Pre-school and kindergarten Books

Book SynopsisWith the increased focus on providing for children's mental health, there is ever more demand for resources that will support educational settings to help children develop the skills needed to cope in today's world. This book presents nursery and school staff with a simple, jargon-free guide which offers a creative approach to supporting young children to develop their social and emotional skills throughout the academic year. Developing Children's Resilience and Mental Health is a comprehensive programme made up of fun, practical activities in a 32-session format. Each session contains a warm-up, main learning activity, and relaxation exercise, focusing on four REAL core themes of development: Relationships Emotions Awareness Learning Each session can be carried out on a weekly basis to build a firm foundation for children''s development and to help reduce issues rTable of ContentsSection 1. Introduction Section 2. Top tips for teachers Section 3. Relationships Section 4. Emotions Section 5. Awareness Section 6. Learning Section 7. Appendices

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Book SynopsisSpot What's Different Language Cards are designed to promote language skills through understanding the concept of different'. Comprising of 48 large flashcards, each pair of scenes includes one card showing the original scene and another with either one, two, three or four things changed. The differences between each pair of cards have to be both identified and explained and the different levels of difficulty encourage a child''s progress in simple stages. The cards are brightly coloured with appealing illustrations for young children, showing scenes such as the seaside, jungle, snow, farm, house and countryside. The second edition includes updated illustrations and additional guidance for non-specialists on how to use the cards in different ways to encourage a child's observation, attention and expressive language development in response to wh' questions. These fun and easy to use cards are ideal for anyone working with young children to develop their vocabulTable of Contents48 A5 colour flashcards depicting a range of illustrations with a number of items changed. Includes introductory booklet with instructions in French, German and Spanish.

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Book SynopsisCooking provides children with a wealth of opportunities to discover new materials and processes; develop their physical and social skills; and lead their own learning. Helping teachers and practitioners make the most of the valuable learning opportunities that cooking offers, this book provides all the information, support and inspiration needed to successfully introduce cooking into Early Years and Key Stage One provision.Packed with practical tips, case studies and first-hand advice from teachers and practitioners, Inspiring Learning Through Cooking offers valuable guidance on everything from setting up a cooking area to growing your own produce and using cooking activities to the full benefit of the child. With over 600 colour images and 50 step-by-step, photocopiable recipes, suggested cooking activities are suitable for independent use by children. Recipes reflect and promote the ongoing development of children's skills, and illustrate how cooking canTrade Review"It's amazing, when you stop to think about it, just how many learning opportunities cooking offers (an understanding of science, following instructions, planning ahead, nutritional information, social skills are just a few) - and with the benefit of an enjoyable end result. Incorporating cooking and associated activities into the curriculum really is a win-win situation. This highly practical book is really easy to use; it starts by highlighting the ways cooking can be used as a tool for learning. This is followed by recipes and guidance. Teachers will find the case studies and first-hand advice from teachers and practitioners to be really useful, and the accompanying photos are excellent for communicating techniques. " - Sarah Brew, Parents in TouchTable of ContentsAcknowledgements PART ONE Cooking as a tool for learning Chapter One: Introduction Chapter Two: Characteristics of Effective Learning Chapter Three: Early Years Foundation Stage Curriculum Chapter Four: Key Stage One Curriculum Chapter Five: Introducing Cooking Provision Chapter Six: Setting up a Cooking Area PART TWO Recipes and guidance Chapter Seven: EYFS Recipe Guidance Chapter Eight: Key Stage One Recipe Guidance Early Years Foundation Stage - Recipes Key Stage One – Recipes EYFS Risk/Benefit Assessment KS1 Risk/Benefit Assessment Index

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Book SynopsisThis accessible guide will be an invaluable resource for early years practitioners looking to make a positive difference in their settings by using action research or teacher enquiry. Guiding readers through the practical steps, issues, and potentials of conducting research in a variety of early childhood settings, the book will increase practitionersâ confidence, enabling them to bridge the gap between recognising room for improvements and instigating necessary changes.Divided into easy-to-follow sections, A Practical Guide to Action Research and Teacher Enquiry: Making a Difference in the Early Years offers clear definitions and explanations of action research along with explanations of how it can be applied in early years settings to effectively and efficiently improve outcomes for children. Chapters outline a clear rationale for engaging in action research, highlight purposes and potentials of various approaches, and provide a helpful step-by-step discussion of theTable of ContentsAcknowledgements Foreword by Dr Guy Roberts-Holmes Introduction Part One: Action Research – Theory and Practice Introduction What is Action Research? How Did Action Research Develop? The development and application of action research in education Why engage in Action Research in the Early Years? What is in it for me? Professional Development Team development Children’s development Evidence-informed practice Making the difference: Planning your project with Impact Evolution Input- or output-based evaluation Ethical Considerations Summary Part Two: The Phases of Action Research Introduction Identifying a focus Ask a question Planning and Implementing a change Innovate Evaluating Impact How will you know you have been successful? Considering the future Summary Part Three: The Projects Introduction Project 1: Mindful Yoga in a Nursery School Project 2: Developing the outdoor area to support early numeracy Project 3: Storytelling Project 4: Continuing professional development policy Project 5: Personal, Social and Emotional Development at lunchtime Project 6: Talking Partners at Primary Project 7: Parental Engagement Project 8: Early writing Project 9: Promoting a love of reading Project 10: 0–2-year-old room Conclusion References Appendices Appendix I Identifying a focus Appendix II Collating evidence Appendix III Planning for impact Appendix IV Planning for impact Appendix V Evaluating impact Appendix VI: Considering the future

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Book SynopsisThis comprehensive text highlights new developments in sociological, educational and psychological aspects of socialisation, examining how human beings as ''subjects'' experiencing, thinking and acting individuals confront the material, social and cultural ''objects'' of their environment and sustain their position. The authors provide an overview of the most important theories of socialisation, then integrate these using the Productive Processing of Reality (PPR) model. This novel approach is applied to a life course analysis, examining developmental tasks and the challenges of productive processing of the internal and external reality at various stages of development. The book also considers contexts, addressing the inequalities between different socio-economic and ethnic groups and genders, to consider how humans with their genetic dispositions and their individual instincts and needs solve the task of coping with the requirements of society, culture and economy while atTrade Review"Socialisation seems like such a simple topic at first glance, but, as this book illustrates so well, the interactions between person and environment that constitute socialisation are incredibly complex. Hurrelmann and Bauer distill all of this complexity in an artfully accessible way that speaks to both psychology and sociology." – Robert Crosnoe, The University of Texas at Austin, USA"The authors’ key concept of ‘Productive Processing of Reality’ is much more than a catchy formula: it integrates approaches and findings from several disciplines, addressing many questions of how individuals master tensions between social integration and individuation. The book’s highly readable style will be a discovery for many readers." - Doris Bühler-Niederberger, Bergische Universität Wuppertal, GermanyTable of ContentsAbout the authors 1. The understanding of socialisation 2. Socialisation as productive processing of reality 3. Coping with developmental tasks 4. Productive processing of reality during the life course 5. Socialisation in the individual life stages 6. Contexts of socialisation in the life course 7. Inequality of socialisation during the life course 8. Conclusion and outlook Bibliography Index

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Book SynopsisThis second edition of Supporting Boys' Writing in the Early Years shows how you can help boys to become confident and capable writers by supporting them to write in ways that make sense to them on the move, outside and inside, in dens, in bushes, in mud, or sprawled on the floor dressed as superheroes. The book reveals that a playful, child-centred approach can allow boys and girls to develop a writers' voice, raise attainment in writing and enhance all aspects of young children's development.This new edition includes: brand new examples, case studies and photographs from over 200 recent early writing projects; up-to-date references fully in line with the latest Early Years Foundation Stage (EYFS) documentation; a response to the increased focus in schools on handwriting, in particular on cursive handwriting; a questioning of the place of objective-led print in the classroom and a recommendation that environmental print shouTable of ContentsIntroduction Chapter 1 Write from the start Chapter 2 Creating a writing-rich environment Chapter 3 Discovering a writer’s voice Chapter 4 Writing for a purpose Chapter 5 The role of the adult in supporting young writers Chapter 6 Writing and cross-curricular learning Chapter 7 Working with parents to support early writing Conclusion Appendix 1 Boys' Writing Project – the action planning process Appendix 2 Boys' Writing Project play audit Appendix 3 Boys' Writing Project case study Appendix 3 Case Study 1 Appendix 3 Case Study 2 Appendix 4 Boys' Writing Project – end of project summary References

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Book SynopsisGetting Ready to Learn describes how educational media have and are continuing to play a role in meeting the learning needs of children, parents, and teachers. Based on years of meaningful data from the CPB-PBS Ready To Learn Initiative, chapters explore how to develop engaging, playful, and developmentally appropriate content. From Emmy-Award-winning series to randomized controlled trials, this book covers the media production, scholarly research and technological advances surrounding some of the country's most beloved programming.Trade ReviewFeaturing a Foreword by Dr. Alice Wilder and Sir Ken Robinson"Combining in-depth research analysis and practical case analysis, the collected authors in Shelley Pasnik’s book present a hopeful vision of how technology and media can support children’s learning. It models a kind of intentional, thoughtful, and creative approach that gives positive meaning to media and technology much needed in the often noisy world of mindless consumption."—Junlei Li, Fred Rogers Center/Zaentz Early Childhood, Harvard University, USA"At last! A comprehensive and highly readable account of the CPB/PBS Ready to Learn initiative, which has fundamentally transformed children’s television programming. This is the first and only volume that puts all the accumulated research together, and will be a valuable resource for anyone interested in educational media. It will prove once and for all that high quality programming can be a valuable resource for children’s social-emotional learning and cognitive development."—Susan B. Neuman, Professor of Childhood and Literacy Education, New York University, USA"In this well-researched collection, Pasnik and her colleagues distinguish what makes the Ready To Learn initiative so unique, how it’s made a positive difference in the lives of many families, and why it is an excellent public investment. Getting Ready to Learn makes an extremely strong case for why and how thoughtful, intentionally produced media can make a big difference in the lives of young children, especially children who are most in need of additional support and resources."—Michael Robb, Senior Director of Research, Common Sense Media, USA"This book brings together scholarly articles from a wide range of contributors who each bring their own expertise to bear, bringing us a truly authoritative book. Educational media has a significant and seemingly ever-increasing role to play in meeting the learning needs of children, parents, and teachers. This book draws on years of meaningful data from the CPB-PBS Ready To Learn Initiative, with chapters exploring how to develop engaging, playful, and developmentally appropriate content. From Emmy-Award-winning series to randomised controlled trials, this book covers the media production, scholarly research and technological advances surrounding some of the US's most beloved programming."— Sarah Brew, Parents in TouchTable of ContentsForeword by Dr. Alice Wilder and Sir Ken Robinson 1. Ready To Learn and Public Media: Improving Early Learning Outcomes for America’s Children David Lowenstein, Pamela Johnson, and Michael Fragale 2. From Mission to Screens: The PBS KIDS Approach to Content Sara DeWitt and Linda Simensky 3. Using Media to Foster Parent Engagement Megan Silander and Elisa Garcia 4. Building Learning Pathways and Community for Early Childhood Educators Lori Brittain, Jean Crawford, Sara Shapiro, Jeanne R. Paratore, Alejandra Salinas, Lisa O’Brien, and Sarah Blodgett 5. When Creativity + Collaboration = Success: The Making of "Peg + Cat" Kim Berglund 6. Children’s Mathematical Thinking and Learning: The Importance of Study Design and Aligned Assessments in Promoting and Capturing Learning Deborah Rosenfeld and Daisy Rutstein 7. What Early Childhood Educators Need in Order To Use Digital Media Effectively Phil Vahey, Regan Vidiksis, and Jaime Gutierrez 8. Curation and Mediation: Essential Ingredients When Supporting Children’s Learning Savitha Moorthy and Ximena Domiìnguez 9. Preschoolers Learn To Think and Act Like Scientists with "The Cat in the Hat" Sara S. Sweetman, Lawrence S. Mirkin, Anne E. Lund, and Shannon K. Bishop 10. Science Takes Center Stage: Design Principles To Support Young Children’s Science Learning with Media Marion Goldstein, Claire Christensen, Sarah Gerard, and Megan Silander 11. Permission to Speak: How Educational Media Can Start and Extend Dialogue for Kids and Adults Naomi Hupert and Alexandra Adair 12. Informational Text Adventures with "Molly of Denali" Nell K. Duke, Carol Greenwald, and Anne E. Lund 13. Building Community Partnerships to Support Family Learning Aaron Morris, Devon Steven, and Kea Anderson 14. How Ready To Learn Is Bringing Inclusive Design to PBS KIDS Jennifer Rodriguez and Michael Conn-Powers 15. Adaptive and Personalized Educational Games for Young Children: A Case Study Jennifer Rodriguez, Dylan Arena, and Jeremy D. Roberts 16. Innovations in Evidence and Analysis: The PBS KIDS Learning Analytics Platform and the Research It Supports Jeremy D. Roberts, Charles B. Parks, Gregory K. W. K. Chung, Elizabeth J. K. H. Redman, Katerina Schenke, and Cosimo Felline

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Book SynopsisDeveloping Early Communication, Language and Learning Skills at Home is full of tried-and-tested, practical activities for children developing their communication, language and learning skills including those with special educational needs and disabilities. This book provides parents, teachers and therapists with a range of playful and engaging activities to consolidate and develop children's language and communication skills at home and school.Organised into five areas, the resource includes motivating activities around the themes of outdoor activities, daily routines, messy play, games for turn-taking and games to encourage creativity and make sense of the world. Features include: 50 activities, each with a list of equipment, instructions, top tips, key vocabulary and ideas for extending the activity next time Symbol boards for each activity to support children's understanding and experiences Photocopiable sheets for ease of useTable of ContentsPreface 1. Introduction 2. Explore Outdoors: 10 playful activities to engage in outdoors 3. Daily Routines: 10 playful activities to enjoy during daily routines 4. Messy Play: 10 playful activities that use everyday items 5. Games: 10 playful activities to develop turn-taking and friendships 6. Understanding the World: 10 playful activities to help children make sense of the world and develop their creativity

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Book SynopsisThis seventh edition of the best-selling The SENCo Handbook has been updated to reflect the impact that the implementation of the SEND Code of Practice (DfE/DoH 2015) has had on policy and practice in schools and for SENCos. It provides vital information on statutory requirements, practical approaches to the SENCo role and responsibilities and perceptive analysis of issues relevant to all schools, Early Years settings and colleges. Debate and discussion of the different aspects of the SENCo role reveals how it has changed and will change. Written in an accessible and informative format, with numerous examples of good practice, this book will help all SENCos, headteachers and school leaders to create and implement effective whole school policies for special educational needs.Key topics include: leading and managing change in SEND policy and practice developing whole school approaches to policy and practice for SEND builTable of ContentsForeword About the authors Acknowledgements How to use this handbook Abbreviations Chapter One: Special Educational Needs: Legislative and Historical Perspectives Chapter Two: Roles and Responsibilities within Whole-School SEN Co-ordination Chapter Three: Identification, Assessment, Planning and Reviewing Provision Chapter Four: Supporting Teaching and Learning Chapter Five: Managing Effective Support Chapter Six: Working with Parents, Children and Young People Chapter Seven: Working with Professionals and Organisations beyond the School Chapter Eight: Working in Partnership at Transition Periods Chapter Nine: The SENCO's Role in Leading and Managing SEND Administration Chapter Ten: The SENCO's Role in Leading and Managing Change Chapter Eleven: Supporting the SENCO in Developing Inclusive Practice Activity Pack Appendices Source Lists References Index

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Book SynopsisFully updated to reflect the current status and understandings regarding outdoor provision within early childhood education frameworks across the UK, this new edition shows early years practitioners how to get the very best from outdoor play and learning for the enjoyment, health and education of young children up to age seven.This invaluable resource gives sound practical guidance for providing:play with water, sand and other natural materials; experiences with plants, growing and living things; movement and physical play; construction, imaginative and creative play; and explorations into the locality and community just beyond your garden. This full-colour third edition has been further developed to act as a comprehensive source book of relevant materials, bTable of ContentsDedication; Acknowledgements; Introduction; Chapter One: Providing for play with water outdoors; Chapter Two: Providing natural materials outdoors; Chapter Three: Providing experiences of the living world outdoors; Chapter Four: Providing for movement and physical play outdoors; Chapter Five: Providing for imaginative, creative and expressive play outdoors; Chapter Six: Providing for construction and den play outdoors; Chapter Seven: Providing outdoor experiences beyond the garden; Index

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Book SynopsisThe Chatterbugs Manual is a practical resource for all those supporting the development of the foundation communication skills of attention and listening, turn-taking and early vocabulary in children. The Chatterbugs programme has been designed to bridge the gap between education and specialist speech, language and communication provision, specifically with Early Years mainstream settings in mind. It enables school staff to prepare childrenincluding those with delayed communication skills, EAL learners, or children with suspected special education needsfor learning in school by developing their communication skills through the use of robust communication strategies. The Chatterbugs Manual contains: An overview of the programme, including step-by-step instructions on how to plan and deliver a Chatterbugs session Guidance on identifying children likely to benefit from the programme Trade Review"The publication of The Chatterbugs Manual is a golden opportunity for schools everywhere to take advantage of this thoroughly researched and highly successful early language development programme. I’ve seen the Chatterbugs programme in action in several primary schools, and I know that it works. The meticulously maintained progress tracking data that forms an essential component of the approach demonstrates very clearly that almost all the children who complete the 12-week programme make excellent progress in improving their skills of paying attention, listening carefully and taking turns, and that they make great strides in developing their vocabulary. The children I’ve observed in Chatterbugs sessions demonstrated huge enjoyment in their learning, and they were clearly fully engaged in what they were doing. The Chatterbugs Manual will provide schools with an invaluable resource to meet the needs of young children who need extra support in developing their communication skills." – John Dewhurst, School Leadership Consultant"The combination of well-structured and lively activities, good use of song, visual and physical cues and small groups mean that children, including those with English as an additional language, make very good progress." – Cathy Twist, Director, Education and Learning, London Borough of Lambeth"Chatterbugs is a tried and tested Early Years intervention targeted at those children who start school without the language, attention and turn taking skills required. It has been developed and refined over a number of years, with over 1000 children benefitting. Chatterbugs is a no fuss, practical resource. The guidance is very easy to follow, and I expect teaching assistants will be able to run groups and track progress independently once they get going. SENCOs will find this resource extremely useful, as it can built into a school’s graduated response for children with SEND." - Stephen Parsons, Speech and Language Therapist, Author and Trainer, Thinking Talking "As someone who has spent their whole career working with children with SEND, I am aware of the importance of high quality assessment evidence and the value of well pitched early intervention. The Chatterbugs Manual provides a clearly articulated, carefully sequenced framework that will help schools to secure the prerequisite skills necessary for later success in reading. Its systematic use provides an opportunity to understand and address areas for improvement and put in place developmentally appropriate activities in order to maximise impact on pupil progress." - Simon Knight, National SEND Leader, Whole School SEND, UKTable of Contents1. Introduction to Chatterbugs 2. Chatterbugs Programme Structure and Preparation 3. Chatterbugs Programme – Personnel, Participants and Paperwork 4. Chatterbugs Sessions 5. Chatterbugs Outcomes 6. Chatterbugs Frequently Asked Questions 7. Chatterbugs Models of Implementation and Training. Appendix I: Chatterbugs Guidance A. Chatterbugs Targets B. Chatterbugs Activities. Appendix II: Chatterbugs Tracking A. Chatterbugs Baseline and Skills Review B. Chatterbugs Daily Tracking Sheet. Appendix III:Chatterbugs Resources A. Chatterbugs Programme Preparation Checklist B. Chatterbugs Resource Construction C. Chatterbugs Visual Timetable Construction D. Chatterbugs Vocabulary List E. Chatterbugs Resources

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Book SynopsisThe revised edition of this highly practical guide to creating and using multi-sensory environments is packed full of ideas for low-cost, easy-to-assemble multi-sensory environments suitable for children of varying ages and abilities. Each creative learning environment is designed to be constructed in a classroom or school hall, encouraging creative thinking and learning, and the development of social and emotional skills. Each environment idea is accompanied by suggestions for use for children with special educational needs.Key features of the revised edition include: Ideas for creating sensory experiences that stimulate all the sensory channels auditory, visual, kinaesthetic, olfactory and gustatory Suggestions for extension or differentiation depending on student capability or time available A summary of the theory and background to multi-sensory learning, to allow you to adapt the suggested scenarios according to theTrade Review‘This book will offer a whole new world of sensory experience for all students. The author, Christopher Davies, fully appreciates the time demands on school staff. His instructions are meticulous and detailed – offering total solutions for busy teachers to create stimulating learning environments. Be prepared to be "wowed".’ Lorraine Petersen, CEO of nasen ‘As an experienced teacher still working in the classroom after twenty years I know I will use this book.’ John Naylor, Advanced Skills Teacher, Yeoman Park School ‘This book provides a treasure chest of ways to motivate and engage children and the adults working with them. It is accessible to anyone and with a minimum of resources can be used to create memorable learning environments and magical moments. Be prepared to be inspired and re-energised!’ Isobel Dearman, Deputy Headteacher, Hillcrest School Table of ContentsIntroduction SECTION ONE: Getting started Structures for creating spaces Defining the space Entrances SECTION TWO: Environments and activities Part 1: Rooms within rooms Part 2: Newsprint Part 3: Card and cardboard Part 4: Other . . . SECTION THREE: Appendices

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Book SynopsisTeaching Science and Technology in the Early Years (37) celebrates young children's amazing capabilities as scientists, designers and technologists. Research-based yet practical and accessible, it demonstrates how scientific designing and making activities are natural to young children, and have the potential for contributing to all aspects of their learning.By identifying the scientific and technological concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. This third edition has been thoroughly updated and features: fresh insights into young children's learning from neuroscience and new-materialist' perspectives; a UK-wide perspective on Early Years curricula and how they support the inclusion of science and technology as an entitlement for young children; new caseTrade Review"This is the third edition of this valuable book, and it's good to see it kept up to date as it's a subject where change happens very quickly. It celebrates and raises awareness of young children’s amazing capabilities as scientists, designers and technologists and demonstrates how scientific designing and making activities are natural to young children, and have the potential for contributing to all aspects of their learning." - Sarah Brew, Parents in Touch Table of ContentsList of figures, tables and learning stories List of contributors Acknowledgements Part One: The principles of teaching science and technology in Early Years settings 1.Introduction 2.Young children as scientists, designers and technologists – theories of learning 3.Talk, narrative and sustained shared thinking 4.Outdoor learning in science and technology 5.Assessing and documenting children’s learning 6.Planning for science and technology in the Early Years setting Part Two: Guidance on teaching thematic science and technology topics 7.Sowing the seeds – a thematic approach to plant life in Early Years education 8.A thematic approach to humans and animals in Early Years education 9.A thematic approach to everyday materials in Early Years practice 10.A thematic approach to changing materials in Early Years settings 11.A thematic approach to forces, magnets and electricity in Early Years settings 12.A thematic approach to sound, light and space in Early Years settings 13.Moving on – transitions in Early Years science and technology References Index

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Book SynopsisMary D. Sheridan's Play in Early Childhood is a classic introductory text to play and development key topics for all those who work with young children. Drawing on the most up-to-date evidence, it explains how children's play develops and how they develop as they play. With over 100 illustrations and observations of play from birth to six years, this new edition presents classical and contemporary literature, making clear links between play and all areas of children's development. It includes updated activities to consolidate thinking and suggestions for further reading throughout. This text considers: the development, value and characteristics of play issues relating to culture, adversity, gender, attachment and brain development play from recreational, therapeutic and educational perspectives the role of parents/caregivers and professionals in supporting play how to develTable of Contents1. Theorising about Play 2. Observing and Reflecting on Children at Play 3. The Development of Children’s Play: Sheridan’s Observations 4. Outlines of Some Significant Play Sequences 5. Variation in Children’s Play 6. Providing for Play 7. Useful Organisations

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Book SynopsisThis inspiring book shows how Early Years staff can support the best possible practice for children under three and their families whilst making use of the limited funding available. Promoting the idea of infants as powerful learners, the authors focus on 0-3 years as the vital first phase of education and care, which can require a very specific pedagogical approach. They discuss the principles that underpin the practice of working with the youngest children, the critical nature of highly effective pedagogical practice and the important role of family workers in building relationships with parents and the extended family.Working with Children Aged 03 and Their Families explores the challenges and responsibilities of working with young children and communicates the Pen Green approach'. Pen Green has become a focal point for Early Years professionals due to its outstanding Early Years provision. The innovative approach chronicled in this book will encourage practitionersTable of ContentsAbout the ContributorsForewordAcknowledgementsIntroduction1. Principles for working with children under three and their families 2. Setting up the baby and toddler provision at Pen Green 3. Establishing the birth-to-three team and building their capacity to work with young children in an education and care provision 4. The role of the Family Worker 5. Supporting families in challenging circumstances: extending the 'Key Person' role6. Celebrating the voice of the child 7. 'Pedagogic Strategies': a conceptual framework for effective parent and practitioner strategies when working with children under five8. Consultancy observation: a methodology to promote group reflective capacity9. Universal and specialised groups for children under three and their families 10. Growing Together: a group for parents and carers with infants and toddlers 11. The ‘Being Two’ project: disseminating good practice locally and nationallyIndex

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Book SynopsisThis new edition provides a comprehensive guide for safeguarding and child protection in the early years. Aimed at both students and practitioners, it offers clear insight and guidance into the legal and policy foundations for effective safeguarding practice, together with both the historical context and also more contemporary developments in safeguarding practice in the early years sector. This second edition has been fully updated to reflect current legislation and includes new material on interagency work, supporting children's resilience and safeguarding all children. Drawing on the everyday dilemmas and experiences of early years professionals, it helps you to find solutions to both practical and moral issues in a context of legal duties and responsibilities. The chapters consider: the historical context of safeguarding and child protection the legislative framework around safeguarding and child proTable of ContentsContributors Acknowledgements Chapter 1. Introduction Steven Burton and James Reid Part 1. Legal and policy foundations, and key safeguarding concerns Chapter 2. The recent history of central government guidance about child protection Nigel Parton and James Reid Chapter 3. The social, legal and practice context for protecting and safeguarding children James Reid Chapter 4. Abuse in the Early Years – Children’s experiences of physical, sexual and emotional abuse Neil Ventress Chapter 5. Neglect in the early years Neil Ventress Chapter 6. Socialisation and consequential abuse Neil Ventress Part 2. Everyday practice dilemmas and experiences Chapter 7. Safeguarding within the Early Years Foundation Stage Julie Percival Chapter 8. Safeguarding children’s health and wellbeing Sharon Frankland Chapter 9. Safeguarding children from online danger Steven Burton Chapter 10. The primacy of communication in safeguarding Steven Burton Chapter 11. Inter-agency working, observation and assessment Frances Marsden, Samantha McMahon and Andrew Youde Chapter 12. Supervision and reflective practice Samantha McMahon and Julie Percival Chapter 13. Conclusion Steven Burton References

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Book SynopsisNurturing Young Thinkers Across the Standards: K2 provides multiple practical resources to assist teachers in working with standards across subject areas in ways that bring critical thinking into the everyday process of learning content and skills. The authors provide suggestions for engaging and sustaining children's interest and illustrate the use of teaching language that actively nurtures the habits of lifelong learning. The book is rich with opportunities for developing tools for design, implementation, and assessment of vibrant integrated curricula for K2 students that support the development of cognitive skills and increase confidence in their abilities to think and learn.Table of ContentsChapter 1: The Standards: A Vehicle to Actively Engage Young LearnersChapter 2: Key Learning Processes Standards and How we TeachChapter 3: Nurturing Learning Through Authentic InteractionsChapter 4: AssessmentChapter 5: Embedding Process into Instructional Plan Targeting Content: Grade PreK-KChapter 6: Embedding Process into Instructional Plan Targeting Content: Grade 1-2Chapter 7: The Challenges Ahead

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Book SynopsisThis fourth edition of the bestselling Mathematics in Early Years Education provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics number and counting, calculation, pattern, shape, measures and data handling it provides a wide range of practical activities and guidance on how to support young children's mathematical development. There is also guidance on managing the transition to KS1 and a strong emphasis throughout on creating home links and working in partnership with parents. This new edition has been fully updated to incorporate the latest research and thinking in this area and includes: why mathematics is important as a way of making sense of the world how attitudes to mathematics can influence teaching and learning how children learn mathematics and what they are capable of learning how technology can support maths teachingTable of Contents1. Learning mathematics in early years settings 2. Planning, organising and assessing for mathematics 3. Number and counting 4. Calculating and problem solving with number 5. Pattern 6. Shape and space 7. Measures: making comparisons 8.Sorting, matching and handling data

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Book SynopsisYoung Children's Experimental Cookery encourages Early Years practitioners and teachers to take an innovative and creative approach to introducing young children to food and cooking. The book addresses wider issues such as healthy eating and food preparation skills, but also moves beyond the concept of traditional cookery lessons to celebrate food as a creative medium, offering immense scope for multi-sensory exploration and a variety of high quality learning experiences.Practitioners are encouraged to abandon recipes, take a step back, and afford children the freedom to chop, mix, stir and concoct their own creations, exploring fresh ingredients and experimenting with new tastes and smells along the way. Bridging the gap between food preparation and the development of confidence, imagination and creative-thinking skills, this open-ended approach to cooking sessions will equip children with skills which go far beyond those needed in the kitchen.FTrade ReviewThis book is a wonderful illustration of the way in which an innovative and creative approach to food and food preparation can encourage children, parents and practitioners to share experiences, learn together and embrace healthier lifestyles. It is particularly exciting to see the children grow in confidence, explore fresh ingredients, experiment with new tastes and smells and follow their own lines of enquiry."Sally Jaeckle, Early Years Services Manager, Bristol City Council, UK.The book looks in considerable depth into a vital area of children’s learning, how children develop their imagination and creativity in the context of using food as a creative material. The focus on multi-sensory exploration, creative thinking and imagination has been key to the success of this approach.Penny Hay, Senior Lecturer in Arts Education, Bath Spa University, UK, and Director of Research, 5x5x5=creativity."Young Children's Experimental Cookery, (...) encourages early years practitioners and teachers to take an innovative and creative approach to introducing young children to food and cooking. (...) The book also addresses wider issues, such as healthy eating and food preparation skills, but its value is in moving beyond the concept of traditional cookery lessons and instead to celebrate food as a creative medium, making this a highly stimulating read."Neil Henty, eyeTable of ContentsAcknowledgements 1. Introduction 2. Food, Cooking and Creative Thinking 3. Young Children’s Experimental Cookery 4. Vegetables 5. Fruit – Fresh and Frozen 6. Herbs and Spices 7. Equipment 8. Food session with the Under Threes 9. The Role of the Adult 10. Inclusion 11. Cultural Influences 12. Parents as Partner 13. A Guide to Starting a Creative Food Project 14. How the Project Has Influenced Our Practice? References and Suggested Reading

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Book SynopsisThis book provides a reconstruction of Aristotelian character education, shedding new light on what moral character really is, and how it can be highlighted, measured, nurtured and taught in current schooling. Arguing that many recent approaches to character education understand character in exclusively amoral, instrumentalist terms, Kristjánsson proposes a coherent, plausible and up-to-date concept, retaining the overall structure of Aristotelian character education.After discussing and debunking popular myths about Aristotelian character education, subsequent chapters focus on the practical ramifications and methodologies of character education. These include measuring virtue and morality, asking whether Aristotelian character education can salvage the effects of bad upbringing, and considering implications for teacher training and classroom practice. The book rejuvenates time-honoured principles of the development of virtues in young people, at a time when character' featTrade Review"Kristja´nsson’s book is a valuable contribution to moral education and a timely corrective to contemporary character education efforts. Even the skeptical reader may have the impression that his goals are achievable, and the many references to his ongoing work at the Jubilee Centre suggest that he will continue to show us how." - Matthew J. Hayden, Journal of Moral Education "This highly informative and rigorous book gives the best available explanation of the importance and significance of Aristotelian character education, reminding readers that performance is not enough if it is not underpinned by moral virtue and providing a desirable social vision of flourishing individuals in a flourishing society." - SciMedNet"Overall, Aristotelian Character Education answers many questions, rebuts many objections, and clarifies the strengths, weaknesses, and remaining challenges for ACE. It is an exceptionally useful, cross-disciplinary resource." - Howard J. Curzer, The Philosophical Quarterly"It is difficult to find fault with Aristolian Character Education by Kristjan Kristjansson. In eight engagingly written and thoroughly researched chapters, he introduces the reader to Aristotelian character education, defends it against critics and develops a contemporary version in the spirit, if not always the letter, of Aristotle’s virtue theory." - Nancy E. Snow, The University of Oklahoma, British Journal of Educational StudiesTable of Contents1. Introduction: What is Aristotelian character education? 2. Some Persistent Myths about Aristotelian Character Education 3. Measuring Virtue for Aristotelian Character Education 4. Phronesis and Aristotelian Character Education 5. Can Aristotelian Character Education Undo the Effects of Bad Upbringing? 6. Towards Method: Dialogue and Aristotelian character education 7. Educating the Educators: Teachers and Aristotelian character education 8. Concluding Reflections

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Book SynopsisThrough a series of exquisite encounters with children, and through a lucid opening up of new aspects of poststructuralist theorizing, Bronwyn Davies opens up new ways of thinking about, and intra-acting with, children. This book carefully guides the reader through a wave of thought that turns the known into the unknown, and then slowly, carefully, makes new forms of thought comprehensible, opening, through all the senses, a deep understanding of our embeddedness in encounters with each other and with the material world. This book takes us into Reggio-Emilia-inspired Swedish preschools in Sweden, into the author's own community in Australia, into poignant memories of childhood, and offers the reader insights into: new ways of thinking about children and their communities; the act of listening as emergent and alive; ourselves as mobile and multiple subjects; the importance of remaining open to the noTable of Contents1. Children and community 2. Emergent listening as creative evolution 3. Being-knowing-becoming in relation to the other 4. Reading anger in early childhood intra-actions 5. The affective flows of art-making 6. Lines of flight in stories for children.

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Book SynopsisThis practical resource takes a holistic view of the learning and development of children with autism, taking into account the nature of their social-emotional learning and the transactional nature of difficulty. Using an interdisciplinary approach, this accessible and practical text invites practitioners, pupils and parents to reflect on their understandings, beliefs and values and to make appropriate adjustments in their practice. Split into five chapters, this book covers some of the main issues involved in observation-based teaching and learning, including: educational assessment for pupils with special educational needs and disability points to consider when observing autistic pupils methods for listening within inclusive autism education learning outcomes for autistic pupils in relation to well-being, social participation and communication compiling pupil profiles that are suitable for autistic pupils. Aligning reseTable of ContentsFigures and tables Preface 1. Taking an educational perspective on the autistic pupil 2. Making observations 3. Listening to children 4. Assessment and planning 5. Compiling pupil profiles and evaluating practice References Index

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Book SynopsisThis book provides readers working in a diverse range of early years settings with the underpinning knowledge required to increase their effectiveness in working with young children. It will explore a wide range of issues including: the roles and responsibilities of practitioners; developing reflective practice; how children learn and develop; early years curriculum; working with parents and professionals and developing inclusive environments.* Appropriate for all SureStart Unit Recognized Awards* Helps students meet the learning outcomes of the Statement of Requirement* Covers the birth to eight age range* Includes Practical work-related activities and issues for reflectionCombining an understanding of the relationship between practical workplace issues and relevant academic knowledge, this is a core textbook for all Foundation Degree students working in early years education and care. It is also highly relevant for students following an Early Childhood Studies degree or B.Ed/PGCE Early Years course.Table of ContentsPart One: Creating Empowering Environments; Changing times: Early years practitioners today; Working with other professionals; Partnerships with parents; Positive learning environments: Listening to and protecting children; Reflection in practice; Part Two: Environments for Learning; Play and learning; Learning and developing from birth to 3; Learning and developing 3-8; Inclusive education; Assessing learning; Part Three: Curriculum in Practice; Developing children's self esteem and identity; Supporting creativity and physical development; Supporting communication, language and literacy; Supporting mathematical development; Exploring the world and using ICT; Alternative perspectives on curricula

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Book SynopsisIt is now officially acknowledged that outdoor play is extremely important for young children's development and that a few old bikes and a climbing frame just will not do. This book shows how to develop an outdoor learning environment properly for young children and how adult supporters should behave in this space.This book offers examples of good outdoor practice in a range of early years settings. Both practical and theoretical aspects of learning outdoors are covered, tracking a shared enthusiasm for outdoor play amongst practitioners, children and parents.The book shows how the authors set about solving common problems encountered in the outdoor area, and, using photographs, plans and written observations, the book shows how stimulating outdoor learning environments can be created.Table of ContentsForeword, Acknowledgements, About the authors, Preface, Introduction, Background to the Brent Outdoor Play Project, Section 1. Outdoor Learning in Practice, 1. Deciding on the size and scope of your project, 2. Planning and resourcing outdoor play, 3. Creating the outdoor learning environment, 4. What do children learn outdoors?, 5. Barriers and solutions, 6. Benefits of outdoor play, Section 2. Forms and Checklists, Section 3. Further Ideas and Materials to Develop Outdoor Provision, Bibliography, Useful contacts, Index

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Book SynopsisThe scope of these chapters reflects the strong influence that Sandra Wood Scarr’s scholarship—her empirical research and theoretical contributions—has had on what we know about experience and development via the lens of the psychological sciences, especially the fields of developmental psychology, behavior genetics, early education and child care. Table of ContentsK. McCartney, R. Weinberg, Preface. R. Weinberg, Sandra Wood Scarr: Her Intellectual History, Professional Journey, and Legacy. J. Arnett, J.L. Tanner, Toward a Cultural-Developmental Stage Theory of the Life Course. T.J. Bouchard Jr, Strong Inference: A Strategy for Advancing Psychological Science. R. Polomin, The Nature of Nurture. E. Turkheimer, K.P. Harden, B.D’Onofrio, I.I. Gottesman, The Scarr-Rowe Interaction Between Measured Socioeconomic Status and the Heritability of Cognitive Ability. K. McCartney, D. Berry, Whether the Environment Matters More for Children in Poverty. I.D. Waldman, Contributions of African-American Samples to Contemporary Molecular Genetic Research. K. Deater-Deckard, Parenting the Genotype. J. Dunn, Social Relationships and the Development of Understanding Others. M. McGue, W.G. Iacono, Siblings and the Socialization of Adolescent Deviance: An Adoption Study Approach. H.D. Grotevant, R.G. McRoy, Growing Up Adopted: Birth Parent Contact and Developmental Outcomes. C.P. Benbow, D. Lubinski, Extending Sandra Scarr’s Ideas About Development to the Longitudinal Study of Intellectually Precocious Youth. S.W. Scarr, Epilogue.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisThe Process of Parenting describes the many ways parents and caregivers can translate their love for children into effective parenting behavior. The book has strong emphasis on the development process in terms of childrenâs and parentsâ growth as complex individuals, and in the changing nature of their relationships over time. Because parents and children are distinct individuals, the book includes a problem-solving approach that can help parents arrive at solutions that fit them, their children, and their life circumstances. The ninth edition includes new first person narrative boxes and more emphasis on social context, new evidence-based parenting programs, and international parenting.Table of ContentsPrefacePart I General Concepts, Goals, and Strategies of ParentingChapter 1. Parenting Is A ProcessChapter 2. Cultural Influences on ParentingChapter 3. Learning to ParentChapter 4. Becoming ParentsChapter 5. Nurturing Close Family Relationships in a Technological SocietyChapter 6. Supporting Children’s Growth and DevelopmentPart II Parenting at Developmental StagesChapter 7. Parenting Children from Birth to Two YearsChapter 8. Parenting Children in Early ChildhoodChapter 9. Parenting Early Elementary School ChildrenChapter 10. Parenting Early AdolescentsChapter 11. Parenting Late Adolescents and Young AdultsPart III Parenting in Varying Life CircumstancesChapter 12. Working and ParentingChapter 13. Parents by Adoption and Parents by Reproductive TechnologyChapter 14. Parenting When UnmarriedChapter 15. Parenting in Divorced Families and Remarried FamiliesChapter 16. Parenting in Lesbian and Gay FamiliesChapter 17. Parenting in Challenging TimesEpilogueNotesCreditsIndex

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Book SynopsisIn an era of standards and norms where assessment tends to minimize or dismiss individual differences and results in punitive outcomes or no action at all, Assessment of Young Children provides teachers with an approach to assessment that is in the best interest of both children and their families. Author Lisa B. Fiore explores a variety of ways to study and assess young children in their natural environments, while stressing the importance of bringing children and families into the process. This lively text helps the reader learn how to cultivate developmentally appropriate practice, create appropriate expectations, examine childrenâs work, interact in groups, and improve their teacher behavior. Accounts of real experiences from children, families, teachers, and administrators provide on-the-ground models of assessment stategies and demonstrate how children are affected.Assessment of Young Children explores both standardized and authentic assessment, work sampling systems, and observation skills. Readers will walk away with strategies for communicating information about children and portfolio assessment, and how the use of formal and informal methods of observation, documentation, and assessment are connected to teacher and student inquiry. Assessment of Young Children encourages an assessment strategy where the child remains the focus and explores how collaboration with children, families, and colleagues creates an imageânot a diagnosisâof the child that is empowering rather than constraining.Special Features Include: Case Study examples that anchor the concepts presented in the chapters and engage readers more deeply in the content. Now what? and Avenues for Inquiry throughout the book present students with concrete extensions of the material that they may pursue for further investigation

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Book SynopsisPart of the Knowledge Essentials series, this title shows you how to enrich your child's classroom learning and take an active role in your kindergarten's education by exploring: what your child is learning at school and the educational standards to expect in math, language arts, science, and social studies.Table of ContentsAcknowledgments. Introduction. 1. Getting the Most for Your Kindergartner. Getting the Most from Your School System. Getting the Most from Your Homeschool Curriculum. Using Supplemental Materials. 2. Kindergarten Development. Piaget’s Stages of Cognitive Development. Developmental Goals for Five-Year-Olds. Developmental Goals for Six-Year-Olds. 3. Kindergarten Learning. Learning Styles. Cognitive Learning. 4. The Standards. Types of Learning Standards. Learning Standards Resources. 5. Kindergarten Reading. Beginning of Kindergarten Reading Checklist. Phonemic Awareness. Comprehension. Environmental Learning. End of Kindergarten Reading Checklist. 6. Kindergarten Writing. Beginning of Kindergarten Writing Checklist. Writing Readiness. Mechanics ofWriting. Grammar. Environmental Learning. End of Kindergarten Writing Checklist. 7. Kindergarten Math. Beginning of Kindergarten Math Checklist. Number Sense and Patterns. Geometry and Measurement. Environmental Learning. End of Kindergarten Math Checklist. 8. Kindergarten Science. Beginning of Kindergarten Science Checklist. Science Processes. Physical Science. Life Science. Earth and Space Science. Environmental Learning. End of Kindergarten Science Checklist. 9. Kindergarten Social Studies. Beginning of Kindergarten Social Studies Checklist. Holidays. Neighborhoods and Community Helpers. Rules and Safety. Environmental Learning. End of Kindergarten Social Studies Checklist. 10. Teaching Your Kindergartner Thinking Skills. Beginning of Kindergarten Thinking Skills Checklist. Problem Solving. Concentration. Comprehension. Reasoning. Logic. Environmental Learning. End of Kindergarten Thinking Skills Checklist. 11. Assessment. Assessing Individual Student Abilities and Knowledge. Measuring and Comparing School, School District, Statewide, and National Performance for Broad Public Accountability. 12. Kindergarten Society. Tommy, Can you Hear Me? Teacher’s Helper. Let’s Get Physical. Here Today, Gone Tomorrow. 13. Moving On to First Grade. Ready to Go. Anxieties. Minimizing “Brain Drain”. Appendix A: Literature for Kindergartners. Appendix B: Software for Kindergartners. Appendix C: Kindergarten Topical Calendar. Glossary. Bibliography. Index.

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Book SynopsisThis comprehensive book presents up-to-date research and "how tos" for those enrolled in an early childhood student teaching practicum course. It clearly explains a student teacher's professional duties and responsibilities, the mechanics of hands-on teaching under the guidance of a cooperating teacher, and students' interactions with their college course supervisor(s). Chapters are designed to encourage contemplative and reflective thought as students develop an understanding of professionally accepted practice, ethics, classroom management, and individualized and group program planning and instruction. Communication skills that typify effective team teaching and reduce common classroom problems during student teaching are described and detailed. Current practices related to special-needs children and infant-toddler classroom placement are addressed, as is the development of school-home partnerships that enhance children's life-long learning and educational success. Throughout, case sTable of Contents1. Introduction to Student Teaching Practicum. 2. A Student Teacher's Values and Developing Teaching Style. 3. Being Observed: Discovering Your Competencies. 4. Instructional Planning. 5. Classroom Management: Beyond Discipline. 6. Understanding Behavior. 7, Working with Children with Special Needs. 8. Common Problems of Student Teachers. 9. Student Teachers and Families. 10. Quality Programs. 11. Professional Growth and Employment. 12. Student Teaching with Infants and Toddlers.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisDesigned for use in center-based child care programs for infants and toddlers up to 30 months of age, the ITERS-R can be used by program directors for supervision and program improvement, by teaching staff for self-assessment, by agency staff for monitoring, and in teacher training programs.

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Book SynopsisChester E. Finn, Jr. outlines the issues that define, animate, and complicate today's contentious pre-kindergarten debate in American education. He examines such topics as: which children really need it; how many aren't getting it; who should provide it and at what expense; what is the right balance between education and child care; and how to know whether it is succeeding.

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