Early childhood care and education Books

Book Synopsis''Molly Potter''s books are just gorgeous and this one is another winner!'' Kathy Brodie, Early Years expert and host of Early Years TV''A good starting point for conversations about inclusion.'' BooksellerFrom the bestselling author of How Are You Feeling Today?, this picture book encourages children to celebrate uniqueness and diversity and helps them to challenge stereotypes.The Same but Different explores the ways in which we're all unique as well as the similarities we all share. Using everyday examples, clear explanations and colourful illustrations by Sarah Jennings, this book prompts children to broaden their perspectives and rejoice in their differences. After all, imagine how boring the world would be if everyone was exactly the same!This book covers lots of ways in which we''re different, including how we look, where we live, the languages we speak, what our families are like and what we believe in. It''s the perTrade ReviewFeaturing an ensemble cast of visibly diverse children, this colourful book explores ideas of difference and shared experiences, reflecting on how everyone is different but can find common ground and common feeling. A good starting point for conversations about inclusion. * The Bookseller *Molly Potter's books are just gorgeous and this one is another winner! Lots of great thoughts, ideas and practical ways to discuss diversity in all its forms. With Sarah Jennings' illustrations, they are perfect books. -- Kathy Brodie * Early Years expert and host of Early Years TV *Sarah Jennings’ splendid illustrations portray a diverse mix of children (and some adults) and Molly’s narrative focuses largely on differences including how people look – skin colour, hair styles and colours, eye colour, whether or not we wear glasses, height and clothing styles. -- Jill Bennett * Red Reading Hub *How great to see the diversity on these colourful pages! Teachers, librarians and children will love the images that build bridges, connections and conversations in this wonderfully informative book. -- Sidra Asari, author * @sidra_writes *This is the perfect book for introducing diversity and inclusion to young children. I wish I'd had it when I had been teaching Early Years and KS1. It is written in such a clear and interesting way and each double page could be a circle time or focus for discussion at school. -- Becky, Bookstagrammer * @family_book_club *Text content is suitable for EYFS through to Year Six. The layout is very accessible. The contents and book structure means a particular page can be used as needed. Engaging and apt illustrations too. -- Liam, Year 6 teacher * @ThisIsLiamM *This is a highly inclusive and representative book, which literally includes as many different people as possible focusing on some of the features that make us unique beings, such as our hair and eyes colour, our preferences, opinions and beliefs, skin colour, type of family that we were brought up in, personality, nationality, and so many more. It brilliantly speaks of those differences as something positive and values diversity in a very natural way. -- The Kids Bookstagrammer * @TheKidsBookstagrammer *

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Book SynopsisThe Well Balanced Child is a passionate manifesto for a "whole body" approach to learning which integrates the brain, senses, movement and play. This fully revised edition includes a new chapter with a story and movement exercise that parents can use to help children reach their potential.

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Book SynopsisThis new series takes the very best ideas from the popular Featherstone Baby Books and turns them into a book jam packed with things you can do with babies, toddlers and pre-school children. Each activity gives step-by-step instructions, tips and plenty of further ideas for children ready for more.

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Book SynopsisTHE #1 SUNDAY TIMES BESTSELLER''This book has changed my life'' Joe Wicks''As a parenting support book this is in a class of its own . . . It is perhaps the most helpful book for parents of children of any age'' Professor Peter Fonagy, CEO Anna Freud National Centre for Children & Families''This is a book that will change lives'' Dr Suzanne Zeedyk, Infant Psychologist''This book is absolutely brilliant! I love that it is about parenting a healthy brain'' Dr Guddi Singh, Paediatrician and Health CampaignerWant to know the secret to tackling tantrums and tears, stopping squabbles in seconds AND lay the foundations for your child''s good mental health in the process? In There''s No Such Thing As ''Naughty'', mum to two young children, journalist and children''s mental health advocate Kate Silverton shares her groundbreaking new approach to parenting under-fives that helps to make family lifTrade ReviewAs a parenting support book this is in a class of its own in terms of the accessible wisdom and pragmatic help it provides. It is perhaps the most helpful book for parents of children of any age. Written by a great communicator, it will have massive impact * Professor Peter Fonagy, CEO Anna Freud National Centre for Children & Families *Kate has devoted much of her emotional as well as her academic mind to develop her approach to being a nurturing and loving parent. This book reflects Kate's genuine passion about children's mental well-being * Dame Benny Refson DBE President Place2Be *Kate writes with humour and compassion, and without judgement, turning a potentially daunting subject into a personal one * Susan Cooke, Head of Research and Evidence, NSPCC *This book is absolutely brilliant! I love that it is about parenting a healthy brain. It's wonderfully written, nicely laid out and with lots of practical advice and structure for parents to follow. It contains advice in there that even I would find useful to help my families in my practice with. It's everything you wish you'd known at beginning of being a parent and all the stuff we are just starting learn about brain development and the modern world. It is much needed and will be so helpful to parents everywhere * Dr Guddi Singh, Paediatric Registrar, Guy's and St.Thomas' NHS Foundation Trust *In her incredibly creative exploration of the science of children's brain development, Kate Silverton has found a way to do what scientists themselves have often struggled to do: communicate that science to parents. Once you see the world through Kate's eyes - or more precisely, through the eyes of her lizard, baboon and wise owl - it will never look the same again. The personal stories she shares are the kind that other parents will find themselves remembering in moments of frustration, elation and helpless confusion. This is a book that will boost confidence and compassion. This is a book that will change lives. * Dr Suzanne Zeedyk, Infant Psychologist *There's No Such Thing As 'Naughty' features many top tips to restore harmony in the household. Kate uses lizards, baboons and wise owls to demonstrate her unique approach in a simple way, while anecdotes about her own experiences with her kids will ring true to mums and dads everywhere' * Sunday Post *

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Book SynopsisLeadership can be a challenging and complex area of practice, but this textbook will be your essential guide, teaching you how to master this important skill and find your professional voice. The book considers the challenges of leadership in the early years, exploring both the theoretical aspects, and the skills and tools needed to support and develop leadership and mentoring in practice. You will be encouraged to critically reflect on practice in a global context, looking at vignettes, case studies and reflections from international settings, which will equip you with valuable transferable leadership skills, applicable to any situation in practice.Table of ContentsChapter 1: Exploring Leadership Theories for Driving Excellence in Early Years Chapter 2: Developing as a Leader Chapter 3: Reflective Practice Chapter 4: Leading Collaboratively Chapter 5: Leading in Changing Times Chapter 6: Conflict Resolution – A Problem Solving Approach Chapter 7: Mentoring to Support Leadership and Excellence in Practice Chapter 8: Finding and Using Your Professional Voice

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Book SynopsisDiscover simple ways to create rich, imaginative play experiences for your child using things you already have on hand. What makes childhood feel magical? One simple word: PLAY! Play is crucial for children—it is fun, allows them to work through complex ideas and emotions, leads to a sense of mastery, and is also a key way kids learn. Regrettably, the technology and busyness of our modern lives leave little room for this fundamental and important part of childhood. Pretend Play Workshop for Kids offers a remedy with hours of dramatic play scenarios paired with simple crafts and fun activities—a rich resource for easy, ready-to-go alternatives to screentime. Along the way, you will learn the benefits of these experiences, including the social and emotional learning taking place, the fine and gross motor practice, the language development, the mathematical thinking, and the scientTable of ContentsIntroduction How to Use This Book What Is Pretend Play and Why Is It Important? Supplies1 Detective Office Tools for Play Setting the Scene Make Your Own Pretend Briefcase and Badge Fingerprinting Activity Take a Scavenger Hunt Create Invisible Ink Messages2 Post Office Tools for Play Setting the Scene Create a Mail Carrier and Mailbox Letter-Sorting Activity Fine Motor Stamps and Stickers Make Your Own Postcard Packing Peanut Creations3 Spaceship Tools for Play Setting the Scene Make Your Own Command Center Create a Foil-Stamped Moon Decorate Moon Rocks Have Fun with Galaxy Oobleck4 Coffee Shop Tools for Play Setting the Scene Make Pretend Coffee Shop Treats Design Your Own Coffee Bags Pom-Pom Coffee Play Sensory Jar Smell Experience5 Art Museum Tools for Play Setting the Scene Curate a Collection and Create Your Own Frames Sculpt an Artifact Craft Create Monochromatic Artwork6 Laundry Time Tools for Play Setting the Scene Make a Pretend Iron Soapsuds Sensory Bin Laundry Color Sort Practice Laundry Folding Clothespin Matching Activity 7 Ice Cream Shop Tools for Play Setting the Scene Make Your Own Ice Cream Make an Ice Cream Shop Hat Ice Cream Sorting Activity8 Doctor’s Office Tools For Play Setting the Scene Make Your Own Doctor’s Coat and Badge X-Ray Craft Pom-Pom Prescription Sorting Activity Fine Motor Bandage Activity Make a Pretend Cast Weight and Measuring Activity9 Hair Salon Tools For Play Setting the Scene Pretend Hair Dryer and Razor Craft Have Fun with Yarn Haircuts Build a Hair Tie Tower Shaving Cream Play PRETEND PLAY10 Car Wash Tools for Play Setting the Scene Make a Pretend Car with a Cardboard Box Build a Pay Station Make a Car Wash Hose Sponge Squeezing Transfer Activity Toy Car Wash Sensory Bin11 Train Station Tools for Play Setting the Scene Build a Train Map Route Make Your Own Luggage Tags Practice Punching Tickets Make Train Whistles Gross Motor Train Track Activity12 Toy Store Tools for Play Setting the Scene Receipt Writing Activity Make a Shopping Basket Set Up a Gift-Wrapping Station Opening and Closing Time ActivityAcknowledgments About the Authors Index

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting. The ideas in this book will enable children to experience the delights of watching animals and plants grow, sharing and caring for pets, observing a variety of life-cycles, surveying different minibeasts and finding out how to help vulnerable wild animals like hedgehogs. Linked to the Understanding the World section of the EYFS framework, this book includes ideas for games, creative activities, role play and hands-on experiences with animals and plants to build children’s empathy and encourage respect for living things, both in their own environments and further afield.Trade ReviewThis book is a little gem of practical ideas for learning how to take care of living things. With so many inspirational activities that can be picked up and easily implemented into our everyday practice. Each activity within the book comes with a clear explanation of what to do, the resources required and a colour photograph. I really like that the activities can be done in your back garden, playground, local area without the need for travelling far to really make a difference. The fun sessions in this book will create future generations with such a love in caring for our precious planet and all that lives here. -- Kimberly Smith * Founder of KSEY Consultancy, www.hyggeintheearlyyears.co.uk *

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Book SynopsisAre you keen to give your baby the very best start in life and make every moment that you have together count?Based on The Baby Club, the ground-breaking CBeebies show, Play & Learn With Your Baby is packed with bite-sized activities that you can enjoy with your baby - explore everyday objects, have fun talking, singing, telling stories, then mellowing out.Discover the psychology and child development theory that underpins every activity, and how you can apply those principles to everything you do with your baby - at nappy time, bath time, in the park, and on the bus.Bringing discovery, songs and stories to your daily activities with your little one is simple, but transformative for your baby''s developing language skills, motor skills, emotional development, and more.Now everyone is invited to a baby club - anytime, anywhere.

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Book SynopsisPlayful and practical, When You Wonder, You''re Learning brings the lessons of Mister Rogers'' Neighborhood into the digital age. It focuses on six skills and mindsets that parents and educators can foster in kids--curiosity, creativity, collaboration, communication, perseverance, and empathy--by leading with a Mister Rogers anecdote, then connecting the logic behind what Mister Rogers did on his show to the latest science, followed by tips for parents and educators. Decades of research have only cemented the importance of these tools for learning--in recent years, they''ve been shown to boost children''s school attendance, grades, test scores, and overall well-being. They''ve been shown to be ten times more predictive of long-term success than children''s academic records, and they benefit kids regardless of race, gender, or class.Readers also learn from modern thinkers and scientists in the education field, many of whom worked with Rogers himself: media & com

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Book SynopsisFor children to develop to their fullest potential, their sensory system - which, in addition to the big five of sight, hearing, taste, touch, and smell, includes movement and balance (vestibular), body awareness (proprioception), and internal perception (interoception) - needs to be stimulated from the time they are born. Their senses flourish when they explore their environment by touching new textures, including their food, running, jumping, climbing, and splashing outside - never through screens.As an occupational therapist with a specialty in sensory integration and early childhood development, Dr Allie Ticktin has seen an alarming increase in cases of children who can''t sit in circle time or at their desk upright and who are delayed in learning to walk, talk, or socialise, many of whom have been diagnosed with ADHD or sensory processing disorders, in part because these critical systems have been neglected. In the recent past, the sensory system and many developmental Trade ReviewTo wean them from screens and engage them in three-dimensional, hands-on, body-on fun, these imaginative sensory-motor ideas are just what today's kids need. The activities will help them develop a sense of self, feel comfortable in their bodies, and grow to become confident, competent, 'in-sync' children. -- Carol Stock Kranowitz, author of The Out-of-Sync ChildAn important book that helps parents understand the profound impact of play. Allie's background in sensory integration and early childhood development makes her uniquely qualified to guide parents on how to engage their children's senses to explore the world through play. In an age when screens are eclipsing play, this meaningful book comes at just the right time. -- Dr Robin Berman, Associate Professor of Psychiatry at UCLA and author of Permission to ParentAn important read for every parent, teacher, or anyone caring for children, Play to Progress provides an essential lens through which to understand children's needs and behaviors that most parents and professionals don't know about. In a world where children don't get enough play, movement, or autonomy, now, more than ever, we need to intentionally tend to the sensory needs of children. Allie Ticktin brilliantly walks readers through what we need to know and how to apply that knowledge in meaningful, fun, and practical ways. -- Dr Tina Payne Bryson, New York Times bestselling co-author of The Whole-Brain ChildPerhaps wishes do come true. For so many years in my family counseling practice and parenting workshops I have longed to put a book like this in the hands of parents-and now it's finally here. There is deep child development wisdom in these pages. Allie has found a beautiful way to open up our parental instinct to connect and be playful with our children. What could be better than having gentle fun with your child while at the same time building the foundations of cognitive, social, and emotional balance and success as they grow. -- Kim John Payne, author of Simplicity Parenting, The Soul of Discipline and Being At Your Best When Your Kids Are At Their WorstThis book is an absolute gem! Dr Allie Ticktin has given parents and teachers a game-changing road map to empower children through open-ended sensory play. With compassion and skill, Allie walks you though the eight senses using insightful explanations of each. But more importantly, she offers a series of practical activities to engage your rigid, anxious, or distracted child. These tools allow you to meet your child where they are while creating play experiences that develop their individual sensory system. By helping your child better connect with their senses, they begin to engage more comfortably with the world around them - what a gift! -- Carolyn Dalgliesh, professional organizer and author of The Sensory Child Gets Organized

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Book SynopsisHave you ever wondered why children behave the way they do or why they can become overwhelmed with emotions so quickly? This practical resource has been created to help educators effectively support their children's behaviour and better understand their emotions. The book focuses on the idea that all behaviour is a form of communication and explores central areas such as self-regulation and attachment, offering strategies that can be used to support challenging behaviour. Each chapter includes examples of practice, reflective questions and an activity for the reader to help consolidate their learning and encourage them to become behaviour detectives'. Key topics discussed include: Attachment theory, adverse childhood experiences and the importance of feeling safe and secure in the home and setting. Characteristics of children during conflict situations or moments of challenging behaviour. Developmentally appropriate expectations for chilTrade Review'Fantastic! My new "go to" book about behaviour. Tamsin’s wealth of experience, knowledge and writing style has enabled her to find the perfect balance between theory/research/practical examples to create a really clear companion to reflective practice.Her refreshing and realistic approach recognises the challenges for practitioners and the complex influences on behaviour for the children in their care. As we know there is no quick fix for "behaviour" that we find challenging. But increasing our emotional, mental health and trauma awareness enables us to use a proactive, nurturing, loving pedagogy to develop an ethos that will give adults and children the "best possible chance" of feeling listened to and understood. As Tamsin says and demonstrates in her practical suggestions, by "responding mindfully rather than reacting emotionally" we can improve our practice and each child’s experience incrementally day by day.'Dr Kay Mathieson, international speaker, author and independent early years consultantTable of ContentsIntroduction Feeling safe and secure Why children behave the way they do Realistic expectations Acknowledging and validating feelings Becoming a behaviour detective Strategies to support challenging behaviour Self-regulation and co-regulation Linking behaviour and emotions with schematic play Our ethos and partnerships Concluding remarks

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Book Synopsis`As someone with an interest in emotional literacy and in developing emotional literacy work in schools, I found this book an impressive resource. I would recommend it for those interested in this area, those working within schools on emotional literacy, and for school staff interested in developing their schools as emotionally literature organizations' - Debate `This is an authoritative and scholarly book that does not attempt to offer a simple fix-it solution but one that should lead to an informed and workable approach that will address the needs and circumstances of individual schools as such . I would recommend it as an essential read for anyone contemplating the research or promotion of emotional literacy in school' - Special Children`There is much to encourage exploration by schools, educators and managers in an informed way. Helpful appendices list experienced agencies schools may approach in their work on emotional well-being'- Emotional and Behavioural Difficulties`The book provides a useful guide to ways in which school policies for promoting emotional wellbeing can be developed' - Times Educational Supplement, Teacher`This book is written in a refreshingly well-balanced style and it deserves a similarly even-handed review. Katherine Weare never exaggerates a point or pretends to have found the Holy Grail. Instead; each argument is carefully counter pointed by a caveat' - Nurturing Potential`This is a handbook for teachers and LEAs with clearly headed sections, useful tables and list of resources and contacts. There are helpful suggestions for auditing emotional literacy in schools, deciding whether to use off-the-shelf programmes, tailoring programmes to the school's own needs, and working with the wider community' - The Psychology of Education Review'Visionary and easy to read. This vision resides in the authors' convictions about the vital role schools can play in developing and widening the literacy of emotions... worth reading... opens up a picture of what can achieved in schools in the best interests of the children' - Young Minds Magazine`Katherine Weare brings a good track record to this useful handbook. The full list of contacts, sources of support and resources and the useful bibliography are clearly a product of her comprehensive knowledge of the field in UK and beyond. They provide a solid platform for future researches' - Journal of In-Service EducationEmotional literacy refers to our ability to understand and use information about our own and others' emotional states, with skill and competence. It is increasingly accepted in schools, and this book shows how it is central to mainstream education. The author defines concepts and terms in ways that make sense to practitioners, outlines the scientific evidence behind the concept, explores ways in which schools can become more emotionally literate, and demonstrates the educational benefits. The book is a practical and up-to-date account of ways in which schools can use emotional literacy to realize their goals of school improvement and effectiveness, increased learning, more efficient management of teaching and learning and improved relationships. Katherine Weare shows how emotional literacy can help address persistent educational problems, such as emotional and behavioural disturbance, school exclusion, and teacher stress and disaffection. Emotional literacy is relevant to mainstream education, is most effective when it permeates the whole school culture, ethos, relationships and management. It is as relevant for secondary as it is for primary students, and applies to teachers and parents as well as to students.Trade Review`As someone with an interest in emotional literacy and in developing emotional literacy work in schools, I found this book an impressive resource. I would recommend it for those interested in this area, those working within schools on emotional literacy, and for school staff interested in developing their schools as emotionally literature organizations′ - Debate ′Visionary and easy to read.′ - Young Minds MagazineTable of ContentsWhat is Emotional Literacy and Why is it Important to Schools? What Are We Aiming At? What Competences Are We Trying to Develop? In What Key Ways Can Schools Help Develop These Competences? Some Key Principles for Developing Emotional Literacy in Schools Emotional Literacy and Learning What Kind of Schools Promote Emotional Literacy? Profiling, Assessing and Evaluating Emotional Literacy Wider Support for the Emotionally Literate School The Role of Local Education Authorities and Healthy School Approaches Overview Key Steps in Becoming a More Emotionally Literate School Contacts for Developing Emotional Literacy and Emotional Well-Being in Schools

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Book SynopsisOne of a series of practical references for teachers, this handbook provides general information on the background of the early childhood curriculum in the United States. It also contains current information on publications, standards and special materials for the curriculum, and is designed to be adapted to suit particular schools.Table of ContentsSeries Introduction PART ONE: CURRICULUM DEVELOPMENT IN THE SUBJECT Recurring Themes and Current Issues - Helen Freidus Curriculum Process and Design - Diane Lynch Fraser Pre-K-Grade Three Funding Curriculum Projects The Content of Integrated Early Childhood Education - Doris Pronin Fromberg State Guidelines for Early Childhood Education - Diane Lynch Fraser State-Level Curriculum Guidelines A Listing PART TWO: CURRICULUM GUIDES AND SUPPLEMENTARY MATERIALS How to Develop an Assessment Program - Meridene Grant Annotated Lists of Curriculum Guides - Eileen Tracy Borgia Prekindergarten-Grade 3 Projects in the Early Childhood Curriculum - Eileen Tracy Borgia Recommended Trade Books - Debra Schuller PART THREE: TEXTBOOKS, CLASSROOM MATERIALS, AND OTHER RESOURCES Curriculum Materials Producers Statewide Textbook Adoption Index to Reviews Kraus Curriculum Development Library Customers

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Book SynopsisIn the early years sector all practitioners are now expected to engage in work-based research, as a means of improving practice and demonstrating leadership. Using examples from recent practitioner projects, this text offers a 'real world' approach to research consistent with models that involve the active participation of children and families. With the aim of clarifying themes and concepts for inexperienced researchers, the text explores ethical principles underpinning research, supported by case studies, which will be of particular relevance to students undertaking their own small-scale investigations. Further reading on research methodology is also included.Chapters are organized under three headings:- planning for research; - doing research; - learning from research. This book provides practitioners and undergraduates with a greater understanding of the position of the researcher, how to facilitate research and the way in which reseTrade ReviewThis book offers an excellent collection of chapters which encourage early years practitioners to examine their practice in the light of research concepts and gain an understanding of the processes of preparing for, doing and learning from research. The book bridges practice and research, by articulating and exemplifying them as rigorous, thorough and ethical encounters and illustrates that work-based research is as meaningful and important as academic research. Highly recommended for everyone who thinks to conduct research in their own work place′ - Theodora Papatheodorou, Anglia Ruskin University Table of ContentsIntroduction/Rationale for the Text - Sue Callan, Michael Reed and Alison Murphy Concepts of Quality and Ethical Practice - Sue Callan and Alison Jackson Investigating Practice in the Early Years: Improving Quality - Michael Reed Research as Reflective Practice: Exploring Values, Assumptions and Attitudes - Olliver, Picken and Sue Callan Taking a Critical Approach to the Literature Review - Jude Simms with Sue Callan Clarifying Purpose, Methods and Outcomes - Alice Paige-Smith, Carole Ellis and Alison Morrall Explaining Triangulation - Alison Jackson and Sharon Smith Continuing the Reflective Process in an Evolving Study - Sue Foster and Sue Callan Presenting and Discussing Results and Outcomes - Tracy Davies and Linda Tyler Creating Environments and Cultures for Enquiry - Carla Solvason

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Book SynopsisIn the early years sector all practitioners are now expected to engage in work-based research, as a means of improving practice and demonstrating leadership. Using examples from recent practitioner projects, this text offers a 'real world' approach to research consistent with models that involve the active participation of children and families. With the aim of clarifying themes and concepts for inexperienced researchers, the text explores ethical principles underpinning research, supported by case studies, which will be of particular relevance to students undertaking their own small-scale investigations. Further reading on research methodology is also included.Chapters are organized under three headings:- planning for research; - doing research; - learning from research. This book provides practitioners and undergraduates with a greater understanding of the position of the researcher, how to facilitate research and the way in which reseTrade ReviewThis book offers an excellent collection of chapters which encourage early years practitioners to examine their practice in the light of research concepts and gain an understanding of the processes of preparing for, doing and learning from research. The book bridges practice and research, by articulating and exemplifying them as rigorous, thorough and ethical encounters and illustrates that work-based research is as meaningful and important as academic research. Highly recommended for everyone who thinks to conduct research in their own work place′ - Theodora Papatheodorou, Anglia Ruskin University Table of ContentsIntroduction/Rationale for the Text - Sue Callan, Michael Reed and Alison Murphy Concepts of Quality and Ethical Practice - Sue Callan and Alison Jackson Investigating Practice in the Early Years: Improving Quality - Michael Reed Research as Reflective Practice: Exploring Values, Assumptions and Attitudes - Olliver, Picken and Sue Callan Taking a Critical Approach to the Literature Review - Jude Simms with Sue Callan Clarifying Purpose, Methods and Outcomes - Alice Paige-Smith, Carole Ellis and Alison Morrall Explaining Triangulation - Alison Jackson and Sharon Smith Continuing the Reflective Process in an Evolving Study - Sue Foster and Sue Callan Presenting and Discussing Results and Outcomes - Tracy Davies and Linda Tyler Creating Environments and Cultures for Enquiry - Carla Solvason

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Book SynopsisEthical considerations are raising new questions about the involvement and participation of children in research. By considering the ethical issues that can arise when working with and doing research with young children from birth to five years, this book examines a wide range of topics including:- involving young children in research- informed consent- research tools with children under five- researching children with special needs- researching vulnerable groups- researching other cultures- multi-agency working- loss and bereavement- ethical practices when studying early childhood- safe-guarding young children- inspection- ethics and leadershipExamples from education, health and social work are examined, and there are chapter overviews, activities, case studies, points for discussion and recommendations for further reading and useful Websites in each chapter; which help to engage Trade Review′This challenging and stimulating book, which addresses the deeply contentious and critical area of how we address ethical issues in research, policy and practice in early years, is timely. It will be an invaluable support as both providers and practitioners respond to the demand that they reflect upon, evaluate, make visible and evidence their early years practice rigorously and systematically′-Professor Christine Pascal, Director of the Centre for Research in Early Childhood (CREC)Table of ContentsIntroduction: Towards an Understanding of Ethical Practice in Early Childhood - Ioanna Palaiologou PART 1 - ETHICAL ISSUES IN RESEARCH Involving Young Children in Research - Donna Green Ethical Praxis When Choosing Research Tools for Use With Children under Five - Ioanna Palaiologou Ethics in Researching Children with Special Educational Needs - Cheryl Ellis and Gary Beauchamp Ethical Research with Children and Vulnerable Groups - Colette Gray Ethical Researching in Other Cultures - Ioanna Palaiologou PART 2 - ETHICAL ISSUES IN POLICY AND PRACTICE Ethics and Policy and Every Child Matters - Barry Powell Ethics in Multi-Agency Working - Ioanna Palaiologou Loss, Bereavement and Ethics - Sarah James Ethics in Studying Early Years - Gary Beauchamp and Chantelle Haughton Safeguarding Young Children - Bronagh McKee Ethics When Inspecting Early Years Practice - Judi Williamson Ethical Leadership in Early Years Settings - Trevor Male

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This second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, preschoolers and early elementary-aged children to understand trauma as well as its impact on young childrenâs brains, behavior, learning and development. The book covers a range of trauma-responsive teaching strategies that readers can use to create strength-based environments that support childrenâs health, healing and resiliency. Updates include a greater emphasis on resilience and collaborating with mental health specialists, new chapters on developing childrenâs body awareness/sensory literacy and pathways to regulation that reduce stress through breathing techniques and mindful movement, as well as new vignettes and case studies to use in workshops or professional development. Supervisors and coaches will learn a range of powerful trauma-responsive practices that they can use to support workforce develo

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Book SynopsisTrade Review"Are you someone who is raising or educating children and youth? If so, open this book. The words, charts, and drawings on these pages wonderfully capture the complexity about what we know works to support kids in today’s world and helpfully convey how we grownups might try to do better—for them." -- Gregg Behr, Co-author, "When You Wonder, You’re Learning: Mister Rogers′ Enduring Lessons for Raising Creative, Curious, Caring Kids"; Executive Director, The Grable Foundation"Momentum for expanding social, emotional, mental, and physical health and development has grown to an all-time high across the country. No one can argue that this is one of the most critical fields in public education. Whole Child, Whole Life is an excellent ‘go-to’ resource for school districts that are committed to creating and sustaining social emotional learning programs as part of their strategic plans on behalf of the students who are learning and growing in their communities." -- Daniel A. Domenech, Executive Director, AASA"In Whole Child, Whole Life, Stephanie Krauss has created a blueprint and set of strategies for what adults (parents, teachers, coaches, neighbors, etc.) can do to help children thrive in a rapidly changing world. This book is chockful of insights, practices, and everyday strategies that support the needs of children, from basic survival needs to nurturing their relationships, sense of belonging, and spiritual development. There are practical ideas here that will help any adult support the growth and flourishing of children, youth, and our communities." -- Mark Greenberg, Emeritus Professor, Penn State University; Founding Director, Edna Bennett Pierce Prevention Research Center; Board Chair, CREATE"Stephanie Krauss demonstrates her grasp of the youth mental health crisis we face today and provides the guidance we need to cope with it. This compelling new book is for everyone who cares about young people—not just professionals—and I am so grateful she has contributed to our understanding with such focus and compassion." -- Chuck Ingoglia, President and CEO, National Council for Mental Wellbeing"If you care for kids in any capacity, pick up this book right now. It′s innovative, humane, solution-oriented, and both powerful and incredibly practical." -- Anya Kamenetz, Author, "The Stolen Year""Whole Child, Whole Life is a whole encyclopedia of useful ways for adults to understand and support whole children. From creating an in-depth social/emotional/physical/environmental portrait of a child to addressing key challenges, this book offers a treasure trove of strategies and approaches." -- Eileen Kennedy-Moore, PhD, Author of "Kid Confidence: Help Your Child Make Friends, Build Resilience, and Develop Real Self-Esteem""Whole Child, Whole Life is a vivid and thoughtful recipe for adults interested in supporting children to realize their potential and achieve success. Krauss boldly describes the ways and means people and systems can utilize to personalize child development, meet children where they are, and give them what they need to flourish and to become both resilient and accomplished. This is an incredibly useful manual for caring adults who want to help our children thrive in these challenging times." -- Paul Reville, Professor, Harvard Graduate School of Education; Founding Director, EdRedesign; former Massachusetts Secretary of Education"Whole Child, Whole Life is a book that speaks to the ‘wholeness’ not just of children, but to those of us who love, care for, and educate them. Practical strategies interwoven with moving personal narratives make this a must-read for anyone looking to expand their compassion, competency, and knowledge about what it takes to positively impact a future generation." -- Gina Warner, CEO, National Afterschool AssociationTable of ContentsList of Tables and Figures Preface Introduction About the Illustrations Part 1: Whole Child Portrait Ch 1: Demographics and Determinants Profile Parts From Profiles to Portraits Ch 2: Age and Stage A Pandemic Pause Growing Up Fast and Slow Developmental Protective Factors Developmental Growth Charts Developmental Milestones Ch 3: Brain and Body It′s All Connected Charting Kids′ Health Profiles Ch 4: People and Places Kids in Context Mapping the Spaces Where Kids Spend Time Understanding and Using Maps of People and Places "Whole Child" Interview Template Part 2: 10 Whole Life Practices The Art and Science of Helping Kids Live, Learn, and Thrive Ch 6: Meet Basic Needs Essentials When Kids Need Essentials Safety Belonging Purpose More Than Maslow Rights Worth Fighting For Meeting Basic Needs in Times of Crisis Ch 7: Prioritize Mental Health Responding to Mental Health Challenges Mental Health First Aid Emotional Wound Care Mental Health Habits and Emotional Hygiene Prioritize and Practice Ch 8: Invest in Personal Interests You Can Only Be What You Can See Invest in the Individual Pursuits of Passion and Purpose Ch 9: Nurture Healthy Relationships Webs of Social Support Built to Last How to Nurture Healthy Relationships Nurture and Nudge Ch 10: Build Community and Belonging Different Kinds of Community Climate, Culture, and Community Building Building Belonging Belonging Across the Long and Wide of Life Ch 11: Embrace Identities and Cultures Embracing Community and Culture Identity Development Ch 12: Attend to the Past and Present Kid Specialists Making Rounds Young People Should Hold Their Own Histories Ch 13: Act With a 100-Year Mindset Living Longer Than Ever Forecasting Possible Futures Ch 14: Be a Force for Good Civic Engagement and Sociopolitical Youth Development Ch 15: Seek Awe and Wonder Spiritual Development The ABCs of Spiritual Development Nurturing Kids’ Spirit and Spark Wholeness Comes From an Integrated Core Conclusion A Fern That Grows in Lava Fields Optimal Conditions for Well-Being and Well-Becoming Aiming for Wholeness Cultivating the Garden Back of Book Sketchnote Acknowledgments About the Author About the Illustrator Glossary Endnotes Index

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Book SynopsisThe new edition of this established core textbook continues to give an insightful, authoritative and accessible overview of competing theoretical positions on the sociological study of childhood. The book explores the ways these theories inform key themes, including education, work, identity and agency. The study of childhood has taken on an increasingly global focus in recent years, honing in on how issues of rights, protection and development shape the lives of children and those around them at political, social and institutional levels across the world. As a result, this book guides students through the theories and research on childhood in both local and global contexts. Author Michael Wyness clearly illustrates how a study of childhood can inform sociological thinking on social crises, changes and problems such as globalisation, criminality and disruption of the social order. Written for students exploring childhood from a sociological perspective, this is the essential introducTable of ContentsIntroduction PART I: THEORISING AND RESEARCHING CHILDREN AND CHILDHOOD 1. The Social Meaning of Childhood 2. Theories of Growing Up: Developmentalism and Socialisation Theory 3. Childhood and Social Structure 4. Children and Childhood in Late Modernity 5. Researching Children and Childhood : Methods, Ethics and Politics PART II: CHILDREN IN THEIR LOCAL AND GLOBAL CONTEXTS 6. Childhood in Crisis: Social Disorder and Reconstruction 7. Children, Family and the State: Policing Childhood 8. Schooling Children and Childhood 9. Children's Work and Labour: The International Context 10. Children's Social Worlds: Culture, Play and Technology 11. Children: Their Rights and Politics 12. Children's Work and Labour: The International Context Conclusion.

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Book SynopsisThis book introduces the application of drama and arts-related activities to the teaching of English as a second or additional language in early education. Joe Winston draws on both his own scholarly expertise and experience as a practitioner to provide a theoretical rationale, practical examples, tips and easy-to-read teaching guides intended to help busy professionals apply drama related methods in an efficient and accessible way. Detailed examples of schemes of work are included for all year groups and developmental stages between the ages of 3 and 7 years of age. Each scheme centres on a popular and easily obtainable picturebook or children's story. Detailed guidance on how to plan and structure lessons with specific learning objectives is offered, as is extensive advice on issues of classroom management. The practical approaches have been used successfully in early years settings in China and primary and pre-primary settings in the UK, and are adaptable to a variety of national anTrade ReviewWinston’s expertise as a drama pedagogy specialist and scholar is on full display in Performative Language Teaching in Early Education. This expertly crafted new book includes an impressive roster of resources for drama pedagogy and is ideal for the growing fields of performative language teaching and the use of drama methods in early childhood education. * Mary McAvoy, Associate Professor of Theatre Education and Theatre for Youth, Arizona State University, USA *Joe Winston’s books are always innovative, scholarly and grounded in best teaching practice. Here Winston provides advice on how to engage young children through performative language teaching. I’ll be keeping this book within reach and can’t wait to put some of his wonderful, aesthetically-rich plans into action! * Madonna Stinson, Associate Professor, School of Education and Professional Studies, Griffith University, Australia *This publication will inform, guide and inspire you. Once again, Winston has written a book which is at the same time a scholarly volume and a joy to read, balancing eloquence, clarity and great expertise. This is a must-have for all language teachers working with young children. * Erika Piazzoli, Assistant Professor in Arts Education, Trinity College Dublin, The University of Dublin, Ireland *Table of ContentsList of Figures List of Abbreviations Acknowledgements Introduction 1. Young Children Learning English as a Foreign Language 2. Performative Language Teaching in the Early Years: Key Concepts 3. Performative Strategies for Teaching English to Young Learners 4. Schemes of Learning: 3 – 5 Year-olds 5. Schemes of Learning: 5 – 7 Year-olds 6. Performative Language Teaching and Assessment for Learning References Bibliography Index

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Book SynopsisOverall Winner, SAGT (Scottish Association of Geography Teachers) Awards 2022Winner, Global Dimension Teachers' Choice Award 2023Shortlisted, BERA Educational Research Book of the Year 2023Highly Commended, GA (Geographical Association) Publisher's Awards 2023Sustainability Education: A Classroom Guide provides an accessible, in-depth guide and critique of sustainability education for school and university students, teachers, curriculum makers and school governors working around the world with children aged 3- to 14-years old. Informed by research findings and learning theory, it provides a progressive framework for sustainability education spanning all subject areas and applicable in a wide range of settings. There are over 180 age-related teaching ideas on topics such as conservation, health, food, wildlife, climate change, social justice and sustainable living, as well as provocative questions designed to stimulate educational debate.Trade ReviewA highly relevant and important resource for our times. The book provides great examples of how sustainability can be woven into any primary curriculum. It is full of thoughtful and informative ideas, case studies and clarification around the misconceptions linked with sustainability education. * GA Publisher's Awards judging panel 2023 *It’s easy to see why teachers favour this guide over other resources as it's just so comprehensive. Written by two highly experienced educators Stephen Scoffham and Steve Rawlinson, this book contains advice for teaching sustainability issues across every subject between the ages of 3-14. With 180 age-specific activities, this is a treasure trove of inspiration and advice that every educator should possess. * Global Dimension Awards 2023 *This wonderful book presents sustainability education for all education readers, from researchers and pedagogy lecturers to teachers and teacher education students. The ideas and presentation are original and engaging and will have a great impact on practice … A key textbook for undergraduate and postgraduate students looking at sustainability education. * BERA Educational Research Book of the Year 2023 judges' panel *Anyone concerned with educating young people today should have a copy of this book. I would say that it is the most essential book for all teachers now and in future at KS1, KS2 and KS3. * Prep School Magazine *Stephen Scoffham and Steve Rawlinson, along with their ten expert contributors, have produced a work that should be a 'must read' for all those associated with education... In effect, the book is both a manifesto and a manual for embedding sustainability in schools. * Journal of the National Association for Environmental Education *This book is a hopeful, thought-provoking and timely resource grounded in the classroom, drawing upon research about sustainability and sustainability education... This book contains a wealth of creative teaching strategies which are quick and manageable to implement in the classroom. * Geographical Association in Teaching Geography Spring 2023 *A wonderful resource to get any school started on its now essential journey towards sustainability education. * Church Times *The guide is an essential reading for those who engage in teaching and learning about the earth. The book is a capsule on sustainability on understanding the topic, its place in curriculum and teaching pedagogies. It discusses the current needs in transforming education to address the demands of the planet. * Radhika Iyengar, Director of Education, Center for Sustainable Development, The Earth Institute, Columbia University, USA *The educational system we have today was designed to suit the needs of the 19th and 20th century. Now that system is fast becoming out of date! Sustainability Education is a timely book outlining an education fit for the 21st century. The authors and contributors have presented a practical way forward to transform teaching in schools from job centred education to life centred and nature centred education. Every teacher concerned with the wellbeing of people and our precious planet Earth should use this publication as a handbook for regenerative learning. * Satish Kumar, Founder, Schumacher College and Editor Emeritus, Resurgence & Ecologist, UK *This timely guide is posed to reorient thinking on sustainability education. Most importantly, young children are invited to take an active part in this journey. Authors throughout the guide display great care in their pedagogical approaches. The message of harmony, coexistence, peace, love, balance and justice is clear. * Charles Chikunda, National Program Officer – Education for Sustainable Development, UNESCO office in Harare, Zimbabwe *Sustainability Education is a timely and vital manual containing a wide variety of ideas to encourage, support and guide practitioners of all age groups on weaving sustainability into their teaching. * Lucy Neuberger, Classroom Teacher, International Preparatory School, Portugal *The key to tackling any challenge is first to understand it, and perhaps the greatest challenge we face is climate change. So how we approach sustainability education for a younger generation is absolutely vital. This book goes beyond the important discussion of wider issues, to focus on the role of education in sustainability and navigating its complexities. It also sets out practical approaches for educators who are on the front line of helping future generations understand the challenges of the planet they are inheriting. It is an important contribution to an increasingly vital area in education. * The Right Honourable Justine Greening, Former Secretary of State for Education, England *This pivotal book guides us to see sustainability education through a creative, confident and research-rich narrative. By exploring pedagogy, classroom ideas and key enquiry questions, this innovative book challenges and supports all educators towards practical, explanatory critical thinking, enabling action and understanding, vital for the futures for all learners. * Helen Martin, Headteacher Lavington Park Federation- Graffham CE Infant and Duncton CE Junior Schools, West Sussex, UK *A superb discussion of the notion of sustainability and the importance of including sustainability education in the primary curriculum, while illustrating how this can be achieved. A pleasure to read and learn from. * Margaret Mackintosh, Former Senior Lecturer, Primary B.Ed. University of Plymouth, UK *Sustainability Education is an engaging and compelling read which deftly weaves together rich understandings from research with suggestions and ideas for practice. * Elizabeth Rushton, Lecturer in Geography Education, King’s College London, UK *This excellent book should be essential reading for all primary, middle and preparatory school head teachers and policy makers, especially at the Department for Education... Society’s future is full of challenges for all educators but this first-class book provides plenty of ideas as to how we can be optimistic about the future. * SSR in Depth, Association for Science Education *Table of ContentsAcknowledgements Introduction Part I: Exploring Sustainability 1. Sustainability: A Hybrid Concept 2. Sustainability, Prosperity and Well-being 3. Towards a More Sustainable Future Part II: Sustainability Education 4. Teaching About Sustainability 5. Curriculum Organisation and Management Part III: Areas of Study 6. Earth in Space 7. Life on Land 8. A Wet Planet 9. Weather and Climate 10. Food and Farming 11. Work, Transport and Energy 12. The Global Village 13. Special Places 14. Citizenship, Communities and Democracy 15. Pollution and Resources 16. Unequal World 17. Sustainable Living Part IV: Implementation 18. Designing Your Curriculum 19. Sustainability Education in Action Glossary of Key Terms References Index

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Book SynopsisIncludes CD-rom! This creative book uses music, song, poetry and a host of practical ideas to engage children in Circle Time Activities. The publication stems from Yvonne's own work in schools where 26 alphabetical themes have been centralised around a lovable bear character. There are four strands in the book which are linked to the Social Skills curriculum. - Self esteem - Relationships - Communications - Spiritual and Moral Development These strands are developed through the 26 themes from 'Adorable' bear to 'Zig Zag' bear with a weekly introduction of a new rhythm to accompany the poem. For each theme there are comprehensive notes for teachers with lots of ideas on the content of each theme. The DVD- ROM contains all 26 poems and songs, recited or sung by the children. The DVD-Rom also includes printable posters and positive thought sheets. As an expeTrade Review′This will offer early years practitioners valuable preparation and thinking time, ahead of each future circle time session′ - Early Years Educator ′Yvonne Weatherhead is a highly motivated, lively and confident woman, a natural leader who has inspired so many governors, teachers, parents and children who have been fortunate enough to come into contact with her. She is also a skilful writer who has a wonderful ear for language. Her prose is lively, entertaining, vividly realised and her stories have a particular appeal to children. All schools should have copies of her books′ Gervase Phinn, Best-selling author and public speaker Table of ContentsAn Introduction to the 26 Lessons in this Book How to Use this Book Typical Circle Time Activities Useful Tips on How to Perform a Circle Time Lesson How to Develop Materials Dream Journeys in Foundation Stage and Key Stage One Circle Time Planning Linked to Citizenship: 5-7 years olds Lesson Objectives Linked to Stands of Self-Esteem, Relationships, Communication and Spiritual and Moral Development Introducing Creative Circle Time

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Book SynopsisThis tool shows how classrooms can differentiate instruction, spend time on what really matters, and make sure that all children are making progress. I love the practical applications for each age level and what teachers can do to support optimal learning in their classrooms. Fantastic!Stephanie Malin, Elementary Instructional CoachBeaverton School District, ORThe author has managed to untangle a very complex topic and make it applicable to everyday learning and teaching. The continuous application of research to learning is a strength of the book. A true gift to a broad band of educators.Laura Linde, Literacy CoachHoover Elementary School, North Mankato, MNFinally, a book for early childhood educators that combines child development and brain research!How can early childhood teachers, administrators, and parents translate discoveries on early brain development into strategies that nurture cognitive growth? SynthesTrade Review"I truly enjoyed the book and had trouble putting it down. The developmental checklists at the end of each chapter are awesome! I have pored over them and learned so much about my children, niece, and neighbors. Thanks for providing such a neat way to communicate expectations and guidelines." -- Stacey B. Ferguson, Teacher"The author has managed to untangle a very complex topic and make it applicable to everyday learning and teaching. The continuous application of research to learning is a strength of the book. A true gift to a broad band of educators." -- Laura Linde, Literacy Coach"This tool shows how classrooms can differentiate instruction, spend time on what really matters, and make sure that all children are making progress. I love the practical applications for each age level and what teachers can do to support optimal learning in their classrooms. Fantastic!" -- Stephanie Malin, Elementary Instructional Coach"The author took difficult information on the brain and synthesized it so that it is reader-friendly and easy to understand. She provided ideas that could easily be implemented in a classroom or at home and identified the curriculum areas for growth." -- Gail Underwood, Math Coach"Chapters cover the basic research on the brain as it relates to educators and child development issues, pairing this survey with development checklists and over 100 brain-based activities for classroom or child care environments." -- California Bookwatch, June 2008Table of ContentsPreface: You Don′t Know Jack! Acknowledgments About the Author Introduction What Is Best Practice? Brain-Compatible Teaching Principles Early Childhood Practices An Ounce of Prevention About This Book 1. The Basic Biology of Brain Development Brain Chemicals Electroencephalograms Windows of Opportunity Experience Dependent and Experience Expectant First Language Second Language Learning Motor Development Memory Development Music Math Emotion Thinking About Brain Growth 2. Building the Brain Through Age Two Brain Development Language and Reading Development Physical and Motor Development Gross Motor Skills Fine Motor Skills Social and Emotional Development Cognitive Development Developmentally Appropriate Activities From Birth to Age Two Reading and Language Development Physical and Motor Development Cognitive Development 3. The Three-Year-Old Brain Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Three-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Three-Year-Olds 4. The Four-Year-Old Brain Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Four-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Four-Year-Olds 5. The Five-Year-Old Brain Scenario Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Five-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Five-Year-Olds 6. The Six-Year-Old Brain Scenario Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Six-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Six-Year-Olds 7. The Seven-Year-Old Brain Scenario Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Seven-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Seven-Year-Olds 8. The Eight-Year-Old Brain Brain Development Language and Reading Development Physical and Motor Development Social and Emotional Development Cognitive Development Developmentally Appropriate Activities for Eight-Year-Old Brains For Language and Reading Development For Physical and Motor Development For Social and Emotional Development For Cognitive Development Child Development Checklist: Eight-Years-Old Bibliography Index

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Book Synopsis Shortlisted for the 2013 Nursery World Awards! 'This exciting book will greatly enhance understanding of learning throughout the early years, and reinforces the importance of responsive professionals who understand children's schemas. Atherton and Nutbrown have brought together socio-cultural and cognitive learning theories with ease, and their metaphors are brilliantly evocative' -Dr Anne Meade, Consultant 'This book is drawn from a study carried out with rigour and contains several gems, such as the 'bike and slide exploration'; the idea of adults engaging in 'a dialogue of conceptual correspondence' with children; and tables outlining 'what the children might have been thinking'. A great read!' -Dr Cath Arnold, Pen Green Early Years Centre 'This is an exciting and illuminating account of babies and toddlers, following their schema fascinations with determination and coTrade Review′I am very excited about this book. It fills many gaps: the age group focused on, the integration of theory with observations of schema learning, effective learning and teaching in play settings. Atherton and Nutbrown have followed in the footsteps of other important researcher-theorists in studying young children in depth over a long period of time (18 months). They listened intently to what seven children were ′telling′ them about their patterns of thought whilst attending a day care setting - including without spoken language to begin with. The authors demonstrate that babies and toddlers are "astonishing thinking things" when adults get to know them differently through observing their play from a schematic perspective. Dozens of detailed observations of schematic development are provided that enrich practitioner and academic understanding of how very young children learn. The authors integrate theoretical and research knowledge following each observation by precisely matching quotations from Athey, Piaget, Rogoff, Gardner or other learning theorists with the point the child has demonstrated about learning. Atherton and Nutbrown "walk their talk" albeit at an academic level. In discussing the role of practitioners in early years settings, they assert the need for precise matching of adult talk to the children′s thinking concerns and challenge practitioners to provide a conceptual response to children′s thinking - and they mean concepts that many would expect from school learning. They provide practical and specific illustrations of how this can be done in connection with the main forms of thought that babies and toddlers demonstrate as they explore the material world. With socio-cultural learning theory gaining prominence in the field of early education, attention to children learning about schema and mathematic and scientific concepts declined for a time. I am confident that this book will reverse that. Atherton and Nutbrown have brought together socio-cultural and cognitive learning theories with ease in their synthesis of the literature, in theorising the schema stories about the children, in providing "stories of the characteristics of effective learning", and in stories about strengthening children′s dispositions and understanding of the world. Their metaphors are brilliantly evocative; for example, adults should be "learning accomplices" of children showing "compatible like-mindedness". This book will greatly enhance understanding of learning throughout the early years, not just of babies and toddlers, and reinforces the importance of responsive professionals who understand children′s schemas. It details how communication with family members at home enhances the opportunities for matched learning encounters between adults and children′-Dr Anne Meade, Consultant ′This book makes a welcome and valuable contribution to the recent literature on young children and schemas. It strengthens and supports findings of earlier studies and focuses on a younger age group. It is drawn from a study carried out with rigour and contains several ′gems′, such as ′the bike and slide exploration′; the idea of adults engaging in ′a dialogue of conceptual correspondence′ with children; ′attuned accompaniment′ and tables outlining ′what the children might have been thinking′. A great read!′-Dr Cath Arnold, Pen Green Early Years Centre ′This is an exciting and illuminating account of babies and toddlers, following their schema fascinations with determination and competence, as they continually explore and experiment and come to know their world. A most valuable resource not only for early years practitioners working with the youngest children, but also for those responsible for the over threes, indeed, for anyone desiring to learn more about using the schematic approach. The complex skills of the "attuned matched learning encounters" between adults and children and the vital partnership between practitioners and parents are woven throughout the report. This book captivated me. It should be in every early childhood education setting′- Pam Cubey [This book] is original in the way that it situates schema theory in the context of other contemporary theories about care, learning and development, and also original in its specific focus on babies and toddlers. The observations of these very young children’s activities and their play are strikingly written; the book is exceptional for the quality of its material and the skilful ways in which narratives from children’s lives are presented. -- Julian Grenier, Sheringham Nursery School and Children’s Centre, LondonTable of ContentsAcknowledgements About the Author Foreword PART ONE: KNOWING ABOUT SCHEMAS Introduction Schemas and the Youngest Children Observing Children: Spotting Schemas PART TWO: HOW DO CHILDREN UNDER THREE PURSUE THEIR SCHEMAS? ′ALL ABOUT HENRY′ Henry′s Containing and Enveloping Schema Henry′s Back and Forth Schema Henry′s Dynamic Vertical Schema Henry′s Mark Making and Figurative Representations PART THREE: DEVELOPMENTAL JOURNEYS: TRACING DEVELOPMENTS IN CHILDREN′S THINKING FROM MOTOR TO SYMBOLIC BEHAVIOURS Containing and Enveloping Schema Going through a Boundary Schema Dynamic Vertical Schema Stories from Home Epilogue Bibliography Name Index Subject Index

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Book SynopsisPut together by an outstanding author team, including many authors from the University of Northampton, An Introduction to Early Childhood is a much loved book that helps you explore all the major themes in early years education and care, while providing you with real insight into the changing world of early childhood. To further support your study, this edition has been expanded to include five new chaptersincluding The History of Childhood, Play and Creativity, Children and the Media, Leadership and Management, and Reflective Practice. This book further supports your study with outstanding learning features including: Chapter objectives and introduction immediately introduce you to chapter concepts saving you time More case studies provide deeper insight into how theory works in practice Research in context boxes show how recent research is changing the world of early years Trade Review This revised edition introduces readers to a wide range of contemporary issues in early childhood, issues that are fundamental for working respectfully with young children. Each chapter has been skilfully constructed with the professional in mind, as accessible and current information is provided, overviews of research studies, useful web-links, podcast options, and thought-provoking case studies all assist with demystifying each topic. What I really like about this book is how it challenges us to think differently about children in an adult-centred society, and it equips readers with ways to better understand children’s lifeworlds. -- Dr Anna Kilderry This book provides a rich introduction to key issues that concern early childhood. It makes us think about what matters to young children and what professionals can do to protect their well-being. The broad coverage and the reflective nature of the book make it an invaluable resource for those who are new to early childhood studies, for practitioners and researchers, and also for anyone who cares about the quality of early childhood practice. -- Dr Hiroko Fumoto This book has to be one of the most refreshing and realistic books on early years holistic care and education on the market. There is a wide range of highly relevant issues included, all presented in a way that provokes the reader to reflect and analyse their developing knowledge and understanding. It is an excellent resource for students studying early years care and education. It provides a stimulating and thought provoking insight into the field of early childhood. -- Ally DunhillTable of ContentsPART ONE: HISTORY AND THEORIES OF CHILDHOOD A History of Childhood: Adult Constructs and Children′s Agency - Michael Wyness Modern Childhoods: Contemporary Theories and Children′s Lives - Tim Waller International Perspectives - Libby Lee-Hammond with Tim Waller PART TWO: INCLUSION AND DIVERSITY Children′s Rights to Participation - Gill Handley Understanding Diversity - Prospera Tedam Inclusive Practice for Children with Special Educational Needs (SEN) - Christine Hickman and Kyffin Jones PART THREE: LEARNING AND PLAY Play and Creativity - Paulette Luff Outdoor Play and Learning - Helen Tovey and Tim Waller Children and Media - Jane O′Connor PART FOUR: HEALTH, WELLBEING AND PROTECTION Child Health - Sharon Smith and Tania Hart Wellbeing - Jane Waters Protecting and Safeguarding Children - Celia Doyle Working with Families - Eunice Lumsden and Celia Doyle PART FIVE: PROFESSIONAL WORKING Professional Work in Early Childhood - Denise Hevey Joined-up Thinking in Practice: An Exploration of Professional Collaboration - Eunice Lumsden Leadership and Change Management in Early Childhood - Geraldine Davis PART SIX: RESEARCH AND REFLECTION Researching Young Children′s Worlds - Jane Murray Reflective Practice - Caroline Jones

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Book SynopsisEarly Childhood is a complex and diverse field. This text is designed to help students understand and engage with current themes in early childhood, supporting the development of critical thinking skills. Key themes such as children's voice, child wellbeing, identities and professional relationships are presented and opened up for the reader through essential theory and selected extracts. Thought provoking activities in all chapters help students to get a deeper understanding of contemporary themes in early childhood, supporting them in assignment writing and in linking theory to practice. About the Early Years Series This series has been designed to support students of degrees and foundation degrees in Early Years, Early Childhood and related disciplines. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Learning features help readers engage with the text and understand the subject from a numbeTrade Review′Ideal as text for students engaged in early childhood studies courses, this is also a very useful starting point for stimulating discussion and reflection among members of existing early years teams′ -- Early Years UpdateTable of ContentsINTRODUCTION: THEMES AND DEBATES - Mary Wild and Alison Street STRAND 1: EXPLORING IDENTITIES Equality and Difference in the Early Years - Alison Street Children′s Rights and Children′s Voice - Catherine Gilson Working Inclusively in the Early Years - Catherine Gilson and Alison Street STRAND 2: EXPLORING LEARNING AND WELL-BEING Exploring How Children in the Early Years - Mary Wild The Place of Play in the Early Years Curriculum - Nick Swarbrick Ensuring Children′s Emotional Well-being in the Early Years - Mary Wild and Ingram Lloyd STRAND 3: EXPLORING PROFESSIONALISM Working with Families in the Early Years - Alison Street and Mary Wild Professionalism - Raising the Stakes in the Early Years: ′She′s Only Going to Work with Little Children′ - Helena Mitchell and Ingram Lloyd Multi-professional Working in the Early Years - Helena Mitchell

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Book SynopsisThis book is written for all students of the Early Years. It begins by examining the role of a parent in a child's life and the importance of good working relationships between parents and Early Years practitioners. It goes on to discuss the preconceptions and assumptions that we all have about families and parents and considers the practical implications of working with parents in a respectful and trusting partnership. It explores both interpersonal and communication skills and the formal and informal ways of involving parents in the early years experience of their children. About the Early Years series This series has been designed to support students of degrees and foundation degrees in Early Years, Early Childhood and related disciplines. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Learning features help readers engage with the text and understand the subject from a number of differTable of ContentsIntroduction The Role of a Parent in a Child′s Life Parents and What We Think about Them The Child-Parent-Practitioner Triangle Partnership Working - Involving Parents in Your Setting Partnership Working - When Parents Are Not in Your Setting The Learning Partnership When Partnerships Get Difficult Working with Others to Support Parents Beyond the Triangle

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Book Synopsis Everything you need to know about how to best raise, educate and guide Generation Alpha (born 2010-24) - the most materially endowed and technologically literate generation ever - to help them live their best life.Renowned social demographer Mark McCrindle shares everything we need to know about Generation Alpha in this accessible, fascinating book for parents and educators on how the most globally connected generation ever (born 2010-2024) will grow up, how we should parent them, what we should teach them and what we need to be aware of to ensure that we get the best out of them.Discussing the impacts of the recent Coronavirus pandemic as an educational, world health and economic crisis with a unique set of problems presented to this first-ever remote-learning generation, Mark will help parents understand how complex the life experiences of today''s children truly are. From looking at digital anxieties around social media t

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Book SynopsisIn the recent years 'safeguarding' measures to ensure the health and wellbeing of all children has become an increasingfocus in the early years. Supporting Children's Health and Wellbeinghelps early years students and practitioners working with children and young people gain an understanding of the key issues relating to children's health in particular, examining the possible ways in which health can impact upon young children's early childhood education and care. Packed full of practical advice for the everyday realities of the early years classroom, topics discussed include: Historical perspectives and contemporary issues related to child health Current policy and legislation How to support the child and the family Nutrition in childhood Infectious diseases, infestations and the acutely ill child Children with chronic and complex medical conditionTable of Contents1. Children’s health is every professional’s responsibility 2. Historical perspectives and contemporary issues related to child health 3. Current government policy and legislation 4. The importance of early intervention and collaborative integrated working 5. Supporting the child and the family 6. Social and emotional wellbeing and mental health 7. Nutrition in childhood 8. Infectious diseases, infestations and the acutely ill child 9. Children with chronic conditions 10. Children with complex medical needs 11. Coping with the death of a child 12. Applying theory to practice

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Book SynopsisPedagogical documentation is a vital method of assessing and observing young children, and is a practice that enables practitioners, families and children to learn alongside each other. This book draws on the projects and experiences of senior researchers from nations including Australia, Canada, Sweden, Singapore, the UK and the USA to highlight multiple approaches to pedagogical documentation. Topics explored include: using video in pedagogical documentation making the most of outdoor learning environments developing pedagogical documentation within curriculum frameworks the relationship with Early Years transitions the potential of pedagogical documentation for leadership enactment. The book offers guidance, support and inspiration to practitioners and researchers on how to implement meaningful and sustainable child-focused observation in early years contexts. Trade ReviewThis book draws on experiences in Australia, Canada, Sweden, Singapore, UK, USA, to highlight multiple approaches to pedagogical documentation, to share understanding and to help avoid common misinterpretations. -- Neil HentyTable of ContentsPART 1 SETTING THE STAGE Chapter 1 The landscape of pedagogical documentation - Alma Fleet Chapter 2 Pedagogical documentation and pedagogical choices - Lise-Lotte Bjervås and Gunilla Rosendahl Chapter 3 Developing pedagogical documentation within the EYFS curriculum framework - Nicola Stobbs, Janet Harvell and Michael Reed Commentary: Living with a growing idea - Lasse Lipponen PART 2 LANGUAGES OF REPRESENTATION Chapter 4 The worlds of the very young: Seeing the everyday in small pieces - Suallyn Mitchelmore Chapter 5 Making learning visible in dance and other creative arts - Marc Richard Chapter 6 Using video in pedagogical documentation: Interpretive and poetic possibilities - Sylvia Kind and Adrienne Argent Commentary: Opening doors and windows - Stefania Giamminuti PART 3 EMBRACING POSSIBILITIES OF CHANGE Chapter 7 Collaborative decision making within pedagogical documentation - Janet Robertson Chapter 8 Pedagogic documentation and student learning - Michael Reed and Nicola Stobbs Chapter 9 Making the outdoors visible in pedagogical documentation - Jane Merewether Chapter 10 Diving into the unknown: The experience of pedagogical documentation at Mia Mia - Angela Chng Commentary: Posing Big(ger) Ideas and Questions - Maria Cooper and Helen Hedges PART 4 THE WIDER VIEW Chapter 11 Knowledge and practice of pedagogical documentation: Professional development for educators - Rosie Walker, Michael Reed, Nicola Stobbs Chapter 12 The potential of pedagogical documentation for leadership enactment - Iris Berger Chapter 13 Weavings, walks and wonderings: Stories of the liveliness of pedagogical narrations - B. Denise Hodgins, Deborah Thompson and Kathleen Kummen Commentary: Situating pedagogical documentation internationally - Andrew Stremmel Chapter 14 Pedagogical Documentation – Where to from here? - Alma Fleet, Janet Robertson and Catherine Patterson

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Book SynopsisInvolving Parents in their Children's Learningis the story of the pioneering work of the Pen Green Centre for children and families. Showing how early years practitioners can collaborate effectively with parents, the book includes case studies of parents and children who have attended the centre, and charts developments in learning for both children and parents. The authors show how to: support parents as their child's first educator provide practical and psychological support to parents involve fathers and male carers share important child development concepts support and extend children's learning connect with services that parents may find hard to reach' ThisNew Editionis updated throughout, revisiting some of the families and practitioners who feature in the previous editions and also includes2 brand new chapterson Parents as Researchers' and Family DroTrade ReviewFor this edition, the research has been updated with some of the families and practitioners revisited. Two new chapters focus on parents as researchers and family drop-in sessions. This is a very important book, one that will prove invaluable in helping you develop parental partnerships and engagement to a level where you have two powerful ′sets of knowledge′ working in the best interests of children. -- Neil HentyTable of ContentsChapter 1: New forms of provision, new ways of working: the Pen Green Centre - Margy Whalley Chapter 2: Developing evidence-based practice - Margy Whalley Chapter 3: The many different ways we involve families - Colette Tait and Angela Prodger Chapter 4: Sharing ideas with parents about key child development concepts - Cath Arnold Chapter 5: Parents and staff as co-educators: ‘parents’ means fathers too - Margy Whalley and Trevor Chandler Chapter 6: Working with parents who traditionally find our services ‘hard to reach’ - Cath Arnold Chapter 7: Parents as researchers - Penny Lawrence, Hannah Howe, Darren Howe and Sarah Marley Chapter 8: Dialogue and documentation: sharing information, developing a rich curriculum and a responsive pedagogy - Margy Whalley and Marcus Dennison Chapter 9: Sharing knowledge with families in a ‘drop-in’ provision within an integrated centre for children and families - Sandra Mole Chapter 10: The impact on parents’ lives - Annette Cummings Chapter 11: Working in groups with parents of young children: growing together at the Pen Green Centre - Jo Benford and Colette Tait Chapter 12: Developing PICL in primary schools, children’s centres and in childminder settings - Kate Hayward, Tracey Cotterell, June Smith, Andrea Layzell and Julie Denton Chapter 1: New forms of provision, new ways of working: the Pen Green Centre - Margy Whalley Chapter 2: Developing evidence-based practice - Margy Whalley Chapter 3: The many different ways we involve families - Colette Tait and Angela Prodger Chapter 4: Sharing ideas with parents about key child development concepts - Cath Arnold Chapter 5: Parents and staff as co-educators: ‘parents’ means fathers too - Margy Whalley and Trevor Chandler Chapter 6: Working with parents who traditionally find our services ‘hard to reach’ - Cath Arnold Chapter 7: Parents as researchers - Penny Lawrence, Hannah Howe, Darren Howe and Sarah Marley Chapter 8: Dialogue and documentation: sharing information, developing a rich curriculum and a responsive pedagogy - Margy Whalley and Marcus Dennison Chapter 9: Sharing knowledge with families in a ‘drop-in’ provision within an integrated centre for children and families - Sandra Mole Chapter 10: The impact on parents’ lives - Annette Cummings Chapter 11: Working in groups with parents of young children: growing together at the Pen Green Centre - Jo Benford and Colette Tait Chapter 12: Developing PICL in primary schools, children’s centres and in childminder settings - Kate Hayward, Tracey Cotterell, June Smith, Andrea Layzell and Julie Denton

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Book SynopsisThis textbook focuses on the main areas of teaching young children, covering the 3-7 years age range that spans the early years and primary phases. The majority of chapters are written by both an academic and practitioner, reflecting a genuine theory and practice approach, and this helps the reader to set theoretical discussion in the context of real practice. Key themes explored within the book include:- Play and playfulness in the curriculum- Child development in practice- Literacy development and subject pedagogy- Creativity and outdoor learningPacked full of learning features such as case studies, reflective questions and lesson plans, Teaching Early Years is an essential resource for both students and practitioners, and will enhance your knowledge of how young children think and learn.Trade ReviewThis new book on ‘Teaching Early Years’ provides a fresh take on the effective translation of an Early Years curriculum into practice. It advocates an early years pedagogy, which is experiential in nature and playful in approach, but also explicitly emphasises the role of the early years practitioner in the learning process. A key strength of the book therefore is its ability to bridge the gap between the early years of education and the early years of primary schooling, catering for children aged 0-7 years. The book is particularly innovative in its strong interplay between cutting –edge theory and practice-based evidence, reinforced by the unique mix of shared authorship where each chapter reflects a blend of academic and practitioner perspectives, focusing on a broad range of curricular areas of learning. Each chapter is illustrated throughout with case studies of children aged 0-7 from a range of settings, lesson plans, short summaries of chapters, questions for practitioners and further reading, all of which successfully promote engagement on the part of the reader as well as fostering a culture of reflective teaching in practice. Teaching Early Years will be an invaluable resource for any student studying early childhood studies or training to teach at early years or primary levels. This book is also ideal for early years and primary practitioners. Although focused principally on a Welsh and English context, this book has much to offer Early Years students and practitioners across the globe. -- Glenda WalshThroughout this book, practitioners have worked alongside academics to provide the reader with a fresh perspective on the Early Years curriculum, particularly play and playfulness, setting theory into meaningful contexts for practitioners. The text celebrates the uniqueness of the Early Years and helps readers to reflect on their own personal pedagogies around play and develop clear professional identities about what it means to teach young children. The book is an engaging and accessible read, which would be particularly useful for students of Early Childhood Education and for students training to be Early Years teachers. The practical examples also make this essential reading for current practitioners in early years and the early primary phase. -- Patricia BurgessT??????eaching Early Years: Theory and Practice takes key aspects of theory and effectively explains and exemplifies them through the lens of the practitioner. The case studies in each chapter enable trainees to discuss and reflect on their theoretical knowledge in real life contexts and supports their professional development. The book brings together the different UK early years curricula so that trainees also gain an understanding of the varying approaches and age ranges that they cover. Thomas and McInnes have produced a most useful and practical text that will enable early years teachers to support the holistic development of young children in their care. -- Sally PearseThe strength of this very accessible book is the breadth of the practice and academic backgrounds of the contributors as well as the range of relevant areas covered. It is particularly helpful to have a specific focus on well-being in the early years and the vital importance of understanding child development, alongside maths, science and English. -- Eunice LumsdenThis textbook focuses on the main areas of teaching young children. Its coverage of the 3-7 years age range means it bridges the gap between Reception classes and KS1, enabling pupils to have a smooth and coherent transition that uses the best of both worlds. The majority of chapters are written by both an academic and practitioner and this approach gives a practical knowledge-based approach that is very authoritative, enabling the reader to set theoretical discussion in the context of real practice… Packed full of learning features such as case studies, reflective questions and lesson plans, Teaching Early Years is an essential resource for both students and practitioners, and will enhance your knowledge of how young children think and learn. It offers plenty of food for thought and the varied range of case studies mean that everyone will find relevant material. An all-round approach to the teaching of young children that will be valuable for both students and experienced practitioners. -- Sarah BrewTable of ContentsChapter 1: Introduction - Amanda Thomas and Karen McInnes Chapter 2: What can we learn from UK Early Years curricula? - Claire Pescott Chapter 3: Child development in practice - Karen McInnes and Holly Gallan Chapter 4: Play and playfulness: The foundation of learning and development - Karen McInnes and Natacha Yuen Chapter 5: Understanding well-being in the Early Years - Alyson Lewis and Lucy Rees Chapter 6: Playing with words – becoming a reader and writer - Rhiannon Packer, Philippa Watkins and Marc Hughes Chapter 7: Developing mathematical confidence in the Early Years - Catherine Jones Chapter 8: Becoming a scientist through an experiential pedagogy - Amanda Thomas, Karen Parker, Carole Carter and Clare Griffiths Chapter 9: Inspiring creativity in the Early Years - Catherine Jones and Francine Davies Chapter10: Into the great outdoors: Opportunities and experiences - Alyson Lewis and Rebecca Poole Chapter 11: Conclusion - Amanda Thomas and Karen McInnes

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Book SynopsisEvery early years practitioner should be able to captivate and maintain the interest of young children in their setting, through the provision of a playful learning experience.Covering age ranges 3-8 years, this textbook explores the importance of infusing playfulness throughout the entire early years day, and includes chapters that: establish the core principles underpinning playful teaching and learning help students and practitioners understand how playfulness can be applied to all aspects of the early years curriculum including mathematics, literacy, outdoor environments, science & technology, and ICT explore core issues in early years provision including observing, planning & assessment, and how they relate to playful learning emphasise the role and qualities of the playful professional. This is a fantastic resource for any student or practitioner looking to enrich the lives of young children through meaningfTrade ReviewThis book draws on a wealth of research on play, learning, pedagogy and curriculum in early childhood education. The contributors rightly emphasise the importance of play to children, and the opportunities that play provides for learning and development. Each of the chapters is informed by international research, and offers contrasting perspectives about different forms of play, and the challenges that practitioners face in their practice. -- Professor Elizabeth WoodHow do you capture and maintain the interests of young children through the provision of playful learning, while ensuring that effective learning is taking place? This is the driving principal of this thought provoking, but also very practical book that will enrich the knowledge of practitioners of all levels, and add to the reflective nature of their pedagogy. -- Neil HentyThis is a fantastic resource for any student or practitioner looking to enrich the lives of young children through meaningful playful learning experiences. Extensively researched with an excellent number of case studies to show how the principles work in practice, plus references for further reading, this is authoritative yet highly readable. It really highlights the benefits to children of a playful approach to learning, giving teachers confidence to incorporate the principles into everyday teaching. -- Sarah BrewTable of ContentsSection 1: Principles of Playful Teaching and Learning Chapter 1 Why Playful Teaching and Learning? - Glenda Walsh Chapter 2 Mental Models of Early Years Practice: Digging Deeper - Liz Sproule Chapter 3 Pillars of Practice for Playful Teaching and Learning - Glenda Walsh Section 2: Playful Teaching and Learning across the Curriculum Chapter 4 Playful Thinking in Action: Tools for Cultivating Children’s Thinking - Carol McGuinness Chapter 5 Playful Pedagogies in Early Childhood Mathematics - Ross Ó Corráin and Elizabeth Dunphy Chapter 6 Playful Approaches to Literacy - Catherine Gilliland Chapter 7 Growing the Child in the Playful Setting - Marion Dowling and Glenda Walsh Chapter 8 Playful Learning in Natural Outdoor Environments - Richard Greenwood Chapter 9 ICT Made Playful - Christine Stephen Chapter 10 Playful Approaches to Science and Technology - Andrea Doherty and John McCullagh Section 3: The Role of the Playful Professional Chapter 11 Hopeful Intentions: Planning for Playful Teaching and Learning - Jacqueline Fallon Chapter 12 Assessment in the Playful Teaching and Learning Experience - Glenda Walsh and Elizabeth Sproule Chapter 13 Towards the Playful Professional - Dorothy McMillan

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Book SynopsisIf children are to succeed and progress at school, schools and teachers need to understand how children experience the classroom. What do they think? How does school make them feel?This book brings together the author's work on children's classroom experiences in a variety of contexts. The author uses student voice to show what children think of classrooms, tasks, tests and exams, and how this impacts their experience of schooling. Can the classroom experience be transformative for children's life chances, or is it a trap? Schools and teachers need to take account of student perspectives in the primary school to make it the best experience possible.Trade ReviewThis book presents an innovative approach to the pupil voice debate. Its efforts to bridge the gap between research and practice are also to be celebrated. -- Dr Helen FisherI wonder how often teachers stop to think about what children feel about their classrooms? This is just the book to stimulate that thinking and to help teachers and their pupils get the most out of their classroom environment. This powerful book really shows the impact of the classroom environment and should be part of every staffroom library as well as for student teachers - and a focus for discussion and (importantly) action. -- Sarah BrewTable of ContentsIntroduction Children’s experiences in classrooms: why they matter Authority and authoritarianism in the classroom Autonomy in the classroom Teacher feedback in the classroom Social-class in the classroom

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Book SynopsisTrainee and beginning teachers often find it hard to plan for and teach good art lessons as there is little guidance on subject knowledge and outstanding practice.This key text will provide primary trainee teachers with subject knowledge, expert advice and guidance along with practical solutions that are necessary to offer children the best possible experiences in art, craft and design, to ensure that they have access to a broad and balanced curriculum. Through guidance and support it will enable them to develop an understanding of the principles and values that underpin high standards and high expectations, and show good progress in the subject.Table of ContentsIntroduction Principles and Values Creative learning: Imagination and Expression Developing Skills and Concepts Processes and Practice The Broad and Balanced Curriculum Assessment and Progression Beyond the Classroom Enjoy and Achieve – Moving Forward

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