Book Features:Provides the only up-to-date, comprehensive examination of early childhood systems.Considers new efforts to expand services, improve quality, maximize resources, and reduce inequities in early childhood.Offers a forum for the field to come together to frame a set of cogent recommendations for the future.
Contributors: Kimberly Boller, Andrew Brodsky, Charles Bruner, Dean Clifford, Julia Coffman, Jeanine Coleman, Harriet Dichter, Sangree Froelicher, Eugene García, Stacie Goffin, Jodi Hardin, Karen Hill Scott, Janice Gruendel, Marilou Hyson, Amy Kershaw, Lisa G. Klein, Denise Mauzy, Geoffrey Nagle, Karen Ponder, Ann Reale, Sue Russell, Diana Schaack, Helene M. Stebbins, Jennifer M. Stedron, Kate Tarrant, Kathy R. Thornburg, Kathryn Tout, Fasaha Traylor, Jessica Vick Whittaker
Sharon Lynn Kagan is the Virginia and Leonard Marx Professor of Early Childhood and Family Policy and Co-Director of the National Center for Children and Families at Teachers College, Columbia University. Kristie Kauerz is the program director for PreK-3rd Education at Harvard Graduate School of Education (HGSE).
“A veritable encyclopedia of ideas on early childhood system building.”
—Barbara T. Bowman,Irving B. Harris Professor of Child Development, Erikson Institute
“The key to successful change is continued development of the frames of reference. Both editors have respected the past, listened to the implementers, and provided a context for moving forward. Like efforts to build systems of child development, which we must now link to growth in specific children we know by name, the book ends with robust examples of the work in progress. Sharon Lynn Kagan and Kristie Kauerz don't just talk about the work, they participate in the creation of change.”
—Sherri Killins, Ed.D, Commissioner, Department of Early Education and Care, Massachusetts
“An ambitious book, unlike any other in early childhood policy . . . a must-read for all who care about kids.”
—Nancy Carlsson-Paige, professor emerita, Lesley University
“Susan Ochshorn . . . shows us how a few dedicated people, schools, agencies, and institutions have made a difference in children’s lives—a difference that is enhancing early development in this generation and those to come.”
—Samuel J. Meisels, founding executive director, Buffett Early Childhood Institute University of Nebraska
“Indispensable for policymakers, educators, and all who care about our future.”
—Riane Eisler, social scientist, attorney, and author
“Sharp eyed, warm, and lively—a delightful read on a dead-serious topic.”
—Janet Gornick, professor of political science and sociology, City University of New York
“An urgent call to action that could change the course of the nation’s future.”
—Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University
“A kaleidoscope of stories and statistics to illustrate the profound injustices we are visiting on our children and the corresponding injuries we are inflicting on ourselves. We can only hope that Squandering America’s Future will help to turn the tide.”
—Anne-Marie Slaughter, President and CEO, New America
Book Features:Practical—guided by research, offers common-sense recommendations to better prepare, recruit, retain, and adequately compensate early care and education teachers. Current—synthesizes hundreds of articles and studies to provide the most up-to-date review of the research. Comprehensive—places the issues in a system-based context to examine the entire early care and education teaching workforce in all settings.
“This book honors Dr. Julius Richmond’s legacy by using his successful model of social change to comprehensively examine the important early care and education workforce issues facing our nation and to offer ambitious recommendations to address them.”
—Sarah M. Greene, President and CEO, National Head Start Association
What are the implications of current policy for the future?
How can early years professionals shape and craft practice in ways that genuinely focus on the needs of children and families, rather than the interests of policy makers?
This exciting new text explores the changing context and increasing importance of early years policy. It takes a broad look at policy developments and shows how these have affected children, settings, parents and the early years workforce.
Divided into two parts, the first examines theoretical perspectives and sets out the early years policy context, looking at issues surrounding accountability, international influences on policy and the Early Years Foundation Stage. The second half of the book directly shows how policy has influenced practice, and considers:the upskilling of the workforce and the impact of this on practitioners; the development of the learning environment including outdoor provision; sustained shared thinking and its link to high quality learning and teaching; the impact of policy on parents.
Offering a fresh perspective on early years policy, this timely textbook will be essential reading for students on undergraduate and postgraduate Early Years and Childhood Studies courses and those working towards Early Years Teacher status.
But there are alternative stories and this book tells one: a ‘story of democracy, experimentation and potentiality’ in which early childhood centres are public spaces and public resources, places where democracy and experimentation are fundamental values, community workshops for realising the potentiality of citizens. This story calls for transformative change but offers a real utopia, both viable and achievable. The book discusses some of the conditions needed for the story’s enactment and shows what it means in practice in a chapter about project work contributed by a Swedish preschool teacher.
Critical but hopeful, this book is an important contribution to resisting the dictatorship of no alternative and renewing a democratic politics of early childhood education. It is essential reading for students and teachers, researchers and other academics, and for all other concerned citizens.
Tom Brokaw of NBC Nightly News once said of the American icon Fred Rogers, "Mister Rogers was an ordained minister, but he never talked about God on his program. He didn't need to."
Eight years before his death, Fred Rogers met author, educator, and speaker Amy Hollingsworth. What started as a television interview turned into a wonderful friendship spanning dozens of letters detailing the driving force behind this gentle man of extraordinary influence. Educator? Philosopher? Psychologist? Minister? Here is an intimate portrait of the real Mister Rogers.
The Simple Faith of Mr. Rogers focuses on Mr. Rogers' spiritual legacy, but it is much more than that. It shows us a man who, to paraphrase the words of St. Francis of Assisi, "preached the gospel at all times; when necessary he used words."