This book examines what it means to be a leader across the early childhood education field. Introducing a number of core concepts, including self-understanding through professional reflection and consideration of peoples beliefs and values, it explores the challenges of working in various roles within early childhood settings.
Noting that young children learn about food and nutrition through food preparation, eating together, play, science activities, and games, this resource guide addresses food learning and nutritional provisions in early childhood programs. The guide is designed to meet the needs of children and adults in child care centers, family child care programs, preschools, kindergartens, and before- and after-school programs. The guide presents six approaches to food learning with suggestions for many hands-on activities: (1) children's decision making; (2) science and mathematics; (3) food cycles; (4) language, drama, and social studies; (5) physical activities and motor skills; and (6) food selection, preparation, and presentation. Suggestions are also offered about food provision in early childhood settings. The chapters are: (1) "An Introduction to Food Foundations," discussing the values of foods and eating, adult roles in facilitating food events with children, and the kinds of learning children gain from a variety of food opportunities; (2) "A Framework for Learning about Food," focusing on key principles for formal and informal curricula, learning and teaching considerations, and the learning process; (3) "Approaches to Children's Food Learning," introducing the six approaches and including sample activities; (4) "Food and Nutrition Issues and Information," discussing nutrition guidelines, infants' and children's nutritional needs, special food needs, meal planning, safety and food hygiene, and information for parents; (5) "Making Decisions about Food Foundations," including information on children's rights, negotiating food foundations, sample food education and nutrition policies, and a management process for food issues in early childhood programs. (Contains references and recommended readings organized by chapter.)(KB)
Noting that young children learn about food and nutrition through food preparation, eating together, play, science activities, and games, this resource guide addresses food learning and nutritional provisions in early childhood programs. The guide is designed to meet the needs of children and adults in child care centers, family child care programs, preschools, kindergartens, and before- and after-school programs. The guide presents six approaches to food learning with suggestions for many hands-on activities: (1) children's decision making; (2) science and mathematics; (3) food cycles; (4) language, drama, and social studies; (5) physical activities and motor skills; and (6) food selection, preparation, and presentation. Suggestions are also offered about food provision in early childhood settings. The chapters are: (1) "An Introduction to Food Foundations," discussing the values of foods and eating, adult roles in facilitating food events with children, and the kinds of learning children gain from a variety of food opportunities; (2) "A Framework for Learning about Food," focusing on key principles for formal and informal curricula, learning and teaching considerations, and the learning process; (3) "Approaches to Children's Food Learning," introducing the six approaches and including sample activities; (4) "Food and Nutrition Issues and Information," discussing nutrition guidelines, infants' and children's nutritional needs, special food needs, meal planning, safety and food hygiene, and information for parents; (5) "Making Decisions about Food Foundations," including information on children's rights, negotiating food foundations, sample food education and nutrition policies, and a management process for food issues in early childhood programs. (Contains references and recommended readings organized by chapter.)(KB)
This book examines what it means to be a leader across the early childhood education field. Introducing a number of core concepts, including self-understanding through professional reflection and consideration of peoples beliefs and values, it explores the challenges of working in various roles within early childhood settings.
This book's "major focus is the many practical food learning experiences for children from infancy to age eight. These activities include : involving children in decision-making about food ; science and maths topics for inquiring young minds ; gardening, processing and recycling within the food cycle ; motor skills practice including rolling, mixing, pouring and tearing ; using popular children's literature as a starting point for food learning ; and group and individual picture recipes, including recipes from different cultures, that children can learn to use independently." - back cover.
Birthing Autonomy brings some balance to the difficult arguments that arise from debates about home births, and focuses on women’s views and their experiences of planning home births. It provides an in-depth exploration of how women make decisions about home births and what aspects matter most to them. Comparing how differently the pros and cons of home births are constructed and contemplated by mothers and by the medical profession, the book looks at how current obstetric thinking and practices can disempower and harm women emotionally and spiritually as well as physically. Written in an accessible style, this book is enlightening for student and practicing midwives and obstetricians, as well as researchers and students of nursing, medical sociology, health studies, gender studies, feminist practitioners and theorists. It will also be invaluable to expectant mothers who want to be more informed about the choices they are facing and the wider context within which their birth options are considered.
In 1932, Aldous Huxley published Brave New World, his famous novel about a future in which humans are produced to spec in laboratories. Around the same time, Australian legislators announced an ambitious experiment to “breed the colour” out of Australia by procuring white husbands for women of white and indigenous descent. In this study, Nadine Attewell reflects on an assumption central to these and other policy initiatives and cultural texts from twentieth-century Britain, Australia, and New Zealand: that the fortunes of the nation depend on controlling the reproductive choices of citizen-subjects. Better Britons charts an innovative approach to the politics of reproduction by reading an array of works and discourses – from canonical modernist novels and speculative fictions to government memoranda and public debates – that reflect on the significance of reproductive behaviours for civic, national, and racial identities. Bringing insights from feminist and queer theory into dialogue with work in indigenous studies, Attewell sheds new light on changing conceptions of British and settler identity during the era of decolonization.
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