Sivanes Phillipson

Child Development and Learning integrates concepts of learning and development into one comprehensive text for understanding child development. At its core is the belief that learning and development are intertwined. As children learn, they also develop. As children develop, they also learn. With an understanding of how children develop, specific activities can be implemented to support the learning of all children. The text explores both classical and emerging theories and assists pre-service teachers to grasp the details of the historical references to current understandings of development. The intention is to highlight the importance of understanding how child development theories can be implemented within the field of education. With its clear and engaging style, the text presents up-to-date research while offering practical applications that will relate to pre-service teachers' personal and professional lives. Child Development and Learning is comprised of six sections. Five of the sections cover the developmental domains, and within each domain there are four chapters based on chronological age, from birth to 18 years. Each section consists of activities to foster engagement by allowing the reader to learn through critical reflection and analysis. The final sixth section provides an overview of how to plan for schooling starting with early childhood education and ending with senior schooling, and draws together the learning techniques necessary to support children within different age ranges. Complete with examples that are research-focused, real-world and cross-cultural, students are provided with practical strategies to help them program and plan for learning and development.

Partnerships with Families and Communities: Building Dynamic Relationships is a comprehensive and accessible resource that provides pre-service teachers with the tools required to build effective, sustainable and proactive partnerships in both early childhood and primary educational settings. This text introduces models of home-school-community partnerships in educational contexts and presents a comprehensive partnerships approach for best practice in applying and leading effective relationships with key stakeholders. It explores essential underpinning policies, legislation and research theories that position strong, positive and proactive partnerships as a systemic solution to children's learning development. Key topics covered include diversity in partnership work, reflective practice and tools for evaluating working partnerships. Each chapter includes focused pedagogy, key terms and definitions, scenarios and review questions, which enable readers to deeply engage with new concepts. 'Proactive Partners' boxes explore real-world scenarios and encourage readers to link theory with practice.

Growing Children’s Social and Emotional Skills examines how parent–educator partnerships can be achieved to enhance the development of children’s social and emotional skills. The book presents the TOGETHER programme, a training programme that emphasises the importance of the relationship between caregivers and teachers with the children in their care, as well as deepening the collaborative partnerships between teachers, educators and caregivers. Using a case study approach, the book explores the application of the TOGETHER programme across various home and early childhood education contexts through the unique voices of those involved. The TOGETHER programme presented in this book is:• Easy to implement and adaptable, requiring minimal training time for parents, teachers and educators• Designed to emphasise the importance of relationships in developing children’s social and emotional skills• Supported by photocopiable resources and a downloadable e-manual that can be used to implement the training With the vision to empower caregivers to take an active role in building children’s social and emotional competence, this book is written in a way that will appeal to academic researchers and tertiary students, early childhood educators and other caregivers. It will assist in recognising children’s strengths and deepening collaborative partnerships between families, educators and other caregivers.

Growing Children’s Social and Emotional Skills examines how parent–educator partnerships can be achieved to enhance the development of children’s social and emotional skills. The book presents the TOGETHER programme, a training programme that emphasises the importance of the relationship between caregivers and teachers with the children in their care, as well as deepening the collaborative partnerships between teachers, educators and caregivers. Using a case study approach, the book explores the application of the TOGETHER programme across various home and early childhood education contexts through the unique voices of those involved. The TOGETHER programme presented in this book is:• Easy to implement and adaptable, requiring minimal training time for parents, teachers and educators• Designed to emphasise the importance of relationships in developing children’s social and emotional skills• Supported by photocopiable resources and a downloadable e-manual that can be used to implement the training With the vision to empower caregivers to take an active role in building children’s social and emotional competence, this book is written in a way that will appeal to academic researchers and tertiary students, early childhood educators and other caregivers. It will assist in recognising children’s strengths and deepening collaborative partnerships between families, educators and other caregivers.

Throughout the world, the challenges facing modern education are formidable. Although some of the challenges facing are unique to each educational jurisdiction, there are also some important commonalities that transcend jurisdictions. Irrespective of the nature of these challenges, there is an increasing focus on teacher quality – what it is and how to enhance it. To date, research tells us what expert teachers should be doing in their classrooms. This approach is based on the idea that teaching expertise is nothing more than the accumulation of specific skills and knowledge, and as teachers acquire these skills and knowledge most of our educational challenges can be overcome. This book questions this idea by asking 37 teachers who are already recognised as experts to share their classroom secrets. Importantly, the teachers come from diverse cultural contexts, including Australia, Finland, Hong Kong and the US, and they share: how they became expert teachers; their expectations for every student when they enter their classroom; how they view and encourage teacher–parent partnerships; and what skills and knowledge they consider important for expert teaching. To our knowledge, this is the first book that compares and contrasts the approaches taken by expert teachers from four very different cultural groups. The book helps to demystify the work of the modern teacher – what they do and the challenges they face. If you aspire to be an expert teacher, this book provides a clear model of how to approach the process. If you are an education researcher searching for ‘impact’, this book outlines what are some of the emerging hot topics in education research. If you are involved in teacher education then this book offers some new approaches to initial teacher education. If your focus is on educational policy, this book helps make sense of the links between the classrooms of expert teachers, education research and academic achievement. Finally, this book will help parents understand how best to partner with their child’s teacher in order to enhance their learning.

Throughout the world, the challenges facing modern education are formidable. Although some of the challenges facing are unique to each educational jurisdiction, there are also some important commonalities that transcend jurisdictions. Irrespective of the nature of these challenges, there is an increasing focus on teacher quality – what it is and how to enhance it. To date, research tells us what expert teachers should be doing in their classrooms. This approach is based on the idea that teaching expertise is nothing more than the accumulation of specific skills and knowledge, and as teachers acquire these skills and knowledge most of our educational challenges can be overcome. This book questions this idea by asking 37 teachers who are already recognised as experts to share their classroom secrets. Importantly, the teachers come from diverse cultural contexts, including Australia, Finland, Hong Kong and the US, and they share: how they became expert teachers; their expectations for every student when they enter their classroom; how they view and encourage teacher–parent partnerships; and what skills and knowledge they consider important for expert teaching. To our knowledge, this is the first book that compares and contrasts the approaches taken by expert teachers from four very different cultural groups. The book helps to demystify the work of the modern teacher – what they do and the challenges they face. If you aspire to be an expert teacher, this book provides a clear model of how to approach the process. If you are an education researcher searching for ‘impact’, this book outlines what are some of the emerging hot topics in education research. If you are involved in teacher education then this book offers some new approaches to initial teacher education. If your focus is on educational policy, this book helps make sense of the links between the classrooms of expert teachers, education research and academic achievement. Finally, this book will help parents understand how best to partner with their child’s teacher in order to enhance their learning.

Developing Leadership in the Asia-Pacific focuses on the design of leadership programs that are able to meet the needs of students, teachers and the wider community. Rather than taking an all-encompassing approach that cover all contexts of leadership development, this book is based on research that guides the leadership teacher in designing a course that takes into account the specific context and needs of individual students, the purpose of the course, and how the course can be evaluated for its effectiveness. Emphasising learner diversity, the book argues that the students’ specific cultural and educational contexts need to be taken into account when designing leadership programs. Although these courses are often taught outside of the regular curriculum, components of leadership can be found in the regular curriculum. Accordingly, this book helps the leadership teacher to integrate the leadership program with the regular curriculum through the use of guiding questions, quizzes, case studies, dilemmas, and other pedagogical strategies. It links research with practice, scaffolding teachers in understanding the content or issues described in each chapter, assisting them in building a fully defensible leadership program. A number of real life worked examples are also provided throughout each chapter as a practicable framework that can be used in teaching design for everyday units of work. This book is a useful reference for researchers working in leadership as well as an essential tool for teachers developing leadership programs for students in primary, secondary or tertiary contexts.

Developing Leadership in the Asia-Pacific focuses on the design of leadership programs that are able to meet the needs of students, teachers and the wider community. Rather than taking an all-encompassing approach that cover all contexts of leadership development, this book is based on research that guides the leadership teacher in designing a course that takes into account the specific context and needs of individual students, the purpose of the course, and how the course can be evaluated for its effectiveness. Emphasising learner diversity, the book argues that the students’ specific cultural and educational contexts need to be taken into account when designing leadership programs. Although these courses are often taught outside of the regular curriculum, components of leadership can be found in the regular curriculum. Accordingly, this book helps the leadership teacher to integrate the leadership program with the regular curriculum through the use of guiding questions, quizzes, case studies, dilemmas, and other pedagogical strategies. It links research with practice, scaffolding teachers in understanding the content or issues described in each chapter, assisting them in building a fully defensible leadership program. A number of real life worked examples are also provided throughout each chapter as a practicable framework that can be used in teaching design for everyday units of work. This book is a useful reference for researchers working in leadership as well as an essential tool for teachers developing leadership programs for students in primary, secondary or tertiary contexts.