Early childhood care and education Books

Book SynopsisThis comprehensive guide to the core areas of early learning and childcare is designed to equip students to synthesise theory, research and practice to become reflective, evidence-based practitioners. Featuring a diverse and experienced team of authors, this essential book covers policy, theories of childhood, professional development and urgent issues impacting the sector today such as diversity and inclusion, being trauma-aware and children’s rights. Each chapter includes case studies, key ideas, views from practice, questions and more helping to bring topics to life, making this a rich resource that will support your studies. Dr Mike Carroll is a retired Senior Lecturer currently working as an Associate Tutor in Education at the University of Glasgow, Education Consultant and the co-author of Understanding Teaching and Learning in Primary Education (2018). Mary Wingrave, is a Senior Associate Tutor and was formerly a Senior Lecture in Education at the University of GlasgowTable of ContentsPART 1: Policy and legislative context of non-compulsory care and education (NCE) in the UK Legislative and policy frameworks: practice and implementation - Craig Orr and Mary Wingrave Safeguarding and protecting children: from policy to practice - Ruth Myles and Jana Chandler Diversity, equity and inclusion in early years - Margaret McCulloch and Tracey Stewart Children’s Rights and the UNCRC - Jana Chandler and Ruth Myles PART 2: Contexts of childhood Theories of child development - Mike Carroll Contemporary perspectives of children and childhood - Mary Wingrave and Jillian Barker Personal, social and emotional development - Marie McQuade and Irene Pollock Attachment-focused and trauma-aware early childhood practice - Christine McKee and Mark Breslin PART 3: Early Learning Creating learning environments - Elizabeth Black and Jacqui Horsburgh Early language and literacy development - Jennifer Farrar and Kelly Stone Early mathematical development - Susie Marshall and Julie Robinson Digital learning in early childhood - Irene Pollock and Martin Winters PART 4: Perspectives on Play Playful pedagogy - Elizabeth Black Space to play - Joe Houghton and Kristina Robb Outdoor learning - Mike Carroll and Jillian Barker PART 5: Developing the non-compulsory care and education workforce Professionalisation of the non-compulsory sector in the UK - Mary Wingrave Professional learning and the reflexive practitioner - Irene Pollock and Tracey Stewart Professional inquiry - Mike Carroll and Mary Wingrave Evaluation in childcare settings - Jacqui Horsburgh and Kristina Robb PART 6: The wider context of non-compulsory care and education Leadership and management in childhood practice - Mike Carroll and Craig Orr Working in partnership - Marie McQuade and Tracey Stewart International perspectives on childcare provision and practice - Cynthia Abel, Marie McQuade and Craig Orr

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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 SynopsisWhat is the role of early childhood practice in understanding the needs of parents and carers today? This book: *Considers the perspectives of those parents/carers marginalised by current practice *Provokes thinking about how settings can become more inclusive in their practice *Supports students to challenge their own assumptions about parents Each chapter considers a group of families that may be marginalised in practice. The book suggests respectful, co-productive ways for students and early childhood practitioners, across the sectors, to work together. Each chapter asks current and future practitioners to reflect on and challenge their current practice.Table of ContentsThe politics of parenting - Helen Simmons The potential of co-production - Katarzyna Fleming and Penny Borkett Understanding food allergies and anaphylaxis - Philippa Thompson Race and inequality in early childhood health - Valerie Daniel Understanding and supporting adoptive families - Jenny Boldrin Working with LGBT+ parent led families - Aaron Bradbury Perspectives on multilingualism - Martin Needham Cultural approaches to parenting - Hattie Campbell Supporting refugee families - Donna Gaywood, Tony Bertram and Chris Pascal Student mothers in higher education - Kay Owen and Helen Simmons Practice perspective: Parents as experts - Wendy Kettleborough Practice Perspective: Learning from Tanzania - Mwajuma Kibwana, Davis Gisuka and Philippa Thompson

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Book SynopsisWhy do children need play? Play has the very real power to transform children’s lives. It has a unique and profound impact on the neurological, emotional and physical development and wellbeing of children - from therapeutic play and overcoming anxiety, to positive behaviour, mental health and even life expectancy. This book brings together two hot topics - play and neuroscience – breaking them down in an accessible way and offering a new perspective and voice on the topic of play. Weaving theory and practical examples together, and based on over 30 years’ experience of working with children, Ben presents a compelling argument that play is not merely an optional extra to childhood but a vital developmental process and one of the most important things a child ever does. Table of ContentsChapter 1 “Why Do Children Skip?” -Play as an Evolutionary Survival Process Chapter 2 “Stop Being a Pirate and Come and Do Your Homework!”- Play as the Key Criteria for Healthy Brain Growth Chapter 3 “Feathers, Bald Heads and Gloopy Glue!” - Play as the Most Powerful Healing Process for Children’s Emotional Well-Being Chapter 4 “Dragons Don’t Eat Peas” - Play as What Makes Us Truly Human Unlocking Imagination and Creativity in a Way That No Other Animal on the Planet Is Capable Of Chapter 5 Crocodiles, Danger and Certain Death (Well Mild Bumps and Bruises) – The Inestimable Importance of Risky Challenging Play Chapter 6 “Get That off Your Head You’ll Mess Your Hair Up!” - The Catastrophic Effects of Play Deprivation Chapter 7 “Peow, Peow, Peow, Click” - Play as Positive Behaviour or How to Support Children to Fulfil Their Play Potential Chapter 8 “How Did You Used to Play Grandma?” Play for the Future of Humanity

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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 SynopsisWhat do the Early Childhood Studies Graduate Practitioner Competencies (GPCs) mean in practice? What do they look like in settings? This book brings you case studies as examples of good practice demonstrating all of the GPCs. Each chapter covers a specific competency and includes: A visualisation of the competency Case studies to explore what each competency looks like in practice Expert commentary on each case study helping you to link theory to practice Table of ContentsAdvocating for young children’s rights and participation - David Meechan Promote holistic child development - Tara Ball, Heather Brammer and Amanda Tayler, Work directly with young children, families and colleagues to promote health, well-being, safety and nurturing care - Jackie Musgrave and Aaron Bradbury Observe, listen and plan for young children to support their wellbeing, early learning, progression and transitions - Dawn Jones and Selena Hall Safeguarding and child protection - Caroline Prior Inclusive practice - Deborah Nye and Helen Perkins Partnership with parents and caregivers - Philippa Thompson Collaborating with others - Leanne Grey, Michelle Wisbey Professional development - Meredith Rose, Stella Smith, Matthew Northall

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Book SynopsisThis guide to the Early Childhood Graduate Competencies, developed by the Early Childhood Studies Degrees Network to strengthen students′ knowledge and skills for practice, in addition to boosting employability. Embedded into Early Childhood Studies and Early Years degrees, the nine competencies ensure that students are both academically and practically ready to work with young children and take the lead in any early childhood setting. With a focus on essential topics such as advocating for children’s rights, inclusion, safeguarding, observation this book will help students to build a solid foundation on which to build their practice. Written in collaboration with students, this text offers a range of case studies and examples, activities, further readings and more to support students on their learning journey.Table of ContentsIntroduction to the Early Childhood Graduate Practitioner Competencies – Eunice Lumsden Advocating for Young Children’s Rights and Participation - Jill Harrison and Diana Harris Promoting Holistic Child Development - Tanya Richardson Working to Promote Health, Wellbeing, Safety and Nurturing Care - Helen Simmons & Carol Fenton Observing and Supporting Children’s Wellbeing, Learning, Progression and Transitions – Gayle Blackburn and Jan Grinstead Safeguarding and Child Protection – Eunice Lumsden and Emma Twigg Promoting Inclusive Practice – Bruce Majoribanks, Lindey Cookson and Helen Haygarth Partnerships with Parents and Caregivers – Julie Sealy Collaborating with others – Helen Perkins Professional Development and Professional Identity – Sigrid Brogaard-Clausen and Michelle Cottle Moving Forward – Carolyn Silberfeld

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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 SynopsisFrom 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 encourages children to 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 perfect resource for starting important conversations with children about diversity and inclusion, with topics such as race, disability, gender, sexual orientation and religion. Early Years and PSHE expert Molly Potter also provides a glossary of terms and notes for parents and carers offering advice on tackling prejudice right from the start. Let’s Talk books help you start meaningful conversations with your child. Written by an expert and covering topics like feelings, relationships, diversity and mental health, these comforting picture books support healthy discussion right from the start.Trade ReviewMolly 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. * The Bookseller *

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Book Synopsis Nursery World Awards 2012 winner!This stimulating book brings together contributions from distinguished practitioners, who demonstrate how they have used educational methods advocated by Froebel in contemporary settings. Stressing the importance of outdoor play, they explore the Froebelian principles of:-Play-Learning through firsthand experience-Parent partnership and community in early childhood -Practitioners supporting children's interests and learning-Finger rhymes and action songs-Movement-The garden and forests-Wooden blockplay -Use of clay, paint, junk modelling, construction kitsThe book emphasises how learning and the application of knowledge become possible through play. It contrasts the Froebel approach with the methoTrade Review′Part of the emotional appeal of Froebel is that he is keen to allow children to be children. He enforces their natural curiosity, the innocent joy and fun of play, the desire to learn and to be creative′- Councillor Marilyn MacLaren ′This is an important book. The close-knit Froebel network provides a marvellous example of how practitioners in the early years can be inspired by tradition without becoming old-fashioned. Froebel′s principles and practices were radical for their time, and changed education forever: this book powerfully brings them up to the minute, reminding us of their continued relevance′- Julian Grenier, Early Years Adviser, Tower Hamlets ′If you would like to be inspired by tradition, without becoming ′old fashioned′, and you believe in children truly being allowed to be children, then this terrific book full of fantastic Froebelian principles is just right for you!′Martine Horvath, Early Years Educator ′It’s the perfect time to welcome this new book, with its strong emphasis on play and on the outdoors – both central to Froebel’s philosophy and to children’s well-being today′-Community Playthings ′The importance of this book was recognised when it won Nursery World′s Staff Resources award earlier this year′- Nursery WorldTable of ContentsThe Whole Child - Tina Bruce Family, Community and the Wider World - Tina Bruce The Changing of the Seasons in the Child Garden - Stella Brown Adventurous and Challenging Play Outdoors - Helen Tovey Offering Children First Hand Experiences through Forest School: Relating to and Learning about Nature - Lynn McNair The Time-Honoured Froebelian Tradition of Learning out of Doors - Jane Read Family Songs in the Froebelian Tradition - Maureen Baker The Importance of Hand and Finger Rhymes: A Froebelian Approach to Early Literacy - Jenny Spratt Froebel′s Mother Songs Today - Marjorie Ouvry Gifts and Occupations: Froebel′s Gifts (Wooden Block Play) and Occupations (Construction and Workshop Experiences) Today - Jane Whinnett Froebelian Methods in the Modern World: A Case of Cooking - Chris McCormick Bringing together Froebelian Principles and Practices - Tina Bruce

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Book SynopsisThis brand new textbook brings you up to date with all the latest developments and keys issues from around the globe, and helps you understand how these changes are impacting on practice in early years and primary classrooms. Key issues in contemporary childhood are explored through three sections on The Child, The Family, and Emerging Trends, with topics including: the Digital Child' and the rise of new technologies children's security and the impact of poverty, austerity and conflict children's happiness, mental-health and wellbeing the changing nature of families including LGBT homes, refugees, and asylum seekers the challenges of multi-agency working The pace of change in early childhood can be daunting, but this book helps students and practitioners understand the huge variety of issues affecting children in the UK and all over the world. Trade ReviewThis important book attempts to place the developing child within the many worlds they exist, to give us a better understanding of both the most obvious influences on them, and also the more subtle. Never shying away from the controversial issues, this book is not about an ideal child development story, it is about how modern children are growing up in a world that is often very alien to the one practitioners grew up in, culminating in the final chapter that explores contemporary issues in our global society, such as poverty, obesity, sexualisation, mental health, media, materialism and more. -- Neil HentyTable of ContentsSECTION 1 THE CHILD 1 The Changing Nature of Childhood Shifting landscapes: children’s security Multiculturalism Inclusion and children with additional needs Austerity and poverty Children as carers State of play in the UK Emerging curricula and proposed initiatives 2 The Child’s Perspective Current views on children’s perspective Childhood studies and children’s perspectives United Nations Convention on the Rights of the Child and children’s perspectives Challenges and tensions in listening to young children’s perspectives Methods for seeking children’s perspectives in research Innovative methods for eliciting the views of young children Children’s involvement in the research process 3 Social and Emotional Functioning in the Learning Environment Learning, happiness and well-being Attachment and the learning environment Loss in childhood: its impact on learning Fear and love in the lives of children Supporting children’s social and emotional functioning outside of the home 4 Creating Optimum Learning Environments for the Child Today’s challenges Identification and assessment: reflections on practice Ethical issues in the identification and assessment of children Low achievement and underachievement Children whose first language is not English Monitoring and evaluating practice SECTION 2 THE CHILD AND THE FAMILY 5 The Changing Nature of Families Divorce, separation and step-families The importance of fathers in families Grandparents and families Working with refugee and asylum-seeking families Working with lesbian, gay, bisexual and transgender families 6 The Parent’s Voice Listening to parents Working with parents Parents’ working patterns 7 Multi Professional Perspectives Evolving perspectives Safeguarding Challenges of multi-agency working Professionals and parents: working together Recent initiatives SECTION 3 MODERN AND EMERGING CHILDHOODS 8 Policy, Discourse and Identity Policy and practice Contemporary political ideology and philosophy Regulation, control and accountability Professionalism and professional identity 9 The Digital Child What is a ‘digital child’? Digital media The affordances of digital media Starting where children are: the importance of children’s learning experiences at home Children’s digital lives in the new millennium E-safety for children in a digital world 10 International Perspectives International variations in practice Children and conflict Growth of technology Gender Provision for children throughout the world Economic costs of childhood The readying culture 11 Contemporary Issues in a Global Society Poverty and life chances Obesity Sexualisation of children Social fears Mental health Media and materialism The emergence of neuroscience Reflections on professionalism Child-centredness in a changing world

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Book SynopsisThis transformative book looks at one of the most undervalued aspects of childhood, joy. Using the latest neuroscience and biochemistry this book shows that joy, far from being an abstract concept, is one of the key motivators for every aspect of learning and development throughout childhood and something we ignore at our peril. The book gives concrete strategies for increasing the levels of joy in our children and highlights the catastrophic damage that a decline in joy can cause in our children especially in a post pandemic world. Suitable for anyone who works with children, this book puts forward a compelling argument that Joy is profoundly important for all of our children and can fundamentally help our children to thrive. Warning - may contain evil clowns!Table of ContentsChapter 1: Simple moments of joy – Why joy is so undervalued and yet so important Chapter 2: The joy of goo and big red buses! Chapter 3: Expressions of joy – the joy of words and sounds Chapter 4: The joy of movement and dancing elephants Chapter 5: The joy of poo and a school for ninja Chapter 6: Seek and destroy – The robot teachers are coming! Chapter 7: Who Stole our joy? Chapter 8: We are Celestial – Being a different sort of grown-up Chapter 9: Simple equations for thriving – How compassion and joy can change not just children but our entire society.

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Book SynopsisAn understanding of Child Development is necessary for early childhood students as it underpins all early year’s practice and curricula. This book provides students with an in-depth understanding of the research, theory and current practice, supporting them through a complex area. Offering a fresh take, this book examines child development through a range of disciplines including psychology, education, sociology, anthropology and philosophy. Chapters are structured to support readers in understanding complex theory, with key features such as case studies which put theory into practice, reflective questions to encourage critical thinking, chapter summaries, further reading, and more. Amanda Thomas is Senior Lecturer in Education at University of South Wales. Alyson Lewis is Lecturer in Education Development at Cardiff University.Table of ContentsIntroduction PART 1: Understanding interdisciplinary approaches to child development The Psychology of Child Development The Sociology of Child Development The Economics of Child Development The Anthropology of Child Development The Philosophy of Child Development The Neuroscience of Child Development The Education of Child Development PART 2: Exploring child development domains with an interdisciplinary lens Physical Development and Growth Social Development Emotional Development Creative Development Spiritual Development Cognitive Development Language Development PART 3: Understanding contemporary aspects of early childhood practice Understanding Play through the Disciplines and Domains Understanding Well-being through the Disciplines and Domains Understanding Global Curricula through the Disciplines and Domains Understanding Inclusivity through the Disciplines and Domains Understanding How Shared Spaces Support Child Development and the Role of the Adult within this Opportunities to Recap and Reflect (The Conclusion)

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Book SynopsisThis book supports those training to work with young children to explore the many factors that impact on child health and wellbeing. Health is a concept that is often taken for granted in young children. If a child is physically active, appears well and is succeeding in learning, it is assumed that all is well. The growing statistics of child mental health issues tell a different story, as do the statistics for childhood obesity and the increasing number of physical health issues in childhood. This book explores and evaluates the strategies currently used in Britain to tackle this escalating situation and asks - what more is needed? The global pandemic has created a large increase in all childhood issues – the scale of which is yet to be ascertained. Supporting healthy childhoods has always been, and always will be, a constantly evolving agenda. What supported children 10 years ago may no longer be relevant in today′s society.Table of ContentsHealth determinants and causes for concern Public health issues and campaigns Definitions and measurements of poverty Child mental health issues – an escalating concern Effective nutrition and children’s needs The role of media in children’s worlds Environmental influences The impact of physical/genetic conditions Conclusion

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Book SynopsisThe world of education is an amazing and rewarding world to be in, but there is a sense among many that work within it that there is something not quite right, that all is not well. In this book, Greg Bottrill explores how he ensures that, in his Early Years setting, continuous provision enables children. He shares his Early Years pedagogy through the ′3Ms′ and explains how to apply these in the classroom. Greg also explores the definition of play – what it is and what it isn’t – and the challenging role of the Early Years teacher. This book shares good practice in: early reading and the joy of reading early writing development boys writing the nature of outdoor play and how to make this truly ‘outdoor’ the role of parents in child development mathematics in play when and how to do intervention work with children how to get Headteachers and centre managers on board. Table of ContentsPart 1 – Where do we go from here? Chapter 1 – The child at the centre of the universe Chapter 2 – Making their universe the right universe Part 2 – Getting continuous provision right Chapter 3 – What play is and what play isn’t Chapter 4 – What do I do all day? Chapter 5 – Seriously, what do I do all day? Part 3 – The 3Ms Chapter 6 – What are the 3Ms? Chapter 7 – 3M number 1 – Making conversations Chapter 8 – 3M number 2 – Mark making Chapter 9 – 3M number 3 – Mathematics Chapter 10 – 3M number 4 – Muscle and movement Chapter 11 – 3M number 5 – Mindfulness Chapter 12 – 3m number 6 – Magic Part 4 – The great outdoors Chapter 13 – The outside world Chapter 14 – Your outside space Part 5 – Partners Chapter 15 – Parents Chapter 16 – TAs Chapter 17 – The headteacher

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Book SynopsisThe second edition of this indispensable textbook supports your academic development as you explore key concepts, theories, and practices. Engaging case studies bring theory to life, encouraging you to apply your knowledge in real-world scenarios. Reflect on your own beliefs and values with thought-provoking reflection points, while actionable steps guide you in translating theory into practice. Stay current with an extensive list of further readings, ensuring you remain at the forefront of research and practice. Includes key features such as: Learning outcomes Action points Case studies Reflection points Spotlights on policy/research Chapter summaries Further readings Each chapter begins with Learning Outcomes and ends with a summary, to guide your studies and package the most complex of subjects in a digestible and understandable form. Unsure how Early Years policies are implemented and impact young children? Curious about working with multilingual children and families? This updated edition covers topics ranging from children′s neurological development, to the impact of technology and digital culture, to childhood disability and SEND. Complete and comprehensive, this is the only textbook that will support you from the moment your degree begins right up to your graduation. Whether you′re embarking on a career in early childhood or seeking a deeper understanding of this vital field, this book equips you with the essential knowledge and tools to make a positive impact in the lives of young children.Table of ContentsPart 1: THE INDIVIDUAL CHILD Chapter 1: The emergence of Early Childhood Studies: an historic overview Chapter 2: The brain and children′s early development Chapter 3: The social and emotional development of children aged birth to three Chapter 4: How Young Children Learn Chapter 5: Creativity, curiosity and resilience Chapter 6: Young children and early communication Chapter 7: Developing children as critical Thinkers Chapter 8: Family relationships in the early years Chapter 9: Play in early childhood Part 2: CHILDREN IN SOCIETY: ACCESS AND OPPORTUNITY FOR ALL Chapter 10: Diversity, equity, and inclusion Chapter 11: Children with Special Educational Needs and Disabilities (SEND Chapter 12: Young children’s rights: provision, protection and participation Chapter 13: Children’s health Chapter 14: Early years policy: implementation and impact Chapter 15: 15 Safeguarding children Chapter 16: Young children’s wellbeing: conceptualising, assessing and supporting wellbeing Chapter 17: Working with multilingual children and families in the early years Part 3: CREATING ENVIRONMENTS FOR CHILDREN TO THRIVE Chapter 18: Multi-agency practice with young children Chapter 19: Childhood in a global context Chapter 20: Young Children, Childhood and Gender Chapter 21: Technology and early digital culture Chapter 22: Observing and assessing children Chapter 23: Researching with children Chapter 24: Learning through placements Chapter 25: Leading quality practice

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Book Synopsis′This book is a very useful resource for setting leaders undertaking advanced study, such as Early Years Professional Status and the National Professional Qualification in Integrated Centre Leadership…[I]t is also an interesting and up-to-date reference tool for qualified managers and leaders of early years settings, large and small, in all sectors′ - Early Years Update ′Through discussion points and case studies, the authors explore the key skills and techniques necessary to effectively lead and manage an early years setting - Nursery Education Plus, as part of their ′Ten of the Best early years professional books′ feature. `This book will make a relevant and helpful contribution in enabling practitioners to explore and understand the different ways in which they can lead and manage across a diverse range of settings and at different levels. Through helpful discussion points and case studies, the book will encourage practitioners to consider both theory and practice, including value based practice and the skills required for working within a new multi-disciplinary environment. A welcome and accessible text for early years practitioners facing the challenges and demands of this new agenda′ - Professor Linda Miller, Professor of Early Years, The Open University Firmly grounded in practice, this book puts children and families at the centre of good early years leadership. There is now considerable emphasis on leadership skills in this sector, as the workforce becomes increasingly professionalized. The following are considered: - changes and developments within the early years sector - the impact of good leadership on children and their families - effective practice in a variety of settings, including Children′s Centres - value-based leadership, and inspirational leadership - meeting the challenges - managing change - inter-agency and multi-disciplinary working - working with families and parent groups. Useful features such as Activities for Continuing Professional Development, Questions for Reflection and Pictures of Practice appear throughout the book. Those studying for Foundation Degrees, leaders undertaking the National Professional Qualification for Integrated Centre Leadership (NPQICL), those undertaking the management modules for Early Years Professional Status (EYPS) and anyone studying Childhood and Early Childhood will find this book an invaluable aid. Trade Review′The book provides a valuable basis for considering leadership and management and is recommended for people working in child care contexts. The down-to-earth way in which the book is written, together with its many practical examples, makes it suitable for a range of staff, including assistants, groups leaders, and directors′ - Contemporary Issues in Early Childhood ′This book is a very useful resource for setting leaders undertaking advanced study, such as Early Years Professional Status and the National Professional Qualification in Integrated Centre Leadership…[I]t is also an interesting and up-to-date reference tool for qualified managers and leaders of early years settings, large and small, in all sectors′ - Early Years Update"This book will make a relevant and helpful contribution in enabling practitioners to explore and understand the different ways in which they can lead and manage across a diverse range of settings and at different levels. Through helpful discussion points and case studies, the book will encourage practitioners to consider both theory and practice, including value based practice and the skills required for working within a new multi-disciplinary environment. A welcome and accessible text for early years practitioners facing the challenges and demands of this new agenda." -- Linda MillerTable of ContentsValue-based leadership and management Empowering communities through inspirational leadership - Janet Murray Managing change and pedagogical leadership - Natalie Canning Partnership working in the early years - Mandy Andrews Making a Positive Contribution - Mike Reed Mentoring and supporting teams - Melanie Pilcher Working with families and parent groups - Alison Robins and Sue Callan

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Book SynopsisThe Third Edition of this popular book reflects contemporary research as well as thinking about the role and value of play in learning and development, within and beyond early childhood. The author explores recent developments across international contexts which endorse play, and argues for critical engagement with some aspects of policy discourse in how ′educational play′ is constrructed. This accesible book also reviews contemporary theoretical trends which focus on the meanings and intentions that children bring to their play. The new edition includes coverage of: - play in education policies; UK and international perspectives - working with parents - social and cultural diversity - children with special educational needs and disabilities - outdoor play Each chapter includes case studies provided by practitioners, along with questions and tasks to promote critical engagement and reflection on key issues and debates. This book is for students on Childhood Studies courses and those on Initial Teacher Education and Masters programmes in early childhood and primary education. Experienced practitioners on CPD courses will also find it useful. Trade Review′Students find this book accessible and valuable for both undergraduate and postgraduate levels′ -Lecturer′s comments ′Liz Wood has given us an essential, thoughtful and engaging book which contributes to the discourse of early years pedagogy. The book is a speculative work that offers ways of thinking and a fresh perspective about play by engaging with theory and practice as they are interrelated in the reality of early years pedagogy. This book situates play in the centre of early years pedagogy and deals with the debates around learning, curriculum, assessment and policy, not only through a lucid discussion of play, but also through highly effective and moving examples of play situations in practice′-Dr Ioanna Palaiologou, The University of Hull Table of ContentsList of figures About the Author Preface A Note from the Author Add-on Material Understanding Play: Complexity and Challenge Understanding Children′s Learning: Contemporary Theoretical Perspectives Play in National Policies: International Perspectives Play and the Curriculum Play and Pedagogy Play and Learning in Outdoor Environments Assessing Children′s Learning in Play Developing Play Appendix Bibliography Author index Subject index

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Book SynopsisDo you need good leaders to achieve good quality or does good quality create good leadership? Quality is a term frequently used to describe early years provision without any further explanation of exactly what this 'quality provision' looks like or how it can be achieved. This book not only unpicks what is meant by the term 'quality' in England, across the UK, and beyond, but it does so in the context of how to lead in order to develop and achieve quality. In exploring quality and leadership and the ways in which both terms have been conceptualised from a range of different perspectives you will be able to find a meaning that is right for you and your practice. With chapters covering: The global interest in quality The broad nature of early childhood leadership Reflective evaluation and practice This book will be of interest to setting and room leaders across the early years as well as students studying earlyTrade ReviewThis exciting book brings a new dimension to the study of leading quality services in the mixed economy of early years. It addresses how post-structuralism supports understanding of quality leadership, especially where there are external accountability structures. The reader is supported in deconstructing what is meant by quality, who defines it and enabled to consider alternative perspectives. -- Dr Eunice LumsdenTable of ContentsIntroduction SECTION 1: QUALITY Chapter 1: Why an Interest in Quality Chapter 2: What is Quality? Exploring the Evidence Base SECTION 2: LEADERSHIP Chapter 3: Tracing the Development of Early Years Leadership Chapter 4: Early Years Leaders - All Things to All People SECTION 3: IMPLICATIONS FOR PRACTICE Chapter 5: Visions of Quality Chapter 6: Reflecting on Leading Quality Early Years Services

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Book SynopsisThis collection explores leading values and concepts in global child-based research through the lens of reflexivity. The book considers issues such as the identities and roles of researchers, as well as the burdens, boundaries, and ethical frameworks which govern their activities. Using empirical examples from Israel, India, Thailand, and England, expert contributors discuss a range of topics including online safety, disabilities, gang membership, safeguarding, sexting, and child prostitution. This book guides childhood research towards a more reflexive debate that critically challenges conventions, and highlights plurality of voice.Table of ContentsIntroduction - Sarah Richards and Sarah Coombs 1. Do No Online Harm: Balancing Safeguarding with Researchers and Participants in Online Research with Sensitive Populations - Michelle Lyttle Storrod 2. The Ethical Challenges of Researching Sexting with Children and Adolescents - Tsameret Ricon and Michal Dolev-Cohen 3. Responding Reflexively, Relationally and Reciprocally to Unequal Childhoods - Pallawi Sinha 4. Researching Children’s Experiences in a Conflict Zone and a Red-light Area: Conducting Ethnographic Fieldwork in India and Kashmir - Ayushi Rawat 5. Capturing Narratives: Adopting a Reflexive Approach to Research with Disabled Young People - Marianna Stella and Allison Boggis 6. Youth Social Action: Shaping Communities, Driving Change - Katie Tyrrell 7. A New Panorama of Child Voice in the Child Protection Context - Samia Michail 8. A Bump on the Head in the Graveyard: Palimpsests of Death, Selves, Care, and Touch - Sarah Coombs and Sarah Richards 9. Owning Our Mistakes: Confessions of an Unethical Researcher - Heather Montgomery

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Book SynopsisThis best-selling guide to undertaking your Early Years research project takes you on a practical step-by-step journey. Breaking down each section into accessible and digestible topics, and accompanied by a multitude of practical examples, case studies, research summaries and key points, the author brings this process to life. The updated and revised edition includes: All chapters have been updated with new content on working in an online environment Completely revised Chapter 10, packed with new content New activities and case studies throughout From learning how to structure and organise your project, through to the final presentation and written report of your findings, this is the essential guide for undergraduate and postgraduate students throughout their early childhood or early years courses.Table of ContentsChapter 1: You Can Do Research! Chapter 2: Your Research Story, Methodology And Research Questions Chapter 3: Writing Your Literature Review Chapter 4: Ethical Issues In Early Childhood Research Chapter 5: Designing Your Research Chapter 6: Creative Listening With Young Children Chapter 7: Observation: Looking And Listening Chapter 8: Writing And Using Questionnaires Chapter 9: Interviewing Children And Adults Chapter 10: Analysing Your Qualitative And Quantitative Data Findings Chapter 11: Writing Up Your Research Project

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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 SynopsisMaking a play-based curriculum work in early years settings. Early Years practitioners have been advocating for play to be at the heart of early years for many years. Now is the time to make this a reality. Using in the moment planning, child initiated play and other strategies, this book supports early years practitioners to enable the children in their setting to choose what they do and how they want to learn. Dawn Rigby shares her passion for a play-based curriculum, her own setting′s journey, what worked and the challenges faced along the way. This practical book: shares examples of good practice; gives advice on how to make play the central focus of early years practice; explores why a play-based curriculum matters; includes practical support on developmentally appropriate practice. Table of ContentsThe time for play is now Our journey Open-ended play Planning in the moment Risky play To intervene or not to intervene Feelings, nothing more than feelings Reducing the paperwork On your marks The joy of nursery rhymes Mud Glorious Mud: The mud kitchen Maths is everywhere Play partners

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Book SynopsisEmbracing a multi-modal approach to early literacy, this textbook supports students as aspiring early years professionals with their understanding of early reading for under-fives and the critical links to language, literacy, and learning. This book looks at early literacy in all its forms including mark-making, sharing stories, making music and covers the breadth of literacy learning opportunities that take place outdoors and in museums, art galleries and more. With chapters on phonics, the deficit model, digital literacies and storytelling, this book is packed with everything you need to support you on your degree and help you to develop into a literacy advocate for under-fives. This key text features individual chapter overviews that enable you to review and rethink, activities that bring theory into practice, and engaging case studies to provoke deeper thought. With reflection points, and ′review and rethinking pedagogy′ sections, this interactive book emphasises the importance of engaging young children with early literacy activities.Table of ContentsChapter 1: Introduction Chapter 2: Early Reading – What This Is Chapter 3: Early Reading – What This Is Not Chapter 4: Understanding Early Reading in a Wider Literacy Context Chapter 5: Early Reading and Phonics: Systematic Synthetic Phonics Chapter 6: The Deficit Model of Reading and Literacy Chapter 7: Being a ‘Reading’ Professional and a Literacy Advocate for Under-Fives Chapter 8: Language and Literacy – the Bigger Picture Chapter 9: Digital Literacies and Multi-Modality Chapter 10: Storytelling, not ‘Herding Sheep’ Chapter 11: Taking the Lead on ‘Literacy’ for Under-Fives Chapter 12: Final Thoughts

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Book SynopsisThis book supports students of Early Childhood Studies, Early Years and related disciplines to understand self-regulation in the early years. It explores what self-regulation is and includes evidence from cognitive, developmental and behavioural psychology and neuroscience. It asks why self-regulation is so central for children and why it is so important for practitioners to support and develop it in young children. The book explores how self-regulation underpins much of children’s development, including social, emotional and cognitive development. Key contexts for self-regulation, in particular aspects such as play and talk, are covered. This book supports students to: - know why self-regulation matters - understand why self-regulation is increasingly evident in policy and curricular around the world - focus on social, emotional and behavioural aspects of self-regulation - explore the importance of relationships in self-regulation – between children and adults and between children themselves - effectively observe and document self-regularionTable of ContentsWhat is self-regulation, and why does it matter? How does self-regulation develop in early childhood? Where can we find self-regulation in policy and curriculum frameworks? Relationships and self-regulation Observing and assessing self-regulation in young children Communication and language for self-regulation Contexts for self-regulation Planning – and not planning – for self-regulation

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Book Synopsis A Little Guide for Teachers: Engaging Parents and Carers with Schools builds on author experience, and findings from the spotlight thrown on home-school relationships during Covid-19, to provide teachers with effective strategies to enhance these relationships and instill confidence in teachers working with parents. The Little Guide for Teachers series is little in size but BIG on all the support and inspiration you need to navigate your day to day life as a teacher. · Authored by experts in the field · Easy to dip in-and-out of · Interactive activities encourage you to write into the book and make it your own · Fun engaging illustrations throughout · Read in an afternoon or take as long as you like with it! "This may be pitched as a "little guide", but goodness me it’s packed with wisdom and practical advice that any professional working in our school system will find absolute gold dust when it comes to the sometimes-tricky challenge of parental engagement. Building not only the authors’ many years of personal experience, the guide draws on their own research and that of many other leaders in this field to create a superbly grounded yet optimistic set of ideas, tips and reflection points. I love how the authors challenge so many orthodoxies, such as flipping the concept of the "hard-to-reach family" into the "hard-to-reach school". Throughout the book is an implicit thread that will be familiar to those versed in the principles and power of effective coaching, exploring important topics such as building relationships, listening and getting the right tone and balance in all communication. This is a refreshing, accessible and eminently practical guide in an often-neglected area that will be invaluable for teachers and leaders at all levels within schools. Highly recommend!" - Andy Buck, best-selling author, speaker, trainer and coach. Trade ReviewThis may be pitched as a "little guide", but goodness me it’s packed with wisdom and practical advice that any professional working in our school system will find absolute gold dust when it comes to the sometimes-tricky challenge of parental engagement. Building not only the authors’ many years of personal experience, the guide draws on their own research and that of many other leaders in this field to create a superbly grounded yet optimistic set of ideas, tips and reflection points. I love how the authors challenge so many orthodoxies, such as flipping the concept of the "hard-to-reach family" into the "hard-to-reach school". Throughout the book is an implicit thread that will be familiar to those versed in the principles and power of effective coaching, exploring important topics such as building relationships, listening and getting the right tone and balance in all communication. This is a refreshing, accessible and eminently practical guide in an often-neglected area that will be invaluable for teachers and leaders at all levels within schools. Highly recommend! - Andy Buck, best-selling author, speaker, trainer and coach. -- Andy BuckTable of ContentsChapter 1: Why Does Parental Engagement Matter? Chapter 2: Individual Needs Chapter 3: Relationships Chapter 4: Communication Chapter 5: Getting the Balance Right Chapter 6: Efficiency and Effectiveness

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Book Synopsis…a major contribution to the limited literature and research on leadership in childhood education.′ - Professor Tony Bush, Editor of Educational Management, Administration and Leadership. ′This important book focuses clearly on evidence, describing the realities of leading and managing settings in times of rapid policy changes. Carol Aubrey manages to combine theory, research and practice in a book that will be invaluable to a new generation of early years professionals.′ - Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds, UK ′..skilfully draws on sound empirical research to present a grounded theory model for leadership in early years education. ….of interest to researchers, students and practitioners internationally.′ - Professor Nithi Muthukrishna, University of KwaZulu-Natal, South Africa This Second Edition of Leading and Managing in the Early Years explores and integrates leadership and management practice with a real understanding of early years settings. Revised and updated, this new edition includes: - Two new chapters on private day care and reflective practice and action research - Further coverage of reflective practice and reflective leadership skills - More on EYPS as well as integrated centre leadership - Practical suggestions for working with resistant groups and individuals. Carol Aubrey investigates different concepts and characteristics of Early Childhood (EC) leadership as well as the roles and responsibilities of EC leaders. She also explores the types of leadership programmes or development which are needed to maximise the effectiveness of EC leaders. This book is essential reading for students in Early Childhood courses, Early Years Practitioners and local authority employees involved with the integrated centres initiative. Carol Aubrey is Professor of Early Childhood Studies at the University of Warwick. Trade Review′…a major contribution to the limited literature and research on leadership in childhood education′ - Professor Tony Bush, Editor of Educational Management, Administration and Leadership ′This important book focuses clearly on evidence, describing the realities of leading and managing settings in times of rapid policy changes. Carol Aubrey manages to combine theory, research and practice in a book that will be invaluable to a new generation of early years professionals′ - Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds, UK ′..skilfully draws on sound empirical research to present a grounded theory model for leadership in early years education. ….of interest to researchers, students and practitioners internationally′ - Professor Nithi Muthukrishna, University of KwaZulu-Natal, South Africa Table of ContentsIntroduction: Theorizing Leadership in Early Childhood The Early Childhood Leaders′ Agenda Context What Do We Know Already? What Leadership Research Applies? What Do We Need to Know? Leadership in English Early Childhood Education and Care Introduction Our Objectives What We Asked Our Early Childhood Professionals about Leadership What We Found Out What We Made of the Findings Practitioners′ Understandings of Early Childhood Leadership Introduction Characteristics of the Leaders and Staff That We Talked to Definitions and Perceptions of Leadership Roles, Responsibilities and Functions of Leaders Decision-Making Internal and External Influences on Leadership Training Leadership in a Changing World Early Childhood Leaders′ Work Introduction A Typical Day Roles, Responsibilities and Functions Decision-Making Influences on Leadership Training Collective Views on the Video Highlights ′I Don′t Like the Idea of Making a Profit... Exploiting Those on Low Wages′ Introduction Early Childhood Education and Care Policy Early Childhood Profession and Workplace Issues Making a Profit: The Role of the Private Sector Preschool Care and Education plc? Journeys into Leadership Introduction A journey? Career Paths of Early Childhood Leaders Support through the Career Cycle Mentoring as a Leadership Strategy Introduction Learning from Experience The Nature of Mentoring Establishing Appropriate Ground Rules What Does Learning from Day-to-Day Experience Really Mean? A Framework for Staff Development Mentoring for the Leader Future Possibilities The Challenge of Leading Multi-Agency Teams Introduction Challenges to Collaboration Questions to Ask What Do We know about Effective Multi-Agency Working? Models of Multi-Agency Working Organization of Professional Groups Views on Multi-Agency Working from Four Integrated Centres What we found out A closer look at the challenges of multi-agency working Case Studies Leadership by the Many Leading in a Time of Change Introduction A Need for Interprofessional Education Staff Resistance to Change A Model for Improving the Early Childhood Integrated Centre Understanding Change Reflective Practice and Action Learning Introduction Reflective Process of Progressive Problem-Solving Planning an Action Research Cycle with Integrated Centre Leaders Doing Action Research in the Early Childhood Field Conclusions Reflections Revisiting Our Initial Objectives Conclusions

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Book SynopsisThis comprehensive collection of essays addresses all the key aspects of Waldorf early years education: its history, the developing child, the rhythm of the day, activities, language, storytelling and puppetry and the young child and the spiritual world.There are contributions from many experienced educators, including: Susan Howard, Joan Almon, Helmut von Kügelgen, Freya Jaffke, Ingeborg Schöttner, Kimberly Lewis, Stephan Spitalny, Nancy Foster, Susan Weber, Daniel Udo de Haes and Bronja Zahlingen.This is a revised, newly edited edition of two previously available publications, 'An Overview of the Waldorf Kindergarten', and 'A Deeper Understanding of the Waldorf Kindergarten', with the addition of other relevant contributions.Trade Review'This is a valuable new compilation for teachers' and parents' bookshelves in any setting working with young children. It contains a collection of classic articles from WECAN publications, well edited and introduced. It could be useful to parent and child leaders or kindergarten teachers looking for inspiration for a parents' evening, to new staff needing an overview, to students in training searching for information on a specific area, in addition to providing material for actively interested parents.'-- Kindling

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Book SynopsisBy focusing on key figures in early years education and care, this book considers the influential thinkers and ground-breaking approaches that have revolutionized practice. With contributions from leading authorities in the field, chapters provide an explanation of the approach, an analysis of the theoretical background, case studies, questions and discussion points to facilitate critical thinking. Included are chapters on: - Froebel - Psychoanalytical theories - Maria Montessori - Steiner Waldorf education - High/Scope - Post-modern and post-structuralist perspectives - Forest Schools - Vivian Gussin Paley - Te Whatilderiki Written in an accessible style and relevant to all levels of early years courses, the book has staggered levels of Further Reading that encourage reflection and promotes progression. Linda Miller is Professor Emeritus of Early Years, The Open University Linda Pound is a consultant and author, renowned for her work in early years education and care.Trade Review′This admirable book covers key historical and contemporary theories which underlie different approaches to Early Childhood Education and Care (ECEC). The authors have devised an excellent format which locates approaches to practice in a clear theoretical framework and also invites practitioners to engage in critical reflection, to develop their own distinct practices. This is a much needed strategy in a field where practitioners have often lacked the critical edge which could put them in the driving seat of their own practice. Thus, the inclusion of critique at the end of every chapter allows the reader to take a measured look at the often persuasive but subtly different approaches that ECEC has advocated′ - Journal of Early Childhood Research ′Critical thinkers, concerned with influencing critical issues, such as so-called ‘schoolification’ and ‘school-readiness’ will appreciate in this book the pivotal positioning of learning through play. In the final chapter the editors reiterate the importance of play in theories of early childhood learning and challenge current political trends towards the ‘schoolification’ of learning in the early years′ - ESCalate As today’s graduates become the leadership and management of tomorrow’s world of Early Childhood Education and Care (ECEC) they are well advised to proceed to the book store for their own copy of ‘Theories and Approaches to Learning in the Early Years’. ′Some very complex theories are presented in a refreshingly accessible and highly reader friendly way in this fairly academic text...The discussion points in each chapter are particularly helpful in supporting and facilitating critical thinking, whether you are starting out in early education studies, or keeping up-to-date with the latest thinking′ - Early Years Educator ′This is a well-organised and timely overview of the ‘big picture’ in Early Childhood Education and Care theory and practice, written by champions in their fields, highly accessible and offering real food for thought in beginning to inter-connect the complexities of ECEC. An excellent introductory text ′ - Pat Broadhead, Professor of Playful Learning and Leeds Metropolitan University and Chair of TACTYC ′The authors are to be congratulated on presenting complex theories in a highly accessible form. Early childhood students and practitioners will find this an invaluable introduction to the wide range of theories underpinning research and practice in the field′ - Sue Rogers, Head of Department Learning, Curriculum and Communication, Faculty of Children and Learning, Institute of Education Sue Rogers, Head of Department Learning, Curriculum and Communication, Faculty of Children and Learning, Institute of Education Table of ContentsTaking a Critical Perspective - Linda Miller and Linda Pound PART ONE: THEORETICAL AND ANALYTICAL POSITIONS Not Just the Tip of the Iceberg: Psychoanalytic Ideas and Early Years Practice - Julia Manning-Morton Postmodern and Post-Structuralist Perspectives on Early Childhood Education - Deborah Albon PART TWO: FOUNDATIONAL THEORIES Froebel Today - Tina Bruce Maria Montessori in the United Kingdom: 100 Years on - Martin Bradley et al Steiner Waldorf Early Childhood Education: Offering a Curriculum for the 21st Century - Jill Tina Taplin PART THREE: CONTEMPORARY THEORIES The High-Scope Approach - Ann S Epstein, Serena Johnson and Pam Lafferty The Wisdom of Vivian Gussin Paley - Trisha Lee Forest Schools in the Early Years - Sarah Blackwell and Linda Pound Relationships with People, Places and Things: Te Whãriki - Anne B Smith Critical Issues - Linda Pound and Linda Miller

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Book SynopsisThis book is a concise and accessible guide to observation as a tool for supporting learning for children aged 0 - 5. It provides comprehensive coverage of the what, why, and how of observation, brought to life with extensive case studies and contextualised alongside other crucial Early Years’ topics, including child development and play. This book encourages readers to consider their own context and practice, with reflective questions at the end of each chapter and specific chapters on linking observations to the curriculum and sharing insights with parents and colleagues. The focus on both learning and self-reflection makes ‘Observing Learning in Early Childhood’ ideal for students, newly qualified teachers, and current practitioners alike. Dr. Stella Louis is a freelance early years consultant, with 34 years’ experience of working with children and families across the UK, South Africa and Australia.Table of ContentsWhy Observations Matter The Cycle of Observation The Network for Learning The 12 Features of Play Schemas Observing and Identifying Schemas Interpreting Learning Reflecting on Observations and Links to the Curriculum Observations as a Tool – Sharing Observations with Parents and Colleagues Translating Professional Knowledge into Practice

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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 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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Winner of the 2013 Nursery World Awards! This is a key text for all those studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways. It takes the reader through a detailed exploration of the nature of play examining the features and the concepts of play. Guidance on the observation of children's play is included and the text encourages students to appreciate the value of play in development and in socialisation. Children's rights and the ownership of play are also covered. With interactive activities and case studies throughout, the text helps students to arrive at an understanding of their own practice in relation to play. About the Early Years series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topicReview′An engaging read which prompts thought about the fundamental nature and importance of play′- Nursery WorldTable of ContentsIntroduction PART ONE - WHAT IS PLAY? Identifying features of play Understanding concepts of play Historical perspectives and principles Observing play PART TWO: THE BENEFITS OF PLAY The value of play in child development Play and social development Play, creativity and risk Contexts for play PART THREE: CHILDREN′S RIGHTS AND THE OWNERSHIP OF PLAY The ownership of play: Play space, play cues and play actions Developing a Pedagogy for Play Conclusion: Play IS for life, not just for nursery

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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 SynopsisLearning to read is one of the most important life skillsteachers can help a child develop. Teaching reading is a vital part of a career in the classroom and engaging with the range of different learning styles children have is a real challenge.Trainee teachers need to learn how to address this variety of learning needs, and also meet the wider demands of the curriculum. Margaret Perkins helpsstudents meet these challenges to become a confident, reflective teacher of reading by providing: * An in-depth explanation of phonics teaching alongside other teaching approaches, empoweringtrainees to choose the right approach for each individual child *Key research findings sostudents can apply the latest thinking totheir teaching practice *School-based activities and independent learning tasks to help apply theory to practice, and developteaching skills through self-reflection*Classroom scenarios of teacher-child interactions that demonstratTrade ReviewThe author’s practical wisdom flows through this book. Student teachers’ common questions, "what is reading?" and "what can I do in the classroom?" are addressed with clarity. It is timely, when teaching reading is often perceived by policy makers as a technical skill, and at its core are passion, knowledge and experience. -- Colin MillsThank you Margaret! This book offers a balanced, informed perspective on the complex nature of teaching reading. It sets the skills of de-coding in the wider context and suggests manageable practical strategies supported by research and theory. An accessible text for both undergraduate and postgraduate students, it includes all the key messages that I want future teachers of reading to know. -- Helen HendryThis book is invaluable in supporting trainee teachers in becoming confident teachers of reading in the primary classroom. It is comprehensive, covering all aspects of reading across the primary age range. Each chapter sets out clearly what it will address, is supported by recent, relevant research and with good opportunities for reflective activities throughout. The focus on both the learner and the teacher allows the reader to consider how to create a stimulating learning environment alongside developing excellence in becoming a teacher of reading. I fully recommend this book. -- Jo Bowers"′Becoming a Teacher of Reading′" will give much valuable background knowledge for anyone doing a CPD or PG course in order to support those who struggle. -- Margaret Barr * Dyslexia Review Vol 26 No 2 Autumn 2015 *Table of ContentsKnowing about the reading process Being a reader What do we read? How do children develop as readers? Providing a reading environment Teaching systematic synthetic phonics: subject knowledge and progression Teaching decoding: the pedagogy of phonics Teaching comprehension Teaching strategies for reading lessons Knowing and recording children’s development as readers Supporting individuals Becoming an outstanding teacher of reading

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Book SynopsisLearning outside the classroom is a key part of early years and primary practice and is on the rise in settings across the world. This book centres on outstanding outdoor practice and how children can learn and develop in natural environments. Focussing on children aged from 2-11 this book contains: Aself-evaluation toolkitfor educators to reflect on what they're doing now and where to develop to be more effective. Examples ofpractice from around the worldand in various environments, including urban settings. An entire chapter onassessment and planningto help ensure and demonstrate quality of provision. Looking at all the possibilities and approaches, there are models for practice to suit every setting so that everyone can make outdoor learning part of the core teaching and learning objectives. Claire Wardenis an educational consultant wiTrade ReviewThe author has a lovely writing style that demonstrates clarity, knowledge, humour and such strength of reflective practice that you cannot help but love reading this book, whether as a parent, practitioner, carer or early years educator - it is a delight. -- Martine HovarthTable of ContentsIntroduction Chapter 1: Self-Evaluation of Practice Chapter 2: Characteristics of Outdoor Learning Chapter 3: Learning with Nature Chapter 4: Sharing Values with Parents Chapter 5: Observation, Planning and Assessment Chapter 6: Embedding Practice References

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Book SynopsisThe health and well-being of children is integral to learning and development but what does it actually mean in practice?This textbook draws on contemporary research on the brain and mind to provide an up-to-date overview of the central aspects of young children's health and well-being a key component of the revised EYFS curriculum.Critically engaging with a range of current debates, coverage includes early influences, such as relationships, attachment (attachment theory) and nutrition the role of the brain in health and well-being the enabling environment other issues affecting child development To support students with further reading, reflective and critical thinking it employs: case studies pointers for practice mindful moments discussion questions references to extra readings web links<Trade ReviewThis book approaches the subject of health and well-being in a multi dimensional manner. It addresses the subject from biopsychological, psychoneurobiological and ecological systems models to bring together wide-ranging evidence on what matters to young children′s physical, social and mental well-being. It is a comprehensive book that will be of use to early years professionals concerned with how to understand, promote and support families and young children in developing resilience, self-esteem, physical health, emotional stability and relational strength. From brain structure and its processes to nutrition, attachment, emotion coaching, systemic factors - economic and social - affecting well-being, this book covers many fundamental and interrelated themes. Several features including Mindful Moments ensure that the reader takes time to reflect on the content and its implications as well as providing summaries, further reading and resources. Added to all of this, it is an enjoyable read. -- Dr Jane Payler‘In an age where the policy emphasis is firmly on educational outcomes and school readiness in the early years, this book offers a welcome and long overdue focus on the ways in which children’s brain development and education is intimately connected to health and well-being. Written in a research informed yet accessible way, this is a really valuable addition to the literature and essential reading for all professionals who work with young children.’ -- Professor Sue RogersTable of ContentsIntroduction Brain development Brain processes in health and well-being The stress response system Nutrition in health and well-being Attachments and early relationships Emotional development and regulation Active Learning Emotion Coaching Resilience and Building Learning Power Economic and social factors affecting health and well-being Early intervention in health and well-being Conclusion: sustainable health and well-being

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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 SynopsisThis is an urgently needed book that explores a number of different concepts of childhood in 21st century. The book throughout considers enduring topics and new concepts of childhood, and initiates a number of questions that students of education, childhood and early childhood studies can engage as lines of inquiries. The book offers a multidisciplinary approach of the child today, that influences practice, policy, and education, and offers diverse dimensions to provoke our thinking. -Dr. Ioanna Palaiologou, Institute of Education, University College LondonHow we understand what childhood' means in today's society is constantly changing, and the rate of this change is unprecedented. This new edited book explores what it really means to be a child of the 21stcentury, and how we as professionals, researchers, parents and adults can understand an environment seemingly in constant flux.Each chapter seeks to explore and problemaTrade ReviewThis is an urgently needed book that explores a number of different concepts of childhood in 21st century. The book throughout considers enduring topics and new concepts of childhood, and initiates a number of questions that students of education, childhood, and early childhood studies can engage as lines of inquiries. Structured around eleven chapters this book addresses contemporary and traditional constructions of childhood and approaches issues around the child, bringing to life theoretical perspectives and liking them to practice with interesting case studies. Important key debates such as the snowflake generation, politics, poverty, equality, and obesity are related to the impact of constructing our views of the child in today’s society. The book offers a multidisciplinary approach of the child today that influences practice, policy, & education and offers diverse dimensions to provoke our thinking. Throughout the book , the high quality chapters help students to understand and question complex issues in childhood that are linked with social problems experienced by children that children themselves and professionals are facing today. Critical and equally helpful, this book is an important contribution of alternative viewing of the child which demonstrates how childhood is constructed today. This book will be necessary reading for all studying childhood and all professionals involved with children as it offers different perspectives for studying children and childhood and discusses child related situations that need special consideration. -- Dr. Ioanna Palaiologou"This book provides a detailed insight into different social constructs of childhood today. The subjects are definitely relevant for any student studying Early Childhood Studies and could also be used in other courses such as Education Studies. The reading is very approachable and very interesting, keeping the reader enthralled in the subject and at the same time deepening their knowledge and understanding. Incredibly useful for essays and exams!" -- Amalie QuevedoThis book gives a fascinating insight into what it really means to be a child of the 21st century, and enhances the understanding that we, as professionals, researchers, parents and adults, have of an environment which appears to change constantly. There are plenty of case studies which are relevant and useful to show the range of challenges children face. The ′Questions for reflection′ in each chapter encourage deeper thinking and will be excellent to stimulate discussion. The speed of change in childhood can indeed be daunting but this book helps students, practitioners and researchers to explore and understand the variety of issues affecting children in the UK and all over the world. -- Sarah BrewThis book examines 10 different constructions of childhood, through case studies, theoretical perspectives and points of reflection, and links these to practice. It provides an alternative view to the over-analysed, under pressure child. -- Neil HentyTable of Contents1. Introduction - Alex Owen 2. The Cotton Wool Child - Zoi Nikiforidou 3. The Selfish Child - Jim Stack 4. The Universal Child - Theodora Papatheodorou 5. The SEN/D Child - Marie Caslin 6. The Regulated Child - Carol Aubrey, Carolyn Blackburn, Charlotte Jones & Rosemarie Lowe 7. The Stressed Child - Nina Sajaniemi 8. The Political Child - Sue Cronin, Ged Mulhaney & Michelle Pearson 9. The Natural Child - Harriet Pattison 10. The Poor Child - Babs Anderson & Alex Owen 11. The Fat Child - Laura Waite& Erin Pritchard

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Book SynopsisThis text offers students rich local cultural examples of Early Childhood Education from around the world. Informed by first-hand research and practice, the book provides authentic snapshots of ECE from countries, including Afghanistan, Australia, Ghana, Nigeria, Brazil, Eswatini, Mongolia, Nepal, Sami children of Finland, and Syrian refugee children, enabling readers to better understand the wider determinants influencing the multiplicity and diversity of children’s daily experiences. With expert contributors drawn from across the world, this book is essential reading for those interested in global perspectives on early childhood. Dr Naomi McLeod is a Senior Lecturer in Early Childhood Education at Liverpool John Moores University. Dr Emem E.Okon develops professional development programmes for educational practitioners in Nigeria. Diane Garrison is an anti-racist, educator, leader and community mentor. Dr Diane Boyd is a Senior Lecturer in Early Childhood Education at Liverpool John Moores University. Dr Angela Daly is a Reader in Education and Global Learning at Liverpool John Moores University. Table of ContentsPart 1: Early Childhood Education in a Range of Countries Chapter 1: Early Childhood Education in Afghanistan - Rachel Maranto Chapter 2: Kids on Country: An Indigenous Programme in Australia - Catrina Luz Aniere, Sandra Wooltorton and Diane Boyd Chapter 3: Early Childhood Education for Indigenous Children in Brazil - Naiara Unzurrunzaga Martínez and Lidia Cerqueira Chapter 4: Early Childhood Development and Education in The Kingdom of Eswatini - Cristian Fabbi, Tarja Karlsson Häikiö and Emem E. Okon Chapter 5: Early Childhood Education in Ghana - Naomi McLeod, Diane Garrison, Monika Quarcoo and Dominika Zbyl Chapter 6: Early Childhood Education for Nomadic Children in Mongolia - Julia Morgan and Tumendelger Sengedorj Chapter 7: Early Childhood Education and Development in Nepal - Kishore Shrestha, Babu Kaji and Angela Daly Chapter 8: Early Childhood Education in Nigeria - Emem E. Okon Chapter 9: Early Childhood Education for Indigenous Sámi Children of Finland - Tarja Karlsson Häikiö, Pigga Keskitalo and Liisa Lohilahti Chapter 10: Early Childhood Education and Care for Syrian Refugee Children in Lebanon, Jordan and Turkey - Julia Morgan Part 2: Pedagogical Themes Chapter 11: Democratic Learning: Participation and Children’s Rights Chapter 12: Playful Learning Chapter 13: Identity and a Sense of Belonging Chapter 14: Outdoor Learning Environments Chapter 15: Learning at Home and in the Community Chapter 16: School Readiness and Formal Learning Chapter 17: Culturally Respectful Professional Development

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Book SynopsisDiscover the profound impact of family relationships on a child′s development in this insightful and comprehensive textbook. This engaging resource delves into the intricate dynamics of early family interactions, with features such as: Chapter objectives Reflective questions Case studies Chapter summaries Annotated further reading Explore key topics like adoption and fostering, abusive family relationships, and hospitalization through an interdisciplinary lens. Drawing on the latest research and practical examples, each chapter provides a rich understanding of the complexities surrounding early relationships. This book offers a straightforward guide to current theoretical debates surrounding parenting and the family, with opportunities to learn from experts with practical experience in education, health, law and social services. Table of ContentsChapter 1: Family: Conceptual, Historical And Cultural Heritages - Kay Owen and Marco Antonio Delgado Fuentes Chapter 2: Classic Parenting Theories - Christopher Barnes and Kay Owen Chapter 3: Developmental Theories And The Family - Christopher Barnes Chapter 4: Attachment And Attachment Disorders Within The Family - Christopher Barnes and Kay Owen Chapter 5: Modern Parenting: Ideologies, Identity & Experiences - Helen Simmons and Christopher Barnes Chapter 6: Parental Relationships - Kay Owen and Carol Fenton Chapter 7: Diverse Family Structures - Carol Fenton and Kay Owen Chapter 8: The Adoptive Family - Jenny Boldrin Chapter 9: Siblings - Kay Owen Chapter 10: Parenting Of The Preterm Newborn During Hospital And Childhood - Christopher Barnes Chapter 11: Family Relationships And Autism - Trevor Cotterill Chapter 12: Abusive Relationships Within The Family - Emma Twigg and Christopher Barnes Chapter 13: Working With Parents, Carers And Families In The Early Years - Michelle Appleby

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Book SynopsisThis comprehensive guide to the core areas of early learning and childcare is designed to equip students to synthesise theory, research and practice to become reflective, evidence-based practitioners. Featuring a diverse and experienced team of authors, this essential book covers policy, theories of childhood, professional development and urgent issues impacting the sector today such as diversity and inclusion, being trauma-aware and children’s rights. Each chapter includes case studies, key ideas, views from practice, questions and more helping to bring topics to life, making this a rich resource that will support your studies. Dr Mike Carroll is a retired Senior Lecturer currently working as an Associate Tutor in Education at the University of Glasgow, Education Consultant and the co-author of Understanding Teaching and Learning in Primary Education (2018). Mary Wingrave, is a Senior Associate Tutor and was formerly a Senior Lecture in Education at the University of GlasgowTable of ContentsPART 1: Policy and legislative context of non-compulsory care and education (NCE) in the UK Legislative and policy frameworks: practice and implementation - Craig Orr and Mary Wingrave Safeguarding and protecting children: from policy to practice - Ruth Myles and Jana Chandler Diversity, equity and inclusion in early years - Margaret McCulloch and Tracey Stewart Children’s Rights and the UNCRC - Jana Chandler and Ruth Myles PART 2: Contexts of childhood Theories of child development - Mike Carroll Contemporary perspectives of children and childhood - Mary Wingrave and Jillian Barker Personal, social and emotional development - Marie McQuade and Irene Pollock Attachment-focused and trauma-aware early childhood practice - Christine McKee and Mark Breslin PART 3: Early Learning Creating learning environments - Elizabeth Black and Jacqui Horsburgh Early language and literacy development - Jennifer Farrar and Kelly Stone Early mathematical development - Susie Marshall and Julie Robinson Digital learning in early childhood - Irene Pollock and Martin Winters PART 4: Perspectives on Play Playful pedagogy - Elizabeth Black Space to play - Joe Houghton and Kristina Robb Outdoor learning - Mike Carroll and Jillian Barker PART 5: Developing the non-compulsory care and education workforce Professionalisation of the non-compulsory sector in the UK - Mary Wingrave Professional learning and the reflexive practitioner - Irene Pollock and Tracey Stewart Professional inquiry - Mike Carroll and Mary Wingrave Evaluation in childcare settings - Jacqui Horsburgh and Kristina Robb PART 6: The wider context of non-compulsory care and education Leadership and management in childhood practice - Mike Carroll and Craig Orr Working in partnership - Marie McQuade and Tracey Stewart International perspectives on childcare provision and practice - Cynthia Abel, Marie McQuade and Craig Orr

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Book SynopsisSpring 2023 Smart Book winners from the Academics' Choice Awards Literacy Learning begins at birth and continues throughout our lives! Birth to age 5 is a critical period in building the foundation for later success in reading and writing. Educators play a vital role in nurturing young children’s early language and literacy knowledge and skills. However, the specific practices that support literacy development in early childhood are often different than those used with older children.     From some of the foremost early literacy development experts in the field comes this practical resource that is a must-have for all educators of infants, toddlers, and preschoolers. Using eight key practices—Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding—as the framework, the authors discuss how educators can support five important areas of young children’s early literacy development: Language and knowledge Print concepts Sounds and letters Writing Text comprehension A range of features highlights information about these areas and practices, including the latest research findings, recommended resources, tips for integrating technology into play and learning, and more.      With this book, explore how to create effective, appropriate, and fun learning opportunities for our littlest literacy learners.  Trade ReviewToo often, educators are simply told they need to teach early literacy without being provided with support for how to engage young children in meaningful and developmentally appropriate learning experiences. This book is filled with evidence-based and easy-to-implement teaching practices that educators can put into practice immediately. The emphasis on the power of intentional environments and interactions as the pathway to supporting literacy learning for young children is aligned with everything we know about what’s important for our youngest learners.      —Bridget K. Hamre, Research Associate Professor, University of Virginia, and CEO and Cofounder, Teachstone    This is simply the best book on early language and literacy in the marketplace. It not only elucidates research and key practices in a highly informative, jargon-free way, it brings these practices to life in engaging vignettes that make them all the more real to readers.   —Susan B. Neuman, Professor of Childhood Education and Literacy Development, Steinhardt School of Culture, Education, and Human Development, New York University    If you’re thirsty for more about the science of early literacy instruction, read this brilliant book. The children you teach will benefit richly from what you learn. Parents should read it too!     —Ronald F. Ferguson, Founder and President, The Basics, Inc., and Faculty Director, Achievement Gap Initiative at Harvard University    Children’s media creators can greatly impact how children learn, but understanding how to create effective educational content can be challenging. Literacy Learning for Infants, Toddlers, and Preschoolers provides clear, concise examples of real-world learning that can easily be implemented in storytelling for children’s television and digital games.    —Olubunmi Mia Olufemi, Supervising Producer, Children’s Television    The construction of this book is early educator friendly and provides a set of comprehensive tools and resources to aid in the complexities of teaching unique learners along their continuum of early literacy development. By following the provided key practices as guideposts for language acquisition, print recognition, vocabulary expansion, and reading and writing text, educators can more readily adjust their own instructional practice using the provided cues and tips.   —Denise Smith, Implementation Director, Hope Starts Here – Detroit’s Early Childhood Partnership Table of ContentsAbout the Authors Introduction and How to Use this Book Introduction to the purposes and structure of the book including an introduction to the eight core Practices for early childhood educators: Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding. Chapter 1: Clever Communicators Both language and conceptual knowledge are critical for understanding texts and for learning about the world. In Chapter 1, early childhood educators learn to support young children in building knowledge, and in developing language, including vocabulary, to talk about the concepts they learn and texts that are read. Chapter 2: Print Navigators As children interact with different types of written text, they learn about how print is used to convey meaning. In Chapter 2, early childhood educators learn to support these understandings by encouraging children to engage with literacy materials in meaningful ways. Chapter 3: Sound–Letter Linkers The understanding that oral language can be broken into smaller sounds is a critical building block for literacy development. In Chapter 3, early childhood educators learn to use games and activities that encourage children to play with sounds in words. Chapter 4: Resourceful Writers In the early childhood years, children can begin to represent their ideas using pictures, symbols, and eventually with letters. In Chapter 5, early childhood educators learn to encourage and support children’s attempts to share their ideas through writing. Chapter 5: Text Comprehenders Young children can understand, enjoy, learn from, and apply ideas from texts and images. In Chapter 6, early childhood teachers learn to engage children in read alouds and other interactions with written text that facilitate language development and higher-order discussion.     Index

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Book SynopsisThis book explores how play is perceived and practiced through the lens of various different professional and international contexts. Children’s experiences of play will vary according to the different institutions and organisations they are involved in across their lifespan during childhood. The chapters cover play from pre-school to adolescence that includes education, playwork and the new developing area of intergenerational play. This wide variety of contexts and cultures raises questions about universal concepts and notions of ‘play’. The editors and contributors explore how policy, practice and research can identify both differences and commonalities between the way that play is perceived and experienced by children and adults across different types of provision. Table of ContentsIntroduction; Pete King and Shelly Newstead.Play and Pre-School; Kathoe Brody.Pre-School Play in South Africa; Taryn Krause.Play in Head Start Programs: The Underutilized Resource; Janette C. Weitzel.Play in UK Primary Schools; Karen McInnes.Play and Education from a Swedish Perspective; Susanne Axelsson.Play Across Australian Schooling; Brendon Hyndman.The Process of Play in a Playwork Context; Shelly Newstead and Pete King.Dangers in the Invisible Playground? Young People and Online Play; Pam Jarvis.Play in The United States of America: Intergenerational Play; LaDonna Atkins and Anita Glee Bertram. Conclusion; Pete King and Shelly Newstead.

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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 SynopsisThis book provides an overview of current practice, policy, and research in early childhood education across the UK. It brings together chapters on all core aspects of early years education and spotlighting vital new areas - each written by established and emerging stars in the field. Each chapter features: • an overview of research in the field • critiques of relevant policy • examples from current practice • an agenda for the future • suggestions for further reading and resources. This text is an accessible and comprehensive read for students and practitioners in the early years sector alike. Cathy Nutbrown is Professor of Education at the University of Sheffield and President of Early EducationTable of ContentsThe Centrality of Play in Early Childhood - Nancy Stewart, Kierna Corr, and Julia Henderson Early Years Curriculum: Past, Present and Future Trajectories - Verity Campbell-Barr and Sasha Tregenza-May Understanding Young Children’s Learning Through Observation And Assessment: Homing In On Fascinations - Sue Allingham and Nicola Brinning Developing A Culture of Sustainability in Early Childhood Education - Alison Featherbe, Louise Lloyd-Evans, and Helen Moylett A Grassroots Approach To Developing Early Years Outdoor Experiences: Building A Community Of Practice - Elizabeth Henderson, Emma Gordon, Helen McKinnon, Jacqueline Bremner, and Maggie MacDonald Working With Families To Support Young Children’s Learning - Cathy Nutbrown and Becky Cook Transitions In Early Childhood Education And Care, Across Time And Day To Day: A Scottish Perspective - Aline-Wendy Dunlop, Lisa Barnes, and Myra McRobbie Inclusive Education For Young Children With Special Educational Needs And Disabilities: Multiple Perspectives - Jan Georgeson, Helen Adams, Emma Short, and Kate Ullman Race, Anti-Discrimination, And Work To Combat The Effects Of Discrimination On Early Years Practitioners And Children - Stella Louis, Sally Cave, and Nazma Meah Gender and LGBTQ+ Inclusive Practice in Early Childhood - Shaddai Tembo and Fifi Benham Combatting The Effects Of Poverty On The Outcomes Of Young Children And Their Families: The Role Of Children’s Centres - Kathy Sylva and Lesley Curtis The Early Years Workforce: Roles, Qualifications, And Experiences - Nathan Archer and David Yates Leadership in Early Childhood Education - Elizabeth Wood, Louise Kay, and Jessica Travers An Agenda For The Future Of Early Childhood Education - Cathy Nutbrown and Beatrice Merrick

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