Pre-school and kindergarten Books
Floris Books Earthwise
Book SynopsisFull of practical ideas for nature crafts and seasonal activities to encourage young children to be aware of their environment. Carefully written and beautifully illustrated.Trade Review'How do parents and childminders keep their sanity over the long school holidays? Answer: invest in a book like this. It is jam-packed with ideas for simple activities using natural materials found everywhere. This is well worth the £8.99 price. It is an investment for life.'-- Jackie Harris, Worcester Evening News, 21 August 2004'A wonderful and very original craft book. These seasonal activities are brilliantly thought out and easy to follow. Wonderful.'-- Hilary Woolf, Education Otherwise, October 2004'In writing Earthwise, it is as though Carol Petrash took the idea of making a daisy chain and allowed it to blossom into a myriad of activities that are not only satisfying and fun, but serve to connect both children and adults to the living Earth. Whether you live in a bustling metropolis or in the quiet of the woods, you will be able to find the materials you need to experience the creative bounty of nature. Anyone who enters this magical kingdom with Ms. Petrash will find refreshment for the adult soul and a gentle guiding hand for the growing child.'-- Bob and Nancy's Bookshop (www.waldorfbooks.com)'Seasonal, hands-on nature crafts designed to enhance community, dependence on the earth and how we need to respect all that it provides for us.'-- Skipping Stones'More than 100 classroom activities designed to help children grow into 'the sense of wonder'. A fine resource for people working with young children.'-- Earth Ethics'A treasure-trove of earth-friendly activities which will foster respect for the environment as well as for good old-fashioned thrift. With idea after do-able idea, this is a real find.'-- Children's Book Review Service'Readers familiar with the Waldorf school will recognize certain gentle components of that system of ideas: the use of beeswax, watercolours and carded wool; a preference for wooden toys. A sense of peace and centredness is fostered through the book.'-- Holistic Education Review'So holistic is this handy book that it sets out a comprehensive introduction on how to plan an earth-friendly environment for all these activities, with an excellent section on planning a growing area, so you can help children grow their own materials and really get stuck in to the process from beginning to end.'-- Jackie Harris, Worcester Evening News, 21 August 2004'Arranged around the seasons, this book is full of useful information and project ideas ... It makes a great source book and covers lots of practical projects with ideas for creating natural toys, play areas, gardening, butter-making, basket-weaving, mobiles and beeswax modelling amongst many others.'-- Start Magazine
£11.69
Bloomsbury Publishing PLC Friedrich Froebel
Book SynopsisThis book considers the origins of Froebelian early childhood education providing context to the development of his theories and ideas, critically examines the key themes of this philosophy of education and explores the relevance of Froebelian practice today. Tina Bruce reflects on central aspects of Froebelian philosophy of education: the importance of family, highly trained teachers, engagement with nature, mother songs, movement games, play and self-activity of the child, the whole child and the Froebelian concept of unity. In exploring each element Bruce considers the implications for Froebelian practice and research today, and addresses the views of critics and supporters, Each aspect is considered within an international context, drawing on research and practice from across the world. The final chapter gathers together the next steps for Froebelian early childhood education, providing navigational tools and suggestions for what needs to be addressed if Froebel is to remaiTrade ReviewTina Bruce writes for everyone who cares to nurture and understand young children’s thirst for learning. This book is a superbly comprehensive and persuasive account of how the life and ideas of an educationalist working in the 19th century connect to contemporary early childhood education in diverse cultures and contexts. * Sacha Powell, Chief Executive Officer of The Froebel Trust, UK and Honorary Professor of Early Childhood Care and Education, Hong Kong Education University, Hong Kong *In this scholarly and practice-focused book Tina Bruce has provided early childhood practitioners with a contemporary account of Froebel’s theories and principles, making a powerful case for reconnecting these with professional practice in a way that celebrates the Unity of thought and action that is so central to Froebel’s philosophy. I believe anyone who reads this book will be inspired and motivated to challenge and extend their thinking and professional practice to reflect the coherent whole of Froebel’s philosophy. In the Unity comes strength and this book has the power to transform practice to better serve our young children through these challenging times. * Chris Pascal, Professor, Centre for Research in Early Childhood, Birmingham, UK *There is a growing interest in Friedrich Froebel in early childhood practice. This book will be a welcome introduction for some and an opportunity to critically re-examine and re-connect for others. Tina Bruce’s writing style and authority as an educator makes her the perfect author of this book. * Jane Whinnett MBE, Tutor at the University of Edinburgh and Trustee of the Froebel Trust, UK *Tina Bruce has written an innovative, must-read account for anyone interested in the work of Friedrich Froebel. This book is an accessible, yet philosophical guide full of important information for practitioners and academics. Throughout there are valuable personal and practical insights into the key themes of both Froebel’s life and educational ideas. Interwoven scatterings of ‘reconnecting’ Froebelians can be found which anchors Froebel’s work in contemporary times. * Lynn J. McNair, Senior Teaching Fellow in Education, University of Edinburgh, UK *Bruce’s book is a helpful primer on Froebelian thought, woven through with illuminating historical and recent examples, compelling critiques and meaningful reflections regarding the realization of Froebelian principles in practice. It’s a source those working with children will want to re-read throughout their careers, gleaning new insights each time they do. * Kristen Nawrotzki, Lecturer at the University of Education, Heidelberg, Germany *Tina Bruce has made a major contribution to our understanding of Frobelian principles in practice. This book is, without a doubt, a critical text for all who are concerned with working from a Froebelian framework, reconnecting the philosophy with the practice in an interrelated way. * Stella Louis, Lead Travelling Tutor, Froebel Trust, UK *A very strong introduction to Froebel from an expert in the field. * Peter Flew, Director at the School of Education, University of Roehampton, UK *Table of ContentsIntroduction 1. Life and Historic Context of Froebel 2. The Whole Child and the Concept of Unity 3. The Importance of Nature 4. Play 5. Finger Plays, Mother Songs and Movement Games 6. Self-activity of the Child 7. The Importance of Observation 8. The Importance of Family and Community: Highly trained, Mature and Educated Teachers Conclusion: Summary of Key Elements Bibliography Definitions of Key Froebelian Terms Index
£23.74
Sage Publications Ltd Debating Childhoods
Book SynopsisThis book aims to challenge dominant narratives of childhood, offering a critical exploration of ten contemporary debates.Authored by experienced professionals and academics in the field, this thought-provoking book examines the impact of these debates on children's lived experiences through a socio-cultural lens. Bolstered by reflective questions and illustrative case studies, it stimulates discussions on social justice, children's rights, and their positioning within political and economic contexts.Written for students and professionals, Debating Childhoods' serves as a catalyst for critical engagement and aims to empower current and future scholars, policymakers, and practitioners to consider their roles in shaping the lives of young children.
£23.74
Practical Pre-School Books Developing Early Literacy Skills Outdoors:
Book Synopsis
£19.95
Vitasta Publishing Pvt.Ltd Growing Up Right
Book Synopsis
£13.29
Dorling Kindersley Ltd Cheep Cheep Chick Super Noisy Books
Book SynopsisBabies and toddlers will love flipping through the pages of this sturdy board book about a super cute, very musical chick called Roxie. Inside the pages of this entertaining children''s book, you''ll discover: - A delightful, read-aloud rhyming story that encourages early learning and language development- Can you spot? activities that reward curiosity - Fun activities and text that help build social skills and teaches kids to consider each other''s feelingsMeet Roxie and all her lovable animal friends in this delightful, rhyming picture book. Get ready to join in with Roxie''s chirpy singing and listen to the cool sounds from her drum, guitar, and xylophone - biff, bang, twang, ting, ding! Roxie absolutely loves singing and playing music. She''s a very chirpy chick! However, all her friends are having some quiet time. Follow Roxie on her adventures to find out if she ever gets to sing and make her friends happy. Along the way, they
£8.23
Open University Press Experiencing Reggio Emilia
Book SynopsisEarly Education, internationally, is the focus of much challenge and debate. Various approaches to teaching young children are being developed and advocated, but the focus is often on curriculum content with the processes of learning as a secondary issue. The most important consideration in early education is the way in which young children learn. Their transferable skills of communication, collaboration and investigation can underpin all aspects of learning. These elements form the main focus of work in a group of pre-schools in an area of Northern Italy which has earned an international reputation for innovative practice and pedagogy.The experience of Reggio Emilia, in providing challenges to accepted approaches to early childhood education in many countries, is widely acknowledged. Since 1963, when the Italian municipality of Reggio Emilia began setting up its network of educational services for 0-6 year olds, the 'Reggio Approach' has gained worldwide recognition. Numerous Table of ContentsAcknowledgementsPrefaceExperiencing Reggio EmiliaPerceptions of play: a question of prioritiesListening and learningThe role of the pedagogistaSunniva's extra pocket: a parent's reflectionsSam's invisible extra gear: a parent's viewSpecial needs or special rights?: A question of inclusionCreating places for living and learning'She's back!' the impact of my visit to Reggio Emilia on a group of three and four year oldsJourneying above the 'sea of fog': reflections on personal professional development inspired by ReggioA journey into realityCreating a palette of opportunities: situations of learning in the early yearsThe otherness of ReggioQuestions and challenges: continuing the dialogueIndex.
£24.69
Open University Press Shaping Early Childhood Learners Curriculum and
Book Synopsis"This should be essential reading for anyone involved in the training and professional development of early years practitioners... It is an impressive analysis of the historical and contemporary 'big ideas' that have influenced societies ' and practitioners' views of children and the nature of the curriculum.There are powerful sections on parents and communities ... I particularly liked the stimulating 'ideas galleries' with their statements from researchers, policy-makers and practitioners around the world." Nursery World, October 2004This key textbook introduces students and practitioners to a wide range of different approaches to early childhood. It provides practical strategies for developing and implementing early learning experiences that promote excellence and equity for children.The book presents the latest research and thinking about good practice, discusses how various philosophies and beliefs influence decisions in early childhood education, and idTable of ContentsForewordAcknowledgementsIntroductionPART 1: Models of the learnerReflecting on the learnerModels of the learner: Conforming to nature, conforming to cultureModels of the learner: reforming through interaction between nature and cultureModels of the learner: Transforming culture and natureModels of the learner: Critical reflectionsPART 2: Positions on the early childhood curriculumReflecting on the early childhood curriculumCurriculum position: conforming to societyCurriculum position: reforming societyCurriculum position: transforming societyCurriculum positions: critical reflectionsPART 3: Curriculum contextsReflecting on contextsCurriculum contexts: parents and communitiesCurriculum contexts: becoming an early childhood professionalCurriculum contexts: critical reflectionsReferencesIndex
£29.44
Open University Press Gender Equity in the Early Years
Book SynopsisGender Equity in the Early Years critically evaluates the extent to which current early years policies, provision and practice promote and foster gender equity. It explores the rationale for the drive to employ more men in the early years field and examines the link made between âunderachievementâ in boys and the âfeminineâ nature of early years provision. It also looks at the underpinning philosophy and impact of the Foundation stage in early years provision. Taking into consideration recent research, this book considers the validity of the âscientificâ conclusions being drawn about the biological basis for gender differences. Childrenâs perceptions of âmasculinitiesâ and âfemininitiesâ are also under scrutiny as the author analyses their imaginative role play and storytelling in early years settings. The author also looks at the principles behind the pre-school provision in Reggio Emilia and focuses on the extent to which this approach fosters gender equity. This groundbTable of ContentsCONTENTS Acknowledgements INTRODUCTION 1.WHERE ARE WE NOW ? 2.SEDUCTIVE SCIENCE 3 THE APPEAL OF NEW PEDAGOGIES 4 GIRLS AND BOYS UNDERSTANDING, PLAYING AND TALKING ABOUT GENDER 5 MUMMIES AND SUPERHEROES 6 REFLECTIONS ON WHAT WE DO 7‘RECUPERATIVE MASCULINITY’ STRATEGIES AND SUPERHERO PLAY 8 ARE MORE MEN NEEDED? AFTERWORD Bibliography Index
£26.59
Open University Press Playing Outdoors Spaces and Places Risk and
Book Synopsis"For all members of the Leave No Child Inside movement who are engaged with early childhoodâas educators, child care providers, nature center staff, parents, landscape designers, or pediatriciansâthis book is an essential resource."Louise Chawla, Children and Nature Network, USA What do children learn through playing outdoors? What makes an effective and challenging play space? What is a safe environment and can children be too safe? How can adults best support challenging play outdoors? Young children seek adventure and challenge in their play outdoors. They look for places they can explore and spaces they can transform. However, provision for exciting and challenging play outdoors is often restricted because of an over-emphasis on safety, and also because the value of play outdoors is not well understood.This book offers a clear rationale for why outdoor play is essential in young children's lives and learning. It asks fundamental queTable of ContentsAcknowledgements Children's lives Why outdoor play? Outdoor play: the presence of the past Spaces and places for play Gardens or forests? Playing outdoors: risk and challenge What do we mean by free play outdoors? Roles, resources and relationships outdoors Bibliography Index
£26.59
Open University Press Inspiring Science in the Early Years Exploring
Book SynopsisThis book explores the science inherent in good early years practice and provides a rich range of ideas to inspire you to âhave a goâ in your setting. It provides a balance between theory which underpins good practice and plenty of ideas of how you might put the theory into practice. With a focus on how children learn about the world they live in and activities intended to develop scientific understanding the book offers an holistic approach, with key topics including:How children construct scientific meaning Tuning into children's initial scientific understanding How play supports the development of children's science ideas Providing a rich environment for learning early years science Developing children's scientific experiences This handy guide is ideal to support you if you are studying on an early years course, or if you are an established early years professional who wishes to enrich early scientific learning in your setting. Lois KeTable of Contents Chapter 1: Is Science important in the Early Years? by Lois Kelly Chapter 2: Developing Budding Scientists by Kathleen Orlandi Chapter 3: The role of talk and developing scientific language in the Early Years by Babs Anderson Chapter 4: Starting Points to Inspire Science in the Early Years by Linda Atherton Chapter 5: How can Continuous Provision inspire Early Years Science? by Faith Fletcher and Di Stead Chapter 6: Inspiring Early Years Science through Role Play by Jessica Baines Holmes Chapter 7: Exploring toys and other resources to inspire science in the early years by Kathy Schofield and Lois Kelly Chapter 8: Using Technology to Inspire Science in Early Years by Eleanor Hoskins Chapter 9: Planning Early Years Science Experiences by Di Stead
£26.59
Sage Publications Ltd WorkBased Research in the Early Years
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
£108.00
Cambridge University Press Theorising Play in the Early Years
Book SynopsisTheorising Play in the Early Years is a theoretical and empirical exploration of the concept of pedagogy and play in early childhood education. The book provides an in-depth examination of classical and contemporary theories of play, with a focus on post-developmental perspectives and Vygotskian theory. In this book, Marilyn Fleer draws on a range of cross-cultural research in order to challenge Western perspectives and to move beyond a universal view of the construct of play. Culture and context are central to the understanding of how play is valued, expressed and used as a pedagogical approach in early childhood education across the international community. Designed as a companion to the textbook Play in the Early Years, but also useful on its own, Theorising Play in the Early Years provides indispensable support to academics and TAFE lecturers in early childhood education in their course development and research.Table of Contents1. A psychological reading of play; 2. How role-play is learnt in families; 3. Role-play as cultural expression and as a cultural form of development; 4. Collective play; 5. Digital placeholders and virtual pivots in meta-imaginary situations; 6. Unity of emotion and cognition - perezhivanie; 7. Understanding the politics of play through a holistic perspective.
£33.24
McGraw-Hill Education Infants Toddlers and Caregivers
Book Synopsis
£53.99
Cambridge University Press Child Development in Educational Settings
Book SynopsisChild Development in Educational Settings provides a comprehensive introduction to traditional and contemporary theories of development and learning in the contexts of early childhood and primary education. Drawing upon the experiences and perspectives of children, families, educators and Aboriginal and Torres Strait Islander scholars, Marilyn Fleer provides insights into significant theories and approaches, including cultural-historical, constructivist, social constructivist, maturational and ecological systems. The book features four major case studies, which are revisited throughout, to examine how learning and development can be re-imagined within socially, culturally and linguistically diverse communities. This approach enables readers to use theories to analyse and measure learning and development in planning and curriculum, and to feel empowered to enact change in their educational settings. Written in an engaging and accessible style, Child Development in Educational Settings iTable of ContentsPart I. The Need for Theory: Understanding the Different Contexts of Child Development: 1. Introduction: starting your journey; 2. Understanding and using theory in educational settings; 3. Observing children and using theory to analyse learning and development; Part II. Using Child Development Theory: What Does Theory Allow Us to See?: 4. Using constructivist theory for analysing learning and development; 5. Using a bioecological model for analysing learning and development; 6. Using cultural-historical theory for analysing learning and development; 7. Children and families in Australia as agents of their own development; 8. Ways of knowing, ways of being and ways of doing; Part III. Critiquing Theory: Thinking Critically about Child Development: 9. How do theories position children, families and communities?; 10. Future directions: how theories support ongoing change.
£53.19
Nova Science Publishers Inc Issues in Child Care
Book SynopsisA majority of states used funding from the Child Care and Development Fund (CCDF) in fiscal year 2017 to entirely or mostly support 7 of 10 major state child care activities. Chapters 1 and 2 examine the extent to which states use CCDF funds to support their child care system, the kinds of CCDF-related activities states engage in that affect children who are not receiving CCDF subsidies, and how states plan to use the increase in CCDF funding from the Consolidated Appropriations Act, 2018. Each year, millions of children age 5 and under receive publicly funded early care and education (ECE) services. Chapter 3 examines the number and characteristics of state ECE programs and the extent to which they share characteristics or overlap with federal or other state programs; and how states fund their ECE programs, including any related benefits and challenges reported by states. Chapter 4 discusses examines the federal investment in early learning and child care programs; fragmentation, overlap, and duplication among early learning and child care programs and agencies' efforts to address these conditions; and the extent to which agencies assess performance for programs with an explicit early learning or child care purpose. The cost of safe, good-quality child care prevents many low and middle-income parents from working, or forces them to work fewer hours, or accept lower wages. The federal government provides direct support to improve child care quality and subsidize child care costs for low- and middle-income families through the Child Care and Development Block Grant (CCDBG). Chapter 5 discusses recent legislation on child care quality and access. Trauma is a widespread, harmful, and costly public health problem, and its effects are especially detrimental to children. Any frightening, dangerous, or violent event that threatens a child or their loved ones can potentially be traumatic. Chapter 6 reviews selected states' efforts to support children affected by trauma. Some international human rights standards allow broad state interventions in families based on the state's conception of the best interest of the child. These states believe it is better to remove a child from its biological parents rather than let the child stay at home. The United States has grappled with where the threshold should be for removal of children from their parents. One major consideration in this balancing of interests should be the potentially lifelong suffering and even abuse faced by children who were removed from their own families, and who remain without permanent families in the foster care system as reported in chapter 7.Table of ContentsPrefaceChild Care: States Report Child Care and Development Funds Benefit All Children in CareChild Care and Development Fund: Subsidy Receipt and Plans for New FundsChild Care and Early Education: Most States Offer Preschool Programs and Rely on Multiple Funding SourcesThe Evolving Geopolitics of Energy Transit in EuropeChild Care Quality and Access Act of 2019Children Affected By Trauma: Selected States Report Various Approaches and Challenges to Supporting ChildrenIn the Best Interest of the Child: Best Practices for Keeping Families Safely TogetherCommission on Security and Cooperation in EuropeIndex.
£113.59
Nova Science Publishers Inc New Research on Early Childhood Education
Book SynopsisEarly Childhood Education spans the human life from birth to age 8. Infants and toddlers experience life more holistically than any other age group. Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention. Although early childhood education does not have to occur in the absence of the parent or primary caregiver, this term is sometimes used to denote education by someone other than these the parent or primary caregiver. Both research in the field and early childhood educators view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the theoretical and educational beliefs of the educator or parent. Other terms those are often used interchangeably with "early childhood education" are "early childhood learning", "early care" and "early education". Much of the first two years of life are spent in the creation of a child''s first "sense of self" or the building of a first identity. Because this is a crucial part of children''s makeup-how they first see themselves, how they think they should function, how they expect others to function in relation to them, early care must ensure that in addition to carefully selected and trained caregivers, links with family, home culture, and home language are a central part of program policy. If care becomes a substitute for, rather than a support of, family, children may develop a less-than-positive sense of who they are and where they come from because of their child care experience. This book presents the latest research in this vital field.
£113.24
Nova Science Publishers Inc Early Education
Book SynopsisThis new and important book focuses on early childhood education. Infants and toddlers experience life more holistically than any other age group. Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention. Although early childhood education does not have to occur in the absence of the parent or primary caregiver, this term is sometimes used to denote education by someone other than these the parent or primary caregiver. Both research in the field and early childhood educators view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the theoretical and educational beliefs of the educator or parent.
£86.99
Nova Science Publishers Inc Preschool Children: Social Skills, Educational
Book SynopsisToday, vast research evidence exists supporting the importance of social skills across the lifespan. Although no consensus of the definition of the concept exist, commonly social skills are explained as social behaviors that lead to positive relationships. This book begins with a chapter on the concept of social skills and relating concepts like social competence and social emotional learning in preschool children. The following chapter presents the Social Perception Training program and associated risk factors in young children with autism. Chapter Three discusses teaching strategies aimed at developing preschool social-emotional competency within a balanced pre-literacy approach. Chapter Four compares the message strategies of parents and preschool teachers for persuading young children and reveals the effect of parenting and teaching experience on strategies adopted. Chapter Five analyses the demographic and clinical profile of pre-school children referred to a Child Development Centre (CDC) of a North West of England Local Authority. The last chapter studies total body potassium, total body water, creatinine excretion of infants and preschool children longitudinally and establishes changes in relation to growth.
£92.79
Icon Press Hockey Alphabet Book
Book Synopsis
£7.46
National Association for the Education of Young Children Infants and Toddlers at Play: Choosing the Right
Book SynopsisEarly childhood educators know how important it is to choose the right materials to include in your infant and toddler program. There are so many options, and often your budget won’t stretch cover everything you’d like to include. With this guide, discover ideas for both familiar and new play materials and how they not only support the cognitive, physical, and social and emotional development of children from birth to age 3 but also meet the diverse needs of individual children. With a thoughtful selection of appropriate materials, you can enhance the quality of your program and create an accessible, inclusive, and equity-based environment that makes all children feel welcome.Trade ReviewThis book is an invitation to discuss play materials as the “right stuff” for supporting whole child development and well-being. It offers developmental snapshots of the four stages of infancy, lists of suggested play materials and books appropriate for each stage, and concrete guidance on how and why to use these resources with infants and toddlers, making it the perfect guide for infant and toddler teachers and families. —Diane M. Horm, George Kaiser Family Foundation Endowed Chair and Director of the Early Childhood Education Institute (ECEI), University of Oklahoma-Tulsa This is a wonderful overview of how to support children from birth to age 3 with a rich selection of developmentally appropriate play materials. Each idea invites teachers to engage the hearts and minds of young learners thoughtfully and responsively. —Peter L. Mangione, Senior Director of Early Childhood Strategic Initiatives, WestEd Utilize this enlightening book and you will experience much joy with children! It offers a full range of practical play strategies, unique materials, and positive outcomes most appropriate for healthy human development. Beautifully written and illustrated, this book is an extraordinary resource for anyone seeking inspiring approaches to play and nurturing happier, more well-balanced children. —Walter F. Drew, Founder and Executive Director, Institute for Self Active Education and Dr. Drew’s Toys McMullen and Brody offer a reflective and reader-friendly array of play materials, activities, and practical suggestions for infant and toddler teachers that inspires quality interactions and teaching practices. Helpful appendices include highlights of early development, children’s books that correspond to developmental interests and needs, and suggestions for further reading. This is an excellent resource for new teachers! —Susan L. Recchia, Professor Emeritus, Early Childhood and Special Education, Teachers College, Columbia University This thoughtfully crafted book outlines the learning that happens during play for very young children, providing readers with the perfect balance of developmental reasoning and application strategies for immediate use. I will be using this book in my trainings for infant and toddler teachers going forward. —Jessi Beedle, Infant/Toddler Early Childhood Education Specialist, Early Childhood Connections McMullen and Brody offer clear-eyed explanations of the what and how of materials for supporting learning and development. Notably, they also establish why these open-ended play materials and interactions are important across all areas of development for infants, toddlers, and twos. —Nancy File, Professor Emerita, University of Wisconsin-MilwaukeeTable of ContentsIntroduction Part 1: Essential Questions Chapter 1: Who? Children from Birth to Age 3 Chapter 2: Why? Supporting Learning, Development, and Well-Being Chapter 3: How? The Role of Teachers Chapter 4: What? Curating Play Materials for Very Young Children In Your Words Part 2: Cognitive Learning and Development Chapter 5: Play Materials That Help Me Construct Knowledge and Understanding Chapter 6: Play Materials That Facilitate My Thinking and Problem-Solving Skills Chapter 7: Play Materials That Inspire My Approaches to Learning In Your Words Part 3: Social and Emotional Learning and Development Chapter 8: Play Materials That Help Me Understand Myself and Others Chapter 9: Play Materials That Encourage Me to Express Myself Creatively Chapter 10: Play Materials That Connect Me to Nature and Science In Your Words Part 4: Physical Learning and Development Chapter 11: Play Materials That Help Me Develop My Gross Motor Skills Chapter 12: Play Materials That Enhance My Fine Motor Skills Chapter 13: Play Materials That Teach Me About My Body in Space In Your Words Final Thoughts Appendix A: Highlights of Learning, Development, and Positive Well-Being Appendix B: On the Bookshelf References Resources Index Acknowledgments About the Authors
£25.98
National Association for the Education of Young Children Transforming Teaching: Creating Lesson Plans for
Book SynopsisThe goal of this book is to help teachers assess where they are in their current teaching goals and become more intentional and organized in planning. Teachers can begin with tools they already have and build on previous activities that worked well. Great lesson planning helps teachers to choose a range of strategies that match what children are learning and doing —from directed mini-lessons to facilitated group activities. Each chapter provides a wealth of tips and ideas. The strategies discussed in each chapter helps build a toolbox with tips that match each teacher’s approach.Child-centered lesson planning provides a system to strengthen teaching. In each chapter contains step-by-step hints and action steps to make the most of your unique setting. You will explore new ways to: Build on early learning guidelines and standards to maximize planning and communication. Identify learning goals for materials, activities, routines, and interactions. Design dramatic play themes that relate to daily life, families, cultures, and communities. Infuse vocabulary to scaffold language development. Support executive function skills and self-regulation. Activate emotion coaching goals. Evaluate and adapt spaces and materials to address physical needs. Meet the linguistic and social needs of dual language learners. Prepare meaningful and stimulating cognitive experiences. Connect content skills, language, and literacy to dramatic play. Integrate family engagement as a strength and asset for development and learning. Communicate effectively with colleagues to ensure high-quality learning experiences. Trade ReviewMasterson’s instructive book explores all facets of preschool lesson planning to energize intentional teaching, bridging the dichotomy between teacher and child-centered curriculum. Full of useful classroom examples and complete lesson plan samples, this book addresses planning for all developmental domains, all learner types, and all modes of child activity. -- Michael Haslip * Drexel University *This book encourages early childhood educators to deepen their teaching practice. It offers practical and applicable strategies to intentionally develop lesson plans that are culturally, linguistically, and developmentally responsive and to provide high-quality classroom learning experiences where “children recognize their experiences in the curriculum, materials, and activities.” Dr. Masterson is an educator of educators and is an important voice in providing professional learning for the field of early childhood education and has written an anchor text for teachers and administrators, at all levels of their development, to build classrooms “for children to engage with peers and adults in meaningful learning throughout each day.” -- Emily Simon * Chicago Public Schools *I believe hands-on exploration is a major component in the early years. This book will be a great asset to educators everywhere. The examples of emergent teaching, individualized teaching, and teaching children with disabilities are great resources for assistant teachers. -- Hope Cain * NASA Goddard Child Development Center *Table of ContentsIntroduction Chapter 1: Setting a Foundation for Teaching Celebrating How Children Learn Tips for Teaching: Learning by Observing Helping Children Thrive with Developmentally Appropriate Practice Balance Points: Using Reflective Practice Connecting Teaching to Children’s Lives Individualized Teaching: Using a Strengths-Based Approach Ready Resources: Exploring Your Community Context Understanding the Role of Play in Development Teaching with Children in Mind Helpful Hint: Following the Children’s Lead Research Connections: Strategies for Inclusion Exploring Elements of Child-Centered Teaching Sample Lesson Plans: Planning a Child-Centered Daily Schedule Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 2: Making Lesson Planning Work for You Engaging Children in Active Learning Balance Points: Positive Communication with Children Planning a Variety of Teaching Contexts Tips for Teaching: Creating a Rich Context for Learning Individualized Teaching: Planning Personal Conversation Exploring Levels of Support in Child-Centered Teaching Ready Resources: Exploring Emergent Curriculum Tips for Teaching: Effective Strategies to Support Child-Centered Learning Helpful Hint: Adding Teaching Strategies to Lesson Planning Being Consistent While Staying Flexible Tips for Teaching: Getting Organized and Staying Inspired Research Connections: Increasing Opportunities for Learning Helpful Hint: Planning Materials for Play Sample Lesson Plans: Planning Thematic Play Experiences Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 3: Preparing Child-Centered Themes and Play Areas Identifying Learning Goals for Play Recognizing Interdependence Among Areas of Development and Learning Supporting Emerging Skills and Dispositions Ready Resources: Exploring Standards and Early Learning Guidelines Digging Deeper with Content Skills for Child-Centered Teaching Helpful Hint: Considering the What, How, and Where of Play Areas Research Connections: Creating Active Learners Fostering Language Development During Play Tips for Teaching: Maximizing Language Support Helpful Hint: Making Play More Complex Balance Points: Planning Effective Behavior Guidance During Play Providing a Rich Context for Multilingual Learning Ready Resources: Strategies for Multilingual Learners Using Individualized Support Tips for Teaching: Supporting Children with Special Needs Ready Resources: Key Components of Inclusive Programs Sample Lesson Plans: Connecting Learning Across Content Areas Sample Book Lists: Aiming for Big Ideas and Concepts Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions >Chapter 4: Planning Teacher-Directed Activities Introducing New Information Tips for Teaching: Connecting to Children’s Daily Lives Engaging Children in Higher-Level Thinking Tips for Teaching: Choosing a Method and Activity Following a Sequence of Planning Tips for Teaching: Infusing the Joy of Writing Research Connections: Creating a Rich Contact Zone for Learning Teaching Children with Special Needs Individualized Teaching: Writing Personalized Supports Making the Most of Learning Objectives Helpful Hint: Being Proactive Ready Resources: Maximizing Vocabulary in Content Areas Sample Lesson Plans: Teacher-Directed Learning Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 5: Using Observation, Documentation, and Assessment to Guide Teaching Understanding Assessment with Young Children Tips for Teaching: Exploring and Using Data Understanding the Assessment Cycle Research Connections: Identifying Equity Issues Benefiting from Authentic Assessment Exploring Types of Authentic Assessment Assessing and Supporting Children Who Are Linguistically Diverse Balance Points: Seeing from the Child’s Point of View Ready Resources: Building on Developmental Milestones Ready Resources: Understanding Early Screening and Intervention Helpful Hint: Sharing Assessment Information with Families Committing to Ethical Practice Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 6: Enriching Communication with Families and Colleagues Planning and Communication as Anchors of High Quality Research Connections: Strengthening Teaching with Family Engagement Sharing Information Using Strengths-Based Language Tips for Teaching: Foundations for Integrating Culture Ready Resources: Ensuring Equity and Opportunity Enjoying Relationship-Based Teaching and Learning Tips for Teaching: Communicating with Colleagues Setting Goals, Establishing Priorities, and Sharing Progress Balance Points: Self-Regulation and Behavior Building Family Engagement Using Lesson Plans Helpful Hint: Strategies for Positive Impact Ready Resources: Family Engagement for Successful Teaching Sample Lesson Plans: Family Interview Questions Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions References About the Author Index
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Cosmo Publications Guide to Kindergarten and Intermediate Class
Book SynopsisThis study has confirmed the conviction derived from reading Froebel's essay on the education of the human race. This study has confirmed the conviction derived from reading Froebel's essay on the education of the human race.
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Oxford University Press Teaching Music to Students with Special Needs A Practical Resource
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Oxford University Press Kodaly in the Kindergarten Classroom
Book SynopsisSince the mid-twentieth century, Zoltan Kodaly''s child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. Kodaly in the Kindergarten Classroom is the first comprehensive handbook to update and apply the Kodaly concepts to teaching music in early childhood classrooms. Kodaly in the Kindergarten Classroom provides teachers with a step-by-step road map for developing children''s performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for kindergarteners'' particular developmental stages but also one which integrates vertically between kindergarten and elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching kindergarteners to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Kindergarten Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be.Over 100 children''s books are incorporated into Kodaly in the Kindergarten Classroom, as well as 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.Table of ContentsIntroduction ; Chapter One ; Developing a Music Repertoire of Songs and Books for the Kindergarten Music Classroom ; Chapter Two ; Building the Framework of a Kindergarten Music Curriculum ; Chapter Three ; Developing Creative Expression Through Singing, Movement, and Playing Instruments ; Chapter Four ; A Model of Learning and Instruction for Teaching Music Concepts and Skills ; Chapter Five ; Teaching Music Concepts in Kindergarten ; Chapter Six ; Cultivating Music Skills and Creativity ; Chapter Seven ; Sequencing and Lesson Planning ; Chapter Eight ; Assessment and Evaluation in Kindergarten ; Chapter Nine ; Organizing Your Teaching Resources for the Kindergarten Classroom ; Appendix 1: Songs and Related Children's Literature for the Early Childhood and Kindergarten Classroom ; Appendix 2: Alphabetized List of Children's Literature ; Appendix 3: Children's Literature Related to Music Concepts for the Early Childhood and Kindergarten Classroom ; Appendix 4: Monthly Plans
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Oxford University Press Early Literacy Development in Deaf Children
Book SynopsisThere is a robust body of knowledge suggesting that early language and literacy experiences significantly impact on future academic achievement. However, relatively little has been written with respect to the early literacy development and experiences of deaf children.In Early Literacy Development in Deaf Children, Connie Mayer and Beverly J. Trezek adress this need by providing an in-depth exploration of how young deaf children learn to read and write, identifying the foundational knowledge, abilities, and skills that are fundamental to this process. They supply an overview of the latest research and present a model of early literacy development to guide their discussion on topics such as teaching reading and writing, curriculum and interventions, bilingualism, and assessment. Throughout, they describe the ways in which young learners with hearing loss are similar to, or different from, their hearing age peers and the consequent implications for research and practice. Their discussionTrade ReviewThis book should be on the shelves of anyone who is interested in deaf childrens literacy development and skill acquisition. * Jessica W. Trussell, Journal of Deaf Studies and Deaf Education *Table of ContentsIntroduction ; Chapter 1 - Review of the Literature ; Chapter 2 - The Model of Early Literacy Development ; Chapter 3 - Early Reading ; Chapter 4 - Early Writing ; Chapter 5 - Bilingualism and Early Literacy Development ; Chapter 6 - Assessment of Early Literacy ; Afterword
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Amazon Digital Services LLC - Kdp CrossCultural ECE
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Studio Van Diepen ABA Visualized Workbook A visual workbook for ABA trainers
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Niki Alling When I Build With Blocks
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Amazon Digital Services LLC - Kdp My Favorite Color Is
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AuthorHouse The Village School for Early Childhood Challenges for the New Millenium
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AuthorHouse The Day We Killed the Pasta and Other Kindergarten Tales
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Exchange Press Illuminating Care
Book Synopsis
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Amazon Digital Services LLC - Kdp Letting a Thousand Flowers Bloom
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Lumpy Publishing The Number Story 1 The Number Story 2 Numbers Teach Children Their Number Names Numbers Count with Children 1
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Legare Street Press Pocket Magazine III no. 1 November 1896
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Legare Street Press Pinneos Revised and Enlarged Primary Grammar of the Enlish Language
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Legare Street Press The Paradise of Childhood
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Legare Street Press The KindergartenPrimary Magazine 23
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Legare Street Press The KindergartenPrimary Magazine 27
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