Development and Learning of Young Children with Disabilities

Abstract

Early childhood education in many countries has been built upon a strong tradition of a materially rich and active play-based pedagogy and environment. Yet what has become visible within the profession, is, essentially a Western view of childhood, preschool education and school education. It is timely that a series of books be published which present a broader view of early childhood education. This series seeks to provide an international perspective on early childhood education. In particular, the books published in this series will:• Examine how learning is organized across a range of cultures, particularly indigenous communities • Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries, including the majority poor countries • Critique how particular forms of knowledge are constructed in curriculum within and across countries • Explore policy imperatives which shape and have shaped how early childhood education is enacted across countries • Examine how early childhood education is researched locally and globally • Examine the theoretical informants driving pedagogy and practice, and seek to fi nd alternative perspectives from those that dominate many Western heritage countries • Critique assessment practices and consider a broader set of ways of measuring children's learning • Examine concept formation from within the context of country-specifi c pedagogy and learning outcomesThe series covers theoretical works, evidence-based pedagogical research, and international research studies. The series also covers a broad range of countries, including majority poor countries. Classical areas of interest, such as play, the images of childhood, and family studies, will also be examined. However, the focus is critical and international (not Western-centric).More information about this series at

E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment

“…Payne (2005a) suggests that in his research, "parents' eco-pedagogy and praxis (re)constitute the environmental actions and learning of their children" (p. 2) as part of everyday family practice. Bottcher and Dammeyer (2016) in the context of disability introduce the concept of imagined futures which helps explain this finding. They suggest that families have an imagined future in mind as part of the upbringing of children.…”

Det pædagogiske fællesgode i vuggestuen

“…Begge dele indgår i hendes deltagelsesrepertoire, som er udviklet gennem vuggestuens praksisfaellesskab, som hun samtidig er med til at udvikle (Wenger, 2004). Amalies bidrag til bleskiftningssituationen skaber på kreativ vis kongruens (passende overensstemmelse) mellem Dinas deltagelsesbetingelser og kravene i den aktuelle situation (Bøttcher & Dammeyer, 2016).…”

Classification and action rules in identification and self-care assessment problems

“…It provides an opportunity to plan and implement effective support for children with disabilities. The ICF-CY can be used by all health care providers and consumers, and by all those who are involved in health, education and care of children and young people and seek to create optimal conditions for their development [2][3][4][5][6].…”