Pre-school and kindergarten Books

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

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

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

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book SynopsisThis practical guide is the ideal tool for the busy practitioner or speech and language therapist to provide an effective, meaningful, and contextualised approach to language development using picture books. Drawing from up-to-date, evidence-based research, each chapter shows you how to get the most out of picture books to support language development, with a focus on the range of opportunities that reading aloud can bring. The guide offers a complete package to promote speech, language, and early literacy, and to enrich language comprehension, vocabulary, phonological awareness, and oral language all by using books to provide a context for meaningful language learning. The resource also includes advice on how to develop intervention goals and outcome measures for reading aloud, with practical suggestions covering topics from creating a reading routine and book nooks, to encouraging reluctant readers and reading aloud challenges.Language skills are essential for acadeTable of Contents1. Introduction 2. Benefits of picture books 3. How to use picture books to support language 4. Phonological awareness and strategies 5. How to choose a good book for language development 6. Picture books in education settings 7. Picture books in Speech and Language Therapy clinic 8. Book recommendations

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Book SynopsisThis bookredefines leadership in early childhood education, offering fresh theoretical insights and practical approaches.Delving into the challenges of the workforce in the early childhood education sector, this book unravels the narrative of leadership development. It underscores the importance of leadership practices in maintaining process quality within early childhood education (ECE),which significantly impactschildren's academic, emotional, and social outcomes and life trajectories.The book presents novel conceptualisations of leadership, shedding light on factors that enable and constrain leadership development through the theoretical frameworks of complexity leadership theory and the theory of practice architectures. It also provides practical strategies for cultivating leadership within early childhood organisations. Through interviews and case studies, the book brings to life the experiences of ECE leaders, amplifying important themes and experiences.This book

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Book SynopsisAll About Autism is an accessible and informative guide for primary school teachers, designed to increase their knowledge and understanding of autism and enhance their toolkit with practical, adaptable strategies to support autistic children in their care. The book initially explores key traits and terminology, debunks myths and misconceptions, and shines a light on the strengths and abilities of autistic learners. It then introduces readers to a range of easy-to-implement ideas for practice and concrete solutions to provide further support, all with the child at the heart. All About Autism includes: Practical strategies tailored to the primary key stages with current research broken down into easily digestible chunks Guidance on a range of topics, from the importance of play for developing communication and supporting sensory needs to building peer relationships and social awareness for all Strategies to create an autistic-friendly Trade Review"In this book, Lynn really speaks to teachers, recognising the lack of initial training to support the positive teaching of autistic children, but also the crucial part teachers and para-professionals can play in supporting autistic children to thrive. What makes this book a ‘must read’ is its focus on autistic voices, which brings examples to life and the fact that the practical strategies offered for primary schools can be immediately put into practice." – Nicola Crossley, CEO NAS Academies Trust and National SEND representative for ASCL "Lynn recognises that knowing how best to meet autistic students’ needs may often feel daunting, particularly in busy, demanding classrooms. As a specialist teacher, Lynn’s desire to bring out the best in every pupil, matches that of her readers. Here she shares her wealth of knowledge and experience of supporting autistic students, providing highly practical, tried-and-tested, ‘lived-experience’ advice and examples, relevant for teachers, school support staff, as well as consulting professionals, including Educational Psychologists, SLTs and OTs. This resource also offers an easily accessible update on current thinking around autistic experiences, developing a wider understanding of Neurodiversity within education, and further helping to reduce the Double Empathy gap" – Lisa Chapman, Lead Speech and Language Therapist at BeeU: Child & Adolescent Mental Health Services, Midlands Partnership NHS Foundation Trust "This is a book that should be in every staff room. It’s clarity and plethora of practical easy to implement strategies will enhance teachers’ inclusive practice. It is also a bible for understanding Autism in current times." – Sally Glossop, Lead for the Graduated Response Herts county council "Lynn's dedication to making the world a better place for autistic people shines through this book from every page. This, combined with her understanding of what it is like to be a teacher in a busy classroom with a million things on your to-do list already, makes this book a super practical guide. If you want to do better by the autistic children in your classroom then this is the book for you." – Joanna Grace, Sensory Engagement and Inclusion specialist and Founder of The Sensory Projects. "Lynn’s research and work with autistic people has once again informed her excellent books. The work with autistic young people, doing ‘what’s right for me’ is outstanding in achieving best practice for those young people and beyond to their families and classmates. I would recommend both the primary and secondary editions to inform and enable all school staff to fully understand and support the young people in their care." – Dawn Brown, SEND Assistant Head, Hertfordshire "School staff generally receive such little training about autism that becoming an expert in teaching autistic pupils may seem out of reach. This brilliant book provides a solution, with clear explanations of autistic differences and potential barriers to learning, plus multiple strategies to support autistic children in school. What makes it so special, however, are the quotes and diversity of experiences that Lynn shares. These evidence autistic pupils as unique and neurodivergent, not disordered, and encourage practitioners to see the power of their curiosity and care as the route to helping these children thrive." – Ruth Moyse, Director and Associate Consultant, AT-Autism "What do we do when faced with a class of children who don’t learn how we teach? A question posed as you start reading that resonates. With an increasing number of our children being diagnosed with Autism, teachers are seeking more support on how to help. Reading this book will develop your understanding around the real challenges autistic children may be faced with daily. As you read, you will become more aware of how topics such as bullying, sensory differences, communication and engaging with the curriculum can affect even our youngest children. A section on ‘masking’ is useful when discussing concerns raised by parents. The voice of autistic children has been captured and it is their perspective alongside the deeper understanding gained that encourages reflections on current practice and an eagerness to think differently about how some lessons and the school day may be presented to our children." – Julie Osbaldeston, Deputy Headteacher and SENDCo, Freshfield Primary School "As an autistic children's occupational therapist, specialising in neurodivergent affirming practice I spend a great deal of time supporting autistic children, their parents and teachers. I have followed Lynn's work via social media interactions for a number of years and know how valued her input is to the autistic and educational communities. This book feels so appropriate for the time, where Primary SENCOs, Inclusion Leads and pastoral staff need to know quickly and effectively how to support neurodivergent children to build healthy foundations for not only their educational outcomes but mental health and wellbeing." – Holly Sprake-Hill, Neurodivergence Specialist, Sparkle Occupational Therapy "This wise and practical book approaches autistic pupils with kindness and curiosity, clear in the knowledge of what you need to do in early years and primary education. It not only shares the perspective of autistic children using the experiences of autistic people and children Lynn has worked with, but also combines that with the understanding of an advisory teacher who has worked in a range of different phases and settings. If you are looking for specific strategies to use, whilst understanding WHY that approach is more likely to work, this book is a wonderful place to start." - Sarah-Jane Critchley, Author, Speaker, Consultant and Coach, Different Joy Partnership Table of ContentsForeword Acknowledgements Introduction What we know about autism Co-occurring conditions Language is important Part 1 How I do things differently - The voice of autistic children Communication Stimming Social interaction Masking The autistic sensory experience Part 2 Teaching autistic children: practical strategies Getting it right from the start The classroom environment The Classroom layout in the Early Years The Classroom layout in the Lower Primary Years Additional environment adaptations in Upper Primary classrooms Organisation and routines Executive Functions and autism Structure and Predictability Visual communication Visual timetables Other ways of using visuals to support communication Early Years visuals Useful verbal communication Teaching the Curriculum Motivation The Early Years Curriculum The Primary curriculum Writing Assessments, class tests and exams Supporting behaviour that concerns The role of teaching assistants Social support Playtimes Bullying Emotions and anxiety support Meltdowns and shutdowns Transitions Part 3 Further resources and links Bibliography

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Book SynopsisThis concise guide offers an accessible introduction to the key theoretical perspectives and methodologies in developmental psychology. It integrates insights from typical and atypical development to reveal fundamental aspects of human growth and development, and common developmental disorders. The topic books in this series draw on international research in the field and are informed by biological, social and cultural perspectives, offering explanations of developmental phenomena with a focus on how children and adolescents at different ages actually think, feel and act. In this succinct volume, Stephen von Tetzchner outlines the main theoretical perspectives including psychodynamic psychology, behaviorism, logical constructivism, social constructivism, evolutionary psychology, ethological psychology, ecological psychology, information processing and critical developmental psychology. He provides a guide to methods of gaining knowledge about children and introducesTrade ReviewThe individual topic books in the Topics from Child and Adolescent Psychology are drawn from Stephen von Tetzchner’s comprehensive core textbook, Child and Adolescent Psychology. Praise for the core textbook:‘Extremely useful text for students and practitioners alike.’ Dr. Graham Music, Consultant Psychotherapist, Tavistock Clinic London, UK.‘Illustrates how knowledge about typical and atypical development can be integrated and used to highlight fundamental processes of human growth and maturation.’ Dr. John Coleman, PhD, OBE, UK.Table of ContentsIntroductionPart I Developmental Psychology1. Psychology and Development 2. The Historical Roots of Developmental Psychology3. Globalization4. Typical and Atypical Development 5. Recurrent Issues in Developmental Psychology 6. Modeling Development 7. Dynamic Systems 8. Vulnerability, Risk, Resilience and Protection 9. The Developmental Way of Thinking Summary of Part ICore Issues Suggestions for Further Reading Part II Theoretical Perspectives 10. The Function of Developmental Theories 11. Psychodynamic Psychology 12. Behaviorism 13. Logical Constructivism 14. Social Constructivism 15. Evolutionary Psychology 16. Ethological Psychology 17. Ecological Psychology 18. Information Processing 19. Critical Developmental Psychology 20. Distinguishing between Theories Summary of Part IICore Issues Suggestions for Further Reading Part III Methods of Gaining Knowledge about Children 21. Observations 22. Questionnaires and Interviews23. Archival Research 24. Methodologies 25. Special Methods for Studying Infants 26. Criteria for Research Methodology 27. Assessment28. Ethical Considerations Summary of Part IIICore Issues Suggestions for Further Reading Part IV Child and Adolescent Disorders 29. Categorization of Disorders and Classification Systems 30. Sensory Impairments 31. Motor Impairments 32. Neurodevelopmental Disorders 33. Behavioral and Emotional Disorders 34. Trauma and Stressor-Related Disorders 35. Addictions 36. Acquired Disorders Summary of Part IVCore Issues Suggestions for Further Reading GlossaryBibliographyIndex

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Book Synopsis50 Hands-On Advanced Literacy Strategies for Young Learners, PreKGrade 2 is your go-to resource for lessons, strategies, and activities to foster the key skills and thinking strategies needed to excel in literacy.The hands-on, minds-on literacy explorations in this book are designed to feel a lot like play, but are rooted in the foundational literacy practices that all young learners need. Packed with engaging and helpful reproducibles, each activity is thoughtfully laid out with skill(s), materials, introduction, hands-on task, and reflection sections to maximize student learning. Instructions on how to scaffold experiences for a wider range of ages and developmental readiness levels make this resource imminently flexible.Ideal for learners in grades PreK2, this book is for teachers, curriculum coaches, parents, librarians, and community educators looking to work on target literacy skills.Table of ContentsHands-On Literacy for Young Learners: Introduction, Part One: Hands-On Word Recognition, Part Two: Hands-On Language Comprehension, Part Three: Hands-On Writing

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Book SynopsisChildren undergo tremendous physical growth and cognitive development during their toddler years. Nurturing Toddlers explores the knowledge behind how a childâs mind and body develop during this stage of development, underpinned by the latest research in the fields of child development, psychology, health and well-being. It shows how the choices practitioners and parents make every day can have a deep impact on childrenâs experiences and the practices that can be embedded straight away to support their ongoing development and give them the best opportunities for future success.The book follows a holistic approach through the Nurturing Childhoods Pedagogical Framework, tailored for toddlers gaining greater mobility and autonomy, as we learn to understand children's evolving capabilities through their engagement in core behaviours and use these to unlock their full potential. Chapters cover: Connecting with toddlers and the importance of communication, movement and play Big emotions and the behaviours they can trigger The secret to effective praise and encouragement Nurturing self-esteem Establishing foundations for a love of reading Supporting toddlers as they begin doing things for themselves Nurturing intrinsic motivations, self-esteem and prioritising positive reinforcement Part of the Nurturing Childhoods series, this exciting book provides practitioners and parents with the knowledge and understanding they need to nurture toddlers' happiness, well-being and sense of security as they go through this rapid period of transformation.

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Book SynopsisGender is a broad and complex concept, the impact of which can start even before a baby is born. It can be a source of restriction, but it is also a source of joy, and early years practitioners have a unique opportunity to empower new generations by creating gender inclusive environments where children feel confident and, above all, happy.This accessible and practical guide provides meaningful advice on how to improve and promote gender inclusion and wellbeing in early years settings. Chapters cover key areas, from gendered language and gender inclusive environments to trans and non-binary childhoods and encourage practitioners to reflect deeply on the way gender has impacted their own lives. The book provides: An overview and analysis of current guidance around gender equality and how this is integral to best practice. Real-world practical tips and strategies that can be introduced right away, including advice for working effectively with parents. <

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The 8th edition of this bestselling text provides a framework and instructional strategies for identifying, selecting, and teaching high-quality childrenâs literature for ages 0â8. This new editionâs emphasis on diverse literature will assist in positively impacting the lives of all young people. Effective instructional approaches for using literature as a teaching tool are coupled with developmentally appropriate methods for sharing literature with young children. This book is a foundational text for graduate and undergraduate students in early childhood education, early literacy, literacy methods, childrenâs literature, and literature instruction.

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Book SynopsisThis highly practical book supports the knowledge and development of teaching assistants and learning support assistants (TAs/LSAs) in their understanding of neurodivergent pupils.Considering a neurodivergent world is vital in society today, and even more so in the classroom. Starting with a model of difference rather than deficit and highlighting the complexities involved, this accessible resource focuses on effective strategies to support these pupils and explores the vital role of learning support in a range of different contexts. Rich in pedagogical features, this book includes chapter objectives, areas for the reader to reflect upon, links throughout to the Teaching Assistant Standards and case studies for the reader to examine. Each chapter also has a further reading section which will include links to articles, websites, and organisations that can aid and support the development of TAs and LSAs.This important work will provide Special Educational Needs Co-ordinaTable of ContentsIntroduction; How to use this book Chapter 1 – Introduction to Neurodiversity; What is Neurodiversity? Chapter 2 – The Learning Environment in a Neurodivergent World Chapter 3 – Behaviour Management and Neurodivergent Pupils Chapter 4 – Pupil Well-being and Neurodiversity Chapter 5 – Supporting the assessment needs of neurodivergent pupils Chapter 6 – Supporting progression of neurodivergent pupils Chapter 7 – Working in Different Formats; 1:1, Groups and Interventions Chapter 8 – Working collaboratively

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Book SynopsisThis second edition of Reaching and Teaching Students with Special Needs Through Art is written for art educators, special educators, and those who value the arts for students with special needs. It builds on teachers' positive responses to the first edition, and now combines over 700 years of the educational experience of arts and special educators who share their art lessons, behavior management strategies, and classroom stories. The revised second edition provides updated chapters addressing students with emotional/behavioral disabilities, learning disabilities, intellectual disabilities, physical disabilities, and visual and hearing impairments. The newly revised second edition includes chapters on  students with autism spectrum disorder, preschool students, and students experiencing trauma. All chapters have been updated to include current definitions and language, recommended teaching strategies, art lesson adaptations, behavior management strategi

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Book SynopsisChallenging dominant views of early childhood language development and knowledge, this thought-provoking volume illuminates the importance of place, the body, and movement in opening space for young childrenâs improvisatory, creative, playful language practices.Bringing together a rich collection of contemporary research and diverse perspectives, the book centers on the premise that âwhereâ talk happensâbe it spoken, mimed, signed, or assisted through one or more communication toolsâis not a neutral backdrop or controllable variable. Rather, it is deeply entangled in the emergence of language from bodies, in how these vocalizations make their way into the world, what they might feel like and set into motion, and how they are received, heard and listened to by other humans and by non-humans. Chapter authors introduce theories about language, body, and place, while also providing examples of what this work may look like in practice.This book is key reading for those who work with young children and families, including teachers, pre-service teachers studying child development, speech and language therapists, support workers, and those in the arts, cultural and environmental sectors. It is also highly relevant to researchers, literacy education scholars, and anyone who endeavors to think more expansively and critically about language and literacy in early childhood contexts.

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Book SynopsisTeachers donât have to cut out penguin beaks anymore. You can put your weather bear back in the cupboard (or bring it outside) and you can take the behavior chart off the wall. This book is your permission slip to break up with outdated and ineffective practices in your early childhood classroom and replace them with the magic of play-based learning! This helpful guide challenges outdated preschool practices in a kind and compelling way, inviting you to reflect on your own practices and adjust them based on current research and what is truly developmentally appropriate for young children. It provides tools and language to use to show the people outside your classroom (parents, administrators, other teachers down the hall) that play is learning. Each chapter is practical, conscience and meant to be read in the order and at the pace that is best for you and your class. Full of stories from the authorâs own play journey, I'm Not Getting Them Ready for Kindergarten is key reading for ea

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Book SynopsisFocusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose of childrenâs outdoor playful activity and the associated issues of pedagogy. Chapters address questions about the role of the adult in childrenâs learning outside in a manner that is inclusive in nature, by recognising the varied contexts in which childrenâs playful activity outside takes place. Reflecting multiple cultural contexts, chapters consider social and physical aspects to ensure value systems are visible and critically considered. The book acknowledges the continuum of childrenâs outdoor experience from highly structured activity to free play outside. It also examines the existing evidence base about childrenâs outdoor play, including a consideration of how adults construct and respond to childrenâs playful activity outside to realise the associated benefits. With reference throughout to many in

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Book SynopsisThe Phonics Handbook provides a comprehensive guide to phonics by outlining the 44 sounds of English and how they work with its 26 letters to make reading and writing happen. Having a strong knowledge base around these sounds and patterns puts every teacher at an advantage for teaching and assessing how students apply the âœcodeâ when they read and write and can amplify their skillful phonics instruction, regardless of the curricular program used. This knowledge also provides a roadmap for understanding and supporting students who might be struggling in reading or writing, thus providing real-time assessment. Lifting print from the page is an essential skill for all readers and providing both instruction and practice are critical. To support this, The Phonics Handbook includes six easy-to-use application routines that, once established, can: enhance any instructional phonics program extend instruction with opportunities for students to apply what theyâve learned serve as replicable routines for immediate and ongoing practice support differentiation through side-work and small or large group instructionThe current national focus on phonics demands that teachers become experts in the English language now more than ever. With helpful additions including the dependability and reliability of the 44 sounds of English, suggestions for further reading, and informative sidebars that offer insights into common misunderstandings as well as interesting background about how English has evolved over time, The Phonics Handbook will soon become a practical and trusted resource educators will return to year after year.

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Book SynopsisHow can teachers develop best practice in art teaching?This fully updated third edition of Rob Barnes' classic text blends practical ideas with sound principles of art education. Teachers and student teachers will find a range of ideas and tried and tested classroom examples; whilst for those looking for firm principles of art teaching and best practice' this book presents many important issues in art education with clarity and insight. Based on first-hand experience of teaching children, this text uses many examples from early years and primary school contexts, and tackles essential topics with realism and imagination such as: developing skills through using media how children draw encouraging artistic confidence in children producing original artwork and making use of digital imagery Rob Barnes' unique approach encourTrade ReviewFrom Amazon5.0 out of 5 stars the Best book of its kind available in English By piccola atelierista - If you are an art educator trying to shape your practice this is the book you need to read. It explains why practicing conscious teaching is the key when trying to make art meaningful not only for children but for other adults. Teaching art has a purpose that is not only a pastime for children and a joyful experience. Besides that, it can also help young children develop certain sensitivities they will use as adults, their perception of the world around them could be different thanks to what they experienced in their art classes. If you are serious about teaching art, read this book.Elaine Benbow, Senior Lecturer in Education, Manchester Metropolitan University and Director, STAR ProjectIn my role as lecturer in art education, I have found that previous editions of this book have been very useful for both teachers and trainee teachers. The format is attractive and the text is easy to follow and access as the structure is well thought out. It is a staple on our reading list for both specialist and non specialist primary trainee teachers.The proposals made by Rob would bring the book up to date. Many schools now use ipads and teachers are getting to grips with apps and software for ipads in art as in other areas of the curriculum. It may need careful writing to avoid being quickly out of date in this chapter as technology changes swiftly.The audience for this book would continue to be primary teachers and trainee teachers (those following primary and early years BA QTS courses) and would be purchased by individual teachers, university libraries and students. It would most likely be a text included on reading lists for specialist and non specialist primary trainee teachers. "Rob Barnes [is one of] the best authors on the subject of art education" – Peter Moore, Associate Lecturer (SL) Liverpool Hope University"Barnes' own enthusiasm for and belief in his subject, interspersed with teachers' comments, a large number of practical teaching suggestions and well-chosen colour plates of children's work, makes the book an engaging and worthwhile read." - Jane Bower, Early Years"This is an excellent publication. It addresses the problems of teaching in all the main craft areas and deals with important issues such as why art should be on the curriculum, classroom organisation, talking with children and assessment and evaluation" - International Journal of Early Years Education"Reaching a third edition is always testament to the value and reception of a book and this is a tried and tested text that teachers have valued. Both practising teachers and student teachers will find the range of ideas will give inspiration for the classroom and the clear presentation will help even the less-artistic to have confidence in their teaching." – Parents in TouchTable of ContentsForeword Preface 1. Learning through Art 2. The Value of Art 3. Producing Original Artwork 4. How Children Draw 5. Developing Ideas 6. Activities, Curriculum and Progression 7. Classroom Organization 8. More Activities for Young Children 9. Using Paint 10. Sequencing Printmaking 11. Collage as a Medium 12. Design and Problem-Solving 13. Talking with Children 14. Assessment and Evaluation 15. Art and the Digital Image 16. Using Media and Techniques to Build Skills 17. Learning about Artists and Designers 18. The Seeing Eye

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Book SynopsisSharing insights of various theoretical perspectives to help understand the complex root causes of children's behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools highlights key responses that can encourage positive mental health, resilience and behaviour.Drawing on a range of theoretical frameworks, this book: Translates theoretical insights into adaptable and practical responses Considers children''s strengths and needs with regards to resilience and mental health Includes case studies, tasks and questions for reflection Identifies innovative practical strategies for supporting positive behaviour in educational settings Combining theoretical perspectives on supporting positive behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools is user-friendly and conceptually unified. It gives early childhood and priTrade Review"There is always a sense of urgency for better understanding how to positively support children in schools and early years settings. These respected authors have written a comprehensive account of how to promote positive behaviour in the children they work with. They go beyond concepts of behaviour management and support the undergraduate to actively deconstruct taken for granted conceptions of authority, control and discipline. What is exciting about this book is that the reader can consider positive behaviour from a broad range of theoretical perspectives. I highly recommend this book to all undergraduates and those new to teaching." - Marilyn Fleer, Laureate Professor, Monash University, AustraliaChildren’s behaviour can be a source of angst for early childhood and primary school educators. Written in a lively accessible style, this book is a must read for educators in both contexts. Drawing upon multiple theoretical perspectives including Bowlby (attachment), Bandura (social-learning) and Bronfenbrenner (bioecological) and, placing the child at the centre, it explores the complexity and root causes of children’s behaviour. Through the judicious use of case studies, questions for reflection and tasks, readers are supported to reflect up their learning and, develop strategies to support children’s positive behaviour throughout the educational continuum from early childhood through to the end of primary school. It makes an innovative contribution by going beyond mere discussion of theory, to bridging the theory practice divide; encouraging the reader to use theory as a lens to improve practice within their educational setting…The book makes a very valuable contribution to our understanding of behaviour, redresses unreasonable expectations and facilitates in-depth reflection and promotes strengths-based approach to behaviour management. - Mary Moloney, Mary Immaculate College, IrelandO'Toole and Hayes have produced an extremely thought-provoking, comprehensive and accessible text on this most emotive and challenging of topics for educators - the behaviour of the children we work with. They guide us expertly through a range of theoretical and practical approaches and force us to examine our own beliefs and biases through regular opportunities for reflection and by highlighting differences in cultural norms. This thoroughly referenced and wide-ranging text is useful for both individual teachers and early years practitioners looking to develop their own practice and for teams seeking to improve the work of their departments or schools. - Jarlath O'Brien, Times Educational Supplement behaviour columnist and author Table of ContentsChapter 1 Deconstructing Authority, Control and DisciplineChapter 2 An authoritative Approach to Promoting Positive BehaviourChapter 3 Behaviourist Perspectives and Strategies for Positive BehaviourChapter 4 Psychodynamic and Relational Perspectives and Strategies for Positive BehaviourChapter 5 Humanist Perspectives and Strategies for Positive BehaviourChapter 6 The Biological Bases of BehaviourChapter 7 Behaviour in Context: Bioecological Theory and the Web of DevelopmentChapter 8 An Intercultural Perspective on BehaviourChapter 9 Combining Theoretical Approaches: The Example of BullyingChapter 10 Reflecting on Positive Approaches to Engaging with Children’s Behaviour

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Book SynopsisAlthough most children learn language relatively quickly, as many as 10 per cent of them are slow to start speaking and are said to have developmental language disorder (DLD). Children with DLD are managed by a variety of different professionals in different countries, are offered different services for different periods of time and are given a variety of different therapeutic treatments. To date, there has been no attempt to evaluate these different practices. Managing Children with Developmental Language Disorder: Theory and Practice Across Europe and Beyond does just this, reporting on the findings of a survey carried out as part of the work of COST Action IS1406, a European research network. Law and colleagues analyse the results of a pan-European survey, looking at how different services are delivered in different counties, at the cultural factors underpinning such services and the theoretical frameworks used to inform practice in differeTable of ContentsPrefaceMaria Vlassopoulos & Baiba TrinitePart I Developmental language disorder in contextIntroductionJames LawChapter 1Evidence-based practice and its application to developmental language disorders James Law Chapter 2The development of the practitioner surveyJames Law, Josie Tulip & Elisabeth Beckermann Chapter 3Theory and intervention in developmental language disorder: The view of the European practitioner David Saldana and Carol-Anne MurphyChapter 4Servoce delivery for children with language disorders across Europe and beyondCristina McKean, Ellen Gerrits, Josie Tulip and Anna-Kasia TolonenChapter 5The social and cultural context of intervention for children with developmental language disorderElin Thordardottir & Seyhun Topbaş Part II National vignettesIntroductionJames LawAustriaBosnia and Herzegovina BulgariaCroatiaCyprusDenmarkEstoniaFinlandFranceGermanyHungaryIcelandIrelandIsraelItalyLatviaLebanonLithuaniaMacedonia MaltaThe NetherlandsNorwayPolandPortugalRomaniaThe Russian FederationSerbiaSlovakiaSloveniaSouth AfricaSpainSwedenSwitzerlandTurkeyThe United KingdomIndex

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Book SynopsisBringing together a diverse cohort of experts, STEM in Early Childhood Education explores the ways STEM can be integrated into early childhood curricula, highlighting recent research and innovations in the field, and implications for both practice and policy.Based on the argument that high-quality STEM education needs to start early, this book emphasizes that early childhood education must include science, technology, engineering, and mathematics in developmentally appropriate ways based on the latest research and theories. Experienced chapter authors address the theoretical underpinnings of teaching STEM in the early years, while contextualizing these ideas for the real world using illustrative examples from the classroom. This cutting-edge collection also looks beyond the classroom to how STEM learning can be facilitated in museums, nature-based learning outdoors, and after-school programs. STEM in Early Childhood Education is an excellent resource for Table of ContentsSection I: STEM in Early Childhood Environments 1. Science in Early Learning Environments 2. Technology and Young Children: Processes, Context, Research, and Practice 3. Engineering in Early Learning Environments 4. Mathematics in Early-Learning Environments Section II: STEM and Higher Order Thinking Skills 5. Designing an Assessment of Computational Thinking Abilities for Young Children 6. Engaging Young Children in Engineering Design: Encouraging them to Think, Create, Try and Try Again 7. Tinkering/Making: Playful Roots of Interest in STEM Section III: STEM Beyond the Classroom 8. Early STEM Experiences in Museums 9. Blockspot®: A Supportive STEM Learning Community 10. STEM in Outdoor Learning: Rooted in Nature

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Book SynopsisBoth practical and inspiring, this book is designed to empower educators and school leaders to make clear and simple adjustments to their practice for a lasting impact on the happiness and well- being of staff and children and ultimately on academic standards. It includes practical tips and activities to help teachers generate a lasting atmosphere of positivity and happiness in the classroom plus clear strategies to help leaders to embed the Spread the Happiness approach throughout their school and across the curriculum.This book includes detailed case studies, a five-week programme of taster challenges and a section on measuring outcomes and sharing success. The Spread the Happiness approach invites teachers to undertake a 27-day challenge, which encourages problem solving and challenges them to make their immediate workplace happier. It identifies the strengths of adults and children and sets realistic goals to achieve as an individual, as a team and even as a community.Table of ContentsChapter 1: Why Well-being in Schools Requires the Spread the Happiness Approach Chapter 2: From Stab Vests to Superheroes. A Leadership Approach Through Spread the Happiness Chapter 3: Method in the Madness: An International School’s Spread the Happiness Approach Journey Chapter 4: Grassroots teachers using Spread the Happiness Approach Chapter 5: Implementation of the Approach Chapter 6: The 25 Day Challenges with Instructions Chapter 7: The Challenges for use with Evidence Scrapbooks Chapter 8: Celebrations and Happiness Ripples Chapter 9: Second Year of Spread the Happiness Challenges Chapter 10: Kindness is our Superpower for Educational Change Appendices: I. 100 Things to do with Your Child II. 100 things to do before you are six III. 100 things to do before you are six – UAE IV. 100 things to do indoors (from COVID 19) V. 50 things to do this summer (1-5) VI. Counting on Number Songs VII. Year 7 challenges for transition into secondary VIII. Year 7 Evidence Booklet

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Book Synopsis*Finalist for Best Overall Non-Fiction and Best Parenting & Family Book in the 2020 International Book Awards!*What to Say to Kids When Nothing Seems to Work offers parents an effective, step-by-step guide to some of the most common struggles for kids aged 512. Written by mental health professionals with over 30 years' experience listening to kids' thoughts and feelings, this book provides a framework to explore new ways of responding to your child that will help them calm down faster and boost their resilience to stress. With a dose of humor and plenty of real-life examples, the authors will guide you to build a bridge into your child's world to make sense of their emotions and behavior. Sample scenarios and scripts are provided for you to customize based on your caregiving style and your child's personality. These are then followed by concrete support strategies to help you manage current and future situations in a way that leaves everyonTrade Review"What to Say to Kids When Nothing Seems to Work is exactly the guide that frazzled and over-extended parents need for handling tough moments with kids. This book allows us to analyze our own behavior and to see things from a kid's perspective, avoiding the knee-jerk response all of us parents later regret. Today’s parents are often stretched very thin and running on empty, and this book can be a great help." - John Gottman, author of The Seven Principles for Making Marriage Work"This is a book every parent should read! It is a down-to-earth, clear, and creative guide for those moments when all parents feel defeated and demoralized. And it's fun to read. It will help you reach for your best parenting self in difficult moments and keep that loving bond with your child growing." - Dr Sue Johnson, researcher, professor, and bestselling author of Hold Me Tight: Seven Conversations for a Lifetime of Love"Read this book so that you can learn to read your children, responding not to their words, manner, or behaviour, but to the hidden emotional messages they are sending you. Parenting wisdom for those who want to connect with their children on the heart level." - Gabor Maté M.D., co-author, Hold On To Your Kids: Why Parents Need to Matter More Than Peers"Ashley Miller and Adele Lafrance have created a superb guide to parenting. Their guidance is grounded in well-established, evidence-based principles of parenting, offered in an engaging and enlightening way full of illustrative examples. They speak to the sorts of problems all parents encounter; most especially, those moments when children and adolescents don’t want to talk about issues in need of discussion. Their advice will surely prove useful across the widest range of parenting and co-parenting situations, from everyday matters through times of crisis. This book should be in every parent’s home." - Jay Lebow, Ph.D., ABPP, senior therapist, senior scholar, and clinical professor, The Family Institute at Northwestern, Evanston, IL, USA"Keep it simple. Reduce the outside chatter and reconnect with your instincts as a parent. That is what this book can offer. Full of scenarios depicting familiar situations with simple, doable solutions, this book provides gentle reminders on how to focus on what positive OUTCOMES you want. Practicing these thoughtfully written scripts will ease your mind and create long term skills that can be used in your day to day life. What a relief." - Mara St. Onge, founder of Blingja Concepts and author of Blingja, The Mindful Adventurer Ninja"I highly recommend this excellent resource to parents or guardians raising children of all ages. Dr. Ashley Miller and Dr. Adele Lafrance are both leading experts in their respective fields. Their experience is clearly demonstrated in this book, through their ability to break down complex situations, providing information in an easy-to-use format, and above all providing clear, concrete examples. This book helps us to understand different types of behaviour (‘building a bridge’), what to say (‘putting it into words’) and how to put it all together (‘getting practical’) - just what we need!" - Andrew Tugwell, MPH, director of Health Promotion & Prevention, BC Children’s Hospital"One might wonder how Ashley Miller and Adele Lafrance could possibly tell us ‘what to say when nothing seems to work’, since we can think of countless situations when we parents have that experience. They would certainly fail if they focused on each specific behavior and possible associated reasons for it and consequences to give. Instead, these authors focus on where we get stuck (our ‘knee jerk reactions’ and ‘common pitfalls’) as well as what we tend to overlook (our child’s mind along with our own) and present a way forward—a script that reaches into all manner of situations that are proving to be extra challenging. They show us how to build a bridge to the child’s mind, develop possible emotional translations for what we discover in our child, and put our discoveries into practical words that lead our child to feeling understood and being more willing to join us in a way that works for us both. Miller and Lafrance suggest possible scripts for a great many situations, while encouraging us parents to adapt them for our unique child and family. As a bonus, they offer scripts that might be of value in bridge-building with our partner too. After all, all family relationships are likely to become tricky and messy. This is a good book to take with us on our journey as we try to ‘get it right’ as well as to engage in the ‘do-overs’ that will certainly be necessary. This is a note of gratitude to these authors for their clearly written and oh-so-practical book for parents everywhere." - Dan Hughes, Ph.D., founder of Dyadic Developmental Psychotherapy (DDP) and author of many books including Attachment Focused Parenting: Building the Bonds of Attachment (3rd Ed.)"In this wonderful book for parents, Drs. Miller and Lafrance share the fruits of attachment theory and neuroscience to respond to those parenting situations when things get tough. Blending their clinical experience with their own humble and relatable real-life experience as parents and (imperfect) human beings, they remind us that the most precious gift we can offer for children (and ourselves) is our unconditional loving presence. Not satisfied to stop there, they go on to share practical strategies and language that can be applied today, to rebuild and repair the bridge with our children, as well as with ourselves and our co-parent(s)." - Dzung X.Vo, M.D., author of The Mindful Teen: Powerful Skills to Help You Handle Stress One Moment at a Time"Wisdom is scarce and even common sense is not that common, but both are to be found in abundance in this gem of a book by Miller and Lafrance. Offering both a conceptual framework and practical suggestions, this book provides much needed answers for how to respond supportively and constructively to a wide variety of potentially tricky interactions with children. From day to day interactions, to coping with difficult emotions or tough questions, to handling moments of crisis such as a child who experiences a loss - raising a child can often feel like walking through a minefield. Parents will find that the advice of Miller and Lafrance provides a uniquely effective map for navigating through it. The personal tone, rich vignettes, and charming illustrations make the book especially relatable and easy to read. This is surely one for every parent’s bookshelf!" - Eli R. Lebowitz, associate professor in the Child Study Center, Yale School of Medicine"Given the rising trends of childhood stress, anxiety, and addiction, we need practical communication tools that will help nurture healthy, connected parent-child relationships. This book does just that! Read it, try the techniques, and enjoy the discovery of who your child really is." – Dr. Shimi Kang, MD, psychiatrist, author of The Dolphin Parent and The Tech Solution: Creating Healthy Habits for Kids Growing Up in a Digital World. "What to Say to Kids When Nothing Seems to Work is exactly the guide that frazzled and over-extended parents need for handling tough moments with kids. This book allows us to analyze our own behavior and to see things from a kid's perspective, avoiding the knee-jerk response all of us parents later regret. Today’s parents are often stretched very thin and running on empty, and this book can be a great help." - John Gottman, author of The Seven Principles for Making Marriage Work "This is a book every parent should read! It is a down-to-earth, clear, and creative guide for those moments when all parents feel defeated and demoralized. And it's fun to read. It will help you reach for your best parenting self in difficult moments and keep that loving bond with your child growing." - Dr Sue Johnson, researcher, professor, and bestselling author of Hold Me Tight: Seven Conversations for a Lifetime of Love"Read this book so that you can learn to read your children, responding not to their words, manner, or behaviour, but to the hidden emotional messages they are sending you. Parenting wisdom for those who want to connect with their children on the heart level." - Gabor Maté M.D., co-author, Hold On To Your Kids: Why Parents Need to Matter More Than Peers"Ashley Miller and Adele Lafrance have created a superb guide to parenting. Their guidance is grounded in well-established, evidence-based principles of parenting, offered in an engaging and enlightening way full of illustrative examples. They speak to the sorts of problems all parents encounter; most especially, those moments when children and adolescents don’t want to talk about issues in need of discussion. Their advice will surely prove useful across the widest range of parenting and co-parenting situations, from everyday matters through times of crisis. This book should be in every parent’s home." - Jay Lebow, Ph.D., ABPP, senior therapist, senior scholar, and clinical professor, The Family Institute at Northwestern, Evanston, IL, USA"Keep it simple. Reduce the outside chatter and reconnect with your instincts as a parent. That is what this book can offer. Full of scenarios depicting familiar situations with simple, doable solutions, this book provides gentle reminders on how to focus on what positive OUTCOMES you want. Practicing these thoughtfully written scripts will ease your mind and create long term skills that can be used in your day to day life. What a relief." - Mara St. Onge, founder of Blingja Concepts and author of Blingja, The Mindful Adventurer Ninja"I highly recommend this excellent resource to parents or guardians raising children of all ages. Dr. Ashley Miller and Dr. Adele Lafrance are both leading experts in their respective fields. Their experience is clearly demonstrated in this book, through their ability to break down complex situations, providing information in an easy-to-use format, and above all providing clear, concrete examples. This book helps us to understand different types of behaviour (‘building a bridge’), what to say (‘putting it into words’) and how to put it all together (‘getting practical’) - just what we need!" - Andrew Tugwell, MPH, director of Health Promotion & Prevention, BC Children’s Hospital"One might wonder how Ashley Miller and Adele Lafrance could possibly tell us ‘what to say when nothing seems to work’, since we can think of countless situations when we parents have that experience. They would certainly fail if they focused on each specific behavior and possible associated reasons for it and consequences to give. Instead, these authors focus on where we get stuck (our ‘knee jerk reactions’ and ‘common pitfalls’) as well as what we tend to overlook (our child’s mind along with our own) and present a way forward—a script that reaches into all manner of situations that are proving to be extra challenging. They show us how to build a bridge to the child’s mind, develop possible emotional translations for what we discover in our child, and put our discoveries into practical words that lead our child to feeling understood and being more willing to join us in a way that works for us both. Miller and Lafrance suggest possible scripts for a great many situations, while encouraging us parents to adapt them for our unique child and family. As a bonus, they offer scripts that might be of value in bridge-building with our partner too. After all, all family relationships are likely to become tricky and messy. This is a good book to take with us on our journey as we try to ‘get it right’ as well as to engage in the ‘do-overs’ that will certainly be necessary. This is a note of gratitude to these authors for their clearly written and oh-so-practical book for parents everywhere." - Dan Hughes, Ph.D., founder of Dyadic Developmental Psychotherapy (DDP) and author of many books including Attachment Focused Parenting: Building the Bonds of Attachment (3rd Ed.)"In this wonderful book for parents, Drs. Miller and Lafrance share the fruits of attachment theory and neuroscience to respond to those parenting situations when things get tough. Blending their clinical experience with their own humble and relatable real-life experience as parents and (imperfect) human beings, they remind us that the most precious gift we can offer for children (and ourselves) is our unconditional loving presence. Not satisfied to stop there, they go on to share practical strategies and language that can be applied today, to rebuild and repair the bridge with our children, as well as with ourselves and our co-parent(s)." - Dzung X.Vo, M.D., author of The Mindful Teen: Powerful Skills to Help You Handle Stress One Moment at a Time"Wisdom is scarce and even common sense is not that common, but both are to be found in abundance in this gem of a book by Miller and Lafrance. Offering both a conceptual framework and practical suggestions, this book provides much needed answers for how to respond supportively and constructively to a wide variety of potentially tricky interactions with children. From day to day interactions, to coping with difficult emotions or tough questions, to handling moments of crisis such as a child who experiences a loss - raising a child can often feel like walking through a minefield. Parents will find that the advice of Miller and Lafrance provides a uniquely effective map for navigating through it. The personal tone, rich vignettes, and charming illustrations make the book especially relatable and easy to read. This is surely one for every parent’s bookshelf!" - Eli R. Lebowitz, associate professor in the Child Study Center, Yale School of Medicine"Given the rising trends of childhood stress, anxiety, and addiction, we need practical communication tools that will help nurture healthy, connected parent-child relationships. This book does just that! Read it, try the techniques, and enjoy the discovery of who your child really is." – Dr. Shimi Kang, MD, psychiatrist, author of The Dolphin Parent and The Tech Solution: Creating Healthy Habits for Kids Growing Up in a Digital World. Table of ContentsPart I. 1. A New Path 2. The Road Map 3. Potential Roadblocks 4. Staying on Track Part II. 5. "I don’t want to…" 6. "I miss…" 7. "You love my sister more…" 8. "This is the BEST!" 9. "My tummy hurts…" 10. "I’m not talking to you…" 11. "I’m so bad/stupid…" 12. "You just don’t get it!" 13. "I can’t decide…" 14. "Don’t go to work!" 15. "I got a terrible mark…" 16: "I hate my life!" 17. POW! (Dealing with aggression) 18. "Don’t make me go to Mom’s/Dad’s!" 19, The "Do-Over" 20. "You’re too soft! & You’re too hard!" 21. "Why are you talking to me like that?" Part III. 22. New Directions 23. Practical Resources 24. Recommended Readings

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Book SynopsisThis accessible text encourages readers to understand and confidently engage with distinctive early years pedagogy. It shows how pedagogy not only underpins the early years curriculum but is also inherent in the role of the adult and the experiences that are offered to young children. The book explains what the differing early years pedagogies are, why they are encouraged, and the knowledge, skills, and practice that are required to work with them. Emphasising that what works in one situation may not in another and a wider pedagogical knowledge is essential to ensure quality outcomes for children, it considers key topics such as: the role of the pedagogue and developing your own style promoting a lifelong love of learning in children under your care sensitivity and inclusion for all childrenâs cultures and communities promoting the rights of every child under your care. Incorporating refleTrade Review"This is an excellent book and very much needed in today’s time of uncertainty and change in the early years." - Heather Lowe, Homerton Children's CentreTable of Contents1. The Early Years Pedagogue: Underpinning the role of the adult 2. Exploring Pedagogy for the Early Years: Building your signature early years pedagogy 3. A Holistic and Flourishing Pedagogy: Promoting a love for lifelong learning 4. The Pedagogy of Play: The natural language of the child 5. Child-Initiated and Adult-Led Pedagogy: Moving from a balance to embracing the synergy 6. A Participatory Pedagogy: The human right of every child 7. Relational Pedagogy: Relationships in dialogic spaces 8. The Pedagogy of Nature: Moving beyond outdoor play 9. Creative Pedagogy: Nurturing the characteristics of creativity 10. A Pedagogy for Parent and Families: Embodying the natural pedagogy of parents in early childhood education 11. A Culturally Responsive Pedagogy: Embracing children’s cultures and communities 12. Sustainable Pedagogical Leadership: The preservation and development of early years pedagogies Final Thought: Towards lived pedagogies

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Book SynopsisCalling All Superheroes highlights the enormous potential of superhero play in supporting learning and development in early childhood. Using examples from practice, it provides guidance on how to effectively manage and implement superhero play and set appropriate boundaries in early years settings and schools.Illustrated with engaging photographs and case studies, the book gives ideas about how superhero play can be used to promote positive values and teach children essential life skills. Offering practical strategies and questions for reflection designed to facilitate further development, chapters address important topics and challenges such as: Child development, the characteristics of effective learning and the benefits of superhero play, including making sense of right and wrong and increasing moral awareness How to broach difficult themes like death, killing, weapons, aggressive play and gender-related issues SuTable of ContentsAcknowledgements About the Author Introduction 1. “I can fly like Superman!” The importance of fantasy play in child development 2. “I’m going to make a gun!” Exploring aggression and violent play 3. “I’m gonna kill you.. you’re dead!” Dealing with notions of killing and death 4. “Boys will be boys!” Is superhero play a question of gender? 5. “Superheroes? British Values?”British Values and early years provisionDr Kay Mathieson 6. “My dad is my hero!” Exploring the real heroes in our lives 7. “Where’s my cape?” Creating a super learning environment! 8. “Freddy’s gonna ‘get’ you!” Effectively managing superhero play 9. “He practically lives in his Spiderman costume at home…” Engaging with parents about superhero play 10. “To infinity and beyond!” Encourage your children to find their super powers! Concluding remarks

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Book SynopsisThis fully updated new edition offers a comprehensive, accessible, yet rigorous introduction to the study of Early Childhood that will will add value to any Early Childhood Studies course at both foundation and degree level. Addressing both care and education in the Early Years, the book considers a range of multi-disciplinary aspects of Early Childhood; including health, social, educational, psychological and sociological perspectives. Early Childhood Studies engages the reader by providing real-world examples that underpin theoretical perspectives and bring examples to life, while encouraging practitioners to engage in reflective practice by considering their own similar experiences.Key features include: Engaging activities and case studies that bring theory to life Cutting-edge research Practical tasks and advice with points for further reading End of chapter summaries, Reflective Tasks andTrade ReviewRhiannon Packer, Senior Lecturer, University of South Wales, UK The layout of the book is comprehensive and the guidance on how to use the book is very clear and easy to follow. Each chapter guides the reader step by step with each section clearly explained and well referenced. The reading list at the end of each chapter provides an opportunity for further exploration. The activities presented at different stages throughout the chapters provoke much food for thought and as a lecturer, are activities that could be used within the teaching environment. Arguments are well presented and include guidance on how the student could consider presenting arguments or critically analyse information Joy Chalke, Course Leader Early Childhood Studies, University of Portsmouth, UK It covers a wide range of topics that we have units of study related to . It is easily accessible with diagrams, pictures and research and tasks that break up the text so therefore is accessible for first years who have to develop the skills of reading at length. It is well written and easy to read. Deborah Albon, Senior Lecturer in Early Childhood Studies, London Metropolitan University, UK Good overview of a range of models of child development especially It is clearly set out and attractive to use and I think this is especially important at level 4 – the presentation, whilst attractive, does include thinking through of complex topics Mary Dyer, Senior Lecturer in Early Years, University of Huddersfield, UK [Strengths are its] …breadth of subject coverage which includes aspects of policy and practice, professional development, and research and theory concerning children’s early holistic development. The reflective exercises and examples are good talking/thinking points for students at all levels. 'The second edition of the text Early Childhood Studies retains many of the excellent features which has made it an essential text for students studying on early childhood studies degree courses. The addition of two new chapters on Play and Safeguarding Children are welcome additions to the original content, and the refreshing of the existing chapters has ensured that the new text is reflective of the many and significant changes which have occurred in the period since the book was first published. Sources, research and terminology have been updated to reflect the growing trends and changes in the sector; thus, providing an exemplary model for students to follow as they commence their own journeys into study. I would highly recommend this text to my students studying on the BA (Hons) Early Childhood Studies degree.' - Alison Riley, Bishop Grosseteste University' 'Early Childhood Studies is an accessible book that provides students with a comprehensive and detailed discussion of Early Childhood theory, philosophy, policy and practice. Reflective tasks are built into the chapters so that students can apply their own learning in relevant and thought provoking ways. Students are also supported to develop valuable study- and research skills and encouraged to refine their knowledge of specialist terminology. This book will be a valuable resource for any student wishing to study Early Childhood Studies.'- Dr Kate Bacon, Senior Lecturer, University of Central Lancashire Table of ContentsPart 1 History and philosophy of early childhood studies 1. Theories and theorists 2. Developing your own philosophy Part 2 Early years development 3. Physical development 4. Cognitive development 5. Language development 6. Emotional and moral development 7. Social development Part 3 Early childhood 8. Families, homes and childhood 9. Early education 10. Play 11. Special educational needs and inclusion: policy and practice 12. Safeguarding children Part 4 Practitioners in early childhood 13. The early years professional 14. Reflective practice 15. Working together 16. Leadership and management of early years settings

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Book SynopsisUnderstanding the Reggio Approach is a much needed source of information for those wishing to extend and consolidate their understanding of the Reggio Approach. It enables analysis of the essential elements of this particular approach to early childhood teaching and the relationship it holds with quality early years practice.It describes the key features of the Reggio Approach to early childhood including the environment, creativity, relationships and documentation. This new edition has been updated with the latest developments in this approach and includes new material on the thinking and work of Loris Malaguzzi and the future for educators in Reggio Emilia and the implications for practice in the UK. Features include: Examples from infant-toddler centres and preschools in Reggio Emilia. Key points to highlight the ideas that practitioners should consider when reviewing and reflecting on their practice Reflections that cTrade Review'There are examples from infant- toddler centres and preschools in Reggio Emilia; key points that highlight ideas that practitioners should consider when reviewing and reflecting on their practice; and reflections that can be used as the basis for continuing professional development and action research. This book is ideal for all early years educators, managers, students, practitioners, lecturers and advisory teachers.'- Martine Horvarth, EYE Magazine Table of ContentsIntroduction 1 The Reggio Emilia Approach to education and Loris Malaguzzi 2 The organisation of the preschools and infant–toddler centres 3 The environment 4 Relationships 5 Time 6 Children and teachers as researchers: individual and group learning 7 Creativity 8 Documentation 9 The future Appendix

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Book Synopsis When the first edition of this seminal work appeared in 1990, the sociology of childhood was only just beginning to emerge as a distinct sub-discipline. Drawing together strands of existing sociological writing about childhood and shaping them into a new paradigm, the original edition of this Routledge Classic offered a potent blend of ideas that informed, even inspired, many empirical studies of children's lives because it provided a unique lens through which to think about childhood. Featuring a collection of articles which summarised the developments in the study of childhood across the social sciences, including history, psychology, sociology, anthropology, feminist and developmental studies, scholars and professionals from developed and developing countries world-wide shared their knowledge of having worked and of working with children. Now with a new introduction from the editors to contextualise it into the 21st century, this truly ground-breaking text which helped estTable of Contents1. A new paradigm for the sociology of childhood? Provenance, promise and problems 2. Constructions and reconstructions of British childhood - an interpretive survey, 1800 to the present 3. Psychology and the cultural construction of children's needs 4. A voice for children in statistical and social accounting - a plea for children's right to be heard 5.It's a small world - Disneyland, the family and the multiple representations of American childhood 6. negotiating childhood - changing constructions of age for Norwegian children 7. Street children - deconstructing a construct 8. Who are you kidding? children, power and the struggle against sexual abuse 9. Childhood and the policy makers - a comparative perspective on the globalization of childhood 10. Re-presenting childhood - time and transition in the study of childhood,

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Book SynopsisIf young children are to flourish and become happy, confident and motivated learners, they need to develop in an environment that gives them the opportunities and freedom to play and learn, along with the support of parents and practitioners who are flourishing themselves. This invaluable text looks at the conditions that enable all those engaged in the early years sector to flourish, covering themes such as the outdoor environment, the curriculum, parent partnership, equality and ethical practice. Divided into three sections, each part covers: Concepts: A consideration of how flourishing is framed by political, historical and policy frameworks. Practices: Exploring the issues that early years practitioners are faced with when engaging with parents and multi-agent professionals within their setting. Futures: Examining some of the long-term issues that may need to be revisited on a regular basis to enable continual and fTable of ContentsIntroduction Part 1: Concepts 1. The conceptualisation of flourishing 2. Constructs of the Flourishing Child 3. The ecology of flourishing 4. Risk taking, philosophy and ethical practice to facilitate flourishing Part 2: Practices 5. Flourishing through Forest School 6. Parent Partnership for Flourishing in an Age of Austerity 7. Equality for flourishing in the Early Years 8. The Creative Curriculum: Flourishing in the play environment Part 3: Futures 9. Pedagogical documentation to support flourishing 10. Flourishing and Quality Conclusion

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Working with young children on the autistic spectrum and supporting them as they learn can be fascinating, challenging, often overwhelmingly difficult, but more than anything else, hugely rewarding. Strategies to Support Children with Autism and other Complex Needs bridges the gap between explaining what autism is and finding ways to interact through having a balance of play activities interspersed with more formal teaching of skills of everyday living. This highly practical text provides a bank of strategies that are specially designed to be matched to the developmental status of each child. These strategies are endorsed by academics who have monitored the children's responses in communicating, pretending, playing, moving, and singing and describe how the children have responded positively over time.This book covers a variety of topics such as: The importance of play for enhancing learning for children with autism and other complex need

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Book SynopsisProviding a fresh approach to examining development in the early years, this book draws together well-established ideas and theories based on outdoor play experiences and connects them to spiritual development in children. Elemental Play and Outdoor Learning considers socio-cultural perspectives, guided participation and mediated learning alongside playfulness as it looks at young children's developing interest in the people around them, the environment they experience and the ideas and objects that involve them. Including rich encounters with young children and adults, chapters cover: elemental play as an approach to observe and support children's holistic development; the role of people in developing effective exploratory and social skills; using the concept of elemental play to consider the spiritual system as an aspect of child development; imaginative play with raw, natural materials and how prepaTable of ContentsForeword: Debbie Ryder 1. Elemental Play: more than sand and water 2. Playing with people 3. Exploring the outdoor world with others 4. Awe and wonder 5. Being in one’s element 6. The magic chocolate pit 7. Playing with things: children’s ideas and projects 8. Playing naturally: outdoors and inside 9. Natural play connections

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

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Book SynopsisGet up to date on the latest EYFS framework with this brand-new handbook. Written by industry expert Penny Tassoni, this comprehensive handbook is easy-to navigate, colourful and accessible for all those who want to understand the latest updates to the EYFS and improve their practice. - Be guided by Penny''s practical and helpful advice on safeguarding and welfare and gain an in-depth understanding of the education requirements of the EYFS.- Create a comprehensive curriculum for your practice that is linked to the Ofsted framework.- Test yourself both in theory and practice with hypothetical questions and tips for practical application throughout the handbook.- Explore suggested activities for each age range and area of learning and development.- Discover the new ''Ofsted Feature'', which will help practitioners achieve Outstanding in their Ofsted inspection.

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Book SynopsisContemporary Perspectives and Research on Early Childhood Education is a welcome addition to the field of early childhood education.

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

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

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Book SynopsisThis practical, research-based guide provides a wealth of tools and strategies for implementing social skills training in school or clinical settings. Numerous case examples illustrate common social difficulties experienced by children with high-functioning autism spectrum disorders (ASD) and Asperger syndrome; the impact on peer relationships, school performance, and behavior; and how social skills training can help. Chapters delve into the nuts and bolts of teaching and reinforcing core skills in classroom, small-group, or individual contexts, emphasizing ways to tailor interventions to each individual's needs. Reproducible forms and worksheets can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade ReviewWhat sets this book apart from other social skills manuals is its flexibility; it provides a guiding framework that can be easily adapted to any client's or student's needs. White has integrated useful information on a variety of treatment approaches into a cutting-edge synthesis of the best available research and clinical practices. She addresses everything from how to understand and measure target behaviors to how to structure sessions for success, the type of content to cover, and specific strategies to employ. Many case examples make the information easy to understand, and handouts are provided that can be utilized in treatment or teaching. The end result is a book that is very comprehensive and easy to apply--a 'must read' for anyone doing social skills intervention with children with ASD!--Carla A. Mazefsky, PhD, Department of Psychiatry, University of Pittsburgh School of MedicineWhite's writing reflects an abundance of clinical experience with children and youth with ASD. The book is filled with examples and vignettes illustrating the principles and practices of social skills intervention. This book is a valuable resource for therapists, school-based clinicians, and teachers. It contains a wealth of specific intervention strategies, exercises, and worksheets to aid in the assessment and instruction of social skills. It also will be useful as a text in courses preparing clinicians and educators to work with children and youth with ASD.--Donald Oswald, PhD, Department of Psychiatry, Virginia Commonwealth University This is an easy, enjoyable read. I was particularly impressed by White's ability to blend empirical data with personal experience. The case studies and examples really brought the book to life and assured me that the information was coming from someone who had been 'in the trenches.' Anyone who endeavors to do social skills training with children and adolescents on the spectrum should make this book a staple in their library.--Lauren M. Hutto, PhD, Regional Multidisciplinary Evaluation and Consulting Center, Florida State UniversityBacked by cutting-edge research and considerable clinical experience, White takes the theoretical and makes it practical. The book offers rationales behind tailor-made training methods for individuals and groups and provides a variety of templates and handouts for use with students and their parents. Whether you want to understand the greatest challenges facing students with autism and related conditions, or you want practical strategies you can start using today, this book should hold a prominent place on your desk.--Katherine A. Briccetti, PhD, school psychologist, Piedmont (California) Unified School DistrictA very useful resource for special educators. The book's logical organization makes the information easy to access. The emphasis on using peers as supports will be appealing to educators who are looking for better ways to provide inclusive school experiences for students with ASD. The chapter on running social skills training groups is especially helpful and practical.--Kimber L. Wilkerson, PhD, Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison -Serves as a concise, yet thorough, guide to social skills training for children on the higher-functioning end of the autism spectrum….This brief guide contains descriptions of ASD subtypes, various treatment techniques, for differing deficits, social skills training across different settings, and supplemental assessment tools, worksheets, and informational handouts….The clear descriptions of the differing deficits and the various theories explaining ASD symptoms not only give a rationale for social skills training, but also provide readers with a solid foundation on which to determine the most appropriate course of treatment for the children they will be serving.... Dr. White's delicate balance of a strict adherence to empirically driven techniques and provision of real-world examples promotes not only the adoption of strategies supported by research but also provides practical, flexible tips and explanations, making this an appropriate and valuable resource for clinicians and educators alike.--Journal of Autism and Developmental Disorders, 2/1/2013Table of Contents1. Introduction2. Clinical Evaluation and Assessment of Social Skills3. Types of Interventions and Adaptations for ASD4. Social Skills Training Groups5. Strategies for Use in the Classroom6. Strategies for the Clinic7. Promoting Social Skills Training at Home8. Improving Social Competence beyond Childhood

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

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

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Book SynopsisParents and early childhood teachers know that reading aloud to children is important, but the specific things that adults do while reading with children that make reading a powerful way to improve children's language, vocabulary, and early literacy skills can remain a mystery. Read with Me makes those behaviors clear and easy to implement for parents and teachers by outlining the ABCs of Active Reading (Ask Questions, Build Vocabulary, and Connect to the Child's World). Active Reading is an approach to reading aloud with young children that is supported by decades of research. Read With Me provides parents and teachers with the knowledge and skills to engage young children (age 2 to 5) in Active Reading with examples, clear explanations, and ideas for making one-on-one or small group read aloud sessions a powerful way to build children's early literacy and language skills, all while creating a lifelong love of reading.Trade ReviewEveryone can read with young children like a pro and this book will show to the easy steps. This simple, fun approach really can make reading the amazing experience every family wants it to be. -- Jeff Conyers, President, The Dollywood FoundationEqually valuable for parents and teachers, Read With Me lays out a set of very clear daily practices (ABC’s of Active Reading) for creating not just young readers, but joyful, engaged, life-long learners. The authors translate the research science of literacy into clear explanations and practical examples of the Why, How, What, and even the Where of reading with young children. Most importantly, Read With Me emphasizes what we know to be most important in supporting a young child’s brain development and learning: caring interactions and relationships between a child and loving adult. -- Kathleen Gallagher, Ph.D., Director of Research and Evaluation, Buffett Early Childhood Institute, University of NebraskaThis immensely practical book will make every teacher, parent, and caregiver want to put the ABCs of active reading into action. Read With Me: Engaging Your Young Child in Active Reading is brimming with evidence-based activities for making reading engaging and effective. As a scholar of literacy and a father of three young children, I know active reading works. I hope the ABCs of active reading – asking questions, building vocabulary, and connecting ideas to children’s worlds – will be put into practice in schools, homes, libraries, and community centers across the country. -- James Kim, Professor of Education, Harvard Graduate School of EducationRead With Me: Engaging Your Young Child in Active Reading is a powerful compilation of tools to help the children in your world develop a lifelong love of reading. This indispensable book both beautifully captures the undeniable importance of introducing books and reading early in life and skillfully explains how to lay the foundation for reading success. Read With Me is a must-read for every parent, grandparent, teacher, or caregiver. -- Jonah Edelman, Chief Executive Officer, Stand for ChildrenTable of ContentsIntroduction: The Power of Active Reading Chapter 1: Reading “With” versus Reading “To” Active Reading: Raising Readers Using Decades of Research The ABCs of Active Reading When to do Active Reading: Taking Advantage of Child Development Learning to Love Books Chapter 2: Learning to Read: Joint Attention, Print Concepts, and Print Knowledge Learning to Read vs. Reading to Learn How Children Learn to Read Learning to Read: The Early Years Sharing a Story: Joint Attention Teaching the Basics of Books Learning to Read Chapter 3: How to Read a Book: Repeated Reading, Fill-in-the-Blank, Picture Walks, and Talk More Early Language and Active Reading How Children Develop Language Repeated Reading Picture Walks Fill-in-the-Blank Prompts Talk More Reading Together Chapter 4: How to Talk about a Book: Asking Questions Ask Questions Setting the Foundation for Reading Comprehension: How Children Learn to Understand what they Read Asking and Answering Questions: The Foundation for Reading Comprehension Talk about a Book Chapter 5: Building Vocabulary: How to Teach Words in Books Building Vocabulary: A Powerful Tool Finding Rare Words in Books Building Vocabulary from Books: Repeated Reading and Conversation Building Vocabulary through Active Reading Building Vocabulary after Reading: Talking Beyond Books Building Vocabulary as Children Grow Chapter 6: Make Books Bigger: Connect to the Child’s World Make Connections to Build Meaning Connect to Experiences Connect to Stories Build Background Knowledge Connect to your Child’s World Chapter 7: How to Talk about Sounds: Building Phonemic Awareness and Letter Knowledge through Active Reading What is Phonemic Awareness? Active Reading to Build Phonemic Awareness Teaching Letters through Active Reading How do Kids Learn to Read Words? From Singing to Reading Chapter 8: The Active Reading Bookshelf: Building a Library for Active Reading Access to Books How to Build an Active Reading Library Active Reading and Informational Text The Active Reading Bookshelf Chapter 9: Time to Read: Doing Active Reading One book at a Time: Answering Questions about Active Reading Is e-Reading Active Reading? Raising Kids who Love to Read Read with Me Appendix A: Books for Active Reading Great for Pointing and Labeling Great for Letting your Child take over Story Telling Great for Asking Questions Great for Building Vocabulary Great for Connecting to Everyday Experiences Great Fiction Picture Books for Building Background Knowledge Great Nonfiction Picture Books for Building Background Knowledge Great for Picture Walks Great for Fill-in-the-Blank Great for Rhyming and Alliteration Great for Learning Letters and ABCs Wordless Picture Books Diverse Books for Active Reading Appendix B: Active Reading Guides Llama Llama Red Pajama Maisy Goes to Preschool Noisy Nora The Gruffalo’s Child A Seed is Sleepy Owl Babies Where the Wild Things Are Rosie’s Hat Bunny Money Rumble in the Jungle Beekle: The Unimaginary Friend Little Blue Truck Leads the Way 10 Minutes til Bedtime Appendix C: Building a Coordinated System of Active Reading in Your Community Glossary

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Book SynopsisDebates frequently focus on the role of training as an indicator of quality, but far less attention is given to understanding how to work effectively with young children, and how the knowledge to do this is built. This book examines the development and sources of this ′know-how′ - from the knowledge the early years workforce already have to the knowledge they will develop in their practical and theoretical training. This also includes the knowledge that cannot be described but is nonetheless important in guiding the daily work of the early years sector. Both theoretical and practical knowledge are brought together while encouraging critical consideration of alternative forms of knowledge such as attitudes and beliefs. Providing international examples and theoretical discussions on the challenges and rewards of working in the early years, this book seeks to identify, recognise and celebrate how those who work in early years education deliver best practice when working with young children. This book is not available as a print inspection copy. To download an e-inspection copy click here or for more information contact your local sales representative.Trade ReviewThis short book manages to provide the most rich and comprehensive account available of the skills, knowledge, dispositions and attitudes underpinning professional practice in the early years -- Geoff TaggartThe link is clearly made between the development of the role of the professional, the concept of quality and the importance of a comprehensive early years knowledge base. Of particular interest is a chapter on emotional knowledge and its links to practice. -- Mary Beare AustTable of ContentsChapter 1: What does it mean to be a professional in the Early Years? Chapter 2: Quality in the Early Years and Early Years Training Chapter 3: Knowledges in The Early Years Chapter 4: The Early Years Knowledge-base Chapter 5: Concepts of Childhood, from Self to Society Chapter 6: Emotional Knowledge Chapter 7: Learning in Practice

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Book SynopsisHarness the learning Power of Risky Play in the Early Years.

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Book SynopsisIn this book, noted Nordic researchers and teacher educators provide insights into early childhood discourses and practices in Denmark, Finland, Iceland, Norway and Sweden. In addition to these insiders' perspectives, an American scholars explore Nordic themes, trends, and practices as they emerge in the book's chapters on such varied topics as Nordic childhoods, children's perspectives, preschool teacher education reforms and developments, transition from preschool to primary school, learning through play, caregiving and instruction.Table of ContentsPreface, Bernard Spodek. Nordic Ideals as Reflected in Nordic Childhoods and Early Education, Johanna Einarsdottir and Judith T. Wagner. The Making of Nordic Childhoods, Baldur Kristjansson. Will There Be Any Preschool Teachers in the Future? A Comment on Recent Teacher Education Reforms in Sweden, Jan Erik Johansson. The Social Game of Early Childhood Education: The Case of Norway, Torill Strand. Teaching and Learning in Preschool and the First Years of Elementary School in Sweden, Ingrid Pramling Samuelson. Finnish Daycare: Caring, Education and Instruction, Anneli Niikko. Between Two Traditions - Between Two Continents: Early Chilhood Education in Iceland, Johanna Einarsdottir. Learning and Development through Play, Pentti Hakkarainen. Children's Perspectives on their Childhood Experiences, Stig Brostrom. Reconceptualizing Early Childhood Education: Challanging Taken-for-Granted Ideas, Hillevi Lenz Taguchi. An Outsider's Perspective: Childhoods and Early Education in the Nordic Countries, Judith T. Wagner.

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