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Grounded in active learning, inquiry, and problem solving embedded in a social and cultural context, this book presents a collection of ideas illustrating innovative practices for educating early childhood professionals in university and other contexts. The book is presented in three parts. Part 1, "Listening to Student Voices," is concerned with giving education students a voice and providing scaffolding for their learning. Part 2, "Developing Meaningful Learning Opportunities," focuses on ways in which educators can develop meaningful learning opportunities for young children in numerous contexts. Part 3, "Creating Communities for Learning," explores ways to develop and enhance the continuing education of early childhood professionals. Following an introduction (Nicola J. Yelland and Susan Grieshaber), the chapters are: (1) "Forum Groups: Creating Opportunities for Empowerment and Collaboration" (Cynthia a Beckett); (2) "Scaffolding Preservice Teachers' Learning" (Anastasia Samaras); (3) "Rethinking Professional Practice: Narratives of the Practicum" (Nicola J. Yelland and Jenny Cartmel); (4) "Practicing What We Preach: Active Learning in the Development of Early Childhood Professionals" (Barbara Piscitelli); (5) "Developing Mathematical Literacy in the Early Childhood Years" (Carmel Diezmann and Nicola J. Yelland); (6) "Teaching Storytelling in Preservice and Professional Development Programs" (Kerry Mallan); (7) "Art in the Early Childhood Classroom: Authentic Experiences and Extended Dialogues" (Martha Taunton and Cynthia Colbert); (8) "Innovations in Observing Children: Use of New Technologies" (Kym Irving); (9) "The Challenge of Teaching and Learning Science with Young Children" (Susan Grieshaber and Carmel Diezmann); (10) "Preparing Students To Work with Children with Special Needs and Their Families" (Anna Bower); and (11) "Open Doors, Open Minds: Working with Families and Community" (Margaret Henry). (Each chapter contains references.) (KB)