國立虎尾科技大學 |

Consent in the childhood classroom = centering student voices across early years and elementary education /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Consent in the childhood classroom/ Clio Stearns.
Reminder of title:	centering student voices across early years and elementary education /
Author:	Stearns, Clio,
Published:	New York, NY :Routledge, : 2022.,
Description:	1 online resource (xiii, 210 p.) :ill. (black and white) :
Subject:	Early childhood education - Psychological aspects. -
Online resource:	https://www.taylorfrancis.com/books/9781003106128
ISBN:	9781003106128

Consent in the childhood classroom = centering student voices across early years and elementary education /
Stearns, Clio,1978-

Consent in the childhood classroomcentering student voices across early years and elementary education /[electronic resource] :Clio Stearns. - New York, NY :Routledge,2022. - 1 online resource (xiii, 210 p.) :ill. (black and white)

Includes bibliographical references and index.

Introduction -- What is consent? -- Why does consent matter in schools? -- I want, I need, I love -- Escaping notice -- Working it out together -- Anger and despair -- Disrupting the frame.

"Consent in the Childhood Classroom challenges typical premises of social and emotional learning, self-regulation, and putative misbehavior by centering the theme of consent in the experiences of young children and their teachers. Early childhood and elementary teachers often face disruptions and acts of dissent from young students without a helpful conceptual framework for understanding how these expressions may stem from social injustices, developmental nuances, andproblematic assumptions about the nature of children's agency. Posing complex yet relatable questions about the presumptions of authority, positivity, and routines in learning environments, and drawing on classroom anecdotes along with interviews with children and teachers, this book offers an accessible approach to cultivating expansive relationships in the classroom, a vision for a richer and more mutual education, and a clearer understanding of what school means from the perspective of the child"--

ISBN: 9781003106128Subjects--Topical Terms:

1435508
Early childhood education
--Psychological aspects.Index Terms--Genre/Form:

554714
Electronic books.

LC Class. No.: LB1139.23 / .S734 2022eb

Dewey Class. No.: 372.21

Consent in the childhood classroom = centering student voices across early years and elementary education /
LDR:02368nam a2200325 a 4500 001 1168913
006 m o d
007 cr nn |||muauu
008 251230s2022 nyua ob 001 0 eng
020 $a 9781003106128 $q (ebook)
020 $a 1003106129 $q (ebook)
020 $a 9781000527605 $q (electronic bk. ; $q EPUB)
020 $a 1000527603 $q (electronic bk. ; $q EPUB)
020 $a 9781000527551 $q (electronic bk. ; $q PDF)
020 $a 1000527557 $q (electronic bk. ; $q PDF)
020 $z 9780367617028 $q (hardback)
020 $z 9780367567620 $q (paperback)
035 $a (OCoLC)1268122276
035 $a (OCoLC-P)1268122276
035 $a 9781003106128
040 $a OCoLC-P $b eng $c OCoLC-P
041 0 $a eng
050 0 0 $a LB1139.23 $b .S734 2022eb
082 0 0 $a 372.21 $2 23
100 1 $a Stearns, Clio, $d 1978- $3 1499199
245 1 0 $a Consent in the childhood classroom $h [electronic resource] : $b centering student voices across early years and elementary education / $c Clio Stearns.
260 $a New York, NY : $b Routledge, $c 2022.
300 $a 1 online resource (xiii, 210 p.) : $b ill. (black and white)
504 $a Includes bibliographical references and index.
505 0 $a Introduction -- What is consent? -- Why does consent matter in schools? -- I want, I need, I love -- Escaping notice -- Working it out together -- Anger and despair -- Disrupting the frame.
520 $a "Consent in the Childhood Classroom challenges typical premises of social and emotional learning, self-regulation, and putative misbehavior by centering the theme of consent in the experiences of young children and their teachers. Early childhood and elementary teachers often face disruptions and acts of dissent from young students without a helpful conceptual framework for understanding how these expressions may stem from social injustices, developmental nuances, andproblematic assumptions about the nature of children's agency. Posing complex yet relatable questions about the presumptions of authority, positivity, and routines in learning environments, and drawing on classroom anecdotes along with interviews with children and teachers, this book offers an accessible approach to cultivating expansive relationships in the classroom, a vision for a richer and more mutual education, and a clearer understanding of what school means from the perspective of the child"-- $c Provided by publisher.
650 0 $a Early childhood education $x Psychological aspects. $3 1435508
650 0 $a Education, Elementary $x Psychological aspects. $3 1499200
650 0 $a Affective education. $3 558147
650 0 $a Behavior modification. $3 562662
650 0 $a Classroom environment. $3 566516
650 7 $a EDUCATION / Classroom Management $2 bisacsh $3 1499201
650 7 $a EDUCATION / Educational Psychology $2 bisacsh $3 938789
650 7 $a EDUCATION / Elementary $2 bisacsh $3 860055
655 4 $a Electronic books. $2 local $3 554714
856 4 0 $u https://www.taylorfrancis.com/books/9781003106128