153

5 VOLUME SET

The Origins of Nursery EducationFrederich Froebel and the English System

Edited by Kevin Brehony, University of Reading, UKFebruary 2007: 234x156: 2496ppSet: 978-0-415-44217-6: £725.00 $1445.00www.routledge.com/9780415442176

2ND EDITION

Play from Birth to TwelveContexts, Perspectives, and Meanings

Edited by Doris Pronin Fromberg, Hofstra University,USA and Doris Bergen, Miami University of Ohio, USA2006: 246x174: 480ppHb: 978-0-415-95111-1: £80.00 $140.00Pb: 978-0-415-95112-8: £23.99 $44.95www.routledge.com/9780415951128

2ND EDITION

Handbook of Research on theEducation of Young ChildrenSecond Edition

Edited by Bernard Spodek, University of Illinois atUrbana Champaign, USA and Olivia N. Saracho,University of Maryland, College Park, USA2005: 276x219: 624ppHb: 978-0-8058-4720-8: £160.00 $250.00Pb: 978-0-8058-4721-5: £55.00 $85.00www.routledge.com/9780805847215

NEW

Children, Spirituality, Loss and RecoveryEdited by Joyce E. Bellous, McMaster Divinity College,Canada

The book demonstrates the hopeful stance the young takein response to ordinary suffering and significant traumawhen adults talk with them about their losses. This bookwas published as a special issue of the International Journalof Children’s Spirituality.

August 2009: 246x174: 128ppHb: 978-0-415-55136-6: £75.00 $125.00www.routledge.com/9780415551366




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NEW

Family Factors And The EducationalSuccess Of ChildrenEdited by William Jeynes, California State University,USA

Family Factors and the Educational Success of Childrenaddresses a wide range of family variables and a diverse array offamily situations in order to understand the dynamics of themultifaceted relationship between family realities andeducational outcomes of children. This book was published as adouble special issue of Marriage and Family Review.

July 2009: 234x156: 448ppHb: 978-0-7890-3761-9: £75.00 $125.00Pb: 978-0-7890-3762-6: £22.99 $45.95www.routledge.com/9780789037626

Spiritual Education in a Divided WorldSocial, Environmental and Pedagogical Perspectiveson the Spirituality of Children and Young People

Edited by Cathy Ota, University of Brighton, UK andMark Chater

Series: Spirituality in Education2007: 246x174: 216ppHb: 978-0-415-39191-7: £75.00 $140.00www.routledge.com/9780415391917

NEW

Men in the Lives of Young ChildrenAn international perspective

Edited by Deborah Jones and Roy Evans, Both atBrunel University, UK

This book presents an international perspective on theinvolvement of men in the lives of young children across arange of differing contexts and from a number of disciplinaryperspectives. This book was published as a special issue ofEarly Child Development and Care.

June 2009: 246x174: 216ppHb: 978-0-415-49704-6: £75.00 $125.00www.routledge.com/9780415497046

3RD EDITION

Global ChildhoodsGlobalization, Development and Young People

Edited by Stuart Aitken, San Diego State University,USA2007: 246x174: 200ppHb: 978-0-415-41145-5: £75.00 $140.00Pb: 978-0-415-49488-5: £20.00 $40.00www.routledge.com/9780415494885

NEW

Children Exposed To ViolenceCurrent Issues, Interventions and Research

Edited by Robert Geffner, California School ofProfessional Psychology, USA, Dawn Griffin, AlliantInternational University, USA and James Lewis III, NewOpportunities Inc., USA

Children’s exposure to violence (CEV) in their home, theircommunity, and our society has finally been recognized as aserious mental health, social, and public health problem. Thisbook highlights a summary of relevant current research,practice, and policy issues. This book was published as aspecial issue of the Journal of Emotional Abuse.

January 2009: 234x156: 266ppHb: 978-0-7890-3827-2: £75.00 $125.00Pb: 978-0-7890-3828-9: £21.99 $45.95www.routledge.com/9780789038289

Assessment in Residential Care forChildren and YouthEdited by Roy Rodenhiser, Boise State University, USA

Assessment in Residential Care for Children and Youthprovides practical information on the placement of childrenin residential care programs, the efficacy of those programs,staff issues, and outcomes for youths in the programs.Thisbook was published as a special issue of ResidentialTreatment for Children and Youth.


Doing Children’s GeographiesMethodological Issues in Research with Young People

Edited by Lorraine van Blerk, University of Reading, UKand Mike Kesby, University of St. Andrews, UK

Doing Children’s Geographies provides a useful resource forall those embarking on research with young people. Drawingon reflections from original cutting-edge researchundertaken across three continents, the book focuses on thechallenges researchers face when working with children,youth and their families.

This book was previously published as a special issue ofChildren’s Geographies

2008: 246x174: 240ppHb: 978-0-415-44820-8: £75.00 $140.00www.routledge.com/9780415448208



NEW2ND EDITION

Key Issues in Early Years EducationEdited by Sandra Smidt, Independent EducationConsultant, UK

Key Issues in Early Years Education isthe second edition of The Early Years: areader. This essential text for studentsand professionals is unique in its rangeof voices and topics and in itsdetermination to see the child as centralto learning and development.

This fully revised collection is acomprehensive investigation into the key issues in early years education which:

• provides a blend of real life examplesand theory, drawn from a diversity of early childhood settings and classes

• is written in an accessible voice

•brings theory to life by linking it with practice

•examines how children explore, express and represent their worlds.

Many of the original sections have been revised and updated totake account of changes to the education system over the last decade.

This fascinating and highly readable book will be of interest toteachers, practitioners, students and anyone concerned with thecare and education of our youngest children.

July 2009: 234x156: 192ppHb: 978-0-415-46526-7: £75.00 $125.00Pb: 978-0-415-46525-0: £18.99 $35.95eBook: 978-0-203-86762-4• To request your complimentary copy, visit


12



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CURRICULUM AND CLASSROOM PRACTICE

NEW2ND EDITION

Understanding the Reggio ApproachEarly Years Education in Practice

Linda Thornton, Educational Consultant and Pat Brunton, Educational Consultant

Understanding the Reggio Approach isa much needed source of informationfor those wishing to extend andconsolidate their understanding of theReggio Approach. Analysing theessential elements of the ReggioApproach to early childhood and itsrelationship to quality early yearspractice, this new edition is fullyupdated with the latest developments,including references to the Early YearsFoundation Stage and a brand newchapter focusing on creativity.

This book:

• Describes the key features of the Reggio Approach to early childhood and provides examples from infant-toddler centres and preschools in Reggio Emilia

• Provides students and practitioners with the relevant information about a key pedagogical influence on high quality early years practice in the EYFS

• Highlights the key ideas that practitioners should consider when reviewing and reflecting on their own practice

• Can be used as the basis for continuing professional development and action research.

Written to support the work of all those in the field of earlyeducation and childcare, this is a vital text for students, earlyyears and childcare practitioners, teachers, Early YearsProfessionals, Children’s Centre professionals, lecturers, advisoryteachers and setting managers.

June 2009: 246x174: 144ppPb: 978-0-415-48247-9: £19.99 $37.95www.routledge.com/9780415482479

NEW2ND EDITION

Working with Children in the Early YearsEdited by Carrie Cable, Linda Miller and Gill Goodliff, all at The Open University, UK

Working with Children in the Early Years is an accessible introduction to early years theories, policyand practice, offering practitioners in a diverse range of settings the opportunity to develop theirknowledge, understanding and skills for working with young children. This fully updated secondedition builds on new government agendas and interests in supporting quality provision for youngchildren and their families. Bringing together current research and thinking in a broad range of areas,it covers: the diversity of practitioner roles and multi-agency working; working with families; listeningto children; observing and assessing; developing professional roles; ealth and well being; curriculumand pedagogy and the importance of play and learning in the early years.

July 2009: 246x189: 304ppHb: 978-0-415-49698-8: £75.00 $125.00 • Pb: 978-0-415-49699-5: £19.99 $37.95• To request your complimentary copy, visit


NEW

Early Childhood MathematicsEducation ResearchLearning Trajectories for Young Children

Julie Sarama and Douglas H. Clements, both atUniversity at Buffalo, SUNY, USA

Series: Studies in Mathematical Thinking and Learning Series

This important new book synthesizesrelevant research on the learning ofmathematics from birth into theprimary grades from the full range ofthese complementary perspectives. Atthe core of early math experts JulieSarama and Douglas Clements’stheoretical and empirical frameworksare learning trajectories—detaileddescriptions of children’s thinking asthey learn to achieve specific goals in amathematical domain, alongside arelated set of instructional tasks

designed to engender those mental processes and move childrenthrough a developmental progression of levels of thinking.Rooted in basic issues of thinking, learning, and teaching, thisgroundbreaking body of research illuminates foundational topicson the learning of mathematics with practical and theoreticalimplications for all ages. Those implications are especiallyimportant in addressing equity concerns, as understanding thelevel of thinking of the class and the individuals within it, is keyin serving the needs of all children.


3RD EDITION

Teaching and Learning in the Early YearsEdited by David Whitebread and Penelope Coltman,Both at University of Cambridge, UK

The third edition of this invaluablecompanion for Early Yearspractitioners provides a broad-rangingand up-to-date review of currentthinking and best practice withinFoundation Stage and Key Stage 1education.

2008: 246x174: 456ppPb: 978-0-415-42479-0: £21.99 $42.50eBook: 978-0-203-93082-3• To request your complimentary

copy, visit www.routledge.com/9780415424790

NEW

Learning and Teaching Early MathThe Learning Trajectories Approach

Douglas H. Clements and Julie A. Sarama, Both atUniversity at Buffalo, SUNY, USA

Series: Studies in Mathematical Thinking and LearningSeries

In this important new book for pre-and in-service teachers, early mathexperts Douglas Clements and JulieSarama show how ’learningtrajectories’ help teachers becomemore effective professionals. Byopening up new windows to seeingyoung children and the inherentdelight and curiosity behind theirmathematical reasoning, learningtrajectories ultimately make teachingmore joyous. They help teachersunderstand the varying level of

knowledge and thinking of their classes and the individualswithin them as key in serving the needs of all children. Instraightforward, no-nonsense language, this book summarizeswhat is known about how children learn mathematics, and howto build on what they know to realize more effective teachingpractice. It will help teachers understand the learning trajectoriesof early mathematics and become quintessential professionals.


Play, Creativity and Digital CulturesEdited by Rebekah Willett, Institute of Education,London, UK, Muriel Robinson, Bishop GrossetesteUniversity College, UK and Jackie Marsh, University ofSheffield, UK


Recent work on children’s digital cultures has identified arange of literacies emerging through children’s engagementwith new media technologies. This edited collection focuseson children’s digital cultures, specifically examining the roleof play and creativity in learning with these newtechnologies.

Offering current research, theoretical debate and empiricalstudies, this intriguing text will challenge the thinking ofscholars and teachers alike as it explores the evolving natureof play within the media landscape of the 21st-century.

2008: 234x156: 254ppHb: 978-0-415-96311-4: £65.00 $95.00eBook: 978-0-203-88869-8www.routledge.com/9780415963114

13CURRICULUM AND CLASSROOM PRACTICE


4TH EDITION

Organising Learning in the PrimarySchool ClassroomJoan Dean, OBE

Organising Learning in the PrimarySchool Classroom has beenrecognised as an indispensableguide for primary school teachersin their quest for more effectivepractice in the classroom.

Now in its 4th edition, the bookretains these strengths but hasbeen brought right up to date withthe many changes that are takingplace nationally and globally.

Throughout, the aim is to get teachers and studentteachers to analyse their own classrooms and to producesolutions that will work for them. 2008: 234x156: 296ppPb: 978-0-415-46519-9: £21.99 $41.95• To request your complimentary copy, visit


2ND EDITION

Care and Education in Early ChildhoodA Student’s Guide to Theory and Practice

Audrey Curtis, Former President of the WorldOrganisation for Early Childhood Education (OMEP), UKand Maureen O’Hagan, Director of Quality Assuranceat the Council for Awards in Children’s Care andEducation (CACHE), UK

This fully updated and revised newedition, rewritten to include the newEarly Years Foundation Stage, nowmeets the needs of students onFoundation degrees, Early ChildhoodDegrees and the new Early YearsProfessional qualification.

2008: 246x174: 208ppPb: 978-0-415-45757-6: £21.99 $41.95• To request your complimentary

copy, visitwww.routledge.com/9780415457576

Applied Cognitive Research in K-3 ClassroomsEdited by S. Kenneth Thurman and Catherine A. Fiorello, both at Temple University,Philadelphia, USA

Applied Cognitive Research in K-3Classrooms provides researchers,professionals, and graduate studentsin the fields of cognitive psychology,school psychology, educationalpsychology, educational research,and early elementary-level educationwith current understanding ofresearch in the school environmentand sets an agenda for furtherresearch that applies cognitivepsychology in early elementaryclassrooms.


The New Early Years ProfessionalDilemmas and Debates

Edited by Angela D. Nurse

Celebrating the spirit and need for increased multi-disciplinary working and co-operation in the care andeducation of children, this book addresses the emergence ofa new type of early years professional.

2007: 246x174: 208ppPb: 978-1-84312-423-8: £18.99 $35.95eBook: 978-0-203-93518-7www.routledge.com/9781843124238

3RD EDITION

A Guide to Early Years PracticeSandra Smidt, Independent Education Consultant, UK

This is a practical, accessible guide to early years practice.The author examines current theories about how childrenlearn best and focuses on how we can support and extendthe learning of young children.

2007: 234x156: 200ppPb: 978-0-415-41604-7: £18.99 $34.95eBook: 978-0-203-96458-3• To request your complimentary copy, visit


CURRICULUM AND CLASSROOM PRACTICE14



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Developing Your Portfolio - EnhancingYour Learning and Showing Your StuffA Guide for the Early Childhood Student orProfessional

Marianne Jones and Marilyn Shelton both atCalifornia State University, Fresno, USA2005: 276x219: 144ppHb: 978-0-415-95117-3: £80.00 $120.00Pb: 978-0-415-95118-0: £17.99 $24.95www.routledge.com/9780415951180

NEW

Children’s Writing and Drawing as DesignDiane Mavers, Institute of Education, London, UK


This book explores the variety of means by which children makemeaning graphically in response to different social contexts.Mavers discusses children’s resourcefulness in their selection,shaping and combination of resources in paper-based and digitalmediums and in educational and leisure-related contexts. Therecognition that meanings are made with the resources ofdifferent modes opens up new possibilities for understandingrepresentation and communication and raises questions aboutwhat the resources of different modes are and how they areinterrelated. Building upon key concepts developed in recentempirical studies in and theorization of multimodality from asocial semiotic perspective, this book offers ways ofunderstanding children’s writing and drawing – both discretelyand in combination – as design.

June 2009: 234x156: 176ppHb: 978-0-415-96155-4: £65.00 $95.00www.routledge.com/9780415961554

Multimedia and Literacy DevelopmentImproving Achievement for Young Learners

Edited by Adriana G. Bus, Leiden University, theNetherlands and Susan B. Neuman, The University ofMichigan, USA

Representing the state of the art inmultimedia applications and theirpromise for enhancing early literacydevelopment, this volume broadens thefield of reading research by lookingbeyond print-only experiences to youngreaders’ encounters with multimediastories on Internet and DVD.

2008: 234x156: 304ppHb: 978-0-415-98841-4: £95.00 $140.00Pb: 978-0-415-98842-1: £28.99 $43.95eBook: 978-0-203-89215-2 www.routledge.com/9780415988421

Children’s Learning in Laboratory andClassroom ContextsEssays in Honor of Ann Brown

Edited by Joseph Campione, Kathleen Metz, both atUniversity of California at Berkeley, USA and Annemarie Sullivan Palincsar, University of Michigan,Ann Arbor, USA2007: 234x156 : 272ppHb: 978-0-8058-5691-0: £75.00 $79.95www.routledge.com/9780805856910

2ND EDITION

Play and Literacy in Early ChildhoodResearch From Multiple Perspectives

Edited by Kathleen A. Roskos John Carroll UniversityUSA and James F. Christie, Arizona State University,USA2007: 234x156 : 264ppHb: 978-0-8058-5639-2: £75.00 $85.00Pb: 978-0-8058-5640-8: £22.99 $36.95eBook: 978-1-4106-1777-4www.routledge.com/9780805856408

Critical Issues in Early LiteracyResearch and Pedagogy

Edited by Yetta Goodman, University of Arizona, USAand Prisca Martens, Towson University, USA2007: 328ppHb: 978-0-8058-5899-0: £80.00 $105.00Pb: 978-0-8058-5900-3: £27.99 $41.95eBook: 978-1-4106-1633-3www.routledge.com/9780805859003

15LANGUAGE AND LITERACY


NEW

The Child as Social PersonSara Meadows, Graduate School of Education,University of Bristol, UK

This book provides a critical review ofthe psychological literature on thedevelopment of personality, socialcognition, social skills, social relationsand social outcomes from birth toearly adulthood. It evaluates evidenceon both normal and abnormal socialdevelopment, prosocial and antisocialbehaviour, and across cultures. Aswell as outlining the theory, the bookaddresses applied issues such asdelinquency, school failure, and socialexclusion.

Using a coherent theoretical structure, The Child as SocialPerson examines material from across the biological andsocial sciences to present an integrated account of what wedo and do not know about the development of the child as asocial actor.

The Child as Social Person provides an integrated overview ofthe exciting field of developmental social psychology, and assuch will be essential reading for advanced undergraduatestudents in psychology, education and social work, as well aspostgraduates and researchers in these disciplines.

November 2009: 234x156: 424ppHb: 978-0-415-45199-4: £49.95 $89.95Pb: 978-0-415-45200-7: £23.50 $41.95• To request your complimentary copy, visit


Participatory Learning in the Early YearsResearch and Pedagogy

Edited by Donna Berthelsen and Jo Brownlee, both atQueensland University of Technology, Australia and Eva Johansson, Gothenburg University, Sweden


The early years are an importantperiod for learning, but thequestions surrounding participatorylearning amongst toddlers remainunder-examined. This book presentsthe latest theoretical and researchperspectives about how ECEC (EarlyChildhood Education and Care)contexts promote democracy andcitizenship through participatorylearning approaches. Thecontributors provide insight intonational policies, provisions, and

practices and advance our understandings of theory andresearch on toddlers’ experiences for democraticparticipation across a number of countries, including the UK,Australia, New Zealand, the United States, Canada, Sweden,and Norway.

December 2008: 234x156: 234ppHb: 978-0-415-98974-9: £65.00 US $95.00eBook: 978-0-203-88355-6www.routledge.com/9780415989749

From Birth to Five YearsChildren’s Developmental Progress

Helen Cockerill, Guy’s and St Thomas’ NHS FoundationTrust, UK, Mary D. Sheridan and Ajay Sharma,Wilfred Sheldon Children’s Centre, St Giles Hospital, UK2007: 246x174: 112ppPb: 978-0-415-42365-6: £9.99 $19.95eBook: 978-0-203-93579-8• To request your complimentary copy, visit


LANGUAGE AND LITERACY/DEVELOPMENT16



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AAitken, Stuart . . . . . . . . . . . . . . . . . . .11Alexander, Robin . . . . . . . . . . . . . . . . . .4Applied Cognitive Research in K-3

Classrooms . . . . . . . . . . . . . . . . . . . .14Art and Creativity in Reggio Emilia . . . .1Assessment in Residential Care for

Children and Youth . . . . . . . . . . . . .11

BBath, Caroline . . . . . . . . . . . . . . . . . . . .7Bellous, Joyce E. . . . . . . . . . . . . . . . . .10Bennett, John . . . . . . . . . . . . . . . . . . . .5Bergen, Doris . . . . . . . . . . . . . . . . . . . .10Berthelsen, Donna . . . . . . . . . . . . . . . .16Bertram, Tony . . . . . . . . . . . . . . . . . . . .5Blaise, Mindy . . . . . . . . . . . . . . . . . . . . .3Brehony, Kevin . . . . . . . . . . . . . . . . . . .10Brownlee, Jo . . . . . . . . . . . . . . . . . . . .16Brunton, Pat . . . . . . . . . . . . . . . . . . . .12Bus, Adriana G. . . . . . . . . . . . . . . . . .15

CCable, Carrie . . . . . . . . . . . . . . . . . . . .12Cambridge Primary Review Research

Surveys, The . . . . . . . . . . . . . . . . . . . .4Campione, Joseph . . . . . . . . . . . . . . . .15Cannella, Gaile S. . . . . . . . . . . . . . . . . .3Care and Education in Early

Childhood . . . . . . . . . . . . . . . . . . . . .14Changing Images of Early

Childhood Series . . . . . . . . . . . . . . . . .3Chater, Mark . . . . . . . . . . . . . . . . . . . .11Child as Social Person, The . . . . . . . . .16Childhood and Postcolonization . . . . . .3Children Exposed To Violence . . . . . . .11Children, Spirituality, Loss and

Recovery . . . . . . . . . . . . . . . . . . . . . .10Children, their World, their Education . .4Children’s Learning in Laboratory and

Classroom Contexts . . . . . . . . . . . . .15Children’s Living Spaces . . . . . . . . . . . . .5Children’s Writing and Drawing as

Design . . . . . . . . . . . . . . . . . . . . . . .15Christensen, Pia . . . . . . . . . . . . . . . . . . .8Christie, James F. . . . . . . . . . . . . . . . .16Clark, Alison . . . . . . . . . . . . . . . . . . . . .5Clements, Douglas H. . . . . . . . . . . . . .13Cockerill, Helen . . . . . . . . . . . . . . . . . .16Coltman, Penelope . . . . . . . . . . . . . . .13Contesting Early Childhood and

Opening for Change . . . . . . . . . . . . . .2

Contesting Early Childhood Series . . .1, 2Critical Issues in Early Literacy . . . . . . .16Crowe, Brenda . . . . . . . . . . . . . . . . . .10Curtis, Audrey . . . . . . . . . . . . . . . . . . .14

DDahlberg, Gunilla . . . . . . . . . . . . . . . . . .2Dangerous Rise of Therapeutic

Education, The . . . . . . . . . . . . . . . . . .9Dean, Joan . . . . . . . . . . . . . . . . . . . . .14Developing Your Portfolio – Enhancing

Your Learning and Showing Your Stuff . . . . . . . . . . . . . . . . . . . . .15

Diversities in Early ChildhoodEducation . . . . . . . . . . . . . . . . . . . . .3

Doddington, Christine . . . . . . . . . . . . . .4Does Every Child Still Matter? . . . . . . . .5Doing Children’s Geographies . . . . . . .11Doing Visual Research with Children

and Young People . . . . . . . . . . . . . . .8

EEarly Childhood Mathematics

Education Research . . . . . . . . . . . . .13Early Childhood Matters . . . . . . . . . . . .5Early Childhood Qualitative

Research . . . . . . . . . . . . . . . . . . . . . .3Ecclestone, Kathryn . . . . . . . . . . . . . . . .9Edmiston, Brian . . . . . . . . . . . . . . . . . .2Ethics and Politics in Early

Childhood Education . . . . . . . . . . . . .2Evans, Janet . . . . . . . . . . . . . . . . . . . . . .7Evans, Julie . . . . . . . . . . . . . . . . . . . . . .9Evans, Roy . . . . . . . . . . . . . . . . . . . . . .11

FFamily Factors And The Educational

Success Of Children . . . . . . . . . . . . .11Fiorello, Catherine A. . . . . . . . . . . . . .14Fleer, Marilyn . . . . . . . . . . . . . . . . . . . . .8Forming Ethical Identities in Early

Childhood Play . . . . . . . . . . . . . . . . . .2From Birth to Five Years . . . . . . . . . . . .16Frost, Joe L. . . . . . . . . . . . . . . . . . . . . .6

GGammage, Philip . . . . . . . . . . . . . . . . . .5Geffner, Robert . . . . . . . . . . . . . . . . . .11Genishi, Celia . . . . . . . . . . . . . . . . . . . .3Global Childhoods . . . . . . . . . . . . . . . .11Global Perspectives on Rural Childhood

and Youth . . . . . . . . . . . . . . . . . . . .10Going Beyond the Theory/Practice

Divide in Early Childhood Education . .1Goodliff, Gill . . . . . . . . . . . . . . . . . . . .12Goodman, Yetta . . . . . . . . . . . . . . . . .16Goodwin, A. Lin . . . . . . . . . . . . . . . . . .3Gray, John M. . . . . . . . . . . . . . . . . . . . .4Grieshaber, Susan . . . . . . . . . . . . . . . . .3Griffin, Dawn . . . . . . . . . . . . . . . . . . . .11Growing Up With Technology . . . . . . . .6Guide to Early Years Practice, A . . . . . .14

Guldberg, Helene . . . . . . . . . . . . . . . . .8

HHandbook of Children and Young

People’s Participation, A . . . . . . . . . . .6Handbook of Research on the

Education of Young Children . . . . . .10Hargreaves, Linda M. . . . . . . . . . . . . . . .4Harries, Maria . . . . . . . . . . . . . . . . . . . .9Hatch, J. Amos . . . . . . . . . . . . . . . . . . .3Hayes, Dennis . . . . . . . . . . . . . . . . . . . .9Hedegaard, Mariane . . . . . . . . . . . . . . .8History of Children’s Play and Play

Environments, A . . . . . . . . . . . . . . . . .6

IIn Dialogue with Reggio Emilia . . . . . . .2Inside Role-Play in Early Childhood

Education . . . . . . . . . . . . . . . . . . . . . .9

JJames, Allison . . . . . . . . . . . . . . . . . . . .8Jeynes, William . . . . . . . . . . . . . . . . . .11Johansson, Eva . . . . . . . . . . . . . . . . . .16Jones, Deborah . . . . . . . . . . . . . . . . . .11Jones, Marianne . . . . . . . . . . . . . . . . .15

KKassem, Derek . . . . . . . . . . . . . . . . . . . .7Kershner, Ruth . . . . . . . . . . . . . . . . . . . .4Kesby, Mike . . . . . . . . . . . . . . . . . . . . .11Key Issues in Childhood and

Youth studies . . . . . . . . . . . . . . . . . . .7Key Issues in Early Years Education . . .12

LLearning and Teaching Early Math . . . .13Learning to Belong . . . . . . . . . . . . . . . .7Learning Together in the Early Years . . .9Lenz-Taguchi, Hillevi . . . . . . . . . . . . . . .1Lewis III, James . . . . . . . . . . . . . . . . . .11Lonne, Bob . . . . . . . . . . . . . . . . . . . . . .9

MMarsh, Jackie . . . . . . . . . . . . . . . . . . . .13Martens, Prisca . . . . . . . . . . . . . . . . . .16Mavers, Diane . . . . . . . . . . . . . . . . . . .15McPake, Joanna . . . . . . . . . . . . . . . . . . .6Meadows, Sara . . . . . . . . . . . . . . . . . .16Melhuish, Edward . . . . . . . . . . . . . . . . .5Men in the Lives of Young Children . .11Metz, Kathleen . . . . . . . . . . . . . . . . . .15Miller, Linda . . . . . . . . . . . . . . . . . . . . .12Moss, Peter . . . . . . . . . . . . . . . . . . . . . .2Movement and Experimentation

in Young Children’s Learning . . . . . . .1Moyles, Janet R. . . . . . . . . . . . . . . . . . .9Multimedia and Literacy

Development . . . . . . . . . . . . . . . . . .15Murphy, Lisa . . . . . . . . . . . . . . . . . . . . .7

17INDEX


NNeuman, Susan B. . . . . . . . . . . . . . . .15New Early Years Professional, The . . . .14Nurse, Angela D. . . . . . . . . . . . . . . . .14

OO’Hagan, Maureen . . . . . . . . . . . . . . .14Olsson, Liselott Mariett . . . . . . . . . . . . .1Organising Learning in the

Primary School Classroom . . . . . . . .14Origins of Nursery Education, The . . . .10Ota, Cathy . . . . . . . . . . . . . . . . . . . . . .11

PPanelli, Ruth . . . . . . . . . . . . . . . . . . . .10Pantaleo, Sylvia . . . . . . . . . . . . . . . . . . .9Papatheodorou, Theodora . . . . . . . . . . .9Participatory Learning in the

Early Years . . . . . . . . . . . . . . . . . . . .16Parton, Nigel . . . . . . . . . . . . . . . . . . . . .9Pascal, Christine . . . . . . . . . . . . . . . . . . .5Penn, Helen . . . . . . . . . . . . . . . . . . . . . .2Percy-Smith, Barry . . . . . . . . . . . . . . . . .6Play and Literacy in Early

Childhood . . . . . . . . . . . . . . . . . . . .16Play from Birth to Twelve . . . . . . . . . . .10Play, Creativity and Digital Cultures . . .13Playgroup Movement, The . . . . . . . . . .10Playing It Straight . . . . . . . . . . . . . . . . .3Plowman, Lydia . . . . . . . . . . . . . . . . . . .6Postmodern Picturebooks . . . . . . . . . . .9Pronin Fromberg, Doris . . . . . . . . . . . .10Punch, Samantha . . . . . . . . . . . . . . . .10

RReclaiming Childhood . . . . . . . . . . . . . .8Reforming Child Protection . . . . . . . . . .9Research With Children . . . . . . . . . . . . .8Rethinking Parent and

Child Conflict . . . . . . . . . . . . . . . . . . .3Rethinking Play and Pedagogy in

Early Childhood Education . . . . . . . . .7Rinaldi, Carlina . . . . . . . . . . . . . . . . . . .2Robinson, Muriel . . . . . . . . . . . . . . . . .13Robson, Elsbeth . . . . . . . . . . . . . . . . . .10Rodenhiser, Roy . . . . . . . . . . . . . . . . . .11Rogers, Sue . . . . . . . . . . . . . . . . . . . .7, 9Roskos, Kathleen A. . . . . . . . . . . . . . . .16Routledge International Handbook of

Early Childhood Education, The . . . . .5Routledge Reader in Early

Childhood Education, The . . . . . . . .10Routledge Research in Education

Series . . . . . . . . . . . . . . . .9, 13, 15, 16Routledge Studies in Human

Geography Series . . . . . . . . . . . . . . .10

SSammons, Pam . . . . . . . . . . . . . . . . . . .5Saracho, Olivia N. . . . . . . . . . . . . . . . .10Sarama, Julie A. . . . . . . . . . . . . . . . . . .13Sharma, Ajay . . . . . . . . . . . . . . . . . . . .16Shelton, Marilyn . . . . . . . . . . . . . . . . .15Sheridan, Mary D. . . . . . . . . . . . . . . .16Shift to the Future . . . . . . . . . . . . . . . . .3Simon, Catherine . . . . . . . . . . . . . . . . . .5Sipe, Lawrence R. . . . . . . . . . . . . . . . . .9Siraj-Blatchford, Iram . . . . . . . . . . . . . . .5Smidt, Sandra . . . . . . . . . . . . . . . .12, 14Solving Problems in the Teaching of

Literacy Series . . . . . . . . . . . . . . . . . .15Spiritual Education in a Divided

World . . . . . . . . . . . . . . . . . . . . . . . .11Spirituality in Education Series . . . . . . .11Spodek, Bernard . . . . . . . . . . . . . . . . .10Stephen, Christine . . . . . . . . . . . . . . . . .6Studies in Mathematical Thinking

and Learning Series . . . . . . . . . . . . .13Sullivan Palincsar, Annemarie . . . . . . . .15Sylva, Kathy . . . . . . . . . . . . . . . . . . . . . .5

TTaggart, Brenda . . . . . . . . . . . . . . . . . . .5Talking Beyond the Page . . . . . . . . . . . .7Taylor, Elizabeth . . . . . . . . . . . . . . . . . . .7Teaching and Learning in the

Early Years . . . . . . . . . . . . . . . . . . . .13Thomas, Nigel . . . . . . . . . . . . . . . . . . . .6Thomson, Jane . . . . . . . . . . . . . . . . . . .9Thomson, Pat . . . . . . . . . . . . . . . . . . . .8Thornton, Linda . . . . . . . . . . . . . . . . . .12Thurman, S. Kenneth . . . . . . . . . . . . . .14Tudge, Jonathan . . . . . . . . . . . . . . . . . .8

UUnderstanding the Reggio

Approach . . . . . . . . . . . . . . . . . . . . .12Unequal Childhoods . . . . . . . . . . . . . . .2

Vvan Blerk, Lorraine . . . . . . . . . . . . . . . .11Vecchi, Vea . . . . . . . . . . . . . . . . . . . . . .1Viruru, Radhika . . . . . . . . . . . . . . . . . . .3

WWard, Stephen . . . . . . . . . . . . . . . . . . . .5Whitebread, David . . . . . . . . . . . . . . . .13Willett, Rebekah . . . . . . . . . . . . . . . . .13Wood, Elizabeth . . . . . . . . . . . . . . . . .10Working with Children in the

Early Years . . . . . . . . . . . . . . . . . . . .12World Yearbook of

Education 2009 . . . . . . . . . . . . . . . . .8World Yearbook of Education series . . .8

YYelland, Nicola . . . . . . . . . . . . . . . . . . . .3

INDEX18



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