Pre-school and kindergarten Books

Book SynopsisMany early childhood professionals are unfamiliar with computer science, robotics, and engineering concepts. This user-friendly and accessible book gives teachers great ideas for engaging young children with 100 exciting, hands-on computer science and engineering activities. The book can be easily included in a developmentally appropriate curriculum and offer a balance of adult-facilitated and child-centered activities.

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Book SynopsisThe art of observing children is more than merely the act of watching them- it is also using what you see and hear to craft new opportunitites in your classroom. This newly updated edition of The Art of Awareness provides a wealth of inspiration and practice. Witness children's remarkable competencies as they experience childhood and find a new joy in your work with children. In the third edition you will find A new chapter focused on observing children's active play in the context of current neuroscience and the connection between active physicality and brain developementRevisons with a strong emphasis on observing wiht an antibias and equity lens, including new stories and reflective questions to promote learningExpanded thinking about children's engagement with the natural world and supporting children' ecological identity developmentAccess to videos for further study related to chapter contentNew strategies to organize your observations, share them with colleagues and families, and apply the to planning and assesment processesBy learning the art and skill of observation, you can improve your teaching and help children grow and learn.

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Book SynopsisA powerful SEL mindfulness program to help kids self-regulate, foster social and academic engagement, and bring peace back into the classroom.As a teacher, you know that preschool and kindergarten are difficult periods of transition in kids’ lives. This is true now more than ever, as young children in our world face increasing life challenges—including adverse childhood experiences, trauma, social disconnection, systematic discrimination, and a global pandemic. Students are struggling to balance their emotions and adapt to a classroom environment, the tools outlined in this mindfulness guide can help.Mindfulness for Preschool and Kindergarten offers an effective, adaptable, multisensory, and skills-based social emotional learning (SEL) program to help preschool and kindergarten-aged children learn to self-regulate, ensuring a peaceful and prosocial learning environment in the classroom. The hands-on OpenMind program in this book will help kids cope with stress and trauma, process and understand difficult emotions, and interact positively with others. Kids will also learn how to bounce back from challenges, build resilience, and experience greater social and academic engagement.The OpenMind program’s five foundations go well beyond sequenced lesson plans and strategies to help promote a positive classroom experience. These include: ·Wellness and mindfulness training for teachers ·Practices to help kids build self-regulation, executive function, and engagement ·Planned practices and lessons in response to arising individual and learning environment needs that are anchored to social and academic content ·Scaffolding and modification of practices and lessons to promote learning and active mindful engagement ·A process for transforming challenging behaviors into opportunities for learning, growth, autonomy, and agency You are on the frontlines of helping kids face some of life’s most difficult challenges, and ensuring that they feel valued, protected, and supported. The weight of this responsibility can create stress and feelings of overwhelm for you. Let this guide support both you and your young students in cultivating a loving, safe, and rewarding classroom environment—together.

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Book SynopsisContributions from early childhood educators, teachers, psychologists, music therapists, occupational therapists, and psychotherapists highlight the crucial role that early relationships and interactions in group settings play in the development of children's personal, emotional and social skills. The book features the latest research and methods for successfully encouraging the development of these skills in groups of children aged 4-12. It explores how play within children's groups can be facilitated in order to foster emotional and empathic capacities, how to overcome common challenges to inclusion in schools and introduces practical, creative approaches to cultivating a sense of unity and team spirit in children's groups.Trade ReviewThis is a compact information-laden volume that conveys a comprehensive understanding of play activity in the lives of children. Theory and practice are interwoven reflecting the diverse meanings of play for the individual child and his parents, as well as for groups of children playing together. The author has written about her own perspective on play as well as including the wisdom of her colleagues from allied disciplines. Susan Hart's vivid, inclusive and comprehensive view of play is a treasure! -- Saralea Chazan Ph.D. Clinical-Child PsychologistThis passionate book offers numerous creative and playful practices and innovative educational interventions for all those working with children in groups - be that teachers, mental health practitioners and allied professionals. Its richness lies in the diverse approaches presented and developed in different cultures and settings, but all with the main aim of stimulating the improvement of children's emotional, empathic and social learning. Essential reading for all those who believe that inclusive schools need to focus at least as much on promoting emotional and relational competencies as they do on cognitive and academic achievements. -- Prof. Dr. E. Asen, M.D., FRCPsych Anna Freud National Centre for Children and Families University College LondonThere is a great deal beyond words that should be part of the talking cure, particularly with children. This book gives the best map currently available to some of the techniques available to reach those children whose emotional vulnerability cannot be reached with verbal dialogue. A brilliant collection of essays. -- Peter Fonagy, Freud Memorial Professor of Psychoanalysis, UCL; Anna Freud National Centre for Children and Families, London, UK.Brains allow humans to move, predictions make movements meaningful by mentalization, and mentalization is validated by feelings from emotions. This is the short version of this excellent introduction to the roles of play in the development of inclusionary empathy. The volume by eminent practitioners of the different fields is highly recommended to anyone concerned with the loss of empathy in the age of the internet. -- Albert GjeddeTable of ContentsForeword by Phyllis Booth. Introduction and content of the book. Susan Hart. 1. In Tune with Feeling: Musical Play with Emotions of Creativity, Inspiring Neuroaffective Development and Self-Confidence for Learning in Company. Colwyn Trevarthen and Jaak Panksepp. 2. Empathy and Compassion are also Competences that have to be Learned. Susan Hart. 3. Is it OK to Play and Have Fun at School?. Susan Hart. 4. Maturing Meetings in Children Groups - Now-Moments and Flow. Marianne Bentzen and Christine Lakoseljac-Andreasen. 5. Group Theraplay in Classrooms: How Playful Engagement Fosters Social and Emotional Growth. Phyllis Rubin and Marlo Winstead. 6. Inclusion, Children Groups, Music Therapy - Music and Communicative Musicality. Ulla Holck and Stine Lindahl Jacobsen. 7. The Emerging of Empathy. Dorothea Rahm. 8. My Pain Turned to Gold. Eldbjørg Wedaa. 9. Playing with Possibilities: Sensorimotor Psychotherapy with Younger Clients in Individual, Family and Group Psychotherapy. Bonnie Goldstein and Pat Ogden. 10. Getting Together, Playing Together, Healing Together: How To Craft a Somatic Based Group Activity. Alexandre Duarte. 11. NASSA - NeuroAffective Psychological Structured Social Activity. Susan Hart, Knud Hellborn and Gitte Jørgensen. 12. Friendship, Empathy and Mindfulness in Children's Groups. Developing Children's Natural Capacities. Helle Jensen. 13. Multi-family Therapy with Groups of Children and Their Parents/Carers. Serena Potter. Epilogue by Susan Hart.

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Book SynopsisWhen a practitioner can tell and read stories well, it is proven to significantly improve young children's early communication and literacy. In this easy-to-read and essential guide, storytelling trainer Mary Medlicott gives professionals the tools to get the best out of oral storytelling and story-reading sessions, with management, performance and language techniques.Included are examples of stories and post-story activities that are most successful with children of ages 2 to 5. Medlicott shows how to prepare for the session, spark children's imagination with props, voices and facial expressions, and encourage empathy with thoughtful use of language and variety. Importantly, she gives practical advice on how to cater for all learning needs, such as children with hearing impairment or learning difficulties, and children who are learning English as a second language.Trade ReviewThis is the book we've been waiting for! Everyone who believes that stories lie at the heart of young children's learning now has this splendid resource to draw upon. The author distills a lifetime of sharing stories into nine practical chapters. Which story? Read or told? Learnt from memory? All this and much more, recounted with energy, enthusiasm and love. -- Dr Hilary Minns, University of WarwickA love of stories is one of the most important gifts we can give to our children and story-literacy is one of the most important and urgently needed tools for facing a world that is uncertain and ever-changing. Mary Medlicott is a powerful and passionate advocate for both storytelling and young children and this book, part manual and part manifesto, draws upon many years of experience as a storyteller, writer and educator. It will command an important presence on the bookshelf of anyone who has ever sat down with a child and uttered the words, "Once upon a time...". -- Michael Wilson, Professor of Drama, Loughborough UniversityThis readable, practical book not only provides tools for getting the best out of storytelling and reading sessions, but encourages parents to tell the stories of their family to their children. There's even tools to help you deal with the horror of forgetting the story you're telling! Well worth having on your bookshelf (but don't leave it there - read and reread it!). -- Mary Hawes, The Church of England, Child in the MidstTable of Contents1. The Importance of Story. 2. Varieties of Story. 3. Preparing Yourself. 4. Thinking About Your Audience. 5. Props. 6. Dealing with Your Audience. 7. After the Story. 8. Creating a Strategy for Story. 9. Consolidating. Appendices.

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Book Synopsis′The authors who have contributed to this book bring a wealth of expertise and a wide range of research findings. This gives the reader the opportunity to link theory with practice in a helpful and illuminating way′ - Early Years Update Praise for the first edition: `...represents an enormously rich body of research and expertise focused on the objective of taking into account the social, historical and cultural dimensions of everyday activities in order to better understand children. …will undoubtedly be of interest and value to anyone with a similar concern′ - Early Years Journal `...an international state-of-the-art early childhood education publication that sets out research-based evidence and critically links this with theory and practice. It is pitched at the graduate level and beyond. Readers will gain more from the book if they have a thorough base understanding of relevant learning and social-cultural theories and an open-mind to appreciate the perspectives presented in this book′ - Childforum, New Zealand This fully revised and up-to-date edition examines sociocultural and historical approaches to current theories of learning in early childhood education. It sets out research-based evidence linking theory and practice in early childhood settings. Written by leading figures in the field, the book extends a strong and traditional theme - the importance of the child′s perspective and respect for each child′s individual background. Within the context of early years settings, the book is structured around four overall themes: - the dynamics of learning and teaching - the nature of knowledge - assessment - evaluation and quality. This book is essential reading for undergraduate and advanced courses in early childhood studies.Trade Review′The authors who have contributed to this book bring a wealth of expertise and a wide range of research findings. This gives the reader the opportunity to link theory with practice in a helpful and illuminating way′ - Early Years UpdateTable of ContentsResearch Contexts across Cultures - Angela Anning, Joy Cullan and Marilyn Fleer PART ONE: CONCEPTUALIZATIONS OF LEARNING AND PEDAGOGY IN EARLY YEARS SETTINGS Developing a Pedagogy of Play - Elizabeth Wood Scaffolding Learning and Co-Constructing Understandings - Barbara Jordan Exploring Critical Constructivist Perspectives on Children′s Learning - Glenda MacNaughton PART TWO: THE NATURE OF KNOWLEDGE IN EARLY YEARS SETTINGS The Co-Construction of an Early Childhood Curriculum - Angela Anning Adults Co-Constructing Professional Knowledge - Joy Cullen Building Bridges between Literacies - Denise Williams-Kennedy PART THREE: ASSESSMENT IN EARLY YEARS SETTINGS The Consequences of Sociological Assessment - Bronwen Cowie and Margaret Carr On-Entry Baseline Assessment across Cultures - Peter Tymms and Christine Merrell Cultural-Historical Assessment: Mapping the Transformation of Understanding - Marilyn Fleer and Carmel Richardson PART FOUR: EVALUATION AND QUALITY IN EARLY YEARS SETTINGS Quality Teaching in the Early Years - Iram Siraj-Blatchford Questioning Evaluation Quality in Early Childhood - Valerie N Podmore Multiple Pathways between Home and School Literacies - Susan Hill and Susan Nichols PART FIVE: CONCLUSION A Framework for Conceptualizing Early Childhood Education - Marilyn Fleer, Angela Anning and Joy Cullen

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Book SynopsisA go-to guide for early years professionals, this book will help you to enhance your leadership skills.How to Be a Great Leader in Early Years enables you to reflect on your approach to leadership. In doing so it allows you to identify the qualities that make you a good leader and to think about ways to improve. Drawing on insights gained from founding her own award-winning childcare service, Jennie Johnson offers a range of practical strategies to help you become a better leader, inspire others and maintain a first-rate service.This book is for anyone with an interest in how outstanding childcare settings are led, including nursery owners, nursery managers, unit/room leaders and early years practitioners.Trade ReviewThis is a fantastic little book packed with practical ideas that can be applied successfully to any team. Having had first-hand experience of working closely with Jennie and her team I can verify that these are not just ideals, but effective strategies that create great places to work and learn. -- Alistair Bryce-Clegg, Early Years Consultant and AuthorJennie has written this book for early years leaders in a reflective and easy-to-use style. It is free from jargon with top tips for inspiring new and existing leaders to use within their practice on the road to excellence. Every setting should have a copy of How to Be a Great Leader in Early Years. -- Laura Henry, International Early Years ExpertWhile pitched at those working with small children, the messages are core to a well-led business. Not least the advice that Jennie gives to "know your stuff", "be well read" and "be thirsty for knowledge". Jennie continually reminds the reader that the point of good leadership is to ensure that everything works together to ensure children have a happy fulfilled and fun experience learning. Her book is steeped in good examples which means it can be read in one sitting or dipped into as needed. It would be a very good tool to provoke debate and reflection at a staff meeting or training session. -- June O'Sullivan MBE, CEO of London Early Years FoundationJennie provides a handy, accessible guide to leadership in early years settings, drawing from her own experience of building up a nursery group. Nuggets of wise advice and common sense mantras are set out in bite-sized chapters great to dip into for inspiration and ideas. Topics range from culture to cleaning, praise to pay and recruitment to respect. -- Liz Roberts, Editor, Nursery WorldStrong leadership is pivotal to the long term success of any early years setting. This book clearly and effectively highlights the leadership skills that senior setting staff need, and is essential reading for anyone who manages people in the childcare sector. -- Neil Leitch, Chief Executive of The Pre-school Learning AllianceTable of ContentsIntroduction. Part 1. Your Way of Doing Things. Part 2. Your Leadership Style. Part 3. Your People. Part 4. Your Customer. About the Author.

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Book SynopsisYoung children have a limited understanding of the risks surrounding them: they fall over, bang their heads, scrape their knees and worse. Parents and practitioners can try to create a risk-free environment, but this can reduce children's chances to to learn about risk and how to judge new situations.This bestselling guide shows how adults can share their own skills with young children to promote understanding of safety in a stimulating way. It covers key areas such as: putting risk into perspective; how children learn to take care of themselves; supporting children after accidents and avoiding preventable accidents; and working in partnership with parents. This second edition has been fully updated to reflect current practice, featuring new material on risk-benefit analysis and the importance of outdoor experiences.Too Safe for Their Own Good? will support any practitioner working with children under the age of 8 with the guidance they need to offer enough challenge to benefit children, and to avoid over-protection or careless practice.Trade ReviewThis is a very welcome second edition of a book that has been enormously popular since it was first published over 10 years ago. The theme of the book - the importance of helping young children to learn about risk and life skills - has not changed, but the text has been completely reworked to ensure it fully reflects current thinking and key issue. There are new examples to learn from, many of which look at current approaches to promoting young children's learning in and through nature.The author speaks authoritatively and convincingly about the importance of young children being able to learn through practical experiences how to manage risk in order to keep themselves safe. This, along with the many practical examples quoted, is of enormous help to the practitioner searching for ways to ensure they fulfil their responsibility for 'teaching children step by step how to keep themselves safe'.This book is highly recommended for use in every early years setting and, as it covers the age range up to eight, every primary school too. -- Early Years Update 94: December 2011/January 2012

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Book SynopsisThis useful volume presents a selection of Rudolf Steiner's writings on childhood, alongside supplemental essays on sensory development and imitation, suggestions for how to study Steiner's work, and a discussion of the future of childhood.This is the first time these texts have been collected together in English and the commentaries draw on the many years of experience as educators and teacher trainers of the editors.

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Book SynopsisEdited and compiled just for teachers, this resource explains developmentally appropriate practice (DAP) so teachers can apply DAP in their work with children in first, second, and third grades. Chapters include: What Is Developmentally Appropriate Practice? A brief introduction to the main ideas of DAP Teaching Children in First, Second, and Third Grades Connecting DAP to excellent teaching An Overview of Development in the Primary Grades Overview of learning and development in first, second, and third grades Developmentally Appropriate Examples to Consider Examples of key DAP practices, as well as contrasting practices that are less likely to serve children well Supporting Children’s Learning While Meeting Standards Connecting the standards to DAP Young Children Articles Ten articles from Young Children that provide examples of applying developmentally appropriate practice when working with children in first, second, and third grades.Table of ContentsAbout the Editors Acknowledgments Editors’ Preface 1. What Is Developmentally Appropriate Practice? Meeting Children Where They Are Helping Children Reach Challenging and Achievable Goals 2. Teaching Children in First, Second, and Third Grades 3. An Overview of Development in the Primary Grades Physical Development Social and Emotional Development Cognitive Development Language and Literacy Development 4. Developmentally Appropriate Examples to Consider Creating a Caring Community of Learners Teaching to Enhance Development and Learning Planning Curriculum to Achieve Important Goals Assessing Children’s Development and Learning Establishing Reciprocal Relationships With Families 5. Supporting Children’s Learning While Meeting State Standards: Strategies and Suggestions for Teachers in Public School Contexts Trait 1: Acquire Detailed and Thorough Knowledge of Policies and Expectations Trait 2: Consider the Required Materials to Be a Starting Point Trait 3: Showcase Children’s Engagement in Substantive Learning The Common Core Standards—Are They Appropriate for Young Learners? 6. Young Children Articles Implementing Research-Based Curricula: Learn From the Way We Teach Young Children Teacher-Made Assessments Show Children’s Growth Using Technology as a Teaching Tool for Dual Language Learners Linking the Primary Classroom Environment to Learning Mathematical Pattern Hunters Five Strategies for Creating Meaningful Mathematics Experiences Flexible Grouping During Literacy Centers: A Model for Differentiating Instruction Let’s SQUiNK About It! A Metacognitive Approach to Exploring Text Young Girls Discovering Their Voice With Literacy and Readers Theater Science Learning in Out-of-School Time: Family Engagement Activities and Resources References

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Book SynopsisHelpful information for all family child care providers including: Tips and strategies to help develop and manage a well-organized business Ways to maximize dual-use spaces and enhance learning materials and routines Guidelines and tips to help balance home and professional needs Creative ideas to boost children’s learning Practical information to help you build positive and meaningful relationships with families Expand your knowledge and skills to meet the needs of children and their families.Table of ContentsForeword About This Book Chapter 1: What Is Family Child Care? Chapter 2: Building Your Family Child Care Business Chapter 3: Learning Spaces in Family Child Care Chapter 4: Teaching in High-Quality Family Child Care Chapter 5: Professional and Program Growth In Conclusion Acknowledgments About the Authors References

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Book SynopsisSlow down, tune in, and discover the very purposeful play of infants and toddlers. Addressing considerations like choosing interesting materials, setting up safe and inviting environments, and why you are the most important element of play for very young children, the authors come alongside to help you Better understand what play means for infants and toddlers Read children’s cues and respond to their needs for more challenge, a break from interaction, or a play partner Support children’s physical, social and emotional, language, and cognitive development Adapt the way you play with children and what materials you offer based on individual abilities, interests, and needs Look at toddler behavior in new ways and use proven strategies to help children navigate play situations with peers This book is a delightful, easy read, full of insights like how to provide play choices for even very young children and why sportscasting is not just for TV but for infant and toddler classrooms, too. With its spot-on ideas and delightful anecdotes, you’ll gain a new appreciation for infants’ and toddlers’ competence and curiosity and how important your role is in the birth-to-3 adventure.This is play for very young children and for you. Come and explore.Trade ReviewEarly childhood educators wear many hats in the classroom: teacher, guide, scheduler, caregiver, supervisor, and communicator, among others. They also facilitate children’s play. Research has demonstrated the power of play for fostering young children’s development in a variety of areas, including mathematics, spatial skills, language development, scientific thinking, and social skills (Zosh et al., 2018). Authors Julia Luckenbill, program coordinator at the Early Childhood Lab School at UC Davis, Aarti Subramanian, research analyst for the University of California Agriculture and Natural Resources’ 4-H program, and Janet Thompson, director of the UC Davis Early Childhood Lab, bring significant experience working with children and conducting research on early childhood education. They understand the tension between the need to fulfill many different classroom roles while at the same time being intentional and evidenced-based in pedagogy and practice, specifically regarding play in the classroom. That is why This Is Play is a welcome addition to the current literature landscape for early childhood educators. The goal of the book is to provide early childhood educators with guidance for creating developmentally appropriate methods for supporting children’s play and learning. In pursuit of this goal, the book is well organized and easily digestible for busy educators. The introductory chapter (Chapter One) provides an overview of the importance of play and what it means to foster children’s development in a playful context. The authors also include a section on electronic toys and screen devices. With the increasing prevalence of these devices in homes and classrooms, contextualizing their presence with the reminder that contingent adult-child interactions are the bedrock for healthy development reminds educators to look for ways to either avoid these devices or use them in ways that support learning and development. The rest of the text is divided into chapters focusing on young infants (0 to 9 months), mobile infants (8 to 18 months), toddlers (16 to 36 months), and children with diverse characteristics, abilities, and needs. Each of the age-based chapters starts by giving a snapshot of children’s development during that particular range, then gives practical examples and tips for supporting children’s play. The authors also include extensive lists of additional resources for teachers and families in each chapter. In Chapter Two, focusing on 0- to 9-month-old infants, the authors use vignettes to describe how to design safe and supportive play environments for infants. For example, they provide information about how materials connect to skills, such as using stacking rings to support cognitive development. Chapter Three (8- to 18-month-old infants) features additional vignettes about play materials, including making homemade playdough. This chapter also highlights the ways in which play fosters specific skills, such as a pop-up toy helping children explore the concept of cause-and-effect. In Chapter Four (16- to 36-month-old children), the authors provide detailed information about designing toddler play spaces to focus on a variety of play types, including dramatic, nature, cognitive, gross motor, sensory, and block play. They also encourage educators to choose play themes that are meaningful for children, meaning that they connect to children’s lives and previous experiences. Examples of these include a doctor’s office and a grocery store, among others. Finally, Chapter Five focuses on children with diverse characteristics, abilities, and needs, and gives specific examples of how to work with children and their families to ensure that all children, regardless of disability status, language background, etc., have opportunities for developmentally appropriate play. The strongest component of the book is the authors’ commitment to demonstrating how play and learning connect at various points in development. Research suggests that humans learn best in active (not passive), engaged (not distracted), meaningful (not disconnected), joyful, iterative (not static), and socially interactive contexts (Zosh et al., 2018). Play is well-situated to speak to all of these contexts. This Is Play provides concrete examples in each chapter to help early childhood educators create play opportunities that align with these best practices. Another strength of the book is the authors’ focus on supporting play for all children regardless of disability status, age, language background, medical needs, and other factors. Using people-first language throughout highlights the authors’ commitment to seeing children first, before seeing their diagnoses. The framing of the book by overlapping age groups also signals that the authors understand that development does not follow a strict timetable, but instead that there is a range of individual differences. This Is Play also explicitly acknowledges the financial challenges that early childhood educators face when trying to plan play activities and spaces for their classrooms. The authors provide strategies for saving money without sacrificing the quality of the play experiences. Perhaps the one piece missing from the book is the construct of playful learning. The authors define play in Chapter One and then review several different types of play; interpersonal, exploratory/sensorimotor, relational, constructive, symbolic, and rough-and-tumble. However, much of the play described in the book fits under the umbrella of playful learning, including free play, which is both child-initiated and child-directed; guided play, which combines the exploratory nature of free play with developmentally appropriate scaffolding in support of a learning goal; and games (Hassinger-Das et al., 2017). Much of the play that the authors describe throughout the book would be classified as guided play. Guided play can be an adult simply setting up play materials in a pre-planned environment that is designed to spark learning (Weisberg et al., 2016); for example, a teacher reading a book about farms in class and then setting up a play center with a farm play set featuring some of the children’s newly learned vocabulary words. Guided play can also be an educator joining in children’s play to support learning by asking questions or scaffolding interactions (Weisberg et al., 2016). This Is Play includes many examples and guidance highlighting the importance of both adults as play partners and their scaffolding of learning opportunities during play, which is very much in line with the concept of guided play. Adding a discussion of playful learning, and guided play in particular, would only serve to further connect the book with the current literature. Overall, This Is Play is a much-needed addition to the literature written for early childhood educators. The book is easy to read, provides many concrete examples, and is inclusive of the varied needs of children. Early childhood educators have myriad daily responsibilities in the classroom, but the authors provide clear guidance to help educators create and support children’s play without adding too much more to their plates. References Hassinger-Das, B., Toub, T. S., Zosh, J. M., Michnick, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). More than just fun: A place for games in playful learning. Infancia y Aprendizaje, 40, 191–281. https://doi.org/10.1080/02103702.2017.1292684 Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions in Psychological Science, 25(3), 177–182. https://journals.sagepub.com/doi/pdf/10.1177/0963721416645512 Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D.,… Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124. 10.3389/fpsyg.2018.01124 -- Brenna Hassinger-Das * Teachers College Record *Table of Contents Introduction Chapter 1: The Importance of Play for Young Children Chapter 2: Young Infants: Birth to 9 months Chapter 3: Mobile Infants: 8–18 Months Chapter 4: Toddlers: 16–36 Months Chapter 5: Working with Children with Diverse Abilities and Needs Conclusion Appendix Play Developmental Chart Glossary Acknowledgments About the Authors

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Book SynopsisWhat happens when two friends take an interest in an oak tree? They begin to notice more about the world around them, such as the seasons changing and squirrels making homes. They are inspired to do independent research, from studying acorns to looking up scientific terms, and to be creative by composing pictures and poems. And they discover new things, such as their tree’s structure and characteristics—all because they stopped to look around them. As warm and dreamy as a summer day, Our Very Own Tree will inspire readers to seek out their very own places in nature.Our Very Own Tree is part of the I Wonder Why book series, written to ignite the curiosity of children in grades K–3 while encouraging them to become avid readers. These books explore the marvels of animals, plants, and other phenomena related to biology. Included in each volume is a Parent/Teacher Handbook with coordinating activities. The I Wonder Why series is written by an award-winning science educator and published by NSTA Kids, a division of NSTA Press.

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Book SynopsisThis book explores how citizen teachers can expand our capacities to generate more equitable and just spaces with families by working as community organizers. Paying particular attention to community organizing work in one elementary school, the book weaves stories and examples with theoretical understandings to support emerging citizen teachers in creating more democratic spaces. Each chapter provides key community organizing concepts and skills and offers lessons learned to identify what worked and what did not. By building solidarity with families, citizen teachers can effectively activate more powerful practices grounded in the lives of students, their families, and their communities while articulating a broader response to the conditions impacting educators.Table of Contents1 Citizen Teachers: Why Teachers Should Organize2 Place-Making as Citizen Teachers: Analyzing Using Critical and Racialized Geographies3 The Power of Teacher Organizing4 The Power of Parent Organizing5 The Power of Student Organizing: Public Achievement6 The Power of Teacher Education7 Conclusion

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Book SynopsisThe Boy Who Would Be a Helicopter focuses on the challenge posed by the isolated child to teachers and classmates alike in the unique community of the classroom. It is the dramatic story of Jasonthe loner and outsiderand of his ultimate triumph and homecoming into the society of his classmates.Trade ReviewA tour de force… Years from now we may know the fruit of the trees Vivian Paley and her associates have planted. It will be easy, then, to recognize her former students. When asked to recall their kindergarten experiences, they surely will begin with the words, ‘Once upon a time…’ -- Thomas J. Cottle * Chicago Tribune *The Boy Who Would Be a Helicopter is, among other things, an original essay on the practice of teaching young children… Vivian Paley’s innovation is her use of children’s stories as a vehicle of instruction… Paley is an artist whose medium is children in the classroom. The end product of her year’s work is a group of children who can live comfortably with themselves and with one another. This group of children will soon scatter. But each child will always carry a bit of Vivian Paley along with him or her, and that is the way in which a gifted teacher’s art lives on. -- David Elkind * New York Times Book Review *For those interested in…the education of the spirit, this is finally a heartening and challenging book. -- Geoff Fox * Times Educational Supplement *There are many funny moments…[and] an attractive humility in Paley’s work… Anyone who was once a child, and especially those who were once helicopters, will enjoy it. -- David Perkins * Kansas City Star *Humanity, wisdom, and understanding are the words that come to mind when reading Paley’s latest book. She offers a view into the world of children that is respectful of their strengths and complexity… This book shines with an authenticity that comes from the voice of the teacher, not the observer… [It] should be required reading for all those working with children of any age. They and other readers will find it an absorbing and enlightening experience. -- S. Sugarman * Choice *Table of ContentsForeword by Robert Coles Preface Storytellers and Story Players Teacher and Theory-Maker Jason's Story New Questions

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Book SynopsisComprehensive coverage of evidence-supported interventions and guidelines for those helping children in early education settings.Table of ContentsContributors Preface and Acknowledgments Introduction: The Importance of Early Childhood Development, Education, and Intervention Vincent C. Alfonso and George J. DuPaul I. ASSESSMENT 1. Assessing and Evaluating Young Children: Developmental Domains and Methods Vincent C. Alfonso, Joseph R. Engler, and Janice C. C. Lepore 2. Considerations and Methods in Assessing Early Learning and Social–Emotional Development in Young Children Robin L. Hojnoski and Kristen N. Missall II. PREPARING FOR SCHOOL: ENSURING ACADEMIC SUCCESS 3. Addressing Socioeconomic Disparities in School Readiness With Preschool Programming and Professional Development Support Karen L. Bierman, Michael Sanders, and Leslie C. Ho 4. Coming of Age: Evidence-Based Early Literacy Teaching Kathleen Roskos and Lisa Lenhart 5. Early Number Knowledge and Skills Gena Nelson and Michèle M. M. Mazzocco 6. Self-Regulation in Young Children: A Skill Set for Lifetime Success Amanda M. Dettmer, Amanda B. Clinton, and Heather A. Mildon 7. The Utility of Play for Later Academic Achievement Darlene DeMarie and Jennifer Bugos 8. Leveraging the Developmental Strengths of Young Children in Context Rebecca Bulotsky-Shearer, Jenna Futterer, Jhonelle Bailey, and Chelsea Morris III. HIGH-QUALITY LEARNING ENVIRONMENTS 9. Principles and Practices That Promote Positive Guidance in Early Childhood George J. DuPaul and Courtney L. Cleminshaw 10. Creating Successful Early Learning Environments Timothy W. Curby 11. Creativity and Creative Potential in Early Childhood Education Pablo P. L. Tinio, Jennifer Katz-Buonincontro, and Baptiste Barbot IV. SPECIAL POPULATIONS 12. Promoting Social Competence in Young Children With Disabilities Tina L. Stanton-Chapman and Eric L. Schmidt 13. Working With Young Children Who Are Culturally and Linguistically Diverse Amber Radzicki, Tammy L. Hughes, Ashley Schoenenberger, Marissa Park, and Yadira Sánchez 14. Working With Young Children Living in Stressful Environments Tammy L. Hughes and Cydney V. Quinn V. ADVOCACY FOR EARLY EDUCATION 15. National Policies and Laws Affecting Children’s Health and Education Tara C. Raines, Celeste M. Malone, L. Morgan Beidleman, and Noelita Bowman Index About the Editors

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Book SynopsisWhat Are Preschoolers Thinking? dispels common misconceptions about the cognitive abilities of preschoolers and demonstrates how effective early instruction can help eradicate achievement gaps.Judith A. Schickedanz, Molly F. Collins, and Catherine Marchant, educators and researchers with combined decades of experience in early childhood education, argue that preschool-aged children are more cognitively competent than they are often given credit for. Drawing upon real-life examples from their extensive research and experience, the authors identify more than 20 misunderstandings that our youngest students commonly develop. They then show how these errors of thought reveal preschoolers' means of knowledge acquisition and patterns of thinking.Better understanding of how our youngest students' minds work, the authors assert, leads to better instruction. They make the case that achievement gaps are caused not by differences in cognitive capacity but by knowledge gaps between students with demographic differences, such as those between students from low-income and high-income families. The authors demonstrate that well-designed, developmentally appropriate preschool activities not only in still beginning literacy and basic numeracy skills for all students but can also set the foundations for greater knowledge content and afford opportunities for higher-level thinking. This broader and deeper approach to early learning is crucial to sustaining later elementary progress.What Are Preschoolers Thinking? enables readers to fully understand PreK students so they may help nurture their cognitive potential. This enlightening book confirms that preschool matters.

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Book SynopsisThis ground-breaking text highlights the value of drawing as a meaningful way for children to communicate, demonstrating how it is inextricably linked with childrenâs everyday experiences, thinking processes, imagination, emotions, and learning.By exploring what intrigues and concerns children, Children Making Meaning: Exploring Drawings, Narratives, and Identities demonstrates how drawing is so much more than an insignificant pastime. Illustrated throughout, this book includes examples of childrenâs drawings to explore and explain the processes, relationships, and modes they use, as well as the themes and meanings that emerge from them. Practical case study material illuminates the complexity of childrenâs thinking, intentions, and knowledge as they find creative and individual ways to convey their thoughts, fears, excitements, contentments, and fascinations. This book also explores the relationship between drawing and talk and how childrenâs ongoing drawing-narrative

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Book SynopsisMaking Sense of Play straightforwardly describes how self-chosen, engaging and satisfying play is best for children. It explores how adults can best support children's free play with an approach that is holistic, inclusive and practical and offers clear tools to highlight better ways of relating to and providing for playing children.The book extends two key concepts developed by the author, the Integral Play Framework and the Play Cycle, showing how practitioners can implement these ideas on a day-to-day basis. The author makes clear how the Integral Play Framework works, how it helps makes sense of other models and how it can be used to help plan provision for playing children physically, socially, cognitively and culturally. Everyday practice with playing children is explored in line with introductory and extended understandings of the Play Cycle or 'play process'. Accessibly written with a rich range of examples showing the concepts in practice, these models are further uTable of ContentsAcknowledgementsWhat is play?Making sense of play – The Integral Play FrameworkMaking sense of other viewsSupporting provision for children's playingInteracting with playing childrenWhat kids get up to – everydayness and the darker side of playDeveloping reflective practice and creative approachesAn integrated approach to researchAppendix 1: Comparison of definitions of playAppendix 2: An expanded taxonomy of play typesAppendix 3: Psycholudic terminologyReferencesIndex

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Book Synopsis_______________ The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting. _______________ Bikes, trikes and scooters are an ever-popular resource in Early Years settings and this book reveals a treasure trove of fun and accessible ideas to enhance this play.The ideas in this book will develop a child''s confidence, curiosity and connection with the world through activities. Beyond just riding bikes, trikes and scooters, this book includes activities such as scooter tag, painting with wheels, the bike repair shop, wheel weaving and the floor is lava. 50 Fantastic Ideas for Bikes, Trikes and Scooters is designed to be

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Book SynopsisTechnologies for Children is a comprehensive guide to teaching design and digital technologies to children from birth to 12 years. Aligned with the Early Years Learning Framework and the Australian Curriculum: Technologies, this book provides practical ideas for teaching infants, toddlers, pre-schoolers and primary-aged children. The third edition includes expanded content on teaching digital technologies, with a new chapter on computational thinking. Key topics covered include food and fibre production, engineering principles and systems, and computational thinking. The content goes beyond discussing the curriculum to consider technology pedagogies, planning, assessment and evaluation. Case studies drawn from Australian primary classrooms and early childhood centres demonstrate the transition from theory to practice. Each chapter is supported by pedagogical reflections, research activities and spotlights, as well as extensive online student resources. Written by Marilyn Fleer, this book presents innovative, engaging and student-centred approaches to integrating technologies in the classroom.Table of ContentsPart I. Researching technology and technologies education: 1. What is technologies education?; 2. Key ideas in the technologies curriculum; 3. Designing and creating preferred futures; 4. Creativity in design; Part II. The curriculum in action: 5. The curriculum in action: digital technologies in everyday life, the community and the classroom/centre; 6. The curriculum in action: digital technologies – computational thinking; 7. Technologies contexts: food and fibre production and food specialisations; 8. Technologies contexts: engineering principles and systems, and materials and technologies specialisations; 9. The curriculum in action: project management; Part III. Pedagogical practices for technologies; 10. Planning, assessment and evaluation in technologies; 11. Planning for teaching technologies: analysing the pedagogical approaches.

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Book SynopsisStudents of all ages can learn to think like artists! Studio Thinking changed the conversation about quality arts education. Now this new publication shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of school environments.Trade ReviewThis fresh, new work focuses on the development of younger minds... Studio Thinking from the Start is designed for any teacher regardless of discipline, especially novices.- Arts & Activities;Praise for Studio Thinking:""Winner and Hetland have set out to show what it means to take education in the arts seriously, in its own right.""- The New York Times;""This book is very educational and would be helpful to art teachers in promoting quality teaching in their classrooms.""- School Arts Magazine;“Studio Thinking is a major contribution to the field.""- Arts & Learning Review;""The research in Studio Thinking is groundbreaking and important because it is anchored in the actual practice of teaching artists …The ideas in Studio Thinking continue to provide a vehicle with which to navigate and understand the complex work in which we are all engaged.""- Teaching Artists Journal;“If we want our students to think, if we want them to learn, we must engage them in habits of the mind that cultivate their innate abilities. The habits of artists in their studios can help all of us who teach to hone our techniques in every classroom and can aid administrators to see possibilities to enrich our schools for the sake of learners and teachers alike.”- From the Foreword by David P. Nelson, president, Massachusetts College of Art and Design (MassArt);""Starting young with studio thinking is a fabulous idea supported by this fine resource. After all, studio thinking thrives on art but applies to everything?habits of mind that help people to live their lives in thoughtful, curious, and creative ways.""- David Perkins, Harvard Graduate School of Education;“For experienced and novice teachers alike, for generalist teachers and for art teachers, Studio Thinking from the Start: The K–8 Art Educator’s Handbook is a needed addition to teacher resources for improving the quality of elementary art education. Focusing not on materials or project recipes, but on the language and interactions of teachers and students, this book supports teachers in deepening conversations about form and meaning by modeling simple elegant questions and exchanges that engage students as serious makers who are pursuing their own creative research agendas.”- Olivia Gude, School of the Art Institute of Chicago

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Book SynopsisThis critically acclaimed, lavishly illustrated book will help educators create the highest quality learning opportunities for a new generation of children. This second edition features substantial and important changes, including the addition of new chapters by pioneers of the work that happens in the atelier who draw on several decades of experience.Trade Review“This book’s great illustrations and enthusiasm for learning make it difficult to put it back on the shelf!”- SchoolArts;“This book will help to promote a vibrant and creative approach to learning that will enrich American children’s educational experience.”- Barbara and Eric Carle, author and illustrator of The Very Hungry Caterpillar;“It’s now widely understood that the preschools of Reggio Emilia are among the most important educational endeavors of the last century. Theoretically grounded and eminently practical, drawing on experiences in Italy and the United States, this book probes deeply into the atelier, the heartland of a Reggio-inspired school.”- Howard Gardner, author of Changing Minds and Good Work;“A book that is intended to reveal the meaning of the atelier in the world of schools and learning gives me nothing but joy and receives my warmest support.”- From the Foreword by Vea Vecchi, Atelierista, 1970–2001, Diana School, Reggio Emilia, Italy Consultant, Reggio Children s.r.l.;""Not only have these authors and educators committed to the dialogue between art and education, but they, themselves, have also acted as artists, bringing the spirit of the studio and the mind-set of the artist into every aspect of their design, dialogue, thought, and practice.""- From the Foreword to the second edition by Steven Seidel, Director, Arts in Education Program, Harvard Graduate School of Education

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Book SynopsisHelp your child exceed the Common Core standards with the revised and updated What Your Kindergartner Needs to Know   Designed for use by parents and teachers, this groundbreaking first volume in the Core Knowledge Series provides kindergartners with the fundamentals they need to prepare them for a lifetime of learning. It sets out the elements a parent or educator should look for in a good kindergarten program and introduces activities that help a child take the first steps in learning to read and write. Featuring a new Introduction and filled with age-appropriate questions and suggestions that stimulate thinking and build vocabulary, this revised and updated edition of What Your Kindergartner Needs to Know also includes   • Favorite poems—read and recite together from Mother Goose, A. A. Milne, Langston Hughes, and more, all beautifully illustrated • Beloved stories and fables—read aloud from “The Three Little Pigs,” “The Ugly Duckling,” “Cinderella,” Winnie-the-Pooh, “The Velveteen Rabbit,” and many more, including multicultural folktales from African, Japanese, and Native American traditions • Familiar sayings and phrases—impart traditional wisdom such as “Where there’s a will, there’s a way” and “Better safe than sorry” • History and geography—a friendly introduction to our world, complete with simple questions and fun activities • Visual arts—painting, drawing, cutting, and pasting go hand in hand with learning about color and helping a child look at and talk about great works of art • Music—many musical experiences for parents and children to participate in, along with dozens of songs to sing and dance to • Math—lively and interesting exposure to concepts and operations that provide a springboard to later mastery • Science—activities that let children observe, experience, and get their hands dirty while exploring the wonders of nature

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Book SynopsisIntegrating the experiences of one American teacher on a year-long internship in the preschools of Reggio, with a four-year adaptation effort in one American school, this text includes many ""mini-stories"" of journeys of learning.

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Book Synopsis_______________ The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.The outdoor environment offers access to unique opportunities to explore and discover the world around us with the weather and nature constantly enhancing each and every learning experience. The benefits of outdoor learning are accepted world wide and the need to plan for experiences across the curriculum is as important to practitioners as ever. 50 Fantastic Ideas for Science Outdoors offers lots of practical ways to incorporate early science skills and knowledge within other areas of learning the book is written as a recipe type step-by-step guide to 50 exciting ideas. ForTrade ReviewAny learning environment, home, classroom, nursery or staff room would be all the richer for having a set of these books on their shelves for reference. * Early Years Educator *It was a delight to review this new Featherstone collection. They have a reputation for well thought out, clearly illustrated texts designed to support EYFS practitioners. This series is no exception. The ideas are exciting. -- The TeacherGood quality resources like these books packed with ideas will...give teachers greater confidence in taking their classes outdoors. ...The book is an excellent way to encourage an early appreciation of science, especially the natural world. * Parents in Touch *

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

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Book Synopsis_______________The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Not only is the changing of the seasons an ideal time for children to focus on their understanding and exploration of the world around them, it is also a fantastic opportunity to encourage them to learn new skills or consolidate existing ones, using seasons' as a focus. The activities in this book support practitioners in exploring and reinforcing key learning around Spring, Summer, Autumn and Winter. Although the ideas are linked to specific seasons, the concepts and skills are transferable to other seasons or activities. Suitable for Early Years pract

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Book SynopsisHow to be an Outstanding Early Years Practitioner is an all-encompassing, comprehensive guide to improving and developing your early years knowledge and delivering outstanding practice on a daily basis. It is the perfect companion for any new school-based early years practitioner or for experienced practitioners looking to revisit fundamental elements of the profession and be inspired.Each easy-to-follow chapter is broken down into key areas of practice, including knowledge of the EYFS, relationships with others, planning and assessment, and safeguarding and child protection. Experienced teacher and author Louise Burnham provides ideas for incorporating these critical concepts into your lesson planning and practical advice for handling any number of scenarios that may arise in the early years classroom day-to-day.

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Book SynopsisOur innovative write and wipe flash cards are specially designed for early learners. They are extra-thick to stand up to repeated and frequent use and include a dry erase marker so children can practice each skill again and again.

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Book SynopsisLoose Parts cross the boundaries of gender, age, abilities, and socioeconomic challenges. Loose Parts 3, the newest addition to the wildly popular Loose Parts series, helps teachers make a conscious effort to create culturally sustainable environments that allow children to grow and to conquer a dynamic world.Over 400 full-colour photographs beautifully illustrate the ongoing need for educational pedagogy that: creates a sense of belonging supports children's identities is culturally responsive and sustainable Loose Parts 3 contains inspiration and guidance on how to create culturally sensitive and culturally sustainable early childhood environments through six key terms: aesthetic, authenticity, equity, dynamic, praxis, and critical reflection. Use your environment to promote a sense of wonder, curiosity and joy, and allow children to explore their identities.*2018 Foreword Reviews Indies Finalist in the Education category.

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Book SynopsisCreate an inclusive classroom for all with this resource, full of ideas for engaging and accessible English lessons. Each lesson is tailored to objectives for children working below National Curriculum levels and includes a learning objective, the resources needed, the main activity, a plenary and a consolidation activity to help support children's understanding.When working with children, and especially those with SEN, lessons need to meet their interests as well as their needs by containing visual stimulus and promoting fine and gross motor skills, and the activities in this book have been specifically designed with this in mind. This straightforward and practical book offers you 101 creative classroom activities for teaching English to pupils who are achieving at P Levels 4 - 8, as well as mapping the range of additional skills they will acquire.Trade ReviewBrewer and Bradley's new book should be an essential daily resource for both teachers and TAs working with children with SEND in the inclusive classroom, because these are lessons in which every child can join. This book does exactly what it says in the title. -- Peter Imray, freelance trainer, adviser and writer on special educational needsSimple yet brilliant ideas that are evidence based and have proven results ... For anyone looking to transform their teaching practice to be more inclusive, this is your ultimate guidebook! -- Bavaani Nanthabalan, Executive Headteacher, Netley Primary School & Center for Autism and Robson House PRUA great resource which busy teachers will dip into again and again. The authors are experienced teachers and provide a no-nonsense fast track to some fantastic tried and tested ideas ... An excellent book! -- Adele Devine, special needs teacher, author and co-founder of the multi-award-winning SEN Assist autism softwareTable of ContentsIntroduction. What Do We Mean By Additional Skills? Resources. 1. Starters. 2. Speaking. 3. Listening. 4. Reading. 5. Writing. References.

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Book SynopsisThis book equips early childhood educators and service providers with tools to support emerging social-emotional development and positive behavior in the first five years of life. It begins by providing an overview of social-emotional development, including how this development is intertwined with other areas of growth, environmental influences, and short- and long-term child outcomes. The educator's influential role is discussed within the context of the Positive Behavioral Interventions and Supports (PBIS) framework and the Pyramid Model. Guiding principles and specific, research-based strategies for supporting children's success are presented, with numerous specific examples of how to foster healthy social-emotional development and adaptive behavior in center- and home-based settings.The final chapters discuss how teachers and service providers can overcome potential roadblocks to implementing PBIS, build and maintain positive relationships with families, and ensure good communication, consistency, and shared accountability across support networks. Included are numerous examples and vignettes, textboxes on collaborating with families, quotes from parents and educators, and supplemental exercises.These elements, along with the author's direct, user-friendly approach, make this content highly accessible for early childhood personnel seeking practical, engaging ways to support early social-emotional growth.

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Book SynopsisIn the newest installment of the popular, award-winning Loose Parts series, Lisa Daly and Miriam Beloglovsky focus on family engagement and competency building. With inspiring full-color photographs Loose Parts 4 is organized around competencies and life skills children need for success in the future: knowingness engagement risk connections leadership innovative thinking creativity Lisa and Miriam explain the value of loose parts, detail how to integrate loose parts into the environment and children’s play, and specifically focus on loose parts for children in family environments—helping educators engage families and extend learning beyond the classroom.Trade Review“This book brings back memories of my own open-ended play as a child and explains how this type of play builds the skills needed for becoming successful adults. It provides a wonderful combination of practicality and theory. It could be highly useful for teachers, families and those who develop policy.” —Julie Powers, professor, University of Hawaii Maui College, author of Parent Engagement in Early Learning and co-author of Nature-Based Learning for Young Children “Loose Parts 4 provides parents and families with simple, accessible, inspiring and creative inspiration to help their children experience the skills needed for success in more than just their education, but throughout their entire life. I highly recommend Loose Parts 4, and all the other Loose Parts series, for all educators to keep their practice fresh, inspired and filled with wonder for both themselves and the children.” —Mary Muhs, department Chair, Early Childhood Education, Rasmussen College- Twin Cities Office and author of Family Engagement in Early Childhood Settings “Lisa and Miriam have taken mountains of research and magically condensed it and made it relevant to all who have young children. Their introductory chapter is the best summary of research for the whole child that I have come across. They put all the articles, studies, and thinking into simple and understandable language. I loved this book.” —Robin Chappele Thompson, PhD, co-author of StoryMaking, and director of early learning in Manatee County school district “A book bursting with inspiration on how parents and educators supporting families can repurpose and upcycle the materials found in the home to create powerful play experiences. The authors encourage us to look for the simple and open-ended materials right inside our cupboards to create play spaces that help unleash the child’s creative spirit and foster 21st century skills.” —Michelle Kay Compton, MA, co-author of StoryMaking, and early specialist in the Manatee school district

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Book Synopsis_______________ The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.50 Fantastic Ideas for Sharing and Playing introduces children to the concept of sharing and supports practitioners with lots of ideas for sharing through play. Sharing is an essential skill for children to learn and this simple text has activity ideas for both indoors and outdoors, helping children to share their talk and thoughts as well as their belongings. For young children and those children who are not used to sharing they need to be introduced to the concept in a meaningful way, which is going to make them willing to share, as they are keen to achieve the ultimate rewTrade ReviewThe fresh ideas which the authors have come up with for this series are super - it really is a series which should be in every Early Years setting, ready to be picked up when inspiration fails. ...The child-focused activities in this book are based on familiar activities but they have been given an extra twist by making them collaborative. * www.parentsintouch.co.uk *Any learning environment, home, classroom, nursery or staff room would be all the richer for having a set of these books on their shelves for reference. * Early Years Educator *

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Fearless play is a key element in developing a child''s confidence, extending their limits, and helping them learn to assess risks and manage situations. This book is full of fun and colourful ideas for facilitating fearless play in early years settings. The variety of activities means there''s something for every child to enjoy, ranging from basket making to mud racing.Each idea is targeted to help children face new challenges and explore the world around them, as well as helping to establish motor skills, coordination, and body awareness. A perfect resource for busy early years pracTrade ReviewThis book is packed with ideas for helping children to manage situations, to develop confidence in their own physical abilities and decision making processes * EYE *... an indispensable resource. * Teach Early Years *

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Book SynopsisTeaching reading successfully requires deep knowledge of the reading process and development, as well as the implementation of impactful reading instruction and differentiation. This book aligns Montessori didactic materials and pedagogy, developed over a century ago, with current research on reading development.Trade Review"This book is clearly written and well-supported by concrete examples of materials and implementation strategies that are directly aligned with current research findings. It is especially useful for teachers in Montessori settings. However, the ideas are universal and could easily find effective implementation in traditional classrooms should the appropriate materials be available."—Teachers College RecordTable of Contents Contents (Tentative) Foreword by Daniel Willingham and Trisha Thompson-Willingham Welcome Preface Acknowledgments 1. Montessori Education Dr. Maria Montessori Growth of Montessori Education Montessori Materials and the Prepared Environment The Montessori Educator's Approach to Instruction 2. Science of Reading Overview Structured Literacy Seminal Research Simple View of Reading Hollis Scarborough's Reading Rope Considering the Montessori Curriculum and Alignment to the Science of Reading (SoR) Literature Part I: Word Recognition Chapter 3: Phonological Awareness Science of Reading—Phonological Awareness Phonological Awareness in the Montessori Classroom Additional SoR Phonological Awareness Activities 4. Decoding Science of Reading—Decoding Decoding in the Montessori Classroom Additional SoR Decoding Activities 5. Sight Recognition Science of Reading—Sight Recognition Sight Recognition in the Montessori Classroom Additional SoR Sight Recognition Activities Part II: Language Comprehension Overview Chapter 6: Background Knowledge Science of Reading—Background Knowledge Background Knowledge in a Montessori Classroom Additional SoR Background Knowledge Activities 7. Vocabulary Science of Reading—Vocabulary Vocabulary in a Montessori Classroom Additional SoR Vocabulary Activities 8. Language Structures Science of Reading—Language Structures Language Structures in a Montessori Classroom Additional SoR Language Structures Activities 9. Verbal Reasoning Science of Reading—Verbal Reasoning Verbal Reasoning in a Montessori Classroom Additional SoR Verbal Reasoning Activities 10. Literacy Knowledge Science of Reading—Literacy Knowledge Literacy Knowledge in a Montessori Classroom Additional SoR Literacy Knowledge Activities 11. Conclusion Scientific Thinking, Discourse, and Advocacy to Improve the Lives of Children References Index About the Authors

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Book SynopsisUsing a Person-Centred Approach in Early Years Practice reflects on the principles of person-centred counselling, developed by Carl Rogers. It guides students and practitioners to use this approach within the sphere of early childhood education, providing radical new ways of promoting emotions, emotional regulation and well-being.This accessible resource reveals how a therapeutic approach with a humanistic perspective can be understood and woven into early years professional practice by practitioners themselves. Exploring how educators can be supportive through empathy, understanding and congruent in developing relationships, this text provides: an overview and rationale to using a person-centred approach its association to emotions, health and well-being the role of therapeutic play in early years communities, from child, parents and wider team how a person-centred approach can impact leadership and teamwork its increaTable of Contents1. Person-Centred Principles: A Rogerian Approach and Principles 2. Person-Centred Practice: Therapeutic Play and Supporting Emotional Well-Being in Early Years Practice 3. Person-Centred Care: An Emotional Pedagogy with Young Children 4. Person-Centred Support: Supervision in Early Years Practice 5. Person-Centred Planning: Teamwork and Leadership in Early Years Practice 6. Person-Centred Thinking and Listening: Parent Partnership in Early Years Practice 7. Person-Centred Approach: An Inclusive Approach 8. An End Note of Theory to Practice

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

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