Contents



**III**

**Chapter 16 253**

**Chapter 17 269** Promoting the Social Competence of Each and Every Child in Inclusive Early

**Chapter 18 285**

Relationships and Resources: Supporting Exceptional Learners from

Including Children with Visual Impairments in the Early Childhood

*by Mary Heather Munger, Mary Murray and Alex Claussen*

Birth through Primary School

Childhood Classrooms *by Adam S. Kennedy*

Classroom *by Danene K. Fast*


**II**

**Chapter 7 99**

Mathematics **111**

**Chapter 8 113**

**Chapter 9 133**

**Chapter 10 151**

Technology **167**

**Chapter 11 169**

**Chapter 12 185**

Literacy **205**

**Chapter 13 207**

**Chapter 14 223**

Exceptional Learners **237**

**Chapter 15 239**

Obstacles to Inclusion: One Early Childhood Inclusive Teacher's Perspective

Predictors of Early Numeracy: Applied Measures in Two Childcare Contexts

Black Students' Rich Mathematical Experiences: Mathematics Concepts

Tourist or Traveler? Unpacking Informal Conversations between Teachers

Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece

Developing Young Scientists: The Importance of Addressing Stereotypes

The Importance of Spatial Reasoning in Early Childhood Mathematics

*by Belinda Blevins-Knabe, Jacob Esplin, Ann M. Berghout Austin* 

in Early Childhood Education *by Donna Farland-Smith*

*by Kelli Rich and Jonathan L. Brendefur*

and Xhosa Cultural Games for Reception Class

*by Raeshell L. Randazzo and Martha J. Strickland*

*by Stamatios Papadakis and Michail Kalogiannakis*

Screening Young Children at Risk for Reading Failure

Emergent Reading and Brain Development

and Young Children across Diversity

*and Shawnee M. Hendershot*

*by Nosisi N. Feza*

**Section 5**

**Section 6**

*by Sotiria Tzivinikou*

*byYingying Wang*

*by Carrie D. Wysocki*

**Section 7**

**Section 4**

Preface

"*There can be no keener revelation of a society's soul than the way in which it treats its children.*"—Nelson Mandela, Former President of South Africa

In today's world, early childhood education is more important than ever before, because we have never raised children in more advanced societies across the globe. However, even with the knowledge base and advances we have today, gaps remain in relation to early childhood education. Some countries have very advanced societies, while other societies do not enjoy those luxuries. Researchers from early childhood education, literacy, science, technology, mathematics, science, and special education have all contributed to this special volume so that all these resources about

The goal of this book is to formulate international research to include Latin

for past and/or present research and suggests future research studies.

because it discusses early childhood development on a broad scale.

The first two chapters are included in the *Early Childhood Development* section

Chapter 1, "Compulsory Preschool in Latin America: Comparative Evolution and Future Challenges," discusses a comparative study focused on dramatic efforts to increase preschool coverage, with a broad success that favors the level of attainment in primary education throughout Latin America. While this is recognized throughout the countries as a significant progress for the improvement of access for many young children, it has been acknowledged that the extent of this expansion has been very unequal. The comparative study helps to reveal the different developments, as well as the diverse situations and political agendas when Latin American countries adopt international agendas to their particular realities and education contexts.

Chapter 2, "Opportunities in the Odds: Exploring Adult-Child Interactions and Their Effects on Children's Cognitive and Learning Progress," is action research and raises awareness on the influence that small changes in adult-child interactions can have on children's cognitive and learning progress. The authors address learning opportunities found through the odds of conventional teaching in an early childhood setting. In an effort to promote good thinking that develops language and cognition in young bilingual children, the authors found the use of documentation, and asking good questions were important aspects to engage disengaged children

and teachers.

America, South Africa, the United States, Turkey, Nigeria, Greece, Crete, and India. This book will serve as a resource for students, researchers, and practitioners in the area of early childhood education. The 18 chapters are in no particular order except that they are divided and organized into the major areas relevant to early childhood education: early childhood development, play, science, mathematics, technology, literacy, and exceptional learners. Each chapter contains an overview of background information pertinent to the chapter and a synopsis of research or a new research study. The information contained in this handbook provides a foundation

early childhood education can be located in one place.
