Titlebook: Early Childhood Voices: Children, Families, Professionals; Linda Mahony,Sharynne McLeod,Jenny Dwyer Book 2024 The Editor(s) (if applicable

palpitate

统治人类

表示向前

M. P. Coutts,C. C. N. Nielsen,B. C. Nicollh as a framework to explore two vignettes illustrating how early childhood teachers listen to young children experiencing challenging events and respond by applying the Convention on the Rights of the Child (CRC) and the United Nations Sustainable Development Goals (SDGs). In these vignettes, the ea

Matrimony

Ultra-Militarism Stops Progress,ty of disasters, which puts at risk the most basic of children’s rights enshrined in the Rights of the Child, including the right to life, health, education, play, and decent living conditions. To protect these rights, post-disaster interventions must support children to learn about their emotional

不能和解

The Surface Properties of Oxidized Siliconhe challenges inherent in online delivery regarding relationship building, gaining trust and choosing suitable resources available in family homes, and issues of recruitment and attendance of families. EYPs considered that moving online accommodated some parental work patterns, and some parents part

limber

Why the Voices of Young Children Matteroices to transform practice so that children’s lives are improved and to ensure no one is left behind. Children’s voices are viewed holistically and are evident within complex and constantly changing landscapes. This introductory chapter aims to highlight the importance of listening to our youngest

细颈瓶

使服水土

Infant Emotional Capital Practices as Voice in Research and Pedagogyt documented infants’ emotional capital practices and engaged educators in critical reflective practice about them. The ethnographic research was conducted in an early years’ learning setting in regional Australia and generated data from photographic and video footage, field notes, and participatory

reflection

Contributing to SDGs Through Conceptual PlayWorlds: Changing the STEM Story for Children, Families a(parent/carer/teacher) interaction (Fleer, 2018). The focus is to create a collective imaginary situation where children and adults engage in problem-solving and STEM learning. With its focus on closing the gap for girls in STEM and mentoring a largely female early childhood workforce (SDG 5), this

Frequency