Impeding Bullying Among Young Children in International Group Contexts

History of Early Childhood Education

V. Celia Lascarides, Blythe F. Hinitz

History of Early Childhood Education presents a thorough and elegant description of the history of early childhood education in the United States. This book of original research is a concise compendium of historical literature, combining history with the prominent and influential theoretical background of the time. Covering historical threads that reach from ancient Greece and Rome to the early childhood education programs of today, this in-depth and well-written volume captures the deep tradition and the creative knowledge base of early care and education. History of Early Childhood Education is an essential resource for every early childhood education scholar, student, and educator.

Bibliography of Selected Resources for the International Year of the Child

Blythe F. Hinitz, Lois Baker, U.S. National Commission on the International Year of the Child, 1979

Description unavailable for this volume in the current provider response.

Teach Your Child to Read in 100 Easy Lessons

Phyllis Haddox, Siegfried Engelmann, Elaine Bruner

* Is your child halfway through first grade and still unable to read? * Is your preschooler bored with coloring and ready for reading? * Are you worried that your child will become lost in overcrowded classrooms? * Did you know that early readers hold an advantage over their peers throughout school? * Do you want to help your child read, but are afraid you'll do something wrong? Teach Your Child to Read in 100 Easy Lessons is a complete, step-by-step program that shows parents simply and clearly how to teach their children to read. Twenty minutes a day is all you need, and within 100 teaching days your child will be reading on a solid second-grade reading level. It's a sensible, easy-to-follow, and enjoyable way to help your child gain the essential skills of reading. Everything you need is here - no paste, no scissors, no flash cards, no complicated directions - just you and your child learning together.

Einstein Never Used Flash Cards, Revised Edition

How Our Children Really Learn--And Why They Need to Play More and Memorize Less

Kathy Hirsh-Pasek, PhD, Roberta Michnick Golinkoff, PhD, Diane Eyer, PhD

BOOKS FOR A BETTER LIFE AWARD WINNER • An enlightening guide to how infants, toddlers, and children learn and why play is the key to enhancing your child’s development—now revised and updated with a new chapter on the impacts of screen time “An authoritative, up-to-date playbook on why we should raise our children to be learn-it-alls, not know-it-alls—plus practical advice on how parents can do that!”—Angela Duckworth, New York Times bestselling author of Grit “A breath of fresh air for moms, dads, and childcare professionals.”—Steven Pinker, Johnstone Family Professor of Psychology at Harvard University and New York Times bestselling author of When Everyone Knows That Everyone Knows In Einstein Never Used Flash Cards, award-winning early childhood development experts Kathy Hirsh-Pasek, PhD, and Roberta Michnick Golinkoff, PhD, show how parents can help their children succeed while reducing the pressures they both face. They offer a compelling message for today’s parents: rather than invest in expensive enrichment programs and “educational” apps and toys, the best way to boost brainpower and interpersonal skills is to let children play. In fact, free and guided play is a better way for kids to learn and for parents to enjoy their children. Drawing on overwhelming scientific evidence, Hirsh-Pasek and Golinkoff explain how learning works from a child’s point of view. They address how kids pick up key mathematical concepts, acquire language, develop a sense of self, and more. They also offer more than forty age-appropriate activities for children under nine. These simple, fun—yet powerful—exercises work as well or better than unnecessary interventions to engage kids and their ever-active, curious minds. This revised edition also includes the latest findings on how play supports learning, as well as a new chapter on the benefits and downsides of time spent with digital media. Packed with insights from fascinating studies and reassuring advice, Einstein Never Used Flash Cards empowers readers to help their children thrive while bringing more joy to the hard work of parenting.

Learning Gap

Why Our Schools Are Failing And What We Can Learn From Japanese And Chinese Educ

Harold Stevenson, James W. Stigler

Compares United States elementary education practices with those in Asia and comes to some surprising conclusions.

A Therapist's Guide to Child Development

The Extraordinarily Normal Years

Dee C. Ray

A Therapist's Guide to Child Development gives therapists and counselors the basics they need to understand their clients in the context of development and to explain development to parents. The chapters take the reader through the various physical, social, and identity developments occurring at each age, explaining how each stage of development is closely linked to mental health and how that is revealed in therapy. This ideal guide for students, as well as early and experienced professionals, will also give readers the tools to communicate successfully with the child’s guardians or teachers, including easy-to-read handouts that detail what kind of behaviors are not cause for concern and which behaviors mean it’s time to seek help. As an aid to practitioners, this book matches developmental ages with appropriate, evidence-based mental health interventions.

Researching Literate Lives

The Selected Works of Jerome C. Harste

Jerome C. Harste

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. This volume brings together articles, essays, poetry, and artwork from Jerome C. Harste’s extensive career across the field of literacy studies. This book addresses his contributions to early literacy, reading comprehension, ways of knowing, inquiry-based education, and creating critical classrooms – among other topics – in his characteristically whimsical tone. Following the chronology of his career, each section of the book reflects an important theme of Harste’s work and documents the impact of his contributions on the field. Combining his key articles with historical notes, fun facts, and professional tips, Harste tells stories about encounters with colleagues, and covers everything from seminars he developed and taught, the importance of collaboration, how his thinking and teaching have grown and evolved, ways his scholarship was enhanced through participation in professional organizations, as well as pithy words of advice for fellow scholars. The articles in this collection trace the development of a thought collective which Harste helped create and which continues to shape research and practice in the field of literacy education.

Focused Observations

How to Observe Young Children for Assessment and Curriculum Planning

Gaye Gronlund, Marlyn James

Intentional teaching begins with focused observations and systematic documentation of children's learning and development. This book is filled with tools and techniques designed to help early childhood educators purposefully observe children, create portfolios with rich documentation, and plan curriculum that supports every child. Discussion questions, observation practice exercises, and reflection assignments are included, as well as DVD with classroom vignettes showcasing observation techniques. Gaye Gronlund is an early childhood education consultant who trains early childhood educators across the country. Marlyn James is an education and early childhood professor.

Preventing Bullying Through Science, Policy, and Practice

National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Division of Behavioral and Social Sciences and Education, Committee on Law and Justice, Board on Children, Youth, and Families, Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention

Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.

Preventing Bullying Through Science, Policy, and Practice

National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Division of Behavioral and Social Sciences and Education, Committee on Law and Justice, Board on Children, Youth, and Families, Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention

Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.

Preventing Bullying and School Violence

Stuart W. Twemlow, Frank C. Sacco

Results from numerous surveys indicate that many students do not feel safe in school. This condition exacts an academic as well as a psychological toll because, as the authors remind us, children must feel safe in order to learn. The authors of Preventing Bullying and School Violence contend that inadequate attention has been given to the role of mental health professionals in preventing bullying and school violence. They propose a collaborative, multidisciplinary approach, one that draws upon the skills of the educational, health care, and mental health communities in identifying risk, choosing appropriate interventions, and implementing targeted wellness programs. The authors see bullying as a process, not a problem originating with a single troubled person. Accordingly, they believe that bullying behaviors can be effectively addressed only by targeting the broader social context -- the coercive power and group dynamics that breed and maintain bullying and violent behavior in the school setting. The book is designed to help clinicians, school counselors, and administrators create a safe climate for their students and to respond thoughtfully, but swiftly, when threats arise. The authors offer many practical guidelines for achieving these goals, addressing The critical importance of establishing a strong connection between the family, the school, and the community in creating a healthy academic environment Strategies for working effectively with the complex social bureaucracies that often characterize the entities (such as school boards and governmental agencies) that intervene in cases involving violent children, with an emphasis on developing skills in managing both small and large groups Ways to define and recognize at-risk children who require special attention as a result of having mental illness and/or learning disability Innovative community interventions, such as therapeutic mentoring and home-based therapy, in addition to information on local, state, and federal programs designed to support antiviolence programs in the schools Techniques for promoting wellness among the student population -- not just physical wellness, but also the positive attitudes and coping skills that are the hallmarks of mental health. Preventing Bullying and School Violence aims to empower mental health professionals to work confidently and effectively in educational settings to reduce the distress, enhance the psychological well-being, and secure the safety of all schoolchildren.

Bullying Beyond the Schoolyard

Preventing and Responding to Cyberbullying

Sameer Hinduja, Justin W. Patchin

Technology keeps changing, and cyberbullying is as prominent as ever. It’s time to up your game. As social media apps, gaming platforms, and other online environments have given present more opportunities to adolescents to cause harm to their peers, the proportion of youth who’ve experienced cyberbullying continues to rise. This bestselling guide from the co-directors of the Cyberbullying Research Center provides the tools you need today to keep your students safe in this increasingly connected world. Now in its third edition, this essential resource draws on the cyberbullying experiences of thousands of students and incorporates new evidence-based strategies focused on school climate, empathy, resilience, digital citizenship, media literacy, counterspeech, and student-led initiatives. Other updates include: An overview of popular online environments you should know about Techniques for how best to work with parents, student groups, law enforcement, and social media platforms Deeper exploration of the emotional and psychological consequences of cyberbullying A nuanced focus on identity-based (e.g., gender, race, religion, sexual orientation) victimization Summaries of the latest legal rulings and what they mean for your school Featuring solutions that are actionable, relevant, current, and data-driven, this guide will equip you to protect students from online harm.

Reducing Criminality Among Young People

A Sample of Relevant Programmes in the United Kingdom

David Utting

Description unavailable for this volume in the current provider response.

Preventing School Bullying

John Pitts, Great Britain. Police Research Group

This report describes an initiative to reduce bullying in four schools - two secondary and two primary - in Liverpool and London. All had a high level of violent and anti-social behaviour both in the schools and the surrounding areas. Bengali and black students appeared to be disproportionately victimised and students usually lacked the confidence to report bullying incidents. The researchers worked with the staff and students to produce an anti-bullying code of practice and implementation strategy with support at all levels. Other measures included : improved supervision/surveillance of play areas; confidential contact for victims and others concerning bullying; meetings about bullying between staff and parents; l class rules against bullying; roleplaying and using literature which highlights the plight of scapegoatedgroups and individuals;l formal confrontations of bullies; use of 'neutral' students to help; and discussion groups for parents of students who bully or are bullied. In two years the level of bullying had decreased in three of the schools and remained about the same in the London secondary school.