"Returning to her native town in East Germany forty years later, accompanied by her inquisitive and sometimes demanding daughter, Wolf attempts to recapture her past and to clarify memories of growing up in Nazi Germany. This novel is a testament of what seemed at the time a fairly ordinary childhood, in the bosom of a normal Nazi family in Landsberg."--

This fourth edition of Metric Pattern Cutting for Children's Wear and Babywear remains the standard text book but has three major improvements. First, the sections have been re-organised to reflect changes in producing and marketing children's clothes. Today's popularity of easy-fitting styles and knitted fabrics means that basic 'flat' pattern cutting is used to construct the majority of children's wear and babywear and this type of cutting is therefore emphasised in this new edition. Shaped blocks and garments, cut to fit the body form, are still included, and are placed in chapters covering some school uniform garments or more expensive fashion or formal clothes. The book now clearly separates the sections useful to student beginners (Parts One, Two and Three), and also offers more advanced or specialist sections for students who wish to pursue a career in children's wear or for designers working in the different manufacturing sectors of the trade. The second change in this fourth edition is the introduction of colour coding to the sections; this makes it easier to identify specific processes in the book and enhances the illustrations. Finally, the size charts have been revised to reflect the changes in body sizing. The clear division of the boys' and girls' measurements in the charts has been in response to the way clothes are marketed and to co-ordinate with European size charts. 'Plus' charts for heavier children have also been added.

'Looking through the eyes of a child is not a twee, cosy or easy experience. It can be unsettling, uncomfortable, edgy...' - from the Introduction Who has the right to 'do' theology? Only academics? Only adults? Or do we all have a voice in the kingdom of God? Through the Eyes of a Child considers 14 key theological themes from one of the most neglected of perspectives - that of children. Honouring Jesus' command to place the child at the centre, theologians, psychologists and educationalists take us from our comfort zone to look afresh at some of the most grave, difficult and beautiful topics in Christian theology. Challenging conventional readings of theology, this landmark work will fascinate and challenge anyone who cares about children and their place in the world and the church.

Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's mathematics; federal government officials; mathematicians; mathematics educators; researchers from mathematics education, early childhood education, and psychology; curriculum developers; teachers; policymakers; and professionals from organizations such as the National Conference of Teachers of Mathematics and the National Association for the Education of Young Children. The main goal of the Conference was to work collectively to help those responsible for framing and implementing early childhood mathematics standards. Although it has its roots in the Conference, the expanded scope of the standards and recommendations covered in this book includes the full range of kindergarten to grade 2. The volume is organized into two main parts and an online appendix (http://www.gse.buffalo.edu/org/conference/). Part One, Major Themes and Recommendations, offers a framework for thinking about pre-kindergarten - grade 2 mathematics education and specific recommendations. Part Two, Elaboration of Major Themes and Recommendations, provides substantive detail regarding young students' understandings of mathematical ideas. Each Part includes five parallel subsections: "Standards in Early Childhood Education"; "Math Standards and Guidelines"; "Curriculum, Learning, Teaching, and Assessment"; "Professional Development"; and "Toward the Future: Implementation and Policy." As a whole the book: * presents comprehensive summaries of research that provide specific guidelines for standards, curriculum, and teaching; * takes the recent reports and recommendations for early childhood mathematics education to the next level; * integrates practical details and research throughout; and * provides a succinct, but thorough review of research on the topics, sequences, and learning trajectories that children can and should learn at each of their first years of life, with specific developmental guidelines that suggest appropriate content for each topic for each year from 2-year-olds to 7-year-olds. This is an indispensable volume for mathematics educators, researchers, curriculum developers, teachers and policymakers, including those who create standards, scope and sequences, and curricula for young children and professional teacher development materials, and students in mathematics education, early childhood trainers, teacher educators, and faculty in mathematics education.

Our knowledge of the cognitive and social-emotional functioning of developmentally disabled infants and preschoolers derives, in large part, from our assessment of such children. This book has been developed to familiarize readers with the characteristics of developmentally disabled children, and to introduce to readers aspects of measurement that are of relevance to the assessment of atypical infants and preschoolers. The book has been developed with clinicians and prospective clinicians in mind. These are individuals who are committed to the care and education of developmentally disabled infants and preschoolers and the families of those children. The book has thus been written to provide support for the use of assessment data in planning early interven tion programs. Of special note in the development of this edited book is that it is divided into four major parts with interrelated chapters in each part. The authors of chapters in Parts II and III had access to the chapters in Part I before writing their chapters. The summary chap ters found in Part IV were similarly written by authors having access to all chapters in Parts I-III. This approach to the development of an edited book was chosen as a way of ensuring an integration of major concepts throughout the book. This process is also a reflection of our belief that assessment is an interdisciplinary process, involving the syn thesis of a number of diverse interests.