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Focusing on children under the age of eight, this enlarged edition analyzes theories and practices that have had an impact on the study of young children, such as the insights of Jean Piaget and the use of behavioral objectives.\u003c\/p\u003e\u003cp\u003eNew applications of child study relevant to bilingual children, youngsters from diverse cultures, and handicapped children are provided. In a balanced way, the authors consider controversial questions of school records versus children's privacy, standardization and individual development, cognitive and emotional growth, excessive testing versus other ways of appraising progress. 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Using a practice-based focus and a researcher lens, the contributors consider the ways in which environments for children enhance or diminish educational experiences, how social constructs about what is good for children influence environmental design, and what practitioners can do in their own work when creating learning environments for young children. There are copious examples from practice, lessons learned, and illustrations and photographs of key aspects of the environments they discuss. Organized into three parts, this essential text addresses: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eAesthetics, politics, and space configurations in school environments for young children. \u003c\/li\u003e\n\u003cli\u003eOutdoor spaces, beginning with intentionally designed playscapes, children’s gardens, and spontaneous improvisational play venues. \u003c\/li\u003e\n\u003cli\u003eThe role of environments outside school, including informal learning environments that promote science knowledge, museum spaces, and virtual environments.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eA unique combination of the philosophical and practical aspects of formal and informal environments, this volume enables educators to create and articulate why carefully designed children’s spaces are critical to their learning and development.\u003c\/p\u003e","brand":"Lisa P. 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The authors examine a range of continuities and discontinuities, including the experiences children, teachers, and families have with programs; the interactions between families and schools; and the ways in which programs and schools relate to one another. They also raise questions about primary caregiving, cultural responsiveness, assessment practices, and congruity between institutions. 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Organized into three parts, this essential text addresses: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eAesthetics, politics, and space configurations in school environments for young children. \u003c\/li\u003e\n\u003cli\u003eOutdoor spaces, beginning with intentionally designed playscapes, children’s gardens, and spontaneous improvisational play venues. \u003c\/li\u003e\n\u003cli\u003eThe role of environments outside school, including informal learning environments that promote science knowledge, museum spaces, and virtual environments.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eA unique combination of the philosophical and practical aspects of formal and informal environments, this volume enables educators to create and articulate why carefully designed children’s spaces are critical to their learning and development.\u003c\/p\u003e","brand":"Lisa P. 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Once again making complex psychological concepts accessible to classroom teachers, this thorough revision:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eIncorporates important understandings gained since the tragic events of 9\/11. \u003c\/li\u003e\n\u003cli\u003eAddresses many of the challenging issues that confront educators in the current high-pressure climate focused on academic performance. \u003c\/li\u003e\n\u003cli\u003eIncludes recent scientific research that supports the concepts underlying high-quality intervention and prevention in early childhood practice—concepts that were the basis for the first edition of this book. \u003c\/li\u003e\n\u003cli\u003eProvides an essential framework to help teachers understand the emotional lives of the young children they serve.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003cb\u003ePraise for First Edition!\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\"As a teacher educator, I am convinced by this powerful and moving book that every teacher needs to be more therapeutic with all children.\" Nancy J. 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