Early Childhood

Behavioural genetics is a fast-growing, multidisciplinary field which attempts to explain the influence of genetic and environmental factors on behaviour through the lifespan. The preferred investigative technique for teasing out the differences between genetics and the environment is the longitudinal twin study. This book is the first complete publication from the MacArthur Longitudinal Twin Study (MALTS) that is by far the most ambitious and comprehensive logitudinal twin study to date. The goal of such an in-depth study was merely not to provide thorough descriptions of developmental change between the ages of one and three years, but to offer an original theoretical framework that explains how change occurs in different domains and how genetics and the environment influence those changes. In fact, this rigorous study will set the agenda for developmental psychology and behavioural genetics for decades to come.

This collection brings together studies and essays that represent the best work being done in early childhood research. It includes materials spanning the full range of early childhood settings and provides cutting edge views by leading educators of new methods and perspectives.

Working with postmodern ideas, Beyond Quality in Early Childhood Education and Care questions the search to define and measure quality in the early childhood field, and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement. The authors argue that there are other ways than the 'discourse of quality' for understanding and evaluating early childhood pedagogical work, and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.Taking a broad approach, the book relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields, and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia.

A thorough introduction to quantitative and qualitative research methods used in the early childhood context.

Margaret Henry proposes three dimensions of care giving behaviour through which parents and professionals not only help young children to develop, but can also help one another's development.

Gender in Early Childhood explores the ways in which young children perceive, and are perceived, as gendered individuals and members of a gendered society. Careful research is brought to bear on a wide range of issues, from the construction of the child's identity by extended family immediately after birth, through early play and literacy activities. Also considered here in groundbreaking analyses are sexual orientation and its implications for early gender identifications, children's involvement with technology, and the gender expectations of young children with disabilities. The diverse range and content of the research will make this book a valuable resource for all those interested in the education of young children, and helpful in the development of individual teachers' thinking and practice in relation to gender equity among young children.

The authors find that well-targeted early intervention programs for at-risk children, such as nurse home visits to first-time mothers and high-quality preschool education, can yield substantial advantages to participants in terms of emotional and cognitive development, education, economic well-being and health.

Play and development are key topics for all who work with young children. Based on the pioneering work of Mary D. Sheridan, Play in Early Childhood is an introductory text which explains how children's play develops and how they develop as they play. Play in Early Childhood features:*over eighty illustrations*descriptions of play at each stage of development, from birth to six years*outlines of different play sequences*information on children with special needs*practical advice on the adult's role in providing for play.This edition has been thoroughly revised and updated to meet the needs of early years workers and students on courses leading to awards in child care and education