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E-Voting and Identity: Second International Conference, VOTE-ID 2009, Luxembourg, September 7-8, 2009, Proceedings (Lecture Notes in Computer Science #5767)

Early Adulthood in a Family Context (National Symposium on Family Issues #2)

Early Adulthood in a Family Context, based on the 18th annual National Symposium on Family Issues, emphasizes the importance of both the family of origin and new and highly variable types of family formation experiences that occur in early adulthood. This volume showcases new theoretical, methodological, and measurement insights in hopes of advancing understanding of the influence of the family of origin on young adults' lives. Both family resources and constraints with respect to economic, social, and human capital are considered.

The Early Austrian School of Economics: Money, Value, Capital (Routledge Studies in Social and Political Thought)

This book explores the thought of the three ‘founding’ members of the Austrian School of economics: Carl Menger, Friedrich von Wieser, and Eugen Böhm-Bawerk, considering the overlapping and specialization of their work on money, value, and capital. Offering an incisive overview of the work of three important, but often-neglected figures, the author sheds fresh light on the transition from Adam Smith’s economics and the thought of the German School, to modern economic theory, considering also the influence of the Austrian School on the work of Max Weber. As such, it will appeal to scholars with interests in the history of ideas, economic theory, political economy, and social theory.

The Early Austrian School of Economics: Money, Value, Capital (Routledge Studies in Social and Political Thought)

This book explores the thought of the three ‘founding’ members of the Austrian School of economics: Carl Menger, Friedrich von Wieser, and Eugen Böhm-Bawerk, considering the overlapping and specialization of their work on money, value, and capital. Offering an incisive overview of the work of three important, but often-neglected figures, the author sheds fresh light on the transition from Adam Smith’s economics and the thought of the German School, to modern economic theory, considering also the influence of the Austrian School on the work of Max Weber. As such, it will appeal to scholars with interests in the history of ideas, economic theory, political economy, and social theory.

Early Child Care: The New Perspectives

Early Child Care is about the very young child--infant, toddler, and early preschool--in today's world. It grew out of a series of conferences sponsored by the National Institute of Mental Health, the Children's Hospital of Washington, D.C., and the Committee on Day Care of the Maternal and Child Health Section of the American Public Health Association. Each of the sponsoring agencies represents a focal point for pressures from groups concerned with improving the care of the young child. Faced with common concern, the three sponsoring agencies brought together a number of experts in the field to pool information and experience and to review research findings as a basis for sound planning for children less than three years of age.The authors included in Early Child Care are pioneers in the true sense of the word.. Until recently, no one has tried to specify exactly what goes on between mother and her baby, who does what to whom in the exchange, and what happens if, instead of one mother, there is no mother, an alternating day and night mother, or many different substitutes for the mother. Until all that transpires between the mother and her baby in the best of circumstances is comprehended in sufficient detail that it can be confidently reproduced, it is impossible to make alternative plans. Early Child Care is an effort to identify what is known about young children and apply it to day-by-day programming.Millions of mothers give their babies a good start, providing devoted and painstaking care. Such mothers somehow know when a child needs to be let alone--and when to respond. This volume attempts to define how such instincts can be reproduced in other settings.

Early Child Care: The New Perspectives

Early Child Care is about the very young child--infant, toddler, and early preschool--in today's world. It grew out of a series of conferences sponsored by the National Institute of Mental Health, the Children's Hospital of Washington, D.C., and the Committee on Day Care of the Maternal and Child Health Section of the American Public Health Association. Each of the sponsoring agencies represents a focal point for pressures from groups concerned with improving the care of the young child. Faced with common concern, the three sponsoring agencies brought together a number of experts in the field to pool information and experience and to review research findings as a basis for sound planning for children less than three years of age.The authors included in Early Child Care are pioneers in the true sense of the word.. Until recently, no one has tried to specify exactly what goes on between mother and her baby, who does what to whom in the exchange, and what happens if, instead of one mother, there is no mother, an alternating day and night mother, or many different substitutes for the mother. Until all that transpires between the mother and her baby in the best of circumstances is comprehended in sufficient detail that it can be confidently reproduced, it is impossible to make alternative plans. Early Child Care is an effort to identify what is known about young children and apply it to day-by-day programming.Millions of mothers give their babies a good start, providing devoted and painstaking care. Such mothers somehow know when a child needs to be let alone--and when to respond. This volume attempts to define how such instincts can be reproduced in other settings.

Early Childhood, Aging, and the Life Cycle: Mapping Common Ground

In this book, Silin maps the common ground between early childhood and the period sociologists call “young-old age.” Emphasizing the continuities that bind children and adults rather than the differences that traditional developmental psychology claims separate us, he focuses on the themes we all manage across a lifetime. Building on memoir and narrative, Silin argues that when we recognize how the concerns of childhood continue to thread their way through our experience, we look anew at the shape of our lives. This book highlights the powerful generative acts through which people of all ages find new meanings and relationships to compensate for the individual and social losses that mark our lives.

Early Childhood, Aging, and the Life Cycle: Mapping Common Ground

In this book, Silin maps the common ground between early childhood and the period sociologists call “young-old age.” Emphasizing the continuities that bind children and adults rather than the differences that traditional developmental psychology claims separate us, he focuses on the themes we all manage across a lifetime. Building on memoir and narrative, Silin argues that when we recognize how the concerns of childhood continue to thread their way through our experience, we look anew at the shape of our lives. This book highlights the powerful generative acts through which people of all ages find new meanings and relationships to compensate for the individual and social losses that mark our lives.

Early Childhood Assessment in School and Clinical Child Psychology

This book presents an integrated and coordinated framework for assessing developmental, psychological, and behavioral disorders in early childhood. Expert contributors advocate for natural-environment methods in addition to standardized measures in assessing academic and social skills as well as age-specific behavior problems in young children. Chapters model collaborations between clinicians, family, and daycare and school personnel, address diagnostic and classification issues, and conceptualize assessment as flexible, ongoing, and, as necessary, leading to coordinated services. The book gives practitioners and researchers critical tools toward establishing best practices in an increasingly complex and important area, leading to better prevention and intervention outcomes.Included in the coverage:Standardized assessment of cognitive development.Authentic and performance-based assessment.The use of Response to Intervention (RTI) in early childhood.Collaboration in school and child care settings.Anxiety disorders, PTSD, OCD, and depression in young children.Sleeping, feeding/eating, and attachment problems in early childhood.Early Childhood Assessment in School and Clinical Child Psychology is an essential resource for clinicians and related professionals, researchers, and graduate students in child and school psychology; assessment, testing, and evaluation; occupational therapy; family studies, educational psychology; and speech pathology.

Early Childhood Education and School Readiness in India: Quality and Diversity

This volume makes a comprehensive assessment of the status and quality of early educational experiences at preschool and early primary grades in India. It raises a serious concern that despite high enrolment in preschools, children’s school readiness levels remain low at ages five and six, and raises a vital question---are Indian children getting a sound foundation for school and for later life? It addresses three important issues from the Indian perspective: children's school readiness at age five; families' readiness for school; and, most importantly, the readiness of schools for children. India is one of many countries across the global South facing an early learning crisis. High quality early childhood education may be key to improving these outcomes for children, yet little is known about early childhood education programs in India and their impact on children’s school readiness. This volume is based on a longitudinal, mixed methods research study which is perhaps the first of its kind in India. The study covers public provisions along with steadily expanding private pre-schools and schools in rural India and provides interesting narratives and insights into the multiple pathways children are adopting in these critical early years, particularly in the context of the expanding role of the private sector. Written in a lucid and narrative style, this volume is of interest to a diverse readership of researchers, educationists and early childhood education policy makers and practitioners in terms of both its design and findings.

Early Childhood Education in Aotearoa New Zealand: History, Pedagogy, And Liberation (Critical Cultural Studies of Childhood)

Taking as a starting point the work of Aotearoa New Zealand to provide an education system that includes curriculum, pedagogy, and language from indigenous Maori culture, this book investigates the ensuing practices, policies, and dilemmas that have arisen and provides a wealth of data on how truly culturally inclusive education might look.

Early Childhood Education, Postcolonial Theory, and Teaching Practices in India: Balancing Vygotsky and the Veda

This book presents previously unexamined connections between teaching practices and specific philosophical ideas, locating the prior beliefs and practical knowledge of early childhood practitioners in urban India within the broader social and historical religio-philosophical context.

The Early Childhood Educator: Critical Conversations in Feminist Theory (Feminist Thought in Childhood Research)

Across the globe the work of early childhood educators, who are predominantly women, is misunderstood, underpaid and undervalued. Perspectives on early childhood educators are highly contentious: are they child development experts, oppressed workers, maternal substitutes, technicians, facilitators of early learning, or something else? This volume features chapter authors from Australia, Canada, Norway, Sweden, the USA and New Zealand, examine a range of contemporary feminist theories in relation to the early childhood educator. The feminist theories covered include materialist feminism, poststructural feminism, decolonizing feminisms, posthumanist feminism, new materialist feminism, feminist ethics of care, womanist feminism, postcolonial feminism, femme theory and feminist queer theory. The editors of the volume offer an introduction and commentaries that explore solidarities and tensions between the feminisms to generate critical conversations about the work, lived experiences, and agency of early childhood educators. The volume contributes to shifting understandings of the early childhood educator in the contexts of culture, practice, policy and politics.

The Early Childhood Educator: Critical Conversations in Feminist Theory (Feminist Thought in Childhood Research)

Across the globe the work of early childhood educators, who are predominantly women, is misunderstood, underpaid and undervalued. Perspectives on early childhood educators are highly contentious: are they child development experts, oppressed workers, maternal substitutes, technicians, facilitators of early learning, or something else? This volume features chapter authors from Australia, Canada, Norway, Sweden, the USA and New Zealand, examine a range of contemporary feminist theories in relation to the early childhood educator. The feminist theories covered include materialist feminism, poststructural feminism, decolonizing feminisms, posthumanist feminism, new materialist feminism, feminist ethics of care, womanist feminism, postcolonial feminism, femme theory and feminist queer theory. The editors of the volume offer an introduction and commentaries that explore solidarities and tensions between the feminisms to generate critical conversations about the work, lived experiences, and agency of early childhood educators. The volume contributes to shifting understandings of the early childhood educator in the contexts of culture, practice, policy and politics.

Early Childhood in Postcolonial Australia: Children's Contested Identities (Critical Cultural Studies of Childhood)

Early Childhood in Postcolonial Australia is a critical narration of how Australian children use cultural markers such as, skin color, diet and religious practices to build their identity categories of "self" and "other."

Early Childhood Pedagogical Play: A Cultural-Historical Interpretation Using Visual Methodology (SpringerBriefs in Education)

This book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children’s academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child’s motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child’s cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child’s learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.

Early Childhood Studies (3rd edition) (PDF)

The third edition of this popular core text provides comprehensive and up-to-date coverage of the course content for Early Childhood Studies. The contents list reflects the multi-disciplinary and multi-professional scope of the discipline and provides an overview of current issues and approaches. Seven new chapters have been added including those on Frameworks for Understanding and Development, Providing an Enabling Environment and Action Research. Each chapter includes activities to help the reader engage with the text and advice on further reading.

The Early Computer Industry: Limitations of Scale and Scope

Uses case studies to explore why large scale electronics failed to win a leadership position in the early computer industry and why IBM, a firm with a heritage in the business machines industry, succeeded. The cases cover both the US and the UK industry focusing on electronics giants GE, RCA, English Electric, EMI and Ferranti.

Early Developmental Hazards: Predictors And Precautions

This book examines the importance of prenatal, birth, and postnatal factors in determining the extent of "risk" that may be predicted for an infant in the first year of life and in early childhood. It highlights the multiplicity of factors that contribute to "survival" in the developmental process.

Early Developmental Hazards: Predictors And Precautions

This book examines the importance of prenatal, birth, and postnatal factors in determining the extent of "risk" that may be predicted for an infant in the first year of life and in early childhood. It highlights the multiplicity of factors that contribute to "survival" in the developmental process.

The Early Essays (Heritage of Sociology Series)

With the publication in 1937 of his first book, The Structure of Social Action, Talcott Parsons (1902-79) established himself as one of America's most important social theorists. Yet Parsons's essays from the decade preceding 1937 are virtually unknown to theorists and historians of sociology. By gathering the majority of Parsons's articles and book reviews published between 1923 and 1937, Charles Camic supplies the first comprehensive selection of the writings of the "early Parsons." In his superb introductory essay, Camic situates Parsons's early writings in their sociointellectual and biographical context. Drawing upon extensive historical research, he identifies three overlapping but relatively distinct thematic phases in the early development of Paron's ideas: that on capitalist society and its origins, that one the historical development of the theory of action, and that on the foundations of analytical sociology. Camic correlates the emergence of these phases to Parsons's experiences at Amherst College in the early 1920s, in London and Heidelberg during the mid-1920s, and at Harvard University in the important period from the late 1920s to the mid-1930s. Reproducing in full each of twenty-one selections, this volume charts the changes and continues in the early development of some of Parsons's most fundamental ideas.

Early Experiences and Early Behavior: Implications for Social Development

Early Experiences and Early Behavior: Implications for Social Development discusses the problems associated with determining the effects of early experiences on later behavior, with emphasis on social development, both in humans and in animals. The overall approach is one of constructive criticism, in that specific problems in methodology and conceptualization are highlighted and promising new approaches are suggested and illustrated. The book is divided into two parts. Part I deals with methodological, theoretical, and conceptual problems: Recurring problems of methodology and definition are specified; a thorough review of the animal literature in early experiences studies over the past quarter of a century pinpoints certain areas of progress among many other areas where advances have been sparse; and two newer approaches are discussed and supported, namely behavioral metamorphosis and the interactional-developmental approach. Part II presents two case studies which serve to exemplify a variety of older and newer approaches to the investigation of the effects of early experiences on social development.

Early Influences Shaping The Individual: (pdf) (Nato Science Series A: #161)

Early Language Learning Policy in the 21st Century: An International Perspective (Language Policy #26)

This volume analyses the policymaking, expectations, implementation, progress, and outcomes of early language learning in various education policy contexts worldwide. The contributors to the volume are international researchers specialising in language policy and early language learning and their contributions aim to advance scholarship on early language learning policies and inform policymaking at the global level. The languages considered include learning English as a second language in primary schools in Japan, Mexico, Serbia, Argentina, and Tanzania; Spanish language education in the US and Australia; Arabic as a second language in Israel and Bangladesh; Chinese in South America and Oceania; and finally, early German teaching and learning in France and the UK.

Early Retirement: Promises and Pitfalls (pdf)