This book provides early childhood professionals with guidance on how to create gender inclusive learning environments that support all children in feeling valued through practices that aim to recognize and support a wide range of gender identities and gender expressions.
On 7 July 2005, Julie Nicholson's life was changed forever. Her daughter, Jenny, was killed on her way to work in the London bombings, shaking Julie's beliefs. With heartbreaking honesty and integrity, Julie tells her story of love, tragedy and heartache for the first time.
This second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, pre-schoolers, and early elementary-aged children to understand trauma as well as its impact on young children's brains, behavior, learning, and development.
Taking a Postmodern Turn to Make Complexity Visible
Focusing on early childhood leadership, the book advocates for a shift towards postmodern epistemology, which prioritizes equity through the recognition of diversity. It emphasizes the importance of inclusive leadership that actively promotes social justice, urging leaders to broaden their understanding and practices to better serve all children and communities.
The first self-care book designed specifically for the early childhood field, Culturally Responsive Self-Care Practices for Early Childhood Educators is filled with helpful strategies and tools that you can implement immediately. Recognizing that self-care is not one size fits all, the authors present culturally responsive strategies drawn from diverse early childhood staff working in a range of roles across communities and contexts. By tying the importance of educator self-care to goals of social justice and equity, this book advocates for increased awareness of the importance of self-care on both an individual and institutional level. Through key research findings, effective strategies and personal anecdotes, this accessible guide helps readers understand and engage with the critical role self-care and wellness-oriented practices play in creating strong foundations for high quality early learning programs.
The main aim of this Element is to introduce the topic of limited awareness, and changes in awareness, to those interested in the philosophy of decision- making and uncertain reasoning. While it has long been of interest to economists and computer scientists, this topic has only recently been subject to philosophical investigation.
Now more than ever, there is a need for early childhood professionals to comprehensively integrate trauma-sensitive practices into their work with children and families. This essential resource offers instructional strategies teachers can use daily to support their students dealing with trauma in early learning environments.