Pre-school and kindergarten Books

Book Synopsis

Read more less

Book SynopsisThis invaluable resource comprises a set of six âPip and Bunnyâ picture books with accompanying professional guide and downloadable online content; all carefully written and illustrated to support language and emotional development through reading. By inspiring conversation and fueling the young readerâs imagination the books promote emotional and social literacy.Designed for use within the Early Years setting or at home, each story explores different areas of social and emotional development. The full set includes: Six beautifully illustrated picture books with text and vocabulary for each A handbook designed to guide the parent or practitioner in using the books effectively âTalking pointsâ relating to the childâs own world âWhatâs the word?â picture pages to be photocopied, downloaded or printed Detailed suggestions as to how to link with other EYFS areas of learning The set is designed to be used in both individual and group settings, and at various stages of a childâs development. It will be a valuable resource for teachers, SENCOs, Early Years workers, EOTAs, Educational Psychologists, counsellors and therapists.

Read more less

Book SynopsisAt time children are unable or unwilling to access or engage with emotional and mental health support services. Often members of a child's support network are therefore required to provide this emotional guidance and support to children. This set, consisting of a guidebook and accompanying story book, is intended to be used as a guide by families and friends, school staff, and any other adults supporting children who have experienced trauma, to help them to provide the emotional guidance these children need.Guide to Re-building Trust with Traumatised Children aims to educate the reader about trauma and the impact of an insecure attachment, how it may impact a child, how to support a child, as well as understanding different behaviours. The accompanying story book, The House That Wouldn't Fall Down, been written to support key adults in helping traumatised children to find a way to trust again. The story encourages children to identify with some of Ava's e

Read more less

Book SynopsisNow in a revised and updated second edition, Early Listening Skills is a practical manual for use with children and young people with underdeveloped listening skills related to hearing loss. Thirteen clear and easy to follow sections focus on skills such as auditory detection, discrimination, recognition, sequencing and memory. Each one is filled with a series of carefully designed activities to stimulate and develop auditory awareness and discrimination skills in children with a range of developmental levels and abilities. Features include: A wide range of activities suited to both the early years and home settings Links to the Early Years Foundation Stage (EYFS) framework and topics reflecting the EYFS and Key Stage 1 curriculum Photocopiable material designed to document the childâs development over time As most of the activities are non-verbal, they are well suited for children with limited spoken language as well as children with special educational needs and disability and English as an additional language (EAL) learners. Whilst primarily designed for early years practitioners, special educational needs co-ordinators (SENCOs), specialist teachers, therapists and other professionals, the activity sheets and guidance also make it an invaluable tool for parents and caregivers looking to stimulate listening skills at home.Table of ContentsAcknowledgementsIntroductionSection 1: Discovering Sound Section 2: Exploring Sound Makers Section 3: Sound Detection Section 4: Sound RecognitionSection 5: Finding Sound Section 6: Volume and Pitch Section 7: Rhythm and Sequencing Section 8: Auditory Memory Section 9: Listening to Spoken Language Section 10: Listening Skills in the Curriculum Section 11: Holiday Projects Section 12: Listening Resources Section 13: Sounds, Sound Makers and Musical Instruments Appendix I: Record Sheet Appendix II: Further Reading Appendix III: Resources

Read more less

Book SynopsisThis book is the supporting guide for Speech Bubbles 2, an exciting series created for speech language therapists and pathologists, parents and caregivers, teachers and other professionals working with children who have delayed or disordered speech sound development. The guide contains detailed notes to support the effective use of all of the picture books in the series, targeting the following sounds: /v/, /z/, /sh/, /ch/, /h/, /y/, /j/, /r/, /l/, /w/, /r/ blends and /l/ blends.Speech Bubbles 2 is the second set in a series of picture books designed to be used by those working with children who have delayed or disordered speech sound development, children receiving speech therapy or those wanting to provide sound awareness activities for children. The set includes 12 beautifully illustrated storybooks, each targeting a different speech sound in different positions within words, and a user guide with notes on each individual story. Designed to be reaTable of ContentsIntroduction Uses Notes for Individual Books

Read more less

Book SynopsisZack just wants to find other bees that look like him â and he meets some interesting and different kinds of bees along the way.This picture book targets the /z/ sound and is part of Speech Bubbles 2, a series of picture books that target specific speech sounds within the story.The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for childrenâs speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness.Picture books are sold individually, or in a pack. There are currently two packs available â Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsZack the Buzzy Bee: Targeting the /z/ Sound

Read more less

Book SynopsisDeveloping Secure Attachment Through Play offers a range of imaginative and engaging play-based activities, designed to help vulnerable young children forge safe attachments with their caregivers.The book focuses on key developmental stages that may have been missed due to challenging life circumstances, such as social-emotional development, object permanence and physical and sensory development. It also considers pertinent issues including trauma, separation, loss and transition. Chapters explore each topic from a theoretical perspective, before offering case studies that illustrate the theory in practice, and a range of activities to demonstrate the effectiveness of play in developing healthy attachments.Key features of this book include: 80 activities that can be carried out at home or in educational settings, designed to facilitate attachment and enhance social-emotional development; case vignettes exploring creative activities suchTrade ReviewThis is a definite ‘must read’ book, the latest from highly experienced therapist, Dr Joan Moore. It provides a wealth of practical ideas with underlying theory, and within the framework of Early Learning Goals. It will be an essential resource for parents and caregivers, especially for foster and adoptive parents, also for social workers, practitioners in care and education and all therapists addressing the developmental needs of children with attachment issues.Dr Sue Jennings, Play and Dramatherapist, Neuro-Dramatic-Play LTDTable of ContentsIntroduction Social and Emotional Development Trauma Mirroring Object Permanence Cause and Effect Physical Development and Sensory Integration Language and Speech Development Loss and Separation Transition Identity Glossary of Terms Bibliography Appendices

Read more less

Book SynopsisBeginning to teach in a primary school means establishing a whole new set of relationships - with your class of course, but also with the other adults who work in the school. These include teachers and teaching assistants, support staff of various kinds from the visiting educational psychologist to the essential school secretary and parents, both as helpers in the school and as the major influences on their children''s lives outside school. This book is designed to give students and newly qualified teachers a taste of what they can expect and to help them to get the most out of these relationships both for themselves and for their children. Throughout, it draws upon the experiences of new teachers, often in their own words, but it also uses the voices of other `primary school people'' to show students the view from the other side. Throughout, the text is supported by points for discussion, questionnaires and check lists to help new teachers to define and analyse their own situationTable of ContentsList of contributors Acknowledgements Introduction Part I New encounters 1 Getting to know you Section I: Adults Section II: Children 2 Help is at hand Section I: Views of newly qualified teachers Section II: A Headteacher's perspective Section III: Mentor to the rescue Appendix 1: Resources Appendix 2: A mentor-NQT agreement Appendix 3: Lunch-time supervisors Part II Other teachers as colleagues 3 The role of a post holder Section I: An overview Section II: In the hot seat Appendix 1: How important are they? Appendix 2: Maths, a number of roles 4 Special needs Section I: The teacher Section II: The educational psychologist Appendix 1: Establishing a profile Appendix 2: Making a statement Appendix 3: Identification and assessment of special needs 5 The work of a home-school liaison teacher Part III Other adults as colleagues 6 A classroom assistant Appendix 1: Guidelines for working with a classroom assistant Appendix 2: Job description: classroom assistant 7 A school secretary Appendix 1: Marking the register Appendix 2: Educational visits 8 Good health to a school nurse Appendix 1: Some responsibilities 9 Meet a governor Appendix 1: Job description for a newly qualified teacher Appendix 2: Job description for a Headteacher Index

Read more less

Book SynopsisâIf outdoor activities with young children have always baffled you, then this is the book for you. Practical in style and structure, it has an accessible approach which is based in the best early years practice and provides plenty of challenges and new ideas. It is a must have for your early years setting.â - Kathryn Solly, Headteacher at Chelsea Open Air Nursery School and Childrenâs Centre, UKA garden can be a magical place for young children and offers them rich and engaging learning experiences as they interact with a variety of plants and wildlife throughout the year. This book guides you through the process of creating a garden, however small, for young children. It looks at the impact a garden area can have on childrenâs overall development and the benefits of using natural materials as learning tools.Full of practical advice on how to design, develop resource and use a garden area, this book brings together: advice on planning a garden and how to get children, parents and the local community involved ideas for settings with limited space ideas for different spaces including a wildlife space, a woodland space, a digging area, sand and water spaces and a growing area suggestions of plants, flowers and crops to grow with very young children information about the wildlife children may discover a calendar guide to activities and garden planning throughout the year ways to encourage children to develop a sense of awareness of the importance of conservation and sustainability guidance on health and safety clear links with EYFS to show how a garden supports the areas of learning and development. Written for all early years practitioners, this book is the definitive guide for those looking to further enhance their outdoor environment and fulfil the potential learning opportunities that a garden can provide.Trade Review'If outdoor activities with young children have always baffled you, then this is the book for you. Practical in style and structure, it has an accessible approach which is based in the best early years practice and provides plenty of challenges and new ideas. It is a must have for your early years setting.’ – Kathryn Solly, Headteacher at Chelsea Open Air Nursery School and Children’s Centre, UKTable of ContentsGarden Calendar Introduction Chapter 1. Why do we need gardens? Chapter 2. How do we make a garden? Chapter 3. Garden spaces for children Chapter 4. What could we plant in our garden? Chapter 5. Growing flowers and bulbs with young children Chapter 6. Growing fruit and vegetables with young children Chapter 7. How do we use the garden? Chapter 8. What will we find in the garden? Chapter 9. How can the garden support the themes and commitments of EYFS? Chapter 10. How can the garden support the six areas of learning and development? Conclusion Bibliography

Read more less

Book SynopsisCaring and Sharing: Activities for 3-5 Year Olds contains enjoyable play activities designed to develop important preschool skills and positive relationships and are linked to the Early Learning Goals of the 2012 Statutory Framework for the Early Years Foundation Stage.

Read more less

Book SynopsisAlso available to purchase as part of the Thought Bubbles set, offering four stories and a practitioner guidebook [978-0-367-61274-0]Johan, Hana, Ratheena and Sami have found some magical wellington boots. When they put them on, they are transported to wonderful and comforting places, and even through time. Where will they take you?With growing concerns around mental health, and in the wake of a period of uncertainty and change, it is more important than ever to pay attention to how young children express their emotions and to teach them to articulate their thoughts in a healthy way. This beautifully illustrated picture book has been created to inspire conversations about safe spaces, helping practitioners assess a child's mental health competency and helping the child visualise a place to which they can escape when they feel anxious and upset.When it comes to child and adolescent mental health issues, prevention and early intervention are Table of ContentsA Place of My Own

Read more less

Book SynopsisThe characters in this book communicate in different ways. Can you work out what they mean through their voices, gestures and expressions?With growing concerns around mental health, and in the wake of a period of uncertainty and change, it is more important than ever to pay attention to how young children express their emotions, and to teach them to articulate their thoughts in a healthy way. This beautifully illustrated picture book has been created to teach children about the importance of communication, both in finding their own voice' and listening to others, however they communicate. By demonstrating how easy it can be to interpret a non-verbal communication system, it encourages children to notice and talk about non-verbal cues, giving them the opportunity to actively listen and reassuring them that they will be listened to.When it comes to child and adolescent mental health issues, prevention and early intervention are key. The serve and return' format of this bTable of ContentsA Voice of My Own

Read more less

Book SynopsisEverybody is busy, busy, busy. They have no time to stop and listen to each other. With some hard work and patience, the children create a meal that their whole community can enjoy, finding friendship along the way.With growing concerns around mental health, and in the wake of a period of uncertainty and change, it is more important than ever to pay attention to how young children express their emotions, and to teach them to articulate their thoughts in a healthy way. This beautifully illustrated picture book has been created to help children understand the importance of having someone to listen to you. Children are encouraged to think about how characters might be feeling at different points in the story and think about what makes the characters feel valued.When it comes to child and adolescent mental health issues, prevention and early intervention are key. The serve and return' format of this book provides a virtual space where children can explore thoughts and feelTable of ContentsSomeone to Listen

Read more less

Book SynopsisIt's the Queen's birthday, and the children must work together to create the most amazing machine a machine that can create 100 apple crumbles by the afternoon tea party.With growing concerns around mental health, and in the wake of a period of uncertainty and change, it is more important than ever to pay attention to how young children express their emotions, and to teach them to articulate their thoughts in a healthy way. This beautifully illustrated picture book helps children understand the journey' in thinking, exploring the ways in which collaborating, experimenting and changing ideas can open new possibilities. By learning to reframe their memories, children learn that change and transition don't have to be bad things.When it comes to child and adolescent mental health issues, prevention and early intervention are key. The serve and return' format of this book provides a virtual space where children can explore thoughts and feelings, teaching them to be resilieTable of ContentsMemories of Change

Read more less

Book SynopsisThe SSTEW Scalehelps all those working with children aged two to sixto achieve their full potential and enjoy the benefits and pleasure of delivering high quality early education and care.The Quality Rating Scale (QRS) is a tool to uplift process quality in Early Childhood Education and Care andit is known to be predictive of child development. Using it to support quality improvement in a setting or class will result in enhancing children's learning and development.Designed to measure and promote practice that supports children and adults engaging insustained shared thinking (SST) and emotional well-being (EW), it facilitates the development of strong relationships, effective communication, self-regulation and concept development. It looks at the quality of interactions that occur between the adults and the children and between the children themselves. It also considers the responsiveness of the adults to the children and how they intentionally support children'Trade Review"As a thought leader in early childhood education and care, I have found the SSTEW scale, (part of the suite of resources known as the Curriculum, Leadership and Interaction Quality Rating Scales - CLIQRS) an essential tool to support quality improvement. I have used the scale with individual settings, across a large organisation to improve quality – Goodstart Early Learning, Australia, and also as part of a large English, Department of Education research project – The Study of Early Education and Development (SEED). At all levels the tool gives the teacher or researcher a clear overview of what is required to improve quality for children’s learning in a systematic and evidence-based approach. SSTEW is an uncomplicated resource which improves teacher’s understanding of sustained shared thinking whilst supporting children’s emotional well-being."Sue Robb, OBE, General Manager of Pedagogy and Practice, Goodstart Early Learning, AustraliaTable of Contents1. Introduction to the Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale 2. Subscale 1: Building trust, confidence and self-regulation 3. Subscale 2: Supporting and extending language and communication 4. Subscale 3: Supporting learning and critical thinking 5. Subscale 4: Planning and authentic assessment 6. SSTEW Scale score sheets 7. SSTEW Scale Profile 8. Joint Observation/inter-rater reliability for the SSTEW Scale

Read more less

Book SynopsisThis revised new edition of The Movement Environment Rating Scale (MOVERS) offers a brand-new method of measuring the quality of environment and pedagogy in which young children are encouraged to move and be physically active.As physical development is a key component of an educational curriculum, MOVERS offers practitioners the opportunity to accurately assess the quality of a child's physical experiences, and the environmental and pedagogical quality of these experiences. The MOVERS is placed firmly in the family of CLIQRS Curriculum, Leadership and Interaction Quality Rating Scales, which includes the Early Childhood Quality Rating Scale Emergent Curriculum (ECQRS-EC), the Sustained Shared Thinking and Emotional Well-being Scale (SSTEW) and the Pedagogical Leadership in the Early Years (PLEY) scale, all of which have a similar format to previously mentioned scales, making it easy for educators already familiar with these well-established scales tTrade Review"MOVERS is a great leap forward in consolidating and organising some of the cutting-edge techniques and insights that are…important in helping children grow to their potential. This scale, based on the work of Carol Archer and Iram Siraj over many years of solid research, study and observation, will be deeply useful and critical for educators, and all who care for young children."Bette Lamont, Director at Developmental Movement Consultants, Seattle, Washington, United States."An excellent tool for assessing quality in the support of young children’s physical well-being. It is scholarly, practical and helpful; I recommend it highly."Dr Sandra Mathers, Department of Education, University of Oxford, UK."I have been searching for several years, an instrument to measure the quality of the environment in these areas in early childhood education and care settings… I believe such an instrument now exists."Professor Anthony Okely, Director of Research, Early Start, University of Wollongong, Australia Table of Contents1. Introduction to the Movement Environment Rating Scale (MOVERS) 2. Sub-scale 1: Curriculum, environment, and resources for physical development 3. Sub-scale 2: Pedagogy for physical development 4. Sub-scale 3: Supporting physical activity and critical thinking 5. Sub-scale 4: Parents/carers and staff 6. The MOVERS score sheet 7. Joint observation/inter-rater reliability for the MOVERS 8. The MOVERS profile

Read more less

Book SynopsisThis book assists teachers in providing curriculum to identify gifted students of diversity in the early years, without the formal use of traditional measures of ability.Appropriate for small and large group settings, the pedagogical tools and lessons in this book provide young students with teaching and learning experiences designed to uncover and promote behaviors associated with the concept of giftedness. The product of a five-year research grant funded by a U.S. Department of Education Jacob K. Javits grant and aligned with grade-specific standards, the tools in this book reinforce both the introduction and application of word meaning, curiosity, problem solving, and creativity as components to learn and apply across subject areas. The nature and format of each lesson follows a distinctly articulated pattern outlining both its purpose and specific procedures that define how to integrate the content into basic curriculum to achieve academic, social, and emotional goals. Table of Contents1. Introduction to Project CHANGE: Teaching for Opportunity 2. Kindergarten Lessons 3. First Grade Lessons 4. Second Grade Lessons 5. Appendix A: Pedagogical Tools 6. Appendix B: Supplemental Pedagogical Tools

Read more less

Book SynopsisMindy and Mo love to play in a wood not far away. Join these two fun-loving adventurers as they get a lift from Titan the dragon to the wooded valley of the Tootles. Can Mindy and Mo help the Tootles make friends with Tub the troll before itâs time to leave? What will the fallen tree be the next time they visit? And what will they see?This Mindy and Mo story has been written to support children who are working on the âtâ sound. Support your childâs practice of their target sound by sharing Mindy and Moâs adventure in Tootle Valley encouraging them to join in with the âtub troll, tub trollâ chant. Engaging characters and plot, supported by a rhythmic and rhyming structure, ensure this book not only supports speech development, but also entertains and inspires. Creatively and descriptively told, this story introduces new words and provides opportunities for developing literacy skills. Through positive characterisation, it also explores the themes of growth mindset, empathy, kindness and resilience, allowing children to make connections to their own lives and experiences.A helpful section of suggested activities at the back of the book can be used to support further practice of the target speech sound. It also includes ideas for how this story can be used to help children to connect to nature through imagination. This humorous and triumphant story has been designed to support the individual child but is one which every child can enjoy!

Read more less

Book SynopsisA strong understanding of conceptual vocabulary in the Early Years supports childrenâs communication and thinking and forms the foundation for later mathematical and scientific learning. The Word Aware Concepts Assessment (WACA) is an informal assessment that can be used to baseline and track childrenâs learning of Early Years concepts such as âboth,â âthrough,â âwhole,â âfirstâ and âbetween.âThe WACA is divided into 2 volumes, each with 3 levels and this book contains the assessment tools needed for carrying out levels 1-3. It is designed to be used with children aged 3-5 across nursery and reception and contains: Clear instructions for using the resource in whole class sampling, as well as with individual children, including those with additional needs. Assessment pages for 75 concepts, brought to life with engaging illustrations. The Word Aware Concepts Assessment is an essential tool to monitor childrenâs progress and provide targeted teaching. It has been designed to accompany Concept Cat, a programme which provides a whole class approach for teaching concepts and will be a valuable resource for all Early Years educators, primary teachers and speech and language therapists.

Read more less

Book SynopsisA strong understanding of conceptual vocabulary in the Early Years supports childrenâs communication and thinking and forms the foundation for later mathematical and scientific learning. The Word Aware Concepts Assessment (WACA) is an informal assessment that can be used to baseline and track childrenâs learning of early concepts such as âless,â âheight,â âdirection,â âaltogetherâ and âequal.â The WACA is divided into 2 volumes, each with 3 levels and this book contains the assessment tools needed for carrying out levels 4-6. It is designed to be used with children in reception (ages 4 to 5) and beyond, and contains: Clear instructions for using the resource in whole class sampling, as well as with individual children, including those with additional needs. Assessment pages for 75 concepts, brought to life with engaging illustrations. The Word Aware Concepts Assessment is an essential tool to monitor childrenâs progress and provide targeted teaching. It has been designed to accompany Concept Cat, a programme which provides a whole class approach for teaching concepts and will be a valuable resource for all Early Years educators, primary teachers and speech and language therapists.

Read more less

Book SynopsisThis timely book explores the unique experiences of young black children during their first year of school and supports an understanding of how entry into the early years environment impacts on identity. Their stories emphasise the importance of listening to the voices of children themselves. A theoretical analysis of their first-hand experiences through a critical race lens illustrates how they are racialised through everyday interactions and routines. Chapters explore how personal and institutional attitudes might be reviewed to ensure that pedagogies and practices support the maintenance of black identities and challenge racism. Enabling the reader to relate to the reality of black children's experience and offering valuable suggestions for effective anti-racist practice, chapters cover the following: the impacts of racism on black children's newly forming identities manifestations of racism in the early years sector Table of Contents Acknowledgements Series editors’ preface Introduction Chapter One: Critical Race Theory - A tool for understanding the racialisation of black children in education Chapter Two: Key influences on black children’s identities Chapter Three: Devon’s Story -‘Best friends’ - The roles of friendships in the challenges to young black identities Chapter Four: Kylie and Sonic’s Story - ‘Can we play now?’ - Early years pedagogy and black children’s education Chapter Five: Pina’s Story - A ‘good hair day?’ - Racialisation of the black child through physical appearance Chapter Six: Dawn’s Story – ‘But that’s not racist!’ - A white perspective on Pina’s story Chapter Seven: Play and Multiculturalism – Some relevant debates and issues Chapter Eight: The way forward - Action towards a more inclusive early years education Chapter Nine: Conclusion Index

Read more less

Book SynopsisA valuable resource for professionals working with pre-school children, or with older children lacking basic literacy skills, this book provides practical photocopiable activities to develop the early skills required for success with literacy. Includes: rhyming activities; alphabet activities; phonological awareness; writing and handwriting; and reading. Each section is structured so that children can build up their knowledge and skills. Developed within the classroom, these ideas and activities can be used with a range of children in whole class, group and individual situations both at home and in pre-school settings. Designed to help children showing early signs of dyslexia or a specific learning difficulty, these activities will also benefit older children who lack a foundation of early literacy skills. This updated edition reflects changes in legislation, and includes refreshed word lists and new subject areas, such as visual perception, fine and gross motor skills. It is invaluTrade Review"This updated edition reflects changes in legislation, and includes refreshed word lists and new subject areas, such as visual perception, fine and gross motor skills. Highly recommended as a resource for teachers, learning support assistants, nursery workers, parents and carers." - Early Years Educator (EYE)Table of ContentsContentsAcknowledgementsIntroductionKey factsHow to use this manualHow to use the activitiesSetting up teaching situations in schoolTips for working with children at homeSection 1: Basic skillsSection 2: RhymingSection 3: Learning the alphabetSection 4: Phonological awarenessSection 5: ReadingSection 6: Writing and handwritingConclusionResources and suppliersUseful organisationsRecommended Books for Young ChildrenReferences and Further Reading

Read more less

Book SynopsisThis collection of short wordless picture books helps to support children with speech, language and communication needs as they develop their expressive sentence and narrative skills through storytelling. Each book is comprised of six colourful images that follow a simple everyday routine such as Brushing Teeth', Having a Haircut' and Walking the Dog'. Unlike traditional picture books, they follow a film scroll effect, showing the progression of time and allowing the child to follow the story to its resolution. Because of their simplicity, the books can support children as they move from simple to intermediate sentence levels, as well as encouraging them to consider additional elements of language such as cause and effect, sequencing and inference.This resource includes: Ten beautifully illustrated picture books, each following a simple pattern of routine, disruption and resolution An accompanying guidebook including story scripts, cue question

Read more less

Book SynopsisFriedrich Froebel (1782 1852), the inventor of kindergarten, was one of the most influential educational thinkers of the 19th century. This book showcases the cutting-edge work being undertaken around the world inspired by this pioneer of early childhood education and shows the many ways in which Froebel's work has been applied and extended. It presents a wealth of Froebelian expertise on topics including pedagogy and curriculum, history, architecture, neuroscience, peace and religious education and links Froebel's theories to other thinkers including John Dewey, Michel Foucault, Paulo Freire, Aili Helenius and Chen Heqin. It highlights what Froebel means today in a variety of settings around the world and includes contributions from academics and practitioners based in North and South America, Europe, Australasia, Africa and Asia.Trade ReviewA must for all serious Froebel scholars and for all early childhood professionals wanting to understand the origins of our values and beliefs about pedagogies with young children. The authors show how Froebel’s teachings, deeply rooted in the 19th century, have been translated, transformed, and culturally contextualized over time and geographical space, yet, remain uniquely Froebelian and highly relevant today. -- Mary Benson Mcmullen, Professor of Early Childhood Education, Indiana University, USAA state of the art compendium of the historical and contemporary significance of Friedrich Froebel’s principles and practice in early childhood education and beyond. Readers new to Froebel’s work and influence will find a comprehensive introduction whilst familiar educators and scholars will enjoy rigorous debate and new encounters with the application and adaptation of Froebel’s ideas across continents and cultures. -- Alison Clark, Professor of Early Childhood Education, University of South-Eastern Norway, NorwayTable of ContentsTribute Introduction: Connections, Disconnections, Reconnecting and Interconnecting, Tina Bruce (University of Roehampton, UK) Reflections Froebel for Me, Aili Helenius What Froebel Means to Me, Louis Werth (University of Cambridge, UK) Part l: Connections - Searching for the Authentic Friedrich Froebel Editor’s Introduction, Helge Wasmuth (Mercy College, USA) 1. Translating Pedagogy – Reading Froebel in Different Languages, Sebastian Engelmann (University of Education Karlsruhe, Germany) 2. Froebel’s Law of the Sphere as a Theoretical Groundwork for his Pedagogy, Michael Winkler (University of Jena, Germany) 3. Froebel’s Mathematical Thinking, German Idealism and the Occupation of Plaiting, Michael Friedman (Tel Aviv University, Israel) 4. Between Theory and Educational Approach: Anthropological Presumptions and Basic Terms of Froebel’s Pedagogy of Play, Ulf Sauerbrey (University of Applied Sciences in Neubrandenburg, Germany) 5. Friedrich Froebel’s Mutter- und koselieder and Its Importance Today, Christiane Konrad (Germany) 6. Archival Holdings on Friedrich Froebel and the Edition of His Letters, Bettina Irina Reimers (Bibliothek für Bildungsgeschichtliche Forschung) and Stefan Cramme (Bibliothek für Bildungsgeschichtliche Forschung) 7. A Discussion of Fröbel From Authentic to Modern, Isabel Schamberger (Friedrich-Froebel Museum, Bad Blankenburg, Germany) 8. Peace as Unification of Life – Peace Building as Hidden Curriculum in Froebel’s Education of Man, Karl Neumann (Technische Universitet Braunschweig, Germany) Part II: Disconnection and Transitology (The Transfer, Translation and Transformation of Froebelian Study and Practice) Editor’s Introduction, Yukiyo Nishida (University of Aberdeen, UK) 9. Discoveries at the Back of the Kindergarten Cupboard, Helen May (University of Otago, New Zealand) 10. Pioneering Froebelians and the Kindergarten Movements in Italy, Keiko Omri (Kwansei Gakuin University, Japan) 11. From Keihau to the UK: Eleonore Heerwart’s Role in Establishing Froebelian Pedagogy in Britain From 1861 to 1883, Jane Read (University of Roehampton, UK) 12. Grace Fulmer and Conservative and Liberal Approaches to Froebelian Education, Larry Prochner (University of Alberta, Canada) 13. The American Froebelians, Ann Taylor Allen (University of Louisville, USA) 14. Morality, Beauty and Froebel: Cultural Philanthropy and the Establishment of Free-Kindergartens in Australia, Luke Touhill (Macquarie University, Australia) 15. The Route to the Hebrew Kindergarten in the Early 20th century, Yael Dayan (Hebrew University of Jerusalem, Israel) 16. The Froebelian Garden in Spain, José Pedro Marín Murcia (Complutense University of Madrid, Spain) and Maria Jose Martinez-Ruiz-Funes (University of Murcia, Spain) Part lll: Reconnecting – Exploring and Working Through the Challenges of Current Practice Editor’s Introduction, Jane Whinnett (University of Edinburgh, UK), 17. Getting Down and Dirty with Froebel on the Allotment, Kate Razzall (Endorsed Froebel Trust Travelling Tutor, UK) 18. Pollinating Minds at Guildford Nursery School and Family Centre: A Froebelian Approach, Sally Cave (Froebel Trust Hub, UK) 19. Exploring Interconnectivity Between Froebelian Principles and Australian Aboriginal Ways of Knowing, Being and Doing, Libby Lee Hammond, (Purnululu Aboriginal Independent Community School, Western Australia), Elizabeth Jackson-Barret (Edith Cowan University, Australia) and Stella Louis (Early Childhood Consultant, UK) 20. Hope Cottage Nursery School - A Year of Nature and Sustainability in the Age of Climate Crisis: A Journey In Progress, Natasha Stewart 21. #Blocks Rock, Catriona Gill (University of Edinburgh, UK) 22. Blocks in Bhutan, Margaret Brooks (University of New England, Australia) and Chimi Demi (Paro College of Education, Bhutan) 23. Froebelian Approaches in Primary School: A Case Study of Topic-Based Learning in the Primary Phase at Annan School, Alastair Leigh (Annan Froebel School, UK) with an Introduction by Mark Hunter (Annan Froebel School, UK) 24. The Glory Kindergarten and Peace Education, Fusa Abe and Ran Shirai (The Glory Kindergarten, Japan) 25. The Power of Partnership: Linking Froebelian Practice and Connecting Practitioners Across Early Learning Centres and Primary Settings in Midlothian, Scotland, John Dagger (Moorfoot Primary School North Middleton, UK) and Kerry Knight (Burnbrae Primary School, Midlothian, UK) 26. Learning From Our Children: The Story of Eilidh, Lynn McNair (University of Edinburgh, UK) 27. Family Songs at Home: A Multiagency Approach to Supporting Children and Families Through Digital Media Using Froebel’s Mother Songs, Donna Green (Froebel in Falkirk Lead, UK) 28. Developing Froebel’s ‘Instinct into Insight’: A Play Therapist Supports Families to Grow and Find Solutions to Their Own Challenges, Elaine Fullerton (Play Therapy Base, Midlothian, UK) Part lV: Interconnecting – Exploring and Finding Links Between the Essentials of Froebelian Principles and Practices and Current Research and Theories Editor’s Introduction, Sacha Powell (The Froebel Trust, UK) 29. Pedagogies of Care with 1-year-olds: A Contemporary Froebelian Lens in New Zealand, Maria Cooper and Jean Rockel (University of Auckland, New Zealand) 30. A Froebelian Approach to Making Theatre for the Very Young, Samantha Lane (Angel Theatre for Children, UK) 31. A Life ‘In and With’ Nature in the Period of Earliest Childhood, Jo Josephidou (The Open University, UK) and Nicola Kemp (University of Canterbury, UK) 32. From ‘Real Spaces’ to ‘Other Spaces’ in Young Refugee Children’s Free-Flow Play, Sandra El Gemayel (University College London, UK) 33. The Encounter of the Froebel Blocks and the Giant-Sized Blocks, Fredrika Visuri and Susanna Gilberg (Ebeneser Foundation Kindergarten Museum, Finland) 34. Pedagogies of Hope: Exploring Play Opportunities for Young Children in an Urban Environment, Marlene McCormack, Aishling Silke, Annette Kearns, Leah O’Toole, Patsy Stafford, Tríona Stokes and Mathias Urban (Maynooth University, Ireland) 35. The Roots of Froebelian Arts and Skills Pedagogy in Memorised Narratives about Finnish Early Childhood Education and Teacher Education From the 1920s to the 1990s, Inkeri Ruokonen (University of Turku, Finland) and Taina Sillanpää (Ebeneser Foundation Kindergarten Museum, Finland) 36. The Art of Serious Play: Froebel’s Influence on Early Childhood Pedagogy and Beyond to the Creative Work of Artists and Designers, Pete Moorhouse (Early Years Creative Consultant) 37. Off the Grid: Insight into Design’s Inner and Outer Landscapes, John M. Reynolds (Miami University Architecture and Interior Design, USA) 38. Spirituality in Early Childhood Pedagogy: a Froebelian Lens on the Role of Women in a Chinese Context, Fengling Tang (University of Roehampton, UK) and Juan Zhao (Hebei University, China) 39. The Realisation of ‘Life Unity’ in the Mother Songs, Yumiko Taoko (Ryukoku University Junior College, Japan) 40. Educating Hearts and Minds in Early Childhood Education: The Importance of Social-Emotional Learning, Alessandra Arce Hai (Universidade Federal de São Carlos, Brazil) 41. Stirring the Embers: Exploring the Spiritual Foundations of Froebel’s Concepts, Teresa K. Aslanian (University of Southeastern Norway, Norway) 42. The Passage of Time in the Scottish Froebel Story, Aline Wendy Dunlop (University of Strathclyde, UK) 43. Spatiality in Finnish Early Childhood History and its Connections to Finnish Pedagogy – A Closer Look at the Kitchen Area, Taina Sillanpää (Ebeneser Foundation Kindergarten Museum, Finland) 44. Integrative Neuroscience and Froebelian Understandings in Early Childhood Education, Carole Bloch (University of the Western Cape, South Africa and PRAESA, South Africa) 45. Froebel as an Antidote to 21st century Neoliberal Curriculum Reform Policies, Dan Castner (Indiana University, USA) 46. From Freire to Froebel, Sive Ngubethole Mbolekwa (PRAESA, South Africa) and Tina Bruce (University of Roehampton, UK) 47. Froebel Researchers and the Implications for Research Practice in Post Second World War Japan: Two Case Studies by Professor Shoji Masako and Professor Ogasawara Michio, Naoko Matsuma (Yamaguchi Gakugei University, Japan) 48. Young Voices on COVID: An Exploration of the Froebel Storytelling Approach in Support for Young Children’s Agency and Autonomy through the Covid-19 Pandemic, Chris Pascal and Tony Bertram (Centre for Research in Early Childhood, UK) Conclusion List of Contributors Index

Read more less

Book SynopsisAn inspirational book that studies the development of mark-making skills in relation to ''talk'' and provides age-appropriate activities to use with young children that will have a significant impact on their learning.There is so much that you can do with children to get them ready to write. Mark-making development in boys is statistically slower and less successful than girls. Bestselling author Alistair Bryce-Clegg believes that this has a small part to do with physical development and more to do with appropriate understanding and the planning of engaging activities. His book will help practitioners not only to understand the development stages of becoming a mark maker but also to provide tried and tested activities and interventions to use. Using these techniques, he believes they will see a significant increase in progress for both boys and girls!As the content is appropriate to stage of development and not age of child it is aimed at children of all ages Trade ReviewA thought provoking book which will lead to plenty of discussion in Early Years settings * www.parentsintouch.co.uk *

Read more less

Book SynopsisA practical guide that helps Early Years practitioners to engage fathers in their child's wellbeing. It provides practitioners with: strategies for recruiting, engaging and retaining fathers; evaluation techniques to develop work with fathers over time; evidence on father involvement; and, policy frameworks and their impact on practice.Trade Review‘An inspiring book which not only highlights the huge difference that fathers can make to their families, but also outlines some simple and effective steps we can take to ensure more children enjoy the benefits of having an involved dad in their lives. Carol and Roger's excellent guide to Engaging Fathers in the Early Years is essential reading for everyone working with children and families in the UK today.' Glen Poole, Strategic Director, The Men's Network, UK‘This book is a welcome addition and reaffirms the importance of engaging fathers. Offering chapters which focus on the different circumstances of the modern dad is helpful in provoking discussion and strategies for ensuring that dads are included.'June O'Sullivan, Chief Executive, London Early Years Foundation, UKThe whole book is an important initial read for any practitioner, manager or policy-maker in early years’ settings when they are reviewing or designing a whole family service that seeks to really understand and practically engage fathers for the benefit of all our children’s welfare. -- Simon Howard, Nottingham Trent University, UK * Practice *Table of ContentsIntroduction: Carol Potter and Roger Olley; Part 1: The Context; 1. Benefits of Father Involvement in the Early Years: Carol Potter; 2. Fathers and the Policy Context: What it Means for Practitioners: Roger Olley And Carol Potter; Part 2: Policy into Practice; 3. Recruitment, Registration and Retention: David Van Der Veldt and Charlotte Dack; 4. Engaging Fathers in the Antenatal and Postnatal Periods: Roger Olley; 5. Engaging Fathers in Toddler Groups: Tim Khan; 6. Engaging Fathers in Transitions: From Children's Centres to School: Carol Potter, Gary Walker and Bev Keen; Part 3: Addressing Diversity; 7. Engaging Young Fathers: Nigel Sherriff, Kevin Lowe and Liz Mcdonnell; 8. Engaging Fathers of Disabled Children: Kathy Rist; 9. Engaging Fathers from BME Backgrounds: Roger Olley; 10. Engaging Separated and Disengaged Fathers: Geoff Read; Conclusions and Ways Forward: Roger Olley and Carol Potter; Index.

Read more less

Book SynopsisBringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action.Trade Review"This book presents a rich assortment of advice and practical examples from an expert team of authors, explaining how to provide young children with supportive literacy and language environments. Dive right in and pull out a gem on topics as diverse and necessary as parent involvement, digital literacy, the role of play, literary and informational texts, oral language, assessment, early intervention, response to intervention, writing, reading comprehension, and more. Definitely a keeper."--Timothy Shanahan, PhD, Distinguished Professor Emeritus, Department of Curriculum and Instruction, University of Illinois at Chicago "A welcome addition to the bookshelves of practitioners, early childhood leaders, early literacy scholars, and university students. This is an excellent volume, coherently written and arranged. It will help broaden the reader's knowledge base about literacy development, materials, instruction, intervention, and assessment. The examples and approaches in this visionary book can be adapted readily to learners' unique needs. I recommend it strongly! As a text, I would use this book in courses such as Early Literacy and Acquisition and Development of Language and Literacy."--Patricia A. Edwards, PhD, Department of Teacher Education, Michigan State University; past president, International Literacy Association "Research has consistently demonstrated the impact of early literacy instruction on young children’s educational outcomes. Sadly, best practices are not always common knowledge. This book provides educators with critical information about what should be taught in the preschool classroom as well as explicit guidance for using research-based instructional strategies. The volume also acknowledges the critical roles that parents and culture play in children's early literacy, offering strategies for engaging parents and bridging the home and school settings."--Billie J. Enz, PhD, College of Education (Emerita), Arizona State University -Table of ContentsI. Influences on Literacy Development1. Parent Involvement Supporting Early Literacy Achievement: Best Practices for Bridging the Home and School Environments, Beth M. Phillips, Kylie S. Flynn, Galiya A. Tabulda, Smriti Jangra, and Christopher J. Lonigan2. A Comprehensive Approach to Building Oral Language in Preschool: Prerequisites for Literacy, Allyssa McCabe3. Working with Culturally and Linguistically Diverse Students: Lessons Learned from Reading Recovery, Catherine Compton-Lilly4. Supporting Language and Literacy Development in Quality Preschools, Shannon Riley-AyersII. Materials and Texts5. Early Literacy Development in the Digital Age, Jackie Marsh and Dylan Yamada-Rice6. What, When, and How Electronic Media Can Be Used in an Early Literacy Classroom, Annie M. Moses7. New Perspectives on Literature for Young Children, Diane M. Barone and Andrea Morency8. Read All about I.T.!: Informational Text in the Early Childhood Classroom, Lynne M. Watanabe and Nell K. DukeIII. Reconceptualizing Developmentally Appropriate Practice9. Phonological Awareness and Alphabet Knowledge: The Foundations of Early Reading, Marcia Invernizzi and Laura S. Tortorelli10. Reading to Learn from the Beginning: Comprehension Instruction in the Primary Grades, Katherine A. Dougherty Stahl11. Best Practices in Oral Vocabulary Instruction, Susan B. Neuman and Tanya S. Wright12. Real Books, Real Reading: Effective Fluency Instruction for Striving Readers, Melanie R. Kuhn, Kristina Zukauskas Phelan, and Paula J. Schwanenflugel13. Best Practices in Early Writing Instruction, Deborah Wells Rowe and Tanya R. Flushman14. Strengthening Play in Early Literacy Teaching Practice, Kathleen A. Roskos and James ChristieIV. Intervention and Assessment15. "How Am I Doing?": Students' Perceptions of Literacy and Themselves, Marla H. Mallette, Peter P. Afflerbach, and Christine E. Wiggs16. The Interactive Strategies Approach to Early Literacy Intervention, Donna M. Scanlon, Kimberly L. Anderson, and Frank R. Vellutino17. An Evidence-Based Approach to Response to Intervention, Monica T. Billen and Richard L. Allington

Read more less

Book SynopsisThis acclaimed teacher resource and course text describes proven ways to accelerate the language and literacy development of young children, including those at risk for reading difficulties. The authors draw on extensive research and classroom experience to present a complete framework for differentiated instruction and early intervention. Strategies for creating literacy-rich classrooms, conducting effective assessments, and implementing targeted learning activities are illustrated with vivid examples and vignettes. Helpful reproducible assessment tools are provided. Purchasers also get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size. New to This Edition *Fully restructured around a differentiated instruction model. *Incorporates response-to-intervention concepts and principles. *Chapter on exemplary prevention-focused classrooms, with an emphasis on playful learning. *Additional appendices: mTrade Review"An incredibly rich resource for preschool and kindergarten teachers and administrators. At this time, when the focus of kindergarten instruction, especially, is often narrowed to a few 'essential' literacy skills, this book presents a blueprint for providing a stimulating and effective instructional program to all children. For anyone interested in hitting all of the critical language and literacy bases in the early years--in a thorough, efficient, integrated, and meaningful way--this engaging book is a 'must read.'"--Judith A. Schickedanz, PhD, School of Education (Emerita), Boston University "In this second edition of their outstanding book, McGee and Richgels offer new evidence and insights about the design of effective early literacy programs, especially for children most vulnerable to risk. Their focus on both prevention and intervention provides the detailed guidance that teachers need not only to support, but also to accelerate children's language and literacy learning in the early years. The in-depth case studies and the 'differentiated instruction in action' examples are truly special and valuable features."--Kathleen A. Roskos, PhD, Department of Education and Allied Studies, John Carroll University "An exciting update of a foundational text. Useful in undergraduate and graduate courses on reading development and early childhood education, this text draws direct connections between theory and practice. Particularly compelling is the way that theoretical concepts are brought to life through real-life examples and applications. I recommend this book for every teacher-in-training and experienced literacy educator."--Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University "This timely second edition reminds us of how early literacy instruction lays a foundation for children's later academic success. In a clear and concise manner, McGee and Richgels provide preservice and inservice teachers with a rich understanding of literacy development and practical ideas for teaching young children. Further, this important resource offers invaluable suggestions for differentiating instruction to meet the needs of diverse learners."--Barbara A. Bradley, PhD, Department of Curriculum and Instruction, University of Kansas -The book does an excellent job of describing how instruction can accelerate children's learning. McGee and Richgels reflect the richness of early childhood education. They aim for efficacious learning through a collaborative environment in which teachers can teach according to student needs by focusing on the whole class, small groups, and individual children. The authors remind us that it is necessary to offer equal resources for all children, and they also reinforce the message that there is no one-size-fits-all approach….A key reminder from the book is the significant instructional goal of teaching for the learner, not the curriculum.--Journal of Early Childhood Literacy, 12/31/2015ƒƒA well-written and useful book that provides a research basis for implementing early literacy instruction for high-risk children. I recommend this book for early childhood students and educators. (on the first edition)--Education Book Reviews, 2/1/2005ƒƒThe book will assist prekindergarten and kindergarten teachers in creating centers and activities that will foster children's early literacy development....Recommended. Undergraduates and above. (on the first edition)--Choice, 1/1/2004Table of Contents1. Who Is at Risk for Reading Difficulties?: Implications for Early Literacy Prevention and Intervention Programs2. Accelerating Children's Language and Literacy Learning in Exemplary Prevention Classrooms3. Keeping the End Goal in Mind: Teaching for Knowledge and Comprehension Gains4. Literacy Development and Its Assessment5. Using Assessment to Plan Differentiated Instruction6. Small-Group Differentiated Instructional Activities for Early Emergent Readers and Writers7. Small-Group Differentiated Instructional Activities for Later Emergent Readers and Writers8. Small-Group Differentiated Instructional Activities for Experimenting Readers and Writers9. Differentiated Instruction in ActionAppendix A. A Primer on Phonics for TeachersAppendix B. Literacy AssessmentsAppendix C. Literacy Assessment Scoring RecordAppendix D. Literacy Assessment Scoring Records for Eric, Sarah, Marceli, and Jacob

Read more less

Book SynopsisThis acclaimed teacher resource and course text describes proven ways to accelerate the language and literacy development of young children, including those at risk for reading difficulties. The authors draw on extensive research and classroom experience to present a complete framework for differentiated instruction and early intervention. Strategies for creating literacy-rich classrooms, conducting effective assessments, and implementing targeted learning activities are illustrated with vivid examples and vignettes. Helpful reproducible assessment tools are provided. Purchasers also get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size. New to This Edition *Fully restructured around a differentiated instruction model. *Incorporates response-to-intervention concepts and principles. *Chapter on exemplary prevention-focused classrooms, with an emphasis on playful learning. *Additional appendices: mTrade Review"An incredibly rich resource for preschool and kindergarten teachers and administrators. At this time, when the focus of kindergarten instruction, especially, is often narrowed to a few 'essential' literacy skills, this book presents a blueprint for providing a stimulating and effective instructional program to all children. For anyone interested in hitting all of the critical language and literacy bases in the early years--in a thorough, efficient, integrated, and meaningful way--this engaging book is a 'must read.'"--Judith A. Schickedanz, PhD, School of Education (Emerita), Boston University "In this second edition of their outstanding book, McGee and Richgels offer new evidence and insights about the design of effective early literacy programs, especially for children most vulnerable to risk. Their focus on both prevention and intervention provides the detailed guidance that teachers need not only to support, but also to accelerate children's language and literacy learning in the early years. The in-depth case studies and the 'differentiated instruction in action' examples are truly special and valuable features."--Kathleen A. Roskos, PhD, Department of Education and Allied Studies, John Carroll University "An exciting update of a foundational text. Useful in undergraduate and graduate courses on reading development and early childhood education, this text draws direct connections between theory and practice. Particularly compelling is the way that theoretical concepts are brought to life through real-life examples and applications. I recommend this book for every teacher-in-training and experienced literacy educator."--Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University "This timely second edition reminds us of how early literacy instruction lays a foundation for children's later academic success. In a clear and concise manner, McGee and Richgels provide preservice and inservice teachers with a rich understanding of literacy development and practical ideas for teaching young children. Further, this important resource offers invaluable suggestions for differentiating instruction to meet the needs of diverse learners."--Barbara A. Bradley, PhD, Department of Curriculum and Instruction, University of Kansas -The book does an excellent job of describing how instruction can accelerate children's learning. McGee and Richgels reflect the richness of early childhood education. They aim for efficacious learning through a collaborative environment in which teachers can teach according to student needs by focusing on the whole class, small groups, and individual children. The authors remind us that it is necessary to offer equal resources for all children, and they also reinforce the message that there is no one-size-fits-all approach….A key reminder from the book is the significant instructional goal of teaching for the learner, not the curriculum.--Journal of Early Childhood Literacy, 12/31/2015ƒƒA well-written and useful book that provides a research basis for implementing early literacy instruction for high-risk children. I recommend this book for early childhood students and educators. (on the first edition)--Education Book Reviews, 2/1/2005ƒƒThe book will assist prekindergarten and kindergarten teachers in creating centers and activities that will foster children's early literacy development....Recommended. Undergraduates and above. (on the first edition)--Choice, 1/1/2004Table of Contents1. Who Is at Risk for Reading Difficulties?: Implications for Early Literacy Prevention and Intervention Programs2. Accelerating Children's Language and Literacy Learning in Exemplary Prevention Classrooms3. Keeping the End Goal in Mind: Teaching for Knowledge and Comprehension Gains4. Literacy Development and Its Assessment5. Using Assessment to Plan Differentiated Instruction6. Small-Group Differentiated Instructional Activities for Early Emergent Readers and Writers7. Small-Group Differentiated Instructional Activities for Later Emergent Readers and Writers8. Small-Group Differentiated Instructional Activities for Experimenting Readers and Writers9. Differentiated Instruction in ActionAppendix A. A Primer on Phonics for TeachersAppendix B. Literacy AssessmentsAppendix C. Literacy Assessment Scoring RecordAppendix D. Literacy Assessment Scoring Records for Eric, Sarah, Marceli, and Jacob

Read more less

Book SynopsisThis comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.Trade Review"Finally, an evidence-based source for PD is available! Martin and her colleagues have done a stellar job of presenting the best of scholarship in a usable reference. Anyone who does PD needs a copy of this handbook to study and use in design and implementation. This volume provides the foundation for ensuring that teachers have the support and knowledge to bring their students to world-class standards."--Elfrieda H. Hiebert, PhD, President and CEO, TextProject, Inc. "This rich volume takes theories of school-based teacher learning and demonstrates what they look like in action. At the heart of the Handbook is a focus on aligning PD to outcomes for students. Chapter authors are highly engaged scholars and leaders in the field whose voices ring with wisdom and experience. I especially appreciate the way the book moves from the big-picture 'whys' of PD to the fine-grained 'whats' and 'hows' of sustaining ongoing school improvement. The complexities of PD are explored, such as the tensions that may surface when policy decisions and evidence-based practices are at odds. Authors clearly articulate the challenges, successes, and next steps for moving the teaching profession forward. Educational leaders, instructional coaches, and teacher educators will profit from using this handbook, and it is an important resource for graduate courses."--Lori Helman, PhD, Department of Curriculum and Instruction, and Director, Minnesota Center for Reading Research, University of Minnesota "A prodigious achievement. Professional development is a critical topic in the field of education improvement, and until now there has been no place that one could go to obtain a comprehensive, in-depth treatment. The Handbook fills this gap. With 25 key chapters and eight case studies, there is no other resource in the literature like it. This is a great accomplishment that will serve the field for the next decade."--Michael Fullan, PhD, Ontario Institute for Studies in Education (Emeritus), University of Toronto, Canada -Have you set a goal to do some professional reading this summer? Before heading to your favorite chair, pick up the…Handbook of Professional Development in Education....This handbook offers a synthesis of current knowledge of effective practices in professional learning for teachers....The editors and most of the fifty contributing authors are researchers and faculty members of preservice higher education programs. Over the years, I have studied the work of several of the participating authors and admire their commitment to improving professional development through research, publications, and their outreach to educational leaders and practitioners....The scope of the handbook is comprehensive, and highly relevant topics receive in-depth treatment. It is well organized; each chapter begins with a list of key points and ends with questions for discussions....Characteristics of successful professional development are identified in the preface and elaborated upon throughout the handbook....Should prove to be a tremendous resource to state leaders who are wrestling with the complexities of many of the issues discussed in the handbook.--CCSSO State Consortium on Educator Effectiveness website, 05/27/2014Table of ContentsForeword, Andy HargreavesI. Professional Development, Past and Present1. Teachers as Professionals: Evolving Definitions of Staff Development, Ann Lieberman and Lynne Miller2. Federal Investments in Professional Development: What Do 50 Years of Experience Tell Us about What It Takes to Make a Difference?, Richard Long3. High-Quality Research-Based Professional Development: An Essential for Enhancing High-Quality Teaching, Allison Swan Dagen and Rita M. BeanII. The Complexity of Professional Development in Today's Schools4. Shaping the Contours of Professional Development, PreK-12: Successful Models and Practices, D. Ray Reutzel and Sarah K. Clark5. Changing the Relationship between Professional Development Policy and the Practitioner's Role, Ann Jaquith6. Communities, Schools, and Teachers, Mavis G. Sanders and Claudia Galindo7. District Issues: Administrators at All Levels Involved In Teachers’ Professional Development, Marilyn Tallerico8. Sociocultural Approaches to Professional Development: Engineering Sustainable School Change, Taffy E. Raphael, Jaime Madison Vasquez, Angela Joy Fortune, James R. Gavelek, and Kathryn H. Au9. Professional Development in Early Childhood Education: Models and Recommendations, Maryann Mraz and Brian Kissel10. The Design and Implementation of Effective Professional Development in Elementary and Early Childhood Settings, Priscilla L. Griffith, Jiening Ruan, Jennifer Stepp, and Susan J. Kimmel11. Effective Professional Development in Secondary Schools, Douglas Fisher and Nancy FreyIII. Developing Solutions for Effective Professional Development12. Characteristics of Adult Learning: Implications for the Design and Implementation of Professional Development Programs, Ruth L. Rohlwing and Maureen Spelman13. Focusing Attention on Beliefs about Capability and Knowledge in Teachers’ Professional Development, Megan Tschannen-Moran and Jason A. Chen14. Investing in Youth by Investing in Teachers: Transforming Adolescent Literacy through Responsive Professional Development, William G. Brozo15. Involving Teachers in Their Own Professional Development, Peter Youngs and John Lane16. Using Action Research to Target and Generate Professional Learning, Jennifer Jacobs and Diane Yendol-Hoppey17. Leading Professional Learning in Districts with a Student Learning Culture, William A. Firestone and Melinda M. Mangin18. Developing Partnerships through Collaboration to Promote Professional Development, Shelley B. Wepner19. Content Knowledge for Teaching: Framing Effective Professional Development, Jennifer Merriman20. Standards-Based Professional Learning and Certification: By the Profession, for the Profession, Lawrence Ingvarson21. The School as a Center of Inquiry, Bruce Joyce and Emily F. Calhoun22. Supporting Professional Growth through External Resources, Diana J. Quatroche, Kathryn L. Bauserman, and Leah NellisIV. Pulling It Together23. Measuring the Effectiveness of Educators’ Professional Development, Thomas R. Guskey24. Sustaining Teacher Professional Development, Laura M. Desimone and Daniel Stuckey25. Lessons Learned: What Our History and Research Tell Us about Teachers’ Professional Learning, Sherry Kragler, Linda E. Martin, and Ruth SylvesterAppendix. Case Studies: Successful Schools That Have Supported Teachers' Professional Development

Read more less

Book SynopsisBringing together leading experts, this book presents effective practices for helping people with autism spectrum disorders (ASD) to thrive in adulthood. As individuals with ASD mature, their needs change as well. The book reviews the growing research base and describes ways to support adolescents and adults in succeeding in higher education and work, living independently, enjoying leisure activities, navigating meaningful personal relationships, and more. Specific behavioral and instructional interventions--such as functional communication training, positive behavior support, and applied behavior analysis--are discussed. Case examples illustrate practical aspects of applying the strategies in real-world school and community settings.Trade Review"Tincani and Bondy--who collectively have some 60 years of experience in the field of autism--bring together in one place the wisdom of experts from a broad range of disciplines that touch the lives of adults with ASD. The book meets its goal of providing clarity about ways to build skills for employment, independent living, and other areas that help one live a happy life. The case studies are a rich source of practical information that will be of great utility to readers. Anyone who works with adolescents and adults on the autism spectrum will find this book invaluable."--V. Mark Durand, PhD, Department of Psychology, University of South Florida St. Petersburg "At last! A one-stop shop for those interested in the issues affecting adolescents and adults with ASD. As someone who has worked with this population for over 45 years, I know how truly important these issues are to individuals and families. This volume provides state-of-the-art knowledge from many of the field's leading researchers and practitioners. Coverage includes life transitions, community involvement, services, education, social relationships, recreation, aging, and more. I am impressed by the accessibility of the volume; the chapters are well organized and clearly written. This book is a 'must have' for clinicians, educators, and students entering the field."--Laura Schreibman, PhD, Distinguished Professor Emeritus and Research Professor, Department of Psychology, University of California, San Diego "Adults and adolescents with ASD have received far less attention than children, making this book especially needed and valuable. That the book accentuates evidence-based treatments and interventions makes it all the more useful. Instructors looking for a practitioner-friendly text for ASD adult-focused classes (e.g., transition planning for adults) will find excellent content here. Practitioners interested in up-to-date information and strategies for guiding postschool and adult planning will also be pleased with this resource."--Richard L. Simpson, EdD, Department of Special Education, University of Kansas -The chapters cover a continuum of topics, beginning with the overarching introductory chapters, then progressing across developmental periods ranging from secondary education to late adulthood. Each chapter is well annotated with extensive references. Key points in each chapter are highlighted with well-constructed tables and charts that help reinforce important points….Clinical vignettes are included that enhance the text and illustrate the individual interventions described by the authors….The coordination among the various chapter authors is evident….The book is well organized, flows cohesively, and is well referenced.--Journal of Psychiatric Practice, 11/01/2015ƒƒThe authors, renowned researchers and clinicians, present what can easily be called a pioneering book that casts light on issues involved in the transition from adolescence to young adulthood for people with autism spectrum disorders (ASD)....With a half million autistic children expected to enter young adulthood in the next 10 years, this timely volume leads the way in preparing clinical practitioners and family members with evidence-based and promising interventions to support young adults with ASD through that transition. I highly recommend this book as the must-have reference for anyone in the mental health professions, graduate students in psychology and social science disciplines, as well as family members of loved ones with ASD. Highly acclaimed, this book has quickly become the premier reference for understanding the needs of young adults with ASD, and the evidence-based and promising interventions that address those needs such that the transition into adulthood is successful. *****!--Doody's Review Service, 08/21/2015ƒƒEach chapter gives an excellent overview of the theories and interventions currently in use, the evidence to support their use, and potential areas for future research and improvement. Frequent case examples detail these approaches in practice. This is a valuable resource for students contemplating working with people with ASD, practicing professionals, and family and friends of people with ASD. Highly recommended. All levels/libraries.--Choice Reviews, 03/01/2015Table of ContentsI. Introduction 1. Characteristics of Adults with High-Functioning Autism Spectrum Disorders, Brenda Smith Myles, Amy Bixler Coffin, Donna J. Owens, & Courtney Yantes 2. Autism Spectrum Disorders and the Family, Lauren Pepa & Sandra L. Harris II. Transitioning from Adolescence to Adulthood 3. Effective Secondary Education and Transition for Adolescents with Autism Spectrum Disorders, Michael L. Wehmeyer & Dianne Zager 4. Postsecondary Education for Students with Autism Spectrum Disorders, Jane Thierfeld Brown, Lorraine E. Wolf, & Christine Wenzel III. Instructional and Behavioral Interventions to Promote Quality of Life 5. Behavioral Interventions for Complex Communication and Social Skills in Adults with Autism Spectrum Disorders, Angelica Aguirre, John O’Neill, Ruth Anne Rehfeldt, & Valerie Boyer 6. Teaching Functional Communication to Adults with Autism Spectrum Disorders, Russell Lang, Jeff Sigafoos, Larah van der Meer, Amarie Carnett, Vanessa A. Green, Giulio E. Lancioni, & Mark F. O’Reilly 7. Positive Behavior Support for Adults with Autism Spectrum Disorders, Matt Tincani & Shannon Crozier 8. Skill-Building Interventions for Adolescents and Adults with Autism Spectrum Disorders, Peter F. Gerhardt, Maria Fernanda Garcia, & Anthony Foglia 9. Sexuality and Relationships for Individuals with Autism Spectrum Disorders, Jason C. Travers & Peggy Schaeffer Whitby 10. Toward a Balanced Leisure Lifestyle for Adults with Autism Spectrum Disorders, Phyllis Coyne & Ann Fullerton IV. Employment, Independence, Aging, and Policy 11. Meaningful Employment for Individuals with Autism Spectrum Disorders, Paul Wehman, Pamela Sherron Targett, Carol Schall, & Staci Carr 12. Facilitating Successful Independent Living Skills for Adults with High-Functioning Autism Spectrum Disorders, Brenda Smith Myles, Daniel Steere, Cathy Pratt, Ruth Aspy, Barry G. Grossman, & Shawn A. Henry 13. Aging, Estate Planning, and Funding Services for Adults with Autism Spectrum Disorders, Carol Markowitz 14. Legal Issues and Autism Spectrum Disorders, Beverly L. Frantz & David W. Zellis

Read more less