Early Years Education and Care in Canada, Second Edition
Timely and thoroughly updated, the second edition of Early Years Education and Care in Canada explores the histories, philosophies, theories, and approaches that have shaped the ways that we teach and care for children in Canada. Featuring multiple voices and first-hand experiences in the field, contributions from Canadian academics and practitioners engage in theoretical and practical discussions on early childhood education and care.
The new edition of this volume continues to provide readers with a map of the theoretical landscape of early years practice and research and explores newly added topics including common worlds pedagogies, reclaiming Indigenous family systems, supporting Black flourishing in early childhood education and care, critical feminist examination of play, and lived experiences of registered early childhood educators and the Early Childhood Education and Care system.
Readers will explore where we have been, where we are, and where we might go in practice and research related to children and families, making this a fundamental resource for all students, practitioners, and policymakers in early childhood education and care.
FEATURES
Expands on the first edition’s extensive and balanced examination of the historical and philosophical influences of early childhood education and care
Includes new chapters on timely topics such as Black childhoods, gender and sexuality, and the Canada-Wide Early Learning and Child Care Plan
Pedagogically rich, this text features chapter overviews, lists of key terms, and start-of-chapter guiding questions
Understanding Mental Health Across Educational Contexts
Understanding Mental Health Across Educational Contexts provides an overview of mental health and mental health disorders from a Canadian classroom perspective. Providing definitions and current understandings of mental health challenges and disorders commonly found in K–12 classrooms, this text equips future educators with a toolbox of strategies and resources that they can use inside the classroom.
Recognition and support for students and educators struggling with mental health or a mental health disorder has been growing in demand, and this text addresses the importance of this conversation in education while focusing on the interplay of student, teacher, and family. Divided into two sections on core concepts and practical applications, this edited collection covers topics such as mental health disorders frequently encountered within school settings and their relationships with academic achievement, technology, neurodiversity, and career development; Indigenous, queer, and anti-racist practice and praxis; educator mental health and wellness; trauma-informed teaching; and creating mentally healthy classrooms.
This essential text is foundational for future educators and those in courses covering child and youth care, exceptional learners, early childhood education, or social work. Courses covering mental health, counselling, or psychology will also find value in this reference guide for common challenges faced by young people or families.
FEATURES
rich in case studies and discussion questions that help students learn through real-world scenarios and practical applications
provides educators with a robust toolbox of strategies and resources at their disposal
written for future educators, this guide applies a wellness lens to student well-being in and out of the classroom
Self-Regulation and Inquiry-Based Learning in the Primary Classroom
In this unique text, Dr. Brenda Jacobs brings together two important ideas that have become central to learning and development in education, demonstrating the core relationship between self-regulation and inquiry-based learning in primary classrooms.
The author compellingly shows that inquiry-based learning can empower children and is vital to becoming self-regulated learners. Drawing on real-life classroom examples, the volume outlines four key insights: that children learn self-regulation during inquiry-based learning in the same way they do during play; that teachers can use scaffolding strategies to support this development; that inquiry-based learning promotes the positive emotions essential for the development of social and emotional learning; and, finally, that during inquiry-based learning, children use oral language as a self-regulatory tool. These insights are applied to the four components of emergent curriculum—inquiry design, classroom environment, conversation, and documentation—to show how educators can help children become self-regulated learners. Considering how COVID-19 has exacerbated children’s social, emotional, behavioural, physical, and mental health problems, this timely volume also provides guidance about how to do inquiry-based learning in virtual classrooms.
Concise and practical, Self-Regulation and Inquiry-Based Learning in the Primary Classroom is an invaluable foundational text for students in Education and Early Childhood Education and for pre-service and in-service teachers alike.
FEATURES
rich in pedagogical tools, including chapter summaries, engaging reflective questions, and recommended resources
ideas presented have broad application beyond the primary classroom and can be utilized by educators as a tool to foster reflective practice and strengthen the strategies in their own self-regulation toolbox
Equity as Praxis in Early Childhood Education and Care
Equity as Praxis in Early Childhood Education and Care aims to map, deconstruct, and engage with different models of equity as they pertain to the early childhood education landscape in Ontario. Drawing on marginalized narratives of gender, race, Indigeneity, dis/ability and inclusion, and migration, immigration, and displacement, the authors discuss how to advance the field and make it more equitable for children, families, early childhood educators, and all other practitioners. This edited collection outlines the current political climate of early childhood education and care in Ontario through a critical analysis of policies and dominant discourses of equity and inclusion. By prompting readers to reflect on and critique their understandings of children, families, communities, and practices in the field, the authors seek to provide counternarratives to Eurocentric developmentalist hegemonies and an alternative strength-based approach to critical and transformative praxis.
This vital text encourages rethinking how narratives of equity and inclusion are constructed and what this means for young children and their families in Ontario, as well as throughout Canada. This is an essential resource for students in early childhood education and care, early childhood studies, and education programs.
FEATURES
includes perspectives from multiple positionalities in the field to provide a critical and interdisciplinary approach
draws on a reconceptualist lens to present a critique of developmentalist approaches
encourages readers to engage with the content by practising critical self-examination and considering social factors and forces that inform their own concepts
If you are interested in publishing in the area of Early Childhood Education Studies, please reach out to associate acquisitions editor James Bader to get the conversation started.
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