What we teach with our discipline at ages 2,5, and 12 will return to help or haunt us during the child in question's adolescence. The tips, traps, and stories found in this book help us discipline effectively today yet keep an eye toward the future.

With a very simple text accompanied by rich, vibrant illustrations a young narrator describes what it means to be a child with rights -- from the right to food, water and shelter, to the right to go to school, to the right to be free from violence, to the right to breathe clean air, and much more. The book emphasizes that these rights belong to every child on the planet, whether they are "black or white, small or big, rich or poor, born here or somewhere else." It also makes evident that knowing and talking about these rights are the first steps toward making sure that they are respected. A brief afterword explains that the rights outlined in the book come from the Convention on the Rights of the Child, which was adopted by the UN General Assembly in 1989. The treaty sets out the basic human rights that belong to children all over the world, recognizing that children need special protection since they are more vulnerable than adults. It has been ratified by 193 countries, with the exception of Somalia and the United States. Once a country has ratified the document, they are legally bound to comply with it and to report on their efforts to do so. As a result, some progress has been made, not only in awareness of children's rights, but also in their implementation. But there are still many countries, wealthy and poor, where children's basic needs are not being met. To read a summary of the Convention on the Rights of the Child, go to www.unicef.org/crc/files/Rights_overview.pdf.

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133831477. What young children from diverse backgrounds and those faced with the challenges of poverty need to succeed in school today is the focus of this authoritative book. Grounded in research yet masterfully linked to practice, it gives early childhood practitioners the tools, resources, and guidance they need to ensure quality education for young children from all backgrounds and all walks of life. Substantially reorganized and streamlined to focus on the most relevant issues, the new Second Edition of Linda Espinosa’s Getting It RIGHT for Young Children from Diverse Backgrounds looks at the advances in the scientific understanding of dual language development since the First Edition was published; presents the new research on program models and classroom practices that improve the educational outcomes for children from diverse backgrounds; includes a new chapter dedicated to instructional strategies and classroom practices with video links, illustrations, sample lessons, and practical examples; and adds clear learning objectives, summary paragraphs, reflection questions, and extensive activities to each chapter to help students internalize the content and apply it to their own work. The Enhanced Pearson eText features embedded video and internet resources. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.

Girls are continuing to out perform boys in every aspect of the EYFS. Even in physical and creative development, areas where boys should feel competent and confident, girls are making greater progress. The education establishment has to respond and help boys realise their true potential or we run the very real risk of producing a generation of disaffected boys unable to assimilate new skills and knowledge, to empathise, to see themselves as capable and creative or to think imaginatively. This book by Neil Farmer, a highly respected and experienced early years consultant, will appeal to all practitioners and parents who are interested in how boys develop and how they give them the best possible start in life!

Learn how to meet the needs of two year olds with this indispensable guide by Penny Tassoni which is ideal for both early years settings and students. Written by the leading author in Childcare and Early Years education, this is a complete guide to working with this age group. It looks in detail at two year olds' development in each of the prime areas of learning and provides advice on how best to plan activities, organise provision and create stimulating environments. It is also a typical Tassoni book: fun, informative and practical! - Pinpoints two year olds' development across the prime areas of learning: Personal, Social and Emotional development, Physical development and Communication and Language - Provides guidance on how to carry out the two year old progress check and work with parents and other professionals to support development - Includes practical tips on overcoming tantrums, fussy eating and other challenges associated with this age group -Explains the specific play needs of two year olds - Includes activities linked to the EYFS which focus on each of the prime areas

From understanding how the youngest children learn to working with ECE agencies, this practical guide presents the information principals need to create effective early childhood education programs.

This book provides a vital and original investigation into, and critique of, the situation facing the realisation of the child’s right to play. The right to play has been referred to as a forgotten right – forgotten by States implementing the Convention on the Rights of the Child, by the Committee on the Rights of the Child in monitoring and providing guidance on the Convention, and by human rights academics. Through multidisciplinary, original archival, novel doctrinal and primary empirical research, the work provides a thorough investigation of the right to play. It offers an innovative insight into its value, the challenges facing the realisation of the right, its raison d’être and its scope, content and obligations. It also critiques the Committee’s engagement with the right to play and shares lived experiences of efforts to support its implementation in the United Kingdom and Tanzania. The book highlights elements of best practice, challenges, and weaknesses, and makes recommendations for the continued and improved realisation of the right to play. The book will be a valuable resource for researchers, academics, advocates and policy-makers working in the areas of Children’s Rights, International Human Rights Law, Public International Law, Child Welfare, and Education.

This reader provides a critical perspective on work with children and young people at a time of change. Written by experts with a wide range of academic and professional experience, it examines the ways that ideas inform practice, explores recent changes in the organisation of services, especially moves towards greater integration, and explores what it means to be a critical, reflective practitioner. Covering the whole age range from early years to youth, the book will be relevant to anyone working with children and young people, for example in social work, education, healthcare, youth work, youth justice and leisure services

Child well-being, which covers everything from family relationships to their material well-being, is now increasingly being talked about in policy and practice nationally and internationally. However, a lack of clarity remains about what the idea really means and how it can help children. This book brings together contributions from international experts in order to define child well-being and to further understand how it can improve children's lives. Issues covered include how the idea is being used in government policy and practice in the UK and USA, how children can contribute to the understanding of child well-being, recent advances in the exploration of indicators and measures of well-being, and the importance of context in making comparisons. A concluding chapter explores whether child well-being is a useful concept in understanding children's lives, whether it positively contributes to policy and practice, and the value of international comparisons. This edited collection is essential reading for all those involved in understanding children's lives and who have responsibility for improving them, including practitioners, policymakers, students and academics.