Overview

This volume examines the emotional world of the early childhood classroom as it affects young children (whose emotional wellbeing is crucial to successful learning), educators (for whom teaching is never a solely cognitive act), parents, and administrators. In a culture where issues such as bullying and teacher burnout comprise major challenges to student success, this book brings together diverse voices (researchers, practitioners, children, and parents) and multiple perspectives (theoretical and personal) to refocus attention on the pivotal role of emotion in schools. To do so, editors Samara Madrid, David Fernie, and Rebecca Kantor envision emotion as a dynamic, fluid, and negotiated construct, performed and produced in the daily lives of children and adults alike. A nuanced yet cohesive analysis, Reframing the Emotional Worlds of the Early Childhood Classroom thus presents a challenge to the overriding concern with quantifiable classroom achievement that increasingly threatens to push the emotional lives of classroom participants to the margins of educational and public discourse.

Full Product Details

Author:   Samara Madrid (The University of Tennessee Knoxville, USA) ,  David Fernie (Wheelock College, USA) ,  Rebecca Kantor (Colorado University, Denver, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.30cm , Length: 22.90cm
Weight:   0.290kg
ISBN:  

9780415833851

ISBN 10:   041583385
Pages:   208
Publication Date:   12 November 2014
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

Chapter 1: Introduction to reframing emotion. Samara Madrid, David E. Fernie, and Rebecca Kantor Just Practices and Emotional Discomfort Chapter 2: A family, a fire, and a framework: Emotions in an anti-bias school community. Caryn Park, Debbie LeeKeenan, and Heidi Given Commentary: Patricia Ramsey Chapter 3: Guinea pigs, Asperger’s Syndrome, and my son: When teachers struggle to recognize humanity. Steve Bialostok Commentary: Margarita Bianco Chapter 4: Food fight: Difficult negotiations between adults in an early childhood center. Susan Twombly Commentary: Tamar Jacobson Place and Spaces for Emotional Intimacy and Challenge Chapter 5: Recognizing, respecting and reconsidering the emotions of conflict. Ellen Hall and Alison Maher Commentary: Mary Jane Moran Chapter 6: How to hold a hummingbird: Using stories to make space for the emotional lives of children in a public school classroom. Melissa Tonachel Commentary: Laurie Katz Chapter 7: The woods as a toddler classroom: The emotional experience of challenge, connection, and caring. Dee Smith and Jeanne Goldhaber Commentary: John Nimmo Understanding Emotion Within Roles and Relationships Chapter 8: Critical friends work through the emotions of beginning teaching together. David Fernie Commentary: Barbara Seidl Chapter 9: Emotional intersections in early childhood leadership. Nikki Baldwin Commentary: Holly Elissa Bruno Chapter 10: Promoting peer relations for young children with Autism Spectrum Disorder: The LEAP preschool experience. Phillip S. Strain and Edward H. Bovey Commentary: Michelle Buchanan Contributors Index

Reviews

This book examines the emotional world of the early childhood setting and how it affects young children. Just as an environment needs to be educationally conductive to learning, even more important is a child's emotional wellbeing within that learning environment to help them access it. If they are unhappy or unwell they will not be able to make the most of the potential for learning, no matter how outstanding the learning environment. - Martine Horvath, EYE Magazine As the early childhood education community is pressured to focus attention on the cognitive dimensions of development, it is heartening to have a book like Madrid, Fernie and Kantor's Reframing the Emotional Worlds of the Early Childhood Classroom. Its narratives provide wonderful examples of hitting that sweet spot that balances the professional, intellectual, and emotional. The authors remind us of our relational responsibilities in early childhood through narratives from the heart that are thoughtful, challenging, and human. - Beth Graue, Sorenson Professor of Early Childhood Education, University of Wisconsin, USA This book is filled with compelling stories, celebrations, confessionals--some tough to read--about the essential place of emotions in the life of the classroom. Through their multiple frames (as parent, teacher, researcher, administrator), the authors remind us that an authentic early childhood classroom works best when it's open to the emotionally-rich experiences of our real and imagined lives. Everyone learns when emotions are elicited, respected and shared, whether fear of a fire, delight in exploring the woods, confusion over the death of guinea pigs, the courage to generate conflict or the awe-some-ness of a hummingbird rescue. This book will help you pay better attention to children, their families, your colleagues and yourself. - Rebecca Staples New, Associate Professor of Education, University of North Carolina at Chapel Hill, USA

As the early childhood education community is pressured to focus attention on the cognitive dimensions of development, it is heartening to have a book like Madrid, Fernie and Kantor's Reframing the Emotional Worlds of the Early Childhood Classroom. Its narratives provide wonderful examples of hitting that sweet spot that balances the professional, intellectual, and emotional. The authors remind us of our relational responsibilities in early childhood through narratives from the heart that are thoughtful, challenging, and human. Beth Graue, Sorenson Professor of Early Childhood Education, University of Wisconsin, USA This book is filled with compelling stories, celebrations, confessionals--some tough to read--about the essential place of emotions in the life of the classroom. Through their multiple frames (as parent, teacher, researcher, administrator), the authors remind us that an authentic early childhood classroom works best when it's open to the emotionally-rich experiences of our real and imagined lives. Everyone learns when emotions are elicited, respected and shared, whether fear of a fire, delight in exploring the woods, confusion over the death of guinea pigs, the courage to generate conflict or the awe-some-ness of a hummingbird rescue. This book will help you pay better attention to children, their families, your colleagues and yourself. Rebecca Staples New, Associate Professor of Education, University of North Carolina at Chapel Hill, USA

This book examines the emotional world of the early childhood setting and how it affects young children. Just as an environment needs to be educationally conductive to learning, even more important is a child's emotional wellbeing within that learning environment to help them access it. If they are unhappy or unwell they will not be able to make the most of the potential for learning, no matter how outstanding the learning environment. - Martine Horvath, EYE Magazine As the early childhood education community is pressured to focus attention on the cognitive dimensions of development, it is heartening to have a book like Madrid, Fernie and Kantor's Reframing the Emotional Worlds of the Early Childhood Classroom. Its narratives provide wonderful examples of hitting that sweet spot that balances the professional, intellectual, and emotional. The authors remind us of our relational responsibilities in early childhood through narratives from the heart that are thoughtful, challenging, and human. - Beth Graue, Sorenson Professor of Early Childhood Education, University of Wisconsin, USA This book is filled with compelling stories, celebrations, confessionals--some tough to read--about the essential place of emotions in the life of the classroom. Through their multiple frames (as parent, teacher, researcher, administrator), the authors remind us that an authentic early childhood classroom works best when it's open to the emotionally-rich experiences of our real and imagined lives. Everyone learns when emotions are elicited, respected and shared, whether fear of a fire, delight in exploring the woods, confusion over the death of guinea pigs, the courage to generate conflict or the awe-some-ness of a hummingbird rescue. This book will help you pay better attention to children, their families, your colleagues and yourself. - Rebecca Staples New, Associate Professor of Education, University of North Carolina at Chapel Hill, USA

Author Information

Samara Madrid is an Associate Professor in the Department of Elementary and Early Education at the University of Wyoming. David Fernie is Professor of Early Childhood Education and former Dean of Education at Wheelock College. Rebecca Kantor is Dean of the School of Education and Human Development at Colorado University, Denver.

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions