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This book considers how adults attempt to socialise young children into the adults it aspires to produce, from a number of diverse perspectives. The evolution of storytelling and its impact upon child development is initially explored, followed by the consideration of how social class, ethnicity, culture, and colonialism impact upon the ways that societies ‘school’ children about what to expect from adulthood. Different perspectives of early years education and growing up within a British/British colonial perspective are discussed and analysed. There is a focus throughout upon the way that children are constructed by the society in question, particularly those who are considered to be of lower status in terms of being poor, orphaned, or from ethnic groups against which the dominant culture discriminates. Topics covered by the chapters include topics covered by this Special Issue: current and historical constructions of childhood; the development of linguistic and ‘storying’ skills in childhood; childhood play and recreation; childhood and ‘folk’ narratives; philosophies of childhood; childhood and industrialisation; childhood and post-industrialisation; childhood education; childhood health; and cultures of childcare.

play --- institutionalisation --- social reproduction --- media --- human evolution --- children --- purposes of nursery schooling --- early-years education history --- school readiness --- poverty --- early childhood education --- abandonment --- colonialism --- racism --- schooling for parental responsibility --- childhood --- early-years education --- apartheid --- foundling hospital --- Africa --- narrative --- under-fives in elementary schools --- urban Lancashire demographic sample 1901 --- storying --- mythology --- open-air nursery --- maternal duties --- Susan Isaacs

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Limited and disordered movement or ability to move has an impact on the educational process and vocational training of the people with physical disability. It is not always possible to be educated at the place of living, because all schools have non barrier access and are not able to ensure optimal conditions for inclusive education. Immobility often means limited participation of pupil in some lessons, limits the choice of the leisure time activities and complicates independent movement (on a wheelchair) in the social environment due to the lack of the non-barrier access to pavements, shopping centres and cultural centres and offices. In some cases, persons with severe disability have limited life space and are often socially isolated. Together with the inclusive trends in the society it is necessary to create resources which enable to teachers, assistants and leisure time teachers to work with people with physical disability. The base of presented e-book is aimed on the support including the educational process and the aim is to summarise and present possible intervention and compensation. The studying text should make the orientation in the presented field easier and provide support to students and special needs teachers and to other specialists to solve the problems in the sphere of support of people with physical disability.

Teaching of specific groups & persons with special educational needs --- special pedagogical diagnostics --- pupil with physical disabilities --- methods of diagnostics --- specifics of diagnostics --- school readiness --- pre-professional preparation --- Education --- Methodology and research technology --- Health and medicine and law --- Inclusive Education / Inclusion --- Pedagogy --- Education.

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This collection addresses issues related to families and transition, and pays special attention to the transition to school, the effect of this on the family, as well as the effect of the family on that transition. It celebrates the roles of families, locating them as integral partners in time of transition and identifying a variety of ways in which families and educators can work together with children to promote positive transitions. The book draws on a range of theoretical frameworks and research projects to provide multiple perspectives of family involvement in education, family-educator partnerships, the nature of collaboration, issues for families in marginalised or complex circumstances, as well as the multiple intersections of families and transition processes. The research projects reported range from in-depth case studies to the analysis of large-scale data sets and all have multiple messages for practitioners, policy makers and researchers as they seek ways to engage with families as their children start school.

Readiness for school. --- Early childhood education. --- School readiness --- Education. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Early Childhood Education. --- Educational Policy and Politics. --- Schools and Schooling. --- International and Comparative Education. --- Education --- Education, Primary --- School grade placement --- School age (Entrance age) --- Schools. --- Public institutions --- Public schools --- Child development. --- Education and state. --- International education . --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Child study --- Children --- Development, Child --- Developmental biology --- Global education --- Intellectual cooperation --- Internationalism --- Education, Comparative --- Government policy --- Development --- History