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020 _a9783031564840
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024 7 _a10.1007/978-3-031-56484-0
_2doi
050 4 _aLB1139.2-.5
072 7 _aJNLA
_2bicssc
072 7 _aEDU023000
_2bisacsh
072 7 _aJNG
_2thema
245 1 0 _aEarly Childhood Voices: Children, Families, Professionals
_h[electronic resource] /
_cedited by Linda Mahony, Sharynne McLeod, Andi Salamon, Jenny Dwyer.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2024.
300 _aXXIII, 269 p. 26 illus., 23 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aInternational Perspectives on Early Childhood Education and Development,
_x2468-8754 ;
_v42
505 0 _aPart 1. Listening to Children -- Chapter 1. Why the Voices of Young Children Matter (Mahony et al) -- Chapter 2. Space, Voice, Audience, and Influence: The Lundy Model and Early Childhood (Ward and Lundy) -- Part 2. Listening to Children in their Daily Context -- Chapter 3. Language and Life: Going into Space (Kemmis and Salamon) -- Chapter 4. Infant Emotional Capital Practices as Voice in Research and Pedagogy (Salamon) -- Chapter 5. Contributing to SDGs through Conceptual PlayWorlds: Changing the STEM Story for Children, Families and Teachers (Suryani et al) -- Chapter 6. Children’s Mathematical Graphics Illustrating Inner Voices: A Literature Review (Dwyer et al) -- Chapter 7. Early Childhood Friendships as a Significant Value of Education for Sustainability: The Voices of Young Children and Educators (Beleslin and Partalo) -- Chapter 8. “Ears to Listen so I can Hear”: A Holistic Self-Report Tool of Children’s Listening at Preschool (Dealtry and McFarland) -- Chapter 9. Jamaican Children’sDrawings of Talking in Jamaican Creole and English (Washington et al) -- Chapter 10. Vietnamese-Australian Families: Children’s Language Competence and Home Language Maintenance (McLeod et al) -- Chapter 11. Many Voices, Many Languages: Listening and Learning from South African Children (Pascoe et al) -- Chapter 12. When are Speech Sounds Learned and Why is this Important for Children to be Heard? (McLeod et al) -- Part 3. Listening to Children During Challenging Times -- Chapter 13. Giving Voice to Young Children Navigating Complex Life Challenges through a Strengths Approach (Mahony and Fenton) -- Chapter 14. After the Disaster: Facilitating Children to Talk of their Feelings and Experiences (Curtin et al) -- Chapter 15. Peep in the Pandemic: Peep Practitioners Listening to Parents and Families (Hale et al) -- Part 4. Professionals Learning from Listening to Children -- Chapter 16. Sustainable Leadership Approaches to Retain Early Childhood Educators (Downey et al) -- Chapter 17. Multimodal Analyses of Children’s Voices as a Means for Critical Teachers’ Education (Liberali et al) -- Chapter 18. Refusing to Silence Early Childhood Voices: The Establishment of the Early Childhood Voices Conference (McLeod et al).
520 _aThis revolutionary book explores theoretical and practical issues of listening to children, families, and professionals who advocate for and work with young children to promote social justice and improve their lives, and to ensure no one is left behind. Listening to children is explored across multiple disciplines internationally and highlights the practical application of the United Nations Sustainable Development Goals in the context of the Convention on the Rights of the Child. The work explores innovations, theories, and partnerships, and draws on the voices of children, families, early childhood educators, speech-language pathologists, and multidisciplinary teams from across 17 countries to provide a shared vision for equity, peace and justice for all while integrating social environmental, economic, and dimensions of sustainability. Topics include giving children a voice; methods for listening to and documenting young children’s perspectives; listening to and working in partnership with families, educators, and professionals; and wellness and wellbeing of young children and their families across multiple dimensions.
650 0 _aEarly childhood education.
_958404
650 0 _aInternational education .
_959403
650 0 _aComparative education.
_957842
650 0 _aSocial justice.
_958936
650 0 _aInclusive education.
_959665
650 0 _aDevelopmental psychology.
650 0 _aEmotions.
_959415
650 1 4 _aEarly Childhood Education.
_958404
650 2 4 _aInternational and Comparative Education.
_969637
650 2 4 _aSocial Justice.
_958936
650 2 4 _aInclusive Education.
_959665
650 2 4 _aEmotional Development.
_977526
700 1 _aMahony, Linda.
_eeditor.
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_977527
700 1 _aMcLeod, Sharynne.
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_977528
700 1 _aSalamon, Andi.
_eeditor.
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_1https://orcid.org/0000-0001-5024-9144
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_4http://id.loc.gov/vocabulary/relators/edt
_977529
700 1 _aDwyer, Jenny.
_eeditor.
_0(orcid)0000-0003-0712-5853
_1https://orcid.org/0000-0003-0712-5853
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_977530
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031564833
776 0 8 _iPrinted edition:
_z9783031564857
776 0 8 _iPrinted edition:
_z9783031564864
830 0 _aInternational Perspectives on Early Childhood Education and Development,
_x2468-8754 ;
_v42
_977531
856 4 0 _uhttps://doi.org/10.1007/978-3-031-56484-0
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