Over the past decade, early childhood education and care has moved onto the policy agenda in many countries. There is growing recognition that early access to quality education and appropriate care provides young children with a good and fair start in life. While scientific research constantly brings new insights into brain development and the enormous importance of the first years of a child’s life, the early 20th century theories of one Russian psychologist, Lev S. Vygotsky (1896–1934), have had profound and diverse impacts upon the early childhood education traditions in both the East and the West and remain highly relevant today. Recently, more than 750 early childhood education researchers, practitioners, policymakers, and NGO activists from around the world met in Prague at “Exploring Vygotsky’s Ideas: Crossing Borders,” the 17th Annual Conference of the European Early Childhood Education Research Association (EECERA), hosted by the International Step by Step Association (ISSA). In an effort to share many of the intriguing ideas and practices discussed during the conference with a broader audience, ISSA invited leading presenters to explore their experiences in early childhood through the prism of Vygotsky’s theories and ideas. The result of ISSA’s initiative is this volume of papers which examine Vygotsky’s legacy on early childhood education systems in both the East and the West, offering ideas which can be used to work for the benefit of children and societies across the globe.

This book describes methods of support and intervention teachers can use to create social inclusion in preschool and the primary grades. Combining general early childhood education with special education, this unique volume explains a wide variety of strategies ranging from environmental arrangement, on-the-spot teaching, and cooperative learning, to more intensive, individually-targeted interventions for children experiencing particular challenges and disabilities. “This is a book richly populated with young children, their words, their concerns, and a host of collaborative strategies for promoting peer affirmation. . . . How I wish that all young children would have had the benefit of teachers who read, understood, and implemented the ideas in this book.” —From the Foreword by Mary Renck Jalongo, Editor-in-Chief, Early Childhood Education Journal “Let’s Be Friends addresses critical questions about how early childhood programs can help all young children, including those at-risk, to develop competent social interaction skills . . . an invaluable contribution in its translation of research results to practical interventions.” —Karen E. Diamond, Director, Child Development Laboratory School, Purdue University

Pathways to Professionalism in Early Childhood Education and Care is concerned with a growing interest from policy and research in the professionalisation of the early childhood workforce. Illustrated by in-depth case studies of innovative and sustainable pathways to professionalisation, it recognises the importance of a systemic approach to professionalisation across all levels of the early childhood. The authors of this wide-ranging book share insights of professionalism from various European countries and suggest that professionalism in early childhood unfolds best in a ‘competent system’. This book considers a broad range of international issues including Continuous professional support and quality Early Childhood education and care staff with different qualifications in professional development processes. How personal attitudes and competence of educators are related to the wider system of competent teams, leadership, collaboration across services and competent governance From research to policy: the case of early childhood and care Pathways to Professionalism in Early Childhood Education and Care is a crucial and fascinating read for professionals working in the sector and contributes to broadening views on what professionalism in early childhood can mean within a ‘competent system’.

With increasing attention given by governments and policy makers to children’s transition to school, and the associated need for educators, families and communities to be supported in the process, changes are often required to existing structures and pedagogy. This book is framed around the notion of transition as a time of change for those involved in the transition process and as a time for reconceptualising beliefs, policy and practice. It explores transition from a number of international perspectives and raises issues around the coherence of: how children perceive and respond to starting school; the roles and expectations of parents; developmental changes for parents; supporting children with diverse learning needs; how policy, curriculum and pedagogy are conceived and implemented. Readers will be informed about current practices and issues arising out of research in Europe, Scandinavia, the United Kingdom and Australia and will be stimulated to consider how they can change their own transition beliefs, policies and practices. Transition to school: Contemporary Perspectives and Change is essential reading for researchers and educators and anyone wanting to know more about the transition to school and how to support young children, their families and schools.

The Early Years Curriculum brings together a range of curriculum models from across the world, providing in-depth discussion on key issues and theories, and enabling readers to consider each approach to children's learning within an international context. It encourages readers to explore different ways of understanding the curriculum, and to develop a critical understanding of the key issues that shape the way a curriculum is designed.

The professionalism of the early childhood sector has gained prominence on the policy agendas of many countries. National pedagogical frameworks or curricula and an upsurge of pathways to gaining or upgrading qualifications has led to a pervasive terminology of professionalism. Yet, despite the pervasiveness of this terminology, the question of what professionalism means in early years contexts remains open to debate. This book draws together the work of an international group of scholars who have engaged with this question. They ask: How can professionalism be conceptualised in early childhood settings? How might one act professionally in increasingly diverse and changing social and cultural contexts? Do we have a common ground of understanding about these terms? Are there key concepts that can be agreed upon? Drawing on research and experience across a wide range of national contexts, this book seeks an understanding of early childhood professionalism in local contexts that might throw light on the global implications of this term. This book was published as a special issue in the European Early Childhood Education Research Journal.

Taking as its starting point that young children learn and develop in a network of relationships, this book emphasises that each relationship has its own specific features, functions and learning/teaching affordances (Thompson, 2005).