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Books on the topic 'Early childhood leaders'

Author: Grafiati
Published: 19 February 2023

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1

Profiles in childhood education, 1931-1960: A project of the ACEI Later Leaders Committee. Wheaton, MD: Association for Childhood Education International, 1992.

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2

Judy, Williams. How to reach very young children: For early childhood program leaders. Edited by Jander Martha Streufert and Concordia Publishing House. Board for Parish Services. St. Louis, MO: Concordia, 1992.

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3

Whalley, Margy. Women leaders in early childhood settings: A dialogue in the 1990's. Wolverhampton: University of Wolverhampton, 1999.

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4

Bruno, Holly Elissa. Learning from the bumps in the road: Insights from early childhood leaders. St. Paul, MN: Redleaf Press, 2013.

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5

F, Roberson Glenda, and Johnson Mary A. 1936-, eds. Leaders in education--their views on controversial issues. Lanham, MD: University Press of America, 1988.

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6

Early Childhood Step Leaders Manual (Early Childhood Step Series). American Guidance Service, 1989.

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7

Nicholson, Julie, Jen Leland, Julie Kurtz, LaWanda Wesley, and Sarah Nadiv. Trauma-Responsive Practices for Early Childhood Leaders. Routledge, 2021. http://dx.doi.org/10.4324/9780429345142.

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8

Nicholson, Julie, Julie Kurtz, LaWanda Wesley, Jen Leland, and Sarah Nadiv. Trauma-Responsive Practices for Early Childhood Leaders. Taylor & Francis Group, 2021.

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9

Nicholson, Julie, Julie Kurtz, LaWanda Wesley, Jen Leland, and Sarah Nadiv. Trauma-Responsive Practices for Early Childhood Leaders. Taylor & Francis Group, 2021.

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10

Publishers, Integrity. VeggieTales Preschool Leaders. Integrity Publishers, 2005.

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11

Guidance Guide for Early Childhood Leaders: Strengthening Relationships with Children, Families, and Colleagues. Redleaf Press, 2020.

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12

Nicholson, Julie, Julie Kurtz, LaWanda Wesley, Jen Leland, and Sarah Nadiv. Trauma-Responsive Practices for Early Childhood Leaders: Creating and Sustaining Healing Engaged Organizations. Taylor & Francis Group, 2021.

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13

Nicholson, Julie, Julie Kurtz, LaWanda Wesley, Jen Leland, and Sarah Nadiv. Trauma-Responsive Practices for Early Childhood Leaders: Creating and Sustaining Healing Engaged Organizations. Taylor & Francis Group, 2021.

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14

Nicholson, Julie, Julie Kurtz, LaWanda Wesley, Jen Leland, and Sarah Nadiv. Trauma-Responsive Practices for Early Childhood Leaders: Creating and Sustaining Healing Engaged Organizations. Taylor & Francis Group, 2021.

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15

Garvey, Debbie. Performance Management in Early Years Settings: A Practical Guide for Leaders and Managers. Kingsley Publishers, Jessica, 2017.

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16

Ten tips for getting and keeping business involved: An illustrated guide for early childhood leaders. Families and Work Institute, 2000.

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17

Today's Youth, Tomorrow's Leaders: How Parents and Educators Can Influence and Guide the Learning Process. Rowman & Littlefield Education, 2013.

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18

Guha, Smita. Today's Youth, Tomorrow's Leaders: How Parents and Educators Can Influence and Guide the Learning Process. Rowman & Littlefield Publishers, Incorporated, 2013.

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19

Guha, Smita. Today's Youth, Tomorrow's Leaders: How Parents and Educators Can Influence and Guide the Learning Process. Rowman & Littlefield Education, 2014.

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20

Shine. Vbs 2021 Come to the Table Early Childhood Leader's Guide. Herald Press (VA), 2021.

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21

Council, Ontario Principals', ed. The principal as early literacy leader. Thousand Oaks, Calif: Corwin Press, 2009.

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22

McGinnis, Ellen. Skillstreaming in Early Childhood Student Workbook (10 Workbooks + Group Leader Guide). Research Press, 2013.

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23

Jubilee: Bible Story Book (Jesus, Our Leader, Early Childhood, Cycle B, Winter). Brethren Press, 1995.

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24

Mendez, Elaine Margarita, and Kenneth Kunz. New Leader's Guide to Early Childhood Settings: Making an Impact in PreK-3. Taylor & Francis Group, 2022.

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25

Mendez, Elaine Margarita, and Kenneth Kunz. New Leader's Guide to Early Childhood Settings: Making an Impact in PreK-3. Taylor & Francis Group, 2022.

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26

Mendez, Elaine, and Kenneth Kunz. New Leader's Guide to Early Childhood Settings: Making an Impact in Prek-3. Routledge, Chapman & Hall, Incorporated, 2022.

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27

Mendez, Elaine Margarita, and Kenneth Kunz. New Leader's Guide to Early Childhood Settings: Making an Impact in PreK-3. Taylor & Francis Group, 2022.

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28

Mendez, Elaine Margarita, and Kenneth Kunz. New Leader's Guide to Early Childhood Settings: Making an Impact in Prek-3. Routledge, Chapman & Hall, Incorporated, 2022.

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29

Schickedanz, Judith A., and Catherine Marchant. Inside PreK Classrooms: A School Leader's Guide to Effective Instruction. Harvard Education Publishing Group (HEPG), 2018.

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30

Inside PreK Classrooms: A School Leader's Guide to Effective Instruction. Harvard Education Press, 2018.

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31

Kane, Robin, Nonie K. Lesaux, Stephanie M. Jones, and Annie Connors. Early Education Leader's Guide: Program Leadership and Professional Learning for the 21st Century. Guilford Publications, 2018.

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32

Kane, Robin, Nonie K. Lesaux, Stephanie M. Jones, and Annie Connors. Early Education Leader's Guide: Program Leadership and Professional Learning for the 21st Century. Guilford Publications, 2018.

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33

The Early Education Leader's Guide: Program Leadership and Professional Learning for the 21st Century. The Guilford Press, 2018.

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34

Kane, Robin, Nonie K. Lesaux, Stephanie M. Jones, and Annie Connors. The Early Education Leader's Guide: Program Leadership and Professional Learning for the 21st Century. The Guilford Press, 2018.

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35

Culkin, Mary L. Managing Quality in Young Children's Programs: The Leader's Role (Early Childhood Education Series (Teachers College Pr)). Teachers College Press, 1999.

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36

Patterson, Gerald R. Coercion Theory. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.2.

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This chapter describes research supporting a stage model for the progression of antisocial behavior from early childhood through late adolescence. Early coercion within the family leads to growth in a child’s oppositional behavior, which in turn undermines school readiness and can precipitate early influence of deviant peers. Antisocial behaviors in middle childhood are prognostic of deviant peer group association in early adolescence. Involvement with deviant peers and deviancy training in adolescence account for the progression from antisocial behavior to violence, arrests, and multiple forms of problem behavior. The chapter reviews randomized intervention studies that have shown that parent management training leads to reduced coercion, increased positive interactions with parents, less deviant peer involvement, and ultimately, fewer serious antisocial behaviors in adolescence. In this sense, application of the coercion model to understanding and changing antisocial behavior is one of the few success stories of a translational research enterprise.
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37

L, Culkin Mary, ed. Managing quality in young children's programs: The leader's role. New York: Teachers College Press, 2000.

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38

Nason-Clark, Nancy, Barbara Fisher-Townsend, Catherine Holtmann, and Stephen McMullin. Abusers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190607210.003.0003.

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Focusing on data collected from interviews and focus groups with men who have acted abusively, this chapter tells the story of men’s lives by reflecting on their childhood, trouble with the law, altercations with family and friends, and their early days of intimacy. Most men who batter do not believe they are violent. This chapter focuses on how religious beliefs and practices intersect with, and impact, the experience of controlling, abusive behavior. The contours of how men talk about their experience of interacting with the criminal justice system and other intervention services in the aftermath of their own violence toward an intimate are discussed. Also, issues such as vulnerability, entitlement, and resiliency are discussed, and explicitly spiritual factors such as guilt, remorse, uncertainty, forgiveness, and accountability are considered. The role pastors and other spiritual leaders can play in calling men who abuse to change thinking and change behavior is discussed.
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39

Perry, Craig, David Eltis, Stanley L. Engerman, and David Richardson, eds. The Cambridge World History of Slavery. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781139024723.

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Medieval slavery has received little attention relative to slavery in ancient Greece and Rome and in the early modern Atlantic world. This imbalance in the scholarship has led many to assume that slavery was of minor importance in the Middle Ages. In fact, the practice of slavery continued unabated across the globe throughout the medieval millennium. This volume – the final volume in The Cambridge World History of Slavery – covers the period between the fall of Rome and the rise of the transatlantic plantation complexes by assembling twenty-three original essays, written by scholars acknowledged as leaders in their respective fields. The volume demonstrates the continual and central presence of slavery in societies worldwide between 500 CE and 1420 CE. The essays analyze key concepts in the history of slavery, including gender, trade, empire, state formation and diplomacy, labor, childhood, social status and mobility, cultural attitudes, spectrums of dependency and coercion, and life histories of enslaved people.
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40

Hamburg, David A., and Beatrix A. Hamburg. Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.001.0001.

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With a view to deepening our understanding of sources of hatred and prejudice, this book uses a developmental and evolutionary perspective to explore and explain the process by which our beliefs are conveyed to the youngest members of society. Discussing the psychological obstacles to peaceful relations between groups, the authors focus on the developmental processes by which we can work to diminish ethnocentrism, prejudice, and hatred, which children learn from a very early age. Until now, scholarship and practice in international relations have gravely neglected crucial psychological aspects of these terrible problems and have not yet explored the educational opportunities related to them. Addressing these promising lines of inquiry and innovation, this book fosters a more humane and less violent development in childhood and adolescence. Educators, religious leaders, developmental and social psychologists, will find this a valuable resource, as will a socially concerned segment of the public who are looking for practical ways to work for peace.
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41

Beattie, R. Mark, Anil Dhawan, and John W.L. Puntis. Difficult eating behaviour in the young child. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569862.003.0016.

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Appetite 114Common feeding problems in 1–5 year olds 116How to increase energy intake 117Food refusal is common in early life. During the first year infants will try food because they are hungry, or because they are using their mouths to explore the environment. Later on, there has to be motivation to try new foods, and this usually comes from imitation of other people eating. In early childhood it is the presentation of safe and socially appropriate foods and their repeated ingestion that leads to them being liked....
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42

Oosterwijk, Sophie. Adult Appearances? Edited by Sally Crawford, Dawn M. Hadley, and Gillian Shepherd. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199670697.013.32.

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It is often assumed that children do not really occur in medieval art. The problem for researchers is not so much one of finding representations of childhood, but of recognizing them. Medieval art has its own conventions and if we approach it with a present-minded attitude we are indeed likely to find only ‘miniature adults’ at best. This easily leads to a conclusion that medieval society neither knew nor understood the concept of childhood. Yet size and proportion can be deceptive: medieval art does not necessarily meet modern standards of naturalism and a small figure need not represent a child. This chapter considers representations of children in early medieval art, including memorials and monuments, placing these images in their artistic, iconological, and theological contexts.
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43

Whitmire, Ethelene. Chicago. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038501.003.0002.

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This chapter begins with Regina's job interview at the New York Public Library and describes Regina's early childhood and her parents' background information. It discusses how Regina learned about fighting an unjust system where race was concerned through her father's work as a defense attorney. His legal exploits were reported in both the African American and white press—the Chicago Defender and the Chicago Daily Tribune, respectively. Some of Atty. William G. Anderson's legal work was more profitable than noble. However, he often worked on more virtuous causes in partnership with Edward H. Wright, destined to become the leader of his time in black politics.
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44

Morris, Andrew A. M. Disorders of Ketogenesis and Ketolysis. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199972135.003.0009.

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Disorders of ketone body metabolism are characterized by episodes of metabolic decompensation. The initial episode usually occurs in the newborn period or early childhood during an infection with vomiting. The disorders of ketogenesis cause hypoglycemia and encephalopathy. Decompensation leads to severe ketoacidosis in defects of ketone body utilization (including MCT1 transporter deficiency). Treatment aims to prevent the catabolism that leads to decompensation. Prolonged fasting is avoided and glucose is provided, orally or intravenously, during illnesses. The risk of decompensation falls with age, particularly for disorders of ketolysis. There have, however, been some fatal episodes in adults with HMG-CoA lyase deficiency, including during pregnancy.
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45

Frenkel, Joost, and Hans R. Waterham. Mevalonate Kinase Deficiency. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199972135.003.0039.

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Mevalonate kinase deficiency (MKD) is an autosomal recessive inborn error of isoprenoid biosynthesis, a pathway yielding sterols and nonsterol isoprenoids.In patients, the enzyme activity of mevalonate kinase is severely reduced due to mutations in the encoding gene, MVK. The substrate, mevalonate, accumulates and is elevated in blood and urine. Shortage of certain downstream products of the pathway, nonsterol isoprenoids, leads to dysregulation of the innate immune system, activation of inflammasomes, and interleukin (IL)-1 mediated inflammation.Symptoms start in early childhood with recurrent attacks of fever, vomiting, diarrhea, headache, sore throat, abdominal pain, arthralgias, painful lymphadenopathy, hepatosplenomegaly, skin rash, and mucosal ulcers. Severely affected patients have additional symptoms, such as intellectual impairment, progressive cerebellar ataxia, and tapetoretinal degeneration. Complications include intestinal obstruction, AA-amyloidosis, hemophagocytosis, and severe infection.Management of MKD is directed at controlling inflammation.
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46

Bruce, Tina. The importance of play. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0003.

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The importance of play demonstrates the challenges of pinning down the umbrella word ‘play’ against a backcloth of terminology that leads to fragmentation of the word. In the educational context an emphasis on the lighter side has developed, such as playfulness, which leaves the more serious side shaded with consequent underemphasis of the self-healing nature of early childhood play. To address these challenges, the focus of the chapter is on the importance of 12 features of play, which bring some solidarity and unity to the study and practice of play without forcing conformity of view. The influence of philosophy, theories, and the sustained impact of Froebelian approaches to play on government documents in the UK provides navigational tools for practitioners, supported by research evidence, giving status and articulating the importance of play.
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47

Fuchs, Thomas. Intercorporeality and Interaffectivity. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190210465.003.0001.

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According to phenomenological and enactive approaches, human sociality does not start from isolated individuals and their hidden inner states, but from intercorporeality and interaffectivity. This paper introduces first a general concept of embodied affectivity: it conceives emotions as a circular interaction of the embodied subject and the respective situation with its affective affordances. This leads to a concept of embodied interaffectivity (with others) as a process of coordinated interaction, bodily resonance, and “mutual incorporation,” providing the basis for a primary empathic understanding. Finally these empathic capacities are also based developmentally on an intercorporeal memory acquired in early childhood, which conveys a basic sense of social attunement or a “social musicality” and also manifests itself in an individual’s habitus. Basic empathy mediated by embodied interaction may subsequently be extended by higher-level cognitive capacities such as perspective-taking and imaginary transposition. Nevertheless, intercorporeality and interaffectivity remain the basis of social understanding.
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48

Haymann, Jean-Philippe, and Francois Lionnet. The patient with sickle cell anaemia. Edited by Giuseppe Remuzzi. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199592548.003.0167.

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In sickle cell anaemia (SCA) a single mutation in the haemoglobin beta-globin gene is responsible for a pleomorphic phenotype leading to acute and chronic life-threatening complications. Healthcare management programmes, patient and family education, infection prophylaxis (especially in childhood), and long-term treatment for some patients (such as hydroxyurea) have significantly improved survival, giving rise to some new long-term issues.Sickle cell-associated nephropathy (SCAN) leads in some cases to chronic renal failure with a significant impact on survival. SCAN is characterized by an increased effective plasma renal flow and glomerular filtration rate, glomerular hypertrophy, and damaged vasa recta system leading to albuminuria and impaired urinary concentration.Early onset of hyperfiltration occurs in 60% of SCA patients often associated with microalbuminuria. SCAN risk factors are still under investigation, but may be related to chronic haemolysis at an early time point. Other lesions in patients with sickle cell anaemia include papillary necrosis, and recurrent acute kidney injury in association with crises or infections.ACEI are recommended if there is proteinuria. There is no current agreement on whether angiotensin-converting enzyme inhibitors (ACEI) should be introduced earlier, but systematic screening for microalbuminuria and hypertension, and avoidance of nephrotoxic agents are strongly advised.Patients with sickle cell trait (carriers for sickle cell anaemia) are prone to microscopic haematuria and abnormalities of the vasa recta have been described. A very rare tumour, renal medullary carcinoma, is largely restricted to this group (in whom it is still extremely rare). Increased risk of other renal problems is still largely hypothetical rather than proven.The prevalence of nephropathies in other sickle cell diseases (in particular haemoglobin SC disease) is much lower.
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