Pre-school and kindergarten Books

Book SynopsisHigh-quality preschool programs are essential to improving children’s outcomes in reading achievement and leveling language and literacy disparities among students from diverse backgrounds. Grounded in state-of-the-art research evidence, this practice-oriented book demonstrates how preschool professionals can create, evaluate, and sustain exemplary programs. Chapters from leading authorities cover coaching, assessment, and differentiation, as well as explicit strategies for teaching English language learners and helping at-risk readers. Discussion questions and suggested activities for professional development are included, as are reproducible assessment forms and planning tools for use in the classroom. Trade Review"Justice and Vukelich have assembled an outstanding group of educators to produce a book that is both scholarly and practical. This is an excellent resource for early childhood preservice teachers and for ongoing professional development."--Dorothy S. Strickland, PhD, Samuel DeWitt Proctor Professor Emerita, Graduate School of Education, Rutgers, The State University of New Jersey"This 'one-stop shop' for excellence in preschool settings is a 'must read' for early childhood professionals across the nation. Teachers, principals, child care providers and directors, and higher education faculty will benefit from the remarkable collection of language and literacy information presented in these pages. From designing high-quality programs to optimizing early learning environments, from assessments to coaching, this book has it all. It is informative, objective, interesting, insightful, and filled with practical applications. Each author is an expert in the field, which greatly contributes to the book's significance. The editors have done an outstanding job compiling the best of the best. If you are interested in creating a classroom of excellence in language and literacy, it is essential that this book becomes part of your classroom and personal library."--Susan J. Kimmel, PhD, Interim Director, Center for Early Childhood Professional Development, University of Oklahoma"With the proliferation of publicly supported preschools, it is essential that educators and policymakers are informed by the most current and appropriate research on language and early literacy instruction. This book addresses the wide variety of issues that preschool teachers and administrators face every day. The contributors share their expertise on these issues from several perspectives that are grounded in scientifically based reading research. This text is relevant and important for graduate students in early childhood education and literacy, as well as for educational leadership candidates who may one day be making decisions on appropriate curricula, assessments, and teaching practices to best serve our youngest learners."--Deborah Gee Woo, EdD, Department of Literacy Education, New Jersey City University"This book presents important information that will allow early childhood teachers, literacy coaches, administrators, and project coordinators either to develop or rethink and revise their language and early literacy programs. Particularly helpful are the multiple research-based perspectives that provide practical knowledge related to developing effective programs. Creating high-quality language and literacy learning environments and supporting early childhood teachers is critical. This timely book is a useful resource for anyone interested in developing and sustaining effective language and literacy environments for preschoolers."--Barbara A. Bradley, PhD, Department of Curriculum and Teaching, University of Kansas-Table of ContentsForeword, William H. TealeI. Background1. Evidence for Creating, Expanding, Designing, and Improving High-Quality Preschool Programs, Andrew J. Mashburn2. The Scientifically Based Reading Research Approach to Early Literacy Instruction, James F. Christie3. Establishing a Science of Professional Development for Early Education Programs: The Knowledge Application Information Systems Theory of Professional Development, Sharon Landesman Ramey and Craig T. RameyII. Professional Development and Teacher Support4. Models for Coaching: Making Them Work for Preschools, Sharon Walpole and Carla K. Meyer5. Mentoring Preschool Teachers, Shelley Gray6. Formative Assessment of Classrooms: Using Classroom Observations to Improve Implementation Quality, Bridget K. Hamre, Jennifer LoCasale-Crouch, and Robert C. Pianta7. Are Early Childhood Classrooms Preparing Children to Be School Ready?: The CIRCLE Teacher Behavior Rating Scale, Mike A. Assel, Susan H. Landry, and Paul R. Swank8. It's in the Details: Approaches to Describing and Improving Preschool Classrooms, David K. Dickinson, Betsy G. Watson, and Dale C. Farran III. Optimizing Early Learning Environments 9. Characteristics of Classroom Environments Associated with Accelerated Literacy Development, Renée Casbergue, Lea M. McGee, and April Bedford10. Increasing Children’s Learning by Getting to the Bottom of Their Confusion, Judith A. Schickedanz11. Strategic and Intentional Shared Storybook Reading, Sonia Q. Cabell, Laura M. Justice, and Carol Vukelich12. Differentiating Instruction in the Preschool Classroom: Bridging Emergent Literacy Instruction and Developmentally Appropriate Practice, Terri Purcell and Catherine A. Rosemary13. Language and Literacy Practices for English Language Learners in the Preschool Setting, M. Adelaida Restrepo and Virginia DubasikIV. Making Data-Based Decisions14. Quality Counts: Design and Use of an Early Literacy Program Review Tool, Kathleen A. Roskos and Carol Vukelich15. Indicators and Goals of High-Quality Program Evaluation for the Preschool Classroom, Khara L. Pence16. How to Evaluate a Screening Process: The Vocabulary of Screening and What Educators Need to Know, Christopher Schatschneider, Yaacov Petscher, and Kellee M. Williams17. Curriculum-Based Measurement of Preschoolers’ Early Literacy Skills, Tanis Bryan, Cevriye Ergul, and Karen Burstein

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Book SynopsisFrom leading clinical researchers, this book presents important advances in understanding and treating the early social-communication difficulties that are hallmarks of autism spectrum disorders (ASD). It is grounded in current findings on typically and atypically developing infants, toddlers, and preschoolers. Contributors highlight the connections between ASD and impairments in joint attention, communication and language, play, and imitation. They review approaches to supporting children's functioning in each area, along with evidence-based screening and assessment strategies. Valuable advice is offered on matching treatment to individual children's needs. The book also explores the developmental and neurobiological processes that underlie social-communication deficits in ASD.Trade ReviewNever before has an entire volume been devoted to examining central social and communication processes in early autism. What the book does so remarkably well is present carefully analyzed, thorough, and readable reviews of the literature from multiple theoretical perspectives, while also drawing out the clinical implications for screening, assessment, diagnosis, and treatment. Rarely have I seen a book that will be so useful to researchers and clinicians alike. This book will serve as an indispensable source of information on the core features of early autism for clinicians and researchers in child psychiatry, clinical psychology, developmental psychology, language development and pathology, and early intervention. All of the chapter authors are well known in their areas, and bring a developmental theoretical framework to inform their interpretation of the autism literature. In many chapters, reviews of typical development precede the description of autism findings, placing the latter in a developmental context for the reader. This work would be an appropriate text for advanced undergraduate- and graduate-level courses in developmental psychopathology, social development, and developmental cognitive neuroscience.--Deborah Fein, PhD, Department of Psychology, University of ConnecticutThis timely book reasserts the importance of social and communication factors in our understanding and treatment of autism spectrum disorders (ASD) and brings together a wealth of research on neuropsychology, psychology, medicine, and education in order to do so. Clearly written, it will be essential reading for students focusing on ASD and all those interested in both typical and atypical child development.--Rita Jordan, PhD, Professor in Autism Studies; Inclusion, Special Education and Educational Psychology Division; School of Education; University of Birmingham, UKThis is the most important, ambitious, and exciting volume to be published on autism spectrum disorders (ASD) in the last several years. The volume brings together leading scholars and researchers whose work has led to revolutionary changes in early diagnosis and innovative, effective intervention. Presented are theoretically grounded, developmental perspectives on the emergence of social-communication difficulties in ASD. Taken together, the chapters demonstrate the feasibility of identifying every toddler at risk and providing interventions to significantly reduce the severity of symptoms and promote language acquisition. This is a 'must read' for all clinicians and researchers who work on autism!--Helen Tager-Flusberg, PhD, Lab of Developmental Cognitive Neuroscience, Boston University School of MedicineThis book could not be more timely in its coverage of crucial questions related to early identification and intervention for children with autism spectrum disorders, with a focus on understanding the central role of social-communication development. Charman and Stone have recruited foremost authorities to summarize in clear and considerable detail what the science shows, the clinical implications of existing knowledge, and the directions toward which we need to move in future research. This book is destined to be a truly influential contribution for autism researchers, clinicians, graduate students, and policymakers seeking to ground their decisions in scientific evidence.--Samuel L. Odom, PhD, School of Education, Indiana University Tony Charman and Wendy Stone have put together a marvelous volume containing the most up-to-date information on the social and communication development of infants and toddlers with ASD. Moreover, they have ensured that the information is new, clinically relevant, and based on the most valid scientific findings. It will be a long time before another volume comes along that succeeds in reaching as many goals and as wide an audience.--Peter Szatmari, MD, Department of Psychiatry and Behavioral Neurosciences, McMaster University, Canada - Charman and Stone have brought together an impressive group of experts in research and practice. In doing so, the editors have ensured that each chapter in this book is grounded in sound research evidence as well as clinical experience and psychological and neurological theory. It is this strong panel of expertise that makes this book a must-read for all professionals involved in ....Each chapter provides a comprehensive review of relevant literature, and clearly articulates its relevance to practical issues. This results in a book that provides a detailed overview of current practice, and which, importantly, also evaluates the scientific evidence for various interventions...A valuable resource for those seeking to expand or consolidate their knowledge of early social communicative development and Spectrum Disorders....An inspiring example of what can be achieved by a truly multidisciplinary group of professionals, and critically highlights some important future directions. --Autism, 1/16/2008ƒƒ This book is a must-have for the bookshelves of graduate students, clinicians, and researchers specializing in autism....A phenomenal resource. --PsycCRITIQUES, 1/16/2008Table of ContentsI. Assessment and Diagnosis1. Understanding and Measuring Social Communication in Children with Autism Spectrum Disorders, Amy M. Wetherby2. Early Diagnosis of Children with Autism Spectrum Disorders, Catherine Lord and Jennifer RichlerII. Screening and Surveillance3. Screening for Autism Spectrum Disorders in Populations: Progress, Challenges, and Questions for Future Research and Practice, Tony Charman and Simon Baron-Cohen4. Early Screening for Autism Spectrum Disorders in Clinical Practice Settings, Lonnie Zwaigenbaum and Wendy StoneIII. Evidence-Based Interventions5. Treatment of Responding to and Initiating Joint Attention, Paul J. Yoder and Andrea S. McDuffie6. Evidence-Based Interventions for Language Development in Young Children with Autism, Sally J. Rogers7. Promoting Social Reciprocity and Symbolic Representation in Children with Autism Spectrum Disorders: Designing Quality Peer Play Interventions, Pamela J. Wolfberg and Adriana L. Schuler8. Imitation: Some Cues for Intervention Approaches in Autism Spectrum Disorders, Jacqueline Nadel and Nadra Aouka9. Augmentative and Alternative Communication Systems for Children with Autism, Patricia HowlinIV. Developmental and Neurobiological Issues10. A Developmental Approach to Understanding Atypical Development, Tedra A. Walden and Jennifer J. Hurley11. The Neural Basis of Early Joint-Attention Behavior, Peter Mundy and Danielle Thorp

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Book SynopsisThis popular clinical reference and text provides a multisystems perspective on childhood disability and its effects on family life. The volume examines how child, family, ecological, and sociocultural variables intertwine to shape the ways families respond to disability, and how professionals can promote coping, adaptation, and empowerment. Accessible and engaging, the book integrates theory and research with vignettes and firsthand reflections from family members. Trade ReviewThis important book does a wonderful job of integrating the authors' longstanding themes of respect and compassion with the most current information on the family functioning, treatment, and education of people with a range of disabilities. This is an exceptionally valuable resource for professionals in any discipline who serve families coping with disability. It will be a useful text for graduate students in social work.--Sandra L. Harris, PhD, Rutgers, The State University of New Jersey The scholarship and keen insight of Seligman and Darling have informed and guided my work as a clinical psychologist with families of children with disabilities, as well as my own family life with a child who has autism. This book is a tour de force of breadth and depth in its summaries of research and theory and their real-life applications. It is truly an essential and comprehensive resource for practitioners and researchers, and an excellent text for advanced undergraduates and graduate students in special education, social work, psychology, family studies, and pediatric specialties.--Robert A. Naseef, PhD, Philadelphia, Pennsylvania Seligman and Darling effectively blend clinical insight, current research, and cultural sensitivity in this substantive and exciting third edition. The book demonstrates how researchers look beyond the impact of special children on mothers, promoting a conceptualization of family well-being that includes fathers, siblings, and grandparents. Offering fresh perspectives on families, this extraordinary book is sufficiently accessible for students and will also be appreciated by professionals in the field.--Jan B. Blacher, PhD, University of California, Riverside -Table of ContentsI. Conceptual Framework1. Introduction and Conceptual Framework I: Social and Cultural Systems2. Conceptual Framework II: Family Systems Theory and Childhood Disability3. All Families Are Not Alike: Social and Cultural Diversity in Reaction to Childhood DisabilityII. The Family Life Cycle4. Becoming the Parent of a Child with a Disability: Reactions to First Information5. Childhood: Continuing Adaptation6. Looking to the Future: Adolescence and AdulthoodIII. The Family System7. Effects on the Family as a System8. Effects on Fathers9. Effects on Siblings10. Effects on GrandparentsIV. Approaches to Intervention11. Professional–Family Interaction: Working toward Partnership12. Perspectives and Approaches for Working with Families13. Applying a Partnership Approach to Identifying Family Resources, Concerns, and Priorities: Developing Family Service Plans

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Book SynopsisMeeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and parents to prevent school difficulties and problem solve when they occur; and developing effective individualized education programs (IEPs). In a large-size format to facilitate photocopying, the book features a wealth of practical prevention and intervention strategies, illustrated with concrete examples. Over a dozen reproducibles include interview forms and observation sheets. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade ReviewThis indispensable book provides a vast array of resources. It gives school personnel the tools and evidence-based practices necessary to provide effective behavioral and academic support to students with HFA/AS. This book will be highly treasured by psychologists, behavior analysts, administrators, and teachers for the depth and breadth of its practical and effective strategies.--Don Kincaid, EdD, College of Behavioral and Community Sciences, University of South FloridaThis comprehensive guide would complement the resource library of any school multidisciplinary team. The book provides evidence-based recommendations for providing appropriate services for students with HFA/AS. Highlights include specific teaching strategies across the primary subject areas, behavioral strategies that are easily adapted into any classroom, and recommendations for designing and implementing individualized education programs appropriate for each student's needs. This resource is well organized and accessible, making it user friendly for school teams.--Shannon Crozier, PhD, BCBA-D, and Heather Baltodano Van Ness, PhD, University of Nevada, Las Vegas Center for Autism Spectrum Disorders A very practical, user-friendly book. It contains a variety of useful reproducible materials to support your intervention work. Multimethod assessment and intervention strategies are grounded in an understanding of the needs, strengths, and potential obstacles to success that students with HFA/AS experience in the school setting. This is a book that school-based practitioners will reach for again and again. It will make an excellent supplemental text for graduate-level courses in exceptional children, behavioral methods, or school-based consultation.--Martin A. Volker, PhD, Department of Counseling, School and Educational Psychology, University at Buffalo, The State University of New York This book takes a practical, evidence-based approach to understanding students with HFA/AS and designing and implementing effective interventions. Coverage of such topics as positive behavior supports, academic interventions, assessment procedures that are directly linked to interventions, and ways to enhance social skills makes the book a gem. This is a valuable resource for anyone involved in providing educational and treatment services for individuals with autism. It also will be extremely useful as a training tool for future practitioners.--William R. Jenson, PhD, Department of Educational Psychology, University of Utah Essential reading for all in the field of education. The authors use real-life examples to help school psychologists and educators navigate common but challenging situations. Sansosti, Powell-Smith, and Cowan bridge the gap from theory to practice, presenting information and applications with authority and clarity.--Don Saracusa, MA, MS, school psychologist, Akron Public Schools, Ohio - The book speaks directly to educators and includes descriptions of common behavior presentations and educational needs that can be observed in the classroom. The book incorporates relevant research and theories, and a problem-solving and data-driven model for assessment, data collection, and service delivery. It also presents examples of assessments and interventions that fit into the response-to-intervention model....The book offers a very thorough look into how school personnel can best educate students with HFA/AS. It is well organized, established in current research, and comes at a time when the incidence of ASD is rising. This would be a helpful book for any school social worker working with students on the ASD spectrum or who wish to review good practice on assessment. --School Social Work Journal, 5/15/2010Table of Contents1. Introduction: What Is High-Functioning Autism/Asperger Syndrome?2. Areas of Impairment3. Consultation and Collaboration Efforts4. Conducting a Comprehensive Assessment5. Improving Academic Skills6. Providing Behavioral Supports7. Enhancing Social Skills8. Using the Individualized Education Program as a Vehicle for Problem-Solving Service Delivery9. Collecting Data, Evaluating Outcomes, and Ensuring SuccessAppendix. Reproducible Forms

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Book SynopsisIndividuals with autism and their caregivers face unique challenges in later childhood and adolescence. This volume translates research on the needs of this population into practical recommendations for clinicians and educators. The book features vivid case examples and an in-depth, reproducible assessment form. Accessible guidance and hands-on suggestions are provided for supporting positive behavior, communication, and social skills; managing issues related to mental and physical health and sexuality; helping families access services and navigate the legal system; and optimizing the educational and transition planning process.Trade Review"A wonderful resource for educators and mental health professionals, this book is filled with practical and helpful guidance covering a range of issues. It provides concise summaries of information and intervention strategies relevant to older children, adolescents, and adults with autism. The volume will also be of tremendous benefit to parents. A real contribution to the field."--Fred R. Volkmar, MD, Yale Child Study Center, Yale University School of Medicine "This wonderfully innovative volume should be a first resource for anyone interested in the complexities of the world of persons with autism, their families, and service providers. The impressive group of outstanding scholars and clinicians from many different fields contribute compelling insights about the ways that we can all work toward optimizing the quality of life of persons with autism."--Jake Burack, PhD, McGill University and Hôpital Rivière-des-Prairies, Montreal, Quebec, Canada "Although some young children with autism make major gains in early childhood, many others learn at a slower pace and continue to show significant autistic involvement over the years. Professionals of many disciplines who serve older children and adolescents on the autism spectrum will find in this book a scholarly, broad, and very valuable focus on these older learners and their continuing challenges."--Sandra L. Harris, PhD, Graduate School of Applied and Professional Psychology and Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey - This book provides mental health professionals and educators with a greater awareness and understanding of the issues surrounding a child or adolescent with autism, as they enter a critical period of their development....A clearly written and useful resource for professionals, supporting them in making recommendations for the individuals, their families, and service providers. Throughout, useful ideas and guidance are provided....An extremely interesting and valuable read. --Youthinmind.info, 11/24/2010ƒƒ The editors did a nice job of incorporating ways in which the core symptoms of autism affect multiple aspects of an individual's life and included information on issues not typically found in books of this nature....The book succeeds in being written in a manner in which it is accessible to a wide audience including parents, practitioners, and medical professionals, and as such, this book is one that could be recommended to a wide audience of readers. --Journal of Autism and Developmental Disorders, 11/24/2010ƒƒ Has an unusual focus, but a welcome one: it concentrates on a population that is, in the tactful language of one chapter, .less able.'...There are many children, adolescents, and even adults to who must be taught joint attention, functional communication skills, and everything that seems obvious but is far from obvious. This book is full of suggestions about how this can be done....Readers concerned with autism will find this a useful book to add to their shelves. --Psychiatric Services, 11/24/2010Table of ContentsI. The Individual with Autism 1. Understanding Behavioral and Emotional Issues in Autism, Robin L. Gabriels 2. Medical Health Assessment and Treatment Issues in Autism, Edward Goldson and Margaret Bauman 3. Sexuality and Autism: Individual, Family, and Community Perspectives and Interventions, Robin L. Gabriels and Mary E. Van Bourgondien 4. Communication and Language Issues in Less Able School-Age Children with Autism, Diane Twachtman-Cullen and Jennifer Twachtman-Reilly 5. Sensory Processing Disorders in Children with Autism: Nature, Assessment, and Intervention, Eynat Gal, Sharon A. Cermak, and Ayelet Ben-Sasson 6. Assistive Technology as an Aid in Reducing Social Impairments in Autism, Ofer Golan, Paul G. LaCava, and Simon Baron-CohenII. Family and Caregivers of the Individual with Autism 7. Advocating for Services: Legal Issues Confronting Parents and Guardians, Wayne Steedman 8. Family Resources during the School-Age Years, April W. Block and Stephen R. Block 9. Family Vacations and Leisure Time: Considerations and Accommodations, Sharon Lerner-BaronIII. Community Aspects of Intervention 10. Building a Foundation for Successful School Transitions and Educational Placement, Ramona Noland, Nancy Cason, and Alan Lincoln 11. Translating Early Intervention into Positive Outcomes, Laurie Sperry and Gary Mesibov 12. School Consultation and Interventions for Middle School and High School Students with Autism, Brian R. Lopez, Dina E. Hill, Sandy Shaw, and Robin L. Gabriels 13. Criminal Justice Issues and Autistic Disorder, Alicia V. Hall, Michele Godwin, Harry H. Wright, and Ruth K. Abramson

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Book SynopsisInspiring Innovation and Creativity in Young Learners helps teachers and other educational stakeholders to promote innovative thinking in children in Pre-K through grade 3. This book shares six easy-to-understand, yet powerful, steps that teachers can take to transform the learning experience into one in which critical and creative thinking are encouraged.

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Book SynopsisFrom the best-selling author and illustrator team behind The Dinosaur Department Store, this charming picture book about overcoming fears, discovering your talent and the wonderful power of friendship will appeal to dino-loving children everywhere.Eliza Jane lives in a town where dinosaurs and humans live happily side-by-side – raptors run restaurants, Troodons are teachers and you can even pay a visit to see a dinosaur dentist. Every dinosaur has a job to do, apart from one shy dino called Parry who always feels like he’s getting in the way. Eliza Jane is determined to help him find his groove but everything poor Parry tries seems to end in disaster. Then, one night, Eliza Jane discovers that Parry has a very special hidden talent and a star is born …Trade Reviewthis charming picture book about overcoming fears, discovering your talent and the wonderful power of friendship will also encourage an interest in prehistoric animals * SLOAN! Magazine *

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Book SynopsisDrawing on her extensive practical experience, Liz Williams provides a highly accessible and much-needed guide to promoting positive behaviour in early years settings. In this book, she explains why children may act in the way that they do and how behaviour should be understood differently in children of different ages. She demonstrates that social and emotional capacities differ greatly in these crucial development years and how this impacts on the support needed at each stage. The book considers a host of factors influencing positive behaviour, such as environments and the importance of planning, and looks beyond the child to show the vital role that staff and parents have in promoting appropriate behaviour. Written in clear and understandable language, this book is full of ideas that early years workers can easily implement in their day-to-day work.Trade ReviewAn invaluable straight forward practical guide to support practitioners working in early years settings based on a wealth of experience of what makes a difference. -- Sue Graham, Nursery Director, Locking Stumps NurseryAn easy to read book with strategies that support early years setting to promote a positive approach to behaviour. A quick read (great for time poor earlier years practitioners) and something you can dip back in and out of as you need to -- Jennie Johnson MBE, Chief Executive, Kids Allowed LimitedThis reflective book on positive behaviour management in Early Years' settings explores how to support children effectively with their personal, social and emotional development. There is also a chapter on self-regulation, which is particularly useful for giving children in their Early Years not only the tools to regulate their own behaviour but also the vocabulary to describe their emotions and actions -- Laura Henry, Early Years SpecialistThis book provides a helpful and accessible introduction to providing the conditions in which children's social skills can positively develop. Offering some basic guidance, hints and tips the author introduces the importance of observation, self- reflection and positive response to challenging situations. -- Karen Graham, Rossett Training LtdTable of ContentsIntroduction. 1. Definitions of behaviour. 2. Why we and children behave as we do. 3. Why two-year-old behaviour may be different from three or four-year-old behaviour. 4. Teaching self-regulation. 5. What we mean by nurture. 6. The importance of physical environments and their impact on behaviour. 7. The importance of expectations and teaching positive behaviour. 8. Focussing on primary behaviours. 9. Rights, rules and responsibilities. 10. Observing behaviour within a setting. 11. Antecedents behaviour and consequences. 12. The importance of having a plan when it all goes wrong. 13. Staff feelings. 14. Building trust with children and parents. 15. Ten very important things to remember.

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Book SynopsisThe development of new policy on the British Values and the Prevent Duty in the early years has raised many questions about appropriate implementation. As a formal part of the Early Years Foundation Stage, educators are now required to deliver this instruction in classrooms, nurseries, and other early years settings. In response, Kerry Maddock has established an informed practitioners guide with strategies to interpret and implement this legislation into the early years environment. Through case studies, research, and interviews with OFSTED inspectors, the author provides a detailed explanation of the Prevent Duty, as well as what the government means by promoting fundamental British values and sets our clear guidance and an in-depth framework in delivering these in every day practice. A combination of early childhood philosophy with educational policy expertise, make this an essential handbook for professionals working in an early years setting.Trade ReviewAn excellent, informative resource for all those working in early years. It is written in a style that is easily understood and that practitioners of all levels can learn from and relate to. This book will be an invaluable support within the setting. -- Kate Howarth, Nursery owner and managerThis is a clear, no-nonsense approach to understanding and implementing British Values within early years settings. It explores historical perspectives and supports reflective thinking in practitioners, giving guidance on practical application to enhance best practice. -- Elisia Lee, Early Years ConsultantTable of Contents1. Introduction. 2. British Values. 3. Policies and Procedures. 4. Personal, Social and Emotional Development. 5. Prevent Duty and Risk Assessment. 6. Understanding of the World. 7. Case Studies. 8. External Findings. 9. Conclusion. Appendix. Planning

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Book SynopsisPositive emotional health in a child's earliest years can be a critical factor in their future development. Offering practical suggestions for games, activities and exercises designed to promote emotional wellbeing in young children, this essential guide showcases a wide range of approaches such as mindfulness and meditation, Forest School and Reggio Emilia to provide a hands-on reference for teachers and parents.Drawing on over 25 years' experience as an early years professional, the author explores topics including playfulness, stillness, sensory play, creativity and staff wellbeing. Each topic references current best practices and international examples, and also includes a comprehensive list of further resources and activities. Providing an informative introduction to both theory and practice, this book demonstrates easy-to-implement ideas for any professional or parent engaging with young children.Trade ReviewThis is a rich resource full of creative ideas, accessible references and thoughtful questions to move all of our practice forward to develop positive mental health and wellbeing for young children. Firmly based on experience, it is full of interventions that really work. I know - I've tried them! -- Ruth Fergusson, Senior Educational Psychologist, Brighter Futures CICIn a world of constant change, progress, new ideas and the ever changing world of education, sometimes we lose sight of the axioms around what young children need to thrive. Through her writings, Sonia clearly states the core elements that make up environments where we can successfully support emotional health and wellbeing. Every early years practitioner should have a dog-eared copy of this book, reminding them of the essential basics that we all need in the promotion of healthy and happy children. -- Fred Lacey, play therapist and nurture specialistThis important and accessible book is essential reading for professionals working with young children and their parents. It is packed full of relevant, practical ideas to support all aspects of a young child's health and wellbeing. The chapters skilfully explore a range of different ways that adults in settings, or in the home, can help to create suitable provision that will optimise young children's health and wellbeing. Reflective questions guide the reader to engage personally and professionally with the key points being raised by the author. Of particular note is the promotion of evidence based practices, such as mindfulness and emotion coaching, that are becoming increasingly endorsed by professionals across children's services and by parents in the home. Moreover, the author's ideas about co-adventuring and creativity offer thought provoking ways to support practice. The chapter devoted to adult wellbeing also addresses a key but often neglected issue - that the adults working with young children need to look after their own health and wellbeing in order to maximise children's health and wellbeing. -- Dr Janet Rose, Principal, Norland CollegeParents and professionals will find this an invaluable guide to developing the wellbeing of the children in their care. A range of techniques are drawn on by the author who gently guides us, urging us beyond our comfort zones through intelligent questioning and the chance to reflect and grow. -- Dr Pooky Knightsmith, child & adolescent mental health specialist and author of The Big Feelings Activity Book and The Healthy Coping Colouring Book and JournalThe strength of this book is in the author's knowledge of the early years sector; she draws on and explains the benefits of familiar resources and developmental perspectives in promoting children's mental health...I would recommend this book to all leaders and managers of learning in early years settings who are committed to promoting wellbeing, and who are keen to share this practice with colleagues and parents in an effort to ensure emotionally secure foundations to young children's learning. -- Montessori InternationalWith increasing awareness of mental health issues, the importance of identifying needs and providing support are increasingly crucial. The author has a vast range of experience in working with early years children, and shares her best practice and knowledge. -- Janet Dowling * School Library Association *Table of ContentsIntroduction. 1. Playfulness and Outdoor Play 2. Un-rushing and Stillness. 3. Emotional Vocabulary. 4. Sensory Play. 5. Creativity. 6. Exploring and Co-Adventuring Together. 7. Adult Well-being. Conclusion.

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Book SynopsisFor those starting a business in early years childcare, having a passion for the job is important. But sustaining a business successfully takes more than natural enthusiasm. Many childcare businesses struggle due to lack of formal training or confidence in the business world. This accessible and practical guide shows exactly how to develop your organisation, leading to success within the competitive market and ultimately a higher quality childcare service.Jacqui Burke reveals what parents really want from professional early years childcare, and the core marketing, finance and management skills needed to realize these ideals. Studying what businesses have done right and wrong to date, the book includes example activities and market-savvy checklists that clearly show how to analyse your organisation, master day-to-day management, attract new customers, and take your business to the next level. With invaluable advice on how to better the experiences of your children, parents and staff alike, this guide will help you make your organisation stand out from the crowd.Trade ReviewThis is an extremely innovative and practical Early Years business book. Jacqui has generously shared her unique experience and knowledge of working within Early Years to help owners to support the development and sustainability of their business. I love the useful templates that Jacqui has devised that will be essential within any setting. I fully recommend this book. -- Laura Henry, award winning international Early Years specialistI love the tone Jacqui writes in - it's very down to earth and 'normal'! -- Charlotte Pace, independent consultantJacqui's book delivers both understanding and practical tools to enable practitioners to apply what they have learnt within the real world of running a business. It will provide valuable guidance in delivering high quality and sustainable childcare services and is a must read for owners and managers seeking to enhance their knowledge and business skills. -- Linda Baston-Pitt, Managing Director of The Old School House Nursery, CambridgeshireTable of ContentsPreface. Acknowledgements. 1. The principal elements of a sustainable early years business. 2. Tools and techniques for understanding your early years business. 3. Options for structuring your early years business. 4. Financial management. 5. Finding and keeping customers. 6. Recruiting, managing and developing employees and volunteers. 7. Running an early years business on a day to day basis. 8. Managing commercial risks in an early years business. 9. Taking the pain out of change. Bibliography.

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Book SynopsisIn this practical resource, Tania Swift provides early years professionals and teachers with advice and tips on incorporating physical activities into all key areas of children's learning. Advancing a movement skills based approach to help teachers deliver learning flexibly, the book identifies how getting children active contributes to their wellbeing and development and improves personal and social skills as well as their cognitive learning. The book is divided into chapters that explore personal, social and emotional development; mathematics and numeracy; literacy, language and communication; knowledge and understanding of the world; expressive arts, design and creative development; and spiritual, moral, social and cultural development. Drawing on the author's wealth of training experience, each chapter sets out a range of knowledge development, tips, tools and activities that teachers and practitioners can use to support and enhance children's learning and development and examples of good practice from other practitioners and teachers. Full of creative ideas that early years workers and teachers can easily implement, this book will equip readers with the knowledge and confidence to plan for effective learning through movement and active play.Trade ReviewA useful collection of ideas and resources for promoting essential movement play and physical activity in the early years. -- Anne O'Connor, Co-Founder and Principal Consultant, Primed for Life Training AssociatesThis book is a call for embodied learning. Young children must use their bodies to learn well, and weaving physical activity and active play into everyday experience across all elements of the curriculum to harness their great love of movement and action will reap great rewards for learners and teachers alike. -- Jan White, Consultant for Outdoor Provision and author of 'Every Child a Mover'Table of ContentsAcknowledgements. Introduction. 1. The Importance of Movement and Active Play. 2. Physical Development. 3. Mathematics and Numeracy. 4. Language, Literacy and Communication. 5. Personal, Social and Emotional Development (PSED). 6. Knowledge of and Understanding the World (Including Technology, Science and Geography). 7. Expressive Arts, Design and Creative Development. 8. Spiritual, Moral, Social, Cultural (SMSC). 9. Risk Taking and Risky Play. 10. Enabling and Active Learning Environment. 11. Physical Activity Ideas.

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Book SynopsisWinner of the Professional Books category in the 2018 Nursery World Awards.Empathy is an essential part of being human: it allows us to connect with others, which in turn opens doors for us to happiness and success. Though everyone is born with an inherent capacity for empathy, children have the power to grow and re-build their natural supply, and even 'learn' to be more understanding towards others.This pithy and practical guide provides early years professionals with the tools to make empathy the foundation for their work. It reveals where the roots of empathy lie, how to prioritise it in practice, and how it manifests itself in young developing brains. It includes simple teaching strategies and creative ideas for empathy-building games and activities, enabling you to help children grow up as happier, friendlier, more thoughtful individuals. This book is an essential resource for anyone working with small children.Trade ReviewHow wonderful - finally a passionate, scholarly yet practical book focusing solely on the pivotal importance of adults understanding and developing empathy in very young children. Helen Garnett has contributed an exciting seminal book which deserves very serious attention from the world of Early Years practitioners and parents. It is that rare creature - a book that balances excellent research into empathy with excellent practical ways of putting all the ideas into practice. It is a 'must-have' for all people wanting the best future for children. -- Jenny Mosley, previously a lecturer on a Master’s in Education, author and Early Years ConsultantThis is the perfect book for early years practitioners who want to better understand the importance of empathy. -- Dr. Suzanne Zeedyk, Development Psychologist, Research Scientist, Founder of connected babyThis is a powerful, passionate and practical appeal to humanize education for the sake of all of our children. -- Sir Ken Robinson, Educator, New York Times Best Selling AuthorThis book is very timely indeed. As the world around us grows ever more divisive and as convenience and immediacy take a tighter hold on our lives, as we give ever more of ourselves away on social media, we are in danger of creating a shallow, loveless, empty world that places no value on feelings and where childhood faces corrosive and combative forces that we will struggle to deter...There is a great deal of wisdom here, and ways to help you turn the tide to start planting the seeds of empathy deep into 'the pedagogy of your preschool'. Kind and considerate children are developed where kindness and consideration are practised; tolerant and cooperative children thrive in an environment where tolerance and cooperation are evident. -- Early Years Educator (EYE)Research-based and full of practical applications, this is a book that really brings the child to the forefront of how practitioners care for children... It is well written and easy to follow, with plenty of background material. The book is well supported by extensive references which will help those who want to look into the subject in more depth. -- Parents in TouchThis book by Helen Garnett is genuinely very interesting. It's packed full of history, quotes, facts and strategies and I have learnt so much from it....I particularly loved the superb strategies suggested in this book. They include ways to help preschool age children develop their theory of mind - which is fascinating. -- Special Educational Needs Resources BlogTable of ContentsIntroduction. 1. Empathy in the 21st Century. 2. Affective and Cognitive Empathy. 3. Empathy and Theory of Mind - Jackie Harland. 4. Establishing Empathy in our Pedagogy. 5. Exploring the Relationship between Emotional Intelligence and Empathy. 6. How Conflict and Conflict Resolution Produce Empathetic Children. 7. The Power of Positive Communication. 8. The Significance of Pretend Play in Developing Empathy. 9. Fostering Empathy through the Process of Narrative - Helen Lumgair. 10. How Social Cognition Creates Engaged Children - Valerie Lovegreen. 11. Empathy and Autism. Afterword.

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Book SynopsisThis guide to understanding school readiness in young children is essential reading for early years practitioners. It explores the concept of school readiness by unpicking what the term means for children and how we can define it in the context of the characteristics of effective learning. This includes ideas for promoting playing and exploring, active learning and creating and thinking critically. The book also considers how we can ensure schools are ready to receive children and suggests ways in which preschools and nurseries can work collaboratively with schools and engage parents and carers to ensure a smooth transition.Trade ReviewThis book eloquently explores the often misused and rarely understood concept of school readiness by understanding that this involves more than achieving learning goals. By considering preparations for formal teaching methods to be rooted in the Characteristics of Effective Learning, Tamsin brings these concepts to life through personal anecdotes and illustrative case studies in ways immediately familiar to any practitioner. -- Kathryn Peckham, Early Years Professional and author of Developing School Readiness: Creating Lifelong LearnersThis book provides an invaluable guide to understanding the vexed and contested term of 'school readiness'. By framing it within the 'Characteristics of Effective Learning' it shapes an authentic context for what should underpin definitions of achievement in the EYFS. Its successful balance of practically grounded theory and real life exemplification make it a formidable contribution to the debate. -- Jan Dubiel, International Director, Early ExcellenceWe hear a great deal about the problems teachers encounter when children start in Reception and just haven't mastered the basics they need to benefit from school life, so this is a really important topic. By understanding the situations children find themselves in, Early Years practitioners are better placed to help... The book takes a well-rounded view that extends beyond the Early Learning Goals to look at the child and the situation as a whole, and the practical examples will guide and inform. -- Parents in TouchThe aim of this book is to contribute to the debate, while putting children's needs and considerations very much at the forefront, and acknowledging all of the key players - school, setting, policy makers, parents, children, press... But most of all children are central to the discussion because they are the ones who will be starting school and undergoing major changes in their daily routine and in the expectations placed on them. They will need high levels of wellbeing, self-awareness, self-esteem to cope with these changes... This is an excellent book. -- Early Years Educator (EYE)Table of Contents1. Introduction. 2. The Starting School Lottery. 3. Characteristics of Effective Learning. 4. Playing and Exploring. 5. Active Learning. 6. Creating and Thinking Critically. 7. Children Who Are Ready. 8. Children Ready Schools. 9. Settings Supporting Children. 10. Engaging Parents and Carers. 11. What Next? Creating Lifelong Learners. Appendices. Glossary.

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Book SynopsisObserving and understanding schematic behaviour confidently is vital for anyone working with or looking after young children. This guide explains what schemas are, stripping back the technical language often used to describe them, and how to interpret and extend schematic behaviour to benefit the child. It looks specifically at 12 different schemas, such as connection, rotation and transportation, and includes case studies, interpretation of the observations and practical ideas for how to use this information to aid children's learning, development and play.Making schemas and schematic behaviour more understandable, this book will give early years practitioners and parents the confidence to identify schemas and plan future learning opportunities to support children based on this knowledge.Trade ReviewEach chapter begins with a stated objective, which makes it easy to identify sections for re-reading or reference if you are dipping into the book to freshen up your knowledge... This book will prove invaluable to any practitioner or setting that is looking to gain a better understanding of schematic bahaviour. This is an accessible text that will prove very popular. -- Early Years Educator (EYE) MagazineTable of Contents1. Introduction. 2. Brain Development. 3. Observing Young Children. 4. Connecting. 5. Containing. 6. Core and Radial. 7. Enclosing. 8. Enveloping. 9. Going Through a Boundary. 10. Orientation. 11. Positioning. 12. Rotation. 13. Trajectory. 14. Transforming. 15. Transporting. 16. Reinterpreting Behaviour. 17. In Summary. Glossary.

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Book SynopsisIn this accessible and informative step-by-step guide, early years consultant Debbie Garvey provides leaders and managers with best practice tips and advice for developing their performance management skills in early years settings.Drawing on current research and the author's wealth of experience in the field, each chapter sets out effective performance management techniques that leaders can apply to their workplaces, on topics such as staff development, recruitment, appraisals, conflict management, feedback and evaluation, mentoring and coaching and health and wellbeing. Grounded in an understanding of neuroscience and brain development, this practical book provides advice on how to ensure a safe and motivational environment for both children and staff to develop, whatever their needs.Designed to support new and existing managers, the book includes reflective exercises, key theories and case studies to enable leaders to develop a style suited to their team and setting, ensuring children are given the best possible support during their first and most crucial development stage.Trade ReviewIn this highly reflective, practical and personal guide, Debbie reminds us of what it means to be human - physiologically and emotionally - and makes a compelling case for early years management focused on empathy, support, dialogue and encouragement. An essential read for those seeking the best performance from their team. -- David Wright, Early Years Director, Paint Pots Nurseries, SouthamptonWith this book, Debbie proves once again that she is the authority on how to lead a team to outstanding performance in all areas of the demanding and professional work of early childhood care and education. In an era where professional advice and training has reduced from the traditional sources, managers and leaders will find this guide particularly useful. As a 'go to' specialist, Debbie supports the leader through the challenging matters of performance management and how this one area can benefit the employee, employer and child. The reader will learn how the holistic approach to supporting each team member will provide a respectful, positive environment where anything less is intolerable. As an owner of children's nurseries, I particularly appreciate how Debbie Garvey makes her advice relevant as well as practical to the demands of this field of work in the now. -- Helen Gration, Founder, Yorkshire Montessori NurseryWhat an excellent and informative book Debbie Garvey has produced. It will be a constant source of reference and inspiration for both those new to management and those with a little more experience in the role. This book provides wonderful CPD for the reader and offers them a thorough approach to supporting staff in the continuing development of their skill base whilst strengthening their own abilities. I totally agree with her reasoning that whilst we respect, support and celebrate the individualism of our children our staff are sometimes sadly overlooked. Debbie's inclusion of the Reflective Practice pieces and scenarios really do help the reader to formulate appropriate plans for best practice with which to support our much valued workforce, central to any good nursery. All chapters are set out in a logical and easy to read format and through its application I believe management will have the skills to support staff so they can become the highly skilled and passionate carers they really want to be. There are many excellent topics raised in the book but I was pleased to note the reference to staff stress within the workplace and the inclusion of well-being and mindfulness as a means of easing their load and promoting the importance of the caring employer. -- Helen Connelly, Area Manager & Montessori Teacher, Yorkshire Montessori NurseryI was delighted when asked to review Debbie Garvey's book, particularly since I had been invited to write the introduction to her first book - Leadership for Quality in Early Years and Playwork. This latest book is a fascinating guide for setting leaders and challenges them to reflect, sometimes deeply, on their approach to performance management. It takes readers on a journey of discovery, exploring the 'hows' and 'whys' of performance management. It starts with an account of the neuroscience of behaviour and leads to a very useful selection of tools and techniques for leaders to use. Debbie's style is fascinating. Despite her claims not to be an academic, the work is well supported by research. What makes it so readable, however, are the very personal anecdotes which give us, as readers, the chance to engage in her world - a world which is well informed, insightful and illustrates her own dilemmas and how they are being resolved. I heartily recommend this book to all setting leaders, as well as others who are interested in leadership in the early years sector, or indeed in a fascinating narrative. -- Jonathan Wainwright, Principal Lecturer, Department of Education Childhood and Inclusion, Sheffield Hallam UniversityTable of ContentsList of Tables and Figures. About the Author. Preface. Acknowledgements. Introduction. 1. Brain Development Neuroscience & Staff Development. 2. The Role of Adult Learning in Performance Management. 3. Using Performance Management Techniques. 4. Supporting Staff Development. 5. Using Feedback and Evaluation. 6. Conflict Management. 7. Continuing Personal Development and Lifelong Learning. Endnote: Reflecting on Performance Management. Bibliography. Index.

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Book SynopsisOffering an in-depth exploration of the distinctive features of the play development and learning of toddlers, this book provides useful materials, strategies and tools that can be used by practitioners supporting toddlers at this significant age.The book explores the context and concepts of wellbeing and is ideal for early years practitioners, teachers and students working with toddlers. It sets out practical guidance on the following key factors: home, family, health, development and learning, voice and expressions, early language, meal times and early years settings. These factors are supported with case studies and examples of good practice from Norway, Spain and the UK and expanded upon with reflective thinking exercises and suggested strategies to implement.Trade ReviewFull of little gems, this book is an important compilation of transnational practice based on the collective perspectives of practitioners, local community leaders and academics on the field of toddlers' health and well-being. Pertinent current issues around disadvantage are confronted and reflective practical activities are proposed in a constant effort to meet universal needs and improve toddlers' lives. -- Dr Paty Paliokosta, Senior Lecturer in Inclusive Education, Kingston University, LondonA fantastic read! An in-depth insight into what really attributes to the wellbeing of toddlers. It is powerful how each chapter with the 4 pedagogical characteristics offers information on legislation, proven research and an opportunity to reflect on your own setting using direct focus points offering further reading. It highlights areas to consider, comparisons are relevant and thought provoking and it enables the reader to test their own knowledge and settings paradigms. As a very experienced leader I still found this book refreshingly unique and a powerful tool. -- Hazel Moody, Director, Advantage Day NurserySupporting Toddlers' Wellbeing in Early Years Settings will prove valuable to all those working in the early years sector, and is an accessible and user friendly resource that promotes increased professional responsibility. Theoretical underpinning and the use of case studies, activities and links to observed practice, provide thought provoking material which recognises the importance of children's well-being. Emphasis is placed on the importance of reflection to question values and beliefs and to continually evaluate and challenge practice. This book aims to support inspirational practice that will enhance positive learning opportunities for all early years children. -- Soraya Goni, Award Leader Higher Education Childhood Studies, Kirklees CollegeTable of Contents1. Introduction to the Context of Wellbeing - Helen Sutherland and Yasmin Mukadam, Senior Lecturers in Early Years, Kingston University; 2. Family, Home and Environmental Factors - Helen Sutherland and Yasmin Mukadam; 3. Health of Toddlers' - Helen Sutherland and Yasmin Mukadam; 4. Setting Environments - Helen Sutherland and Yasmin Mukadam; 5. Development and Learning - Helen Sutherland and Yasmin Mukadam; 6. Expressions in Play - Monika Röthle and Yngve Rosell, Associate Professor of Early Years and Lecturer at University of Stavanger; 7. Early Languages - Cristina Corcoll and Carme Flores, Senior Lecturers in Early Years at University of Ramon Llull; 8. Meal Times - Angels Geis, Senior Lecturer in Early Years at University of Ramon Llull; 9. Future Vision - What next? - Helen Sutherland and Yasmin Mukadam.

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Book SynopsisAiding discussion of gender diversity and sexuality with very young children, this practical guide helps practitioners explore these themes in early years settings. Promoting and extending current good practice, the book offers advice and activities that will support children in discovering their identity and also demonstrates how to work with parents.This guide presents a background to gender theory alongside examples and case studies, showing that activities and settings can work together for children to recognise their full potential in a supportive environment. This book addresses a wide variety of topics such as staff training and team management, how to support and promote men working in childcare, transgender issues and ways practice can be challenged, to give those working with young children a great foundation for teaching about diversity. Proposing aims that early years practitioners can work towards and providing practical ideas to take directly in to the workplace, this hands-on guide sets out to create and encourage outstanding practice for all professionals teaching young children.Trade ReviewThe book is full of searching questions, practical ideas and suggestions that all practitioners can implement - a straightforward tool to help any setting ensure that good equality and diversity practice is the cornerstone of their work. -- Judy Simon, early years practitioner, BrightonThis is an important and timely book. Early years practitioners will find the practical ideas and activities invaluable in enabling them to think about gender and sexuality and to deepen the support they offer young children and their families. -- Kath Tayler, Senior Lecturer in Early Years Education, University of BrightonThis is a must read for early years' practitioners who want to make a difference regarding gender diversity and sexuality, but aren't sure how or where to start. Real cases illuminate issues and dilemmas that are faced every day. Personal reflections and activities provoke changes in practitioners' thinking and practice. This book is engaging, it's inspiring, and it's important. -- Mindy Blaise, Professor, Early Childhood Education, Victoria University, AustraliaAccessible, full of common sense and written in a way that is supportive, helpful and will enable practitioners and early years settings become confident and better able to support children in their exploration and their choices around gender diversity, sexuality and life! Early years settings will find practical ideas to make positive changes in thinking, practice, attitudes and be the best role models for all children and the very young children who are gender questioning. -- Clair Barnard, Early Childhood Project Co-ordinator, BrightonA Practical Guide to Gender Diversity and Sexuality in Early Years makes an important contribution to scholarly debates, but perhaps more crucially, it provides vital insights and practical strategies for early childhood educators to work more effectively with children and their families. The writing is lively and engaging. It is a timely publication that draws on the author's extensive knowledge and expertise and offers a powerful space for asking and addressing pressing social justice questions. -- Dr Jayne Osgood PhD, Professor of Early Years and Gender, Centre for Education Research & Scholarship, Middlesex University, LondonAn important book to help promote diversity and equality in early years education. The guidance provided is useful and explained in such a way that practitioners can feel confident in implementing it. It supports practitioners in ensuring their early years setting promotes equality and diversity... I particularly liked that the book provides activities throughout that promotes practitioners to question their decisions, personal view point, management and setting. -- Special Educational Needs Resources BlogTable of Contents1. Introduction; 2. Background to legislation; 3. The manager; 4. The team and the individual practitioner in the setting; 5. The environment and activities; 6. Supporting families; 7. LGB and transgender issues in early years; 8. Conclusion and ways forward; Resources

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Book SynopsisThough children's wellbeing is high on the agenda for policy makers, the welfare of the professionals looking after them is often taken for granted. Sonia Mainstone-Cotton recognises that in order to enhance children's emotional wellbeing, it's vital that early years professionals are stress-free and emotionally well themselves. This is the first guide of its kind, offering succinct and practical guidance, tips and ideas for those working with young children on how to comfortably manage the pressures of their job, improve their work/life balance, and support the wellbeing of their colleagues. Easy to dip in and out of, this guide is an essential item for any early years staff room.Trade ReviewAmongst the many merits of this hugely relevant text, the advice and suggestions are supremely practical and achievable ... to ensure that you remain at your very best, healthy and well prepared to work with children in the early years. -- Fred Lacey, Clinical psychotherapist and supervisor, Education and nurture consultantEssential reading for anyone working with children, from the baby room to secondary school, from new starter to experienced manager or head teacher. -- Kathy Brodie, Author, consultant and host of the Early Years SummitThis is an excellent companion to Sonia's previous book Promoting Young Children's Emotional Health and Wellbeing ... an honest, compassionate book with clear, helpful ideas. -- Ruth Ferguson, Specialist Senior Educational Psychologist, Brighter Futures CICTable of ContentsIntroduction. 1. Physical Wellbeing. 2. Emotional Wellbeing. 3. Mental wellbeing. 4. Spiritual wellbeing. 5. How we support colleagues. 6. Managers. Conclusion

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Book SynopsisCreate an inclusive classroom for all with this resource. From Sensory Box Fire Station to Victorian Me, this book is overflowing with ideas for engaging and accessible Geography, History and Language lessons. Each lesson is tailored for children working below National Curriculum levels and includes a learning objective, the resources needed, the main activity, a plenary and a consolidation activity to help support children's understanding.The activities in this book have been specifically designed to promote fine and gross motor skills and utilise lots of visual stimulus, which is important for working with children with SEN. This straightforward and practical book offers you 101 creative classroom activities for teaching Humanities and Languages to pupils who are working below national curriculum levels, as well as mapping the range of additional skills they will acquire.Trade ReviewThe 101 Inclusive and SEN Lessons series has been an invaluable resource to support inclusion within our school. Each lesson is easy for teachers to implement, yet still manages to be fun and full of opportunities to develop communication and other essential skills. 101 Inclusive and SEN Humanities and Language Lessons is especially useful as this area of the National Curriculum, particularly languages, can seem less accessible for pupils with SEND. With so many ideas to make learning active and concrete, Kate and Claire have again proved that every lesson - and every classroom - can be inclusive. -- Ashleigh Johnson, Autism Lead, Netley Primary School and Centre for AutismThis book fills a niche gap in terms of educational books relating to children with complex needs and learning disabilities. It is packed with innovative ideas for sensory learners through to those requiring more challenging objectives. The book contains starter activities, mains and consolidation activities in an accessible manner for children with SEND. The book addresses the requirements of the P Levels while also referring to the recommendations from the Rochford Review. This book will be a valuable addition to teaching resources for those with SEND. -- Cherryl Drabble, Assistant Head Teacher and author of Introducing a School Dog and Supporting Children with Special Educational Needs and DisabilitiesTable of ContentsIntroduction. Starters. 1. Geography. Emerging. Developing. Securing. 2. History. Emerging. Developing. Securing. 3. Languages. Emerging. Developing. Securing.

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Book SynopsisEffective clinical practice requires a thorough understanding of how turning points surface in the play therapy process. These moments can indicate a change in a child's thought or behaviour. The play therapist is the facilitator of these moments and this book will provide guidance on how they can promote these moments.This edited collection demonstrates successful implementation of the author's proven Play Therapy Dimensions Model. Each chapter uses this framework, as well as other theories, to discuss the markers that can reflect shifts and growth in a child's development. Full of applied guidance, this book will prove to be invaluable for practitioners, instructors and students.Trade ReviewYasenik and Gardner have masterfully gathered respected play therapists from diverse theoretical orientations to frame the totality of turning points and its various interlinked elements. Utilizing case vignettes, contributing authors take us inside the sanctity of the play therapy change process. Situated within four main types of turning points; this book applies the Play Therapy Dimensions Model of decision making with the critical importance of the self-reflective tool: Degree of Immersion: The Therapist Use of Self scale to understand, measure, and influence clinical reasoning and decision making. This book is an exemplar of sound clinical synthesis with profound implications for change in play therapy clients, practitioners, and supervisors. I predict you will experience your own developmental turning points of growth as you read through the pages. Savor this experience! -- Mary Anne Peabody, Ed.D., LCSW, RPT-S Associate Professor of Social and Behavioral Sciences, University of Southern MaineThis book is a must read for all child psychotherapists and play therapists! Its unique focus on change mechanisms and the play therapy dimensions helps practitioners identify and track shifts in their therapeutic use of self as the child moves through the healing process, providing rich learning for even the most experienced practitioner. The use of the case material is both educational and engaging. -- Siobhán Prendiville, MA Course Leader, the Children's Therapy CentreAligned with their other publications, Yasenik and Gardner don't disappoint with their latest edited publication,Turning Points in Play Therapy and the Emergence of Self. The editors and authors skillfully interlace deep insights and explorations into the application of the Play Therapy Dimensions Model. This seminal work delves deep into the therapeutic journey, highlighting pivotal moments of self-discovery and healing. Drawing upon the expertise of esteemed professionals, each chapter offers a unique lens into the intricacies of fostering self-awareness and resilience. An essential read for both seasoned practitioners and those new to the field, this book underscores the profound impact of play on the human spirit. -- Jessica Stone, PhD RPT-S, Licensed Psychologist, Registered Play Therapist-SupervisorTable of Contents1. Turning Points and Understanding the Development of Self Through Play Therapy, Lorri Yasenik, Ph.D., RSW, RPT-S, CPT-S, Registered Clinical Social Worker, USA and Ken Gardner, M.Sc., R. Psych, CPT-S, Registered Clinical Child Psychologist, USA. 2. Emergence of self through Learn to Play Therapy, Karen Stagnitti, PhD, Professor, School of Health and Social Development, Deakin University, Australia. 3. Just Like a Kid! Terry Kottman, PhD NCC, RPT-S, LMHC, Founder of The Encouragement Zone, USA. 4. You can be the door": Establishing safety and facilitating growth of personal identity with a traumatized child, Eileen Prendiville, MA, Psychotherapist, Ireland. 5. Turning Points in Treating Complex Trauma in Carlos, a Foster Care Child, Athena A. Drewes, PsyD, RPT-S, Psychotherapist and Registered Play Therapist, USA. 6. Shame can get stuck in your throat: The Rise of Consciousness for Five-Year-Old Freddy, Paris Goodyear-Brown, Licensed Clinical Social Worker and Registered Play Therapist-Supervisor, USA. 7. Corrie and the T-Rex: Courage Reclaimed, Linda E. Homeyer, Professor of Professional Counselling at Texas State University, USA. 8. Acknowledging the unexpressed beneath trauma: An encounter of subjectivities through play therapy, Carolina Araya Ramírez, Child and Family Psychotherapist. Chile Magdalena Oyanedel Frugone, Child and Family Psychotherapist, Chile and Francisca Jenschke Smith. 9. The therapeutic dance: The role of affective synchrony in guiding therapists when to lead and when to follow in psychotherapy with traumatised children, Katherine Olejniczak, Director of Psychology and Play Therapy, Australia. 10. The Container: Piecing Together a Life Story, Adriana Sorbo, Valerie Kendall and Cassandra White. 11. To Kill or Not to Kill While Figuring Out How to Love Me Forever, Theresa Fraser, Certified Canadian Play Therapy Supervisor, Canada. 12. Symbolic Solutions: Establishing a Sense of Safety for Relationship Repair, Sonia Murray, Play Therapist, UK. 13. From isolation to invigoration: Five Canadian play therapists share an emergence of selves through the power of finding belonging in a professional community, Irene A. Barrett, Psychotherapist and Play Therapist intern, USA, Bruce A. Beaudet, Clinician, USA , Katharine Chapman, Clinical Social Worker, USA, Dana Diamond, Psychologist and Play Therapist, USA, and Tammy Reis, USA. 14. Discussion and Summary, Lorri Yasenik and Ken Gardner

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Book SynopsisUsing creative and performative methods is central to engaging children in fun and inspiring learning. This hands-on guide provides activities, quick tips and advice for developing performance and creative skills to support delivery of the Early Years Foundation Stage (EYFS).Each chapter focuses on a particular method, including storytelling, role play, puppetry, sensory play, music and dance, and gives practitioners the confidence to develop and use these skills in their teaching. The book reveals how each method can be used to support key developmental aspects, such as language and communication, physical development and movement, listening and attention, and managing feelings.Table of ContentsIntroduction. 1. Who Is It? 2. Structuring the Class for Physicality. 3. Can You Feel It? 4. Real Role Play. 5. Let Me See. 6. Bring the Noise! 7. Ssssssh! 8. Telling the Story. 9. Why Puppets? How Puppets? 10. Get Up and Boogie. 11. Taking Care. 12. The Golden Rules.

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Book SynopsisPromote positive body image, build self-esteem and tackle body confidence issues in young children with this practical guide.Over a quarter of childcare professionals have seen body confidence issues in children aged 3-5 years old. This book explains how body image develops, highlights the warning signs of body dissatisfaction in children and provides guidance for early years practitioners on how to safeguard positive body image by building self-esteem and resilience. It also provides practical guidance and ideas for supporting healthy habits in children and creating bias-free settings.Table of Contents1. What is Body Image? 2. Body Dissatisfaction: Understanding the Challenge. 3. The Resilience Connection. 4. Healthy Habits. 5. Creating a Bias Free Setting. Appendices.

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Book SynopsisBy offering practical steps for adults who work with young children to build inclusive and intentional spaces where all children receive positive messages about their unique gender selves, this book increases awareness about gender diversity in learning environments such as child care centres, family child care homes and preschools.The book is based on some of the most progressive, modern understandings of gender and intersectionality, as well as research on child development, gender health, trauma informed practices and the science of adult learning. By including the voices and lived experiences of gender-expansive children, transgender adults, early childhood educators and parents and family members of trans and gender-expansive children, it contextualizes what it means to rethink early learning programs with a commitment to gender justice and gender equality for all children.Trade ReviewAs Headstart once taught us the importance of early intervention, so do the authors of Supporting Gender Diversity in Early Childhood Classrooms brilliantly alert us to early childhood educators proactively leading the way toward gender acceptance, gender agency, and gender literacy among our very youngest citizens. With the added gift of words of both early childhood educators and the children themselves, this must-read book guides us through the exercises and partnerships between children, families, and educators guaranteed to build a better world for people of all genders. -- Diane Ehrensaft, Ph.D., Director of Mental Health, Child and Adolescent Gender Center, University of California San Francisco Author of The Gender Creative Child and Gender Born, Gender MadeThis book is welcoming and meets you were you are with the ultimate goal to "provide you with support and direction for making your early childhood environment a space where all children feel safe, seen, and respected for who they are."There is a joyfulness and a practicality to this book that makes it both a thought provoking and also a pleasure to read.If the very thought of this book makes you uncomfortable read it anyway the authors made space for you in this book to learn and grow. -- Ijumaa Jordan, MA - Lead Consultant at Ijumaa Jordan Consulting, social justice advocate, adjunct instructorA book like this, in the hands of educators who are already committed to the authentic development of their students, will make a profoundly positive difference in the lives of trans and gender expansive children-but also, for the holistic social development of every student. As someone who had to blaze a trail in the absence of such practical and powerful concepts as gender justice, I hope this text becomes required reading for every teacher so that every child may have supportive guides as they become whole people in the classroom, and go out into the world. -- Scott Turner Schofield, Educator, Consultant, Coach, www.SpeakingOfTransgender.comI dream of a world in which each and every young child feels such a profound sense of rightness, of deservedness, of belonging that they cannot help but know this to be the truth. This book gets us so much closer to that vision. Simply put, this book will save lives. The authors have lovingly crafted a text that introduces the reader to new and important ideas, while also supporting us through the personal transformation that must accompany new learning for it to truly shift our practice into better alignment with our ethical and professional commitments. -- Megan Madison, Trainer, New York Early Childhood Professional Development InstituteThis book thoughtfully, and lovingly applies anti-bias education principles to the fundamental issue of children's gender identities, leading the reader, step by step, to a new understanding of children as fully human, unlocked from the limitations and expectations of rigid binary gender boxes. They offer practical ideas for how to listen carefully to children as they show us, and sometimes tell us, who they really are. And they give wise counsel to teachers regarding their personal journeys into this new knowledge. -- Julie Olsen Edwards: Co-author Anti-bias Education for Young Children and Ourselves (NAEYC 2010), Emeritus Director: Department of Early Childhood & Family Life Education, Cabrillo CollegeTable of Contents1. Gender 101. 2. Attuned and Responsive Relationships. 3. Building Self-Awareness to Check Assumptions and Interrupt Biases about Gender. 4. Co-creating Dynamic Gender Justice Curricula and Early Childhood Environments. 5. Gender Justice in Children's Literature. 6. Working with Families and Colleagues to Support Children's Gender Health and Create Gender Justice in Our Programs.

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Book SynopsisPublished in association with Save the ChildrenPriscilla Alderson examines the often overlooked issue of the rights of young children, starting with the question of how the 1989 UN Convention on the Rights of the Child applies to the youngest children, from birth to eight years of age. The question of finding a balance between young children's rights to protection, to provision (resources and services) and to participation (expressing their views, being responsible) is discussed. The author suggests that, in the belief we are looking after their best interests, we have become overprotective of children and deny them the freedom to be expressive, creative and active, and that improving the way adults and children communicate is the best way of redressing that balance.This second edition has been updated and expanded to include the relevance of UNCRC rights of premature babies, international examples such as the Chinese one-child policy, children's influence on regional policies, and the influence on young children's lives of policies such as Every Child Matters and those of the World Bank, IMF, OECD and UNICEF.This readable, informative and thought-provoking book is a compelling invitation to rethink our attitudes to young children's rights in the light of new theories, research and practical evidence about children's daily lives. It will be of interest to anyone who works with young children.Trade ReviewThis book gives an accesssible introduction to the complex subject of children's rights, suitable for most practitioners working with young children. There are real life examples past and present, helping the reader gauge how attitudes towards children's rights have changed through time. The book looks at the issues arising in different cultures and the influence of gender on rights, and assesses how children can be given a voice in the decision-making process. All of these are hot topics in education and this book offers readers a sense of perspective that can enhance the teaching and learning offered to children in their own work environment. -- The TeacherAlderson writes with clarity, sprinkling her text liberally with examples from published sources while drawing deeply from her well of personal experiences as mother, researcher and pradtitioner working with young children... Alderson's arguments are reasoned and her analysis spot on. She us forthright in her championing of children's rights: children must be informed, included and consulted - above all, adults must listen... the book is informative and genuinely enlightening. Priscilla Alderson has produced an inspiring analysis of the state of children's right in Britain. -- Journal of Social Welfare and Family LawThis book is a stimulating and thought-provoking read for anyone who works with (or is a parent of) young children. -- ChildRightThere is much to be commended in Alderson's book. It is written with clarity and passion and adopts a child-centred perspective, and most of Alderson's points are well backed up with appropriate, illustrative, research and practice examples. -- Child Abuse ReviewThis book will prove invaluable to any who are involved in research or professional practice with children. It is also carefully and quietly making 'child-citizens' thinkable. A final commendation is that it takes the 'tough' cases of young children and babies as its primary focus and still makes a very reasonable and compelling case for their abilities to participate in decision-making. -- Infant and Child DevelopmentThis is a highly accessible book that is a useful contribution to the debate about the children's rights and citizenship. It will provide a stimulating and thought-provoking read for anyone who works with (or is a parent of) young children and, despite the fact that she did not win over this reader entirely, Alderson has given fresh impetus to the need to continually rethink our attitude to children's rights. -- International Journal of Early Years EducationIt is a joy to read such a book, which puts into words dearly held principles that are rarely clearly expressed. Alderson discusses the importance of treating young children as individuals and as holders of rights... Practitioners who work regularly with children will find this book helpful. It articulates the issues and the importance of treating all children with respect, as holders of views, which should be taken seriously. The creativity and good sense of children's solutions to problems affecting them are illustrated in a way that is helpful and illuminating. It contributes to the canon of work illustrating why consulting with children is so important in reaching good solutions for them. -- Seen and HeardTable of ContentsAcknowledgements. Foreword, by Mary John. Introduction. 1. Children's Provision Rights. 2. Children's Protection Rights. 3. Children's Participation Rights. 4. Young Children as People. 5. Beliefs and Feelings About Consulting Young Children. 6. Methods and Levels of Involving Young Children. 7. Consulting Young Children and Taking Risks. 8. Working Together: Sharing Decisions and Responsibility. 9. The Key Messages from the Evidence and Experience. References. Subject Index. Author Index.

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Book SynopsisPraise for the author:'Dyregrov's writing is clear in its description, and explicit in its advice, and demonstrates that the daunting task of helping a child through grief is both manageable and rewarding'- Bereavement Care'This insightful text will be of great help to all who care for pre-school children - parents, kindergarten teachers, ministers of religion, police, welfare workers - the list is endless. If they learn the values reflected in this small book, then bereaved children everywhere will grow up with far fewer hang-ups about the only certainty in life.'- from the foreword by Professor William YuleIt is a common misconception that pre-school children are not capable of experiencing grief in the same way that older children do. Grief in Young Children challenges this assumption, demonstrating that although young children may not express grief in the same way as older children, they still need to be supported through loss.Illustrated throughout with case examples, the author explores young children's reactions to death and loss, both immediately after the event and over time. For example, young children may engage in `magic thinking', believing that wishing that someone were dead can actually cause death, which leads to feelings of guilt. Full of practical advice on issues such as how to keep children in touch with their memories, answer their questions, allay their fears and explore their feelings through play, this accessible book enables adults to work with children to develop an acceptance of grief and an understanding of death and loss.This book is essential reading for parents, carers, counsellors and teachers, and is complemented by the companion volume Grief in Children: A Handbook for Adults, Second Edition, which caters for school-age children, also written by Atle Dyregrov and published by Jessica Kingsley Publishers.Trade ReviewAmid the plethora of books on grief and children, these two books (Grief in Children and Grief in Young Children) ) in my view, essential reading... Both books are comprehensive, well referenced, and well written. Unlike some books that rely too heavily on personal anecdote, these make good use of brief vignettes to illustrate the text... Both books will be helpful to families, bereavement counsellors, and to a wide range of professionals involved in assessing and working with bereaved children and families. -- Children and Young People, Martin Newman Consultant in child and adolescent psychiatryThis book is about grief in pre-school children, written by Norwegian psychologist Atle Dyregrov. It covers all the questions that might come up for parents, family or kindergarten techers. The advice given and the reasons for it are clear. It is enhanced by the liberal use of clinical anecdotes, useful for any adult helping a yound child with grief and loss. -- International association for Hospice and Palliative Care NewsletterIf you are an adult - counsellor or not - working with children of any age and can read only one book, make sure it is one of these two. Grief in young children is specifically about children from birth to school age. Grief in children covers all ages of children including some information about adolescents.Both books are written in easy-to-understand language, yet backed by the author's years of clinical experience of working with bereaved children and their families in a variety of places and circumstances. Up-to-date research is interwoven into the text with numerous references for further reading. The many vignettes that share children's own personal experiences and confusions bring a poignancy to the writing... Each book can be read in a short sitting, or used as a quick resource on particular topics. Dyregrov's thorough understanding of the key issues affecting grieving children is clearly reflected in his writing like no other author I have read. I highly recommend both books. -- Counselling Children and Young PeopleThis accessible book makes a rewarding read for all those involved in working with children. The chapters provided calm steps-by-step advice. Each statement is explained using psychological explanations of child development. Case studies and regular examples help illustrate the advice in practice. I would certainly refer to it in the future and recommend it to those who may need it. At only 90 pages long it is a handy, comforting and inspiring read. -- The PsychologistTable of Contents1. What Is Grief? 2. What Can Be Done to Help Children Who Have Suffered a Loss? 3. Children's Participation in Rituals. 4. How Do Children Process What Has Happened Over Time? 5. Supporting Children Over Time. 6. Advice to Parents. 7. Specific Advice. 8. Conclusion. Resources. Bibliography. Index

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Book SynopsisExploring how play in this area can develop children's understanding of world cultures and healthy eating. Use Food and Cooking to help children understand how and where everyday foods come from, obtain valuable information on a variety of diets, and demonstrates how preparing and exploring food contrbutes to learning.Table of ContentsIntroduction, Discussion resources, Activities 1 Special eggs 2 What can you smell? 3 Making sandwiches 4 Preparing a fruit salad 5 Making cakes 6 Pasta collage 7 The food shop 8 Making a marble cake 9 Fruit kebabs 10 Peppermint creams 11 Designing a plate of healthy food 12 Making a favourite food book 13 Bird seed cake 14 Scented dough 15 Printing with fruits and vegetables 16 Making fruit smoothies 17 Simple pizzas 18 Classifying with pasta 19 Making vegetable soup 20 Growing vegetable tops Meal and snack suggestions

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Book SynopsisOperating on two levels, this book aims to help students and practitioners understand how to plan and use time effectively within the foundation stage setting. The book examines how children learn and play at different times of day, how they fiction when they might be tired or hungry and how best to organize the learning day with this in mind. The authors discuss the issue of environment, how children relate to different areas within their own room, and what happens when routines of time and place are altered.The book also discusses how to develop children's understanding of time and how to incorporate the theme of time into children's play. The book includes: practical activities and examples that will allow children to fully comprehend the concept of time advice on how to create time for children to learn through play, inquiry and investigation sections on how time can be used to include parents, colleagues and the local community. This book provides in-depth analysis of how effective use of time can be beneficial for parents, children and staff in early years setting.Table of ContentsAcknowledgements; Preface; Poem 'Leisure' by William Henry Davies; Introduction; How do we recognise and value time with children?; Time to learn; Time to assess; Time to develop a home-school partnership; Time to work as a team; Time to self-evaluate; Conclusion; References; Index.

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Book SynopsisThis exciting topic-based series offers early years practitioners collections of activities based on familiar themes. The activities can be easily implemented and readily incorporated into curriculum planning through links made to the Foundation Stage curriculumEach book incudes: activities that can be used on their own or as part of a themed program ideas for enjoying an all round curriculum approach guidance on expanding existing ideas and resources linked ideas to be carried out at home. Woodland Creatures includes rabbits, badgers, owls, mice, foxes: all much loved and written about in stories. It introduces themes of hibernation, co-dependence and predators.Table of Contentsint Introduction; Chapter 1 Woodland creatures and their homes; Chapter 2 Woodland creatures and their homes; Chapter 3 Animals that hibernate; Chapter 4 Animals on the ground; Chapter 5 The woodland environment; Chapter 6 The great outdoors;

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Book SynopsisOne young child in every four is overweight and one in ten is obese, some of the reasons for this are: a general lack of interest and understanding of food and cooking junk food being consumed every day a more sedentary school life. As a key issue that needs to be tackled early, starting with the under fives, this book offers: advice and recipe ideas for feeding young children properly ways to improve young children’s understanding of food and nutrition contemporary evidence and policies recommended by expert advisory bodies underlying reasons behind nutritional guidelines and food safety advice, and practical ways to implement them. The authors present all of this in plain English without assuming any prior knowledge of nutrition, food safety or health issues.Table of ContentsMeal planning and strategies; Children's food choices; Health problems associated with diets; Food and nutrition - the basics.

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Book SynopsisThis isn't about physical strength but about becoming a stronger person.Helping Children to be Strong covers: me, myself and I being acknowledged and affirmed developing self-assurance a sense of belonging. This handy little series of books links directly to the Government’s Birth to Three Matters Framework (DfES 2002). It provides information and ideas for you to read and digest at your own pace, then implement or share with your team.Trade Review'The books [in this series] are easy to read and follow a clear format. They include a wealth of practical ideas, using easily accessible resources, which illustrate and support the connnections made with Birth to Three Matters. Practitioners working with babies and toddlers will find the series a useful source of ideas for activities to do with children as well as pointers for the development of relective practice.' - Early Years UpdateTable of ContentsIntroduction. Overview of the Framework. Part 1: Me, Myself and I Part 2: Being Acknowledged and Affirmed Part 3: Developing Self-Assurance Part 4: A Sense of Belonging. Further reading

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Book SynopsisYoung children can erupt like little volcanoes when they are feeling angry. It can be overwhelming and difficult to deal with, and can produce angry feelings in the parent or caregiver too.This book is packed with advice and strategies for those working with children under five on how to understand and manage anger in children, and also how to help their parents or caregivers to deal with anger. The authors outline the different reasons children may feel angry so that their emotions can be fully understood, and offer strategies to combat negative feelings and minimize outbursts. These include putting in place behavioural boundaries and helping a child to feel secure. Simple activities and exercises are also given to help children and adults to express their anger positively. In addition, a selection of poems and stories will help adults to pass on the lessons of the book to children.This practical and accessible book will be of essential use to any professional helper of parents and young children such as early childhood educators, caregivers and social workers, as well as to parents themselves.Trade ReviewIt gives an alternative and refreshing insight into the causes of anger and associated behaviours that feels much more supportive of teachers, parents, carers and young people, in recognising and embracing their anger and the anger of others. -- BACP Children & Young PeopleLittle Volcanoes has been written as a guide to techniques for helping professional workers and families to understand and manage the behaviour of young children. The authors have many years' experience of working with children and families and they are the authors of several books in this field... This is a very useful, sensible and helpful book which provides much information for dealing with anger, tantrums and other emotional outbursts. -- SEN Magazine, Mary MountstephenA constructive approach also includes listening to the child with "full attention and empathy", tracking back to the vulnerable emotions behind the anger and putting words to the emotions. -- Nursery WorldLittle Volcanoes is a comprehensive guide to techniques for helping professional workers and families to understand and manage the behaviour of young children. The sections on child development, and particularly on the development of attachment, will make it a useful resource for students and those undertaking further professional training; and the wide range of practical ideas and strategies will provide a powerful compendium of guidance for professionals working directly with parents - therapists, teachers and practitioners in schools and early years settings, and those running support groups for parents and carers. I do not know of a book that covers the ground so thoroughly or in such a helpful way. -- Sally Featherstone, Early Years Consultant and TrainerThere is a wealth of insight here regarding the causes of anger and associated behaviours and the ways in which these can be approached in a truly empathic and effective way. The exercises, tips and strategies (including the use of mindfulness techniques) are entirely practical, evidence-based and presented with passion, kindness and genuine understanding... [T]his truly comprehensive and timely publication will certainly support teachers, parents, carers and young people in recognising, managing and embracing their anger - and the anger of others. -- From the Foreword by Tina Rae, Educational Psychologist and Academic and Professional Tutor, University of East London, UKone of the core aspects to therapeutic work with children is being able to empathise and listen to whatever they have to say. This well written book stresses the importance of using these skills in our everyday lives, and when parents/teachers are dealing with anger in under fives. The tone of the book is soothing and likely to inspire its readers to try out the strategies and techniques that fill its pages. The authors provide a wealth of information about identifying, understanding and calming anger in young children... Parents and teachers will welcome this book with open arms and, no doubt, wonder why they haven't read it before! -- Youth in MindThis book is packed with advice and strategies for those working with children under five on how to understand and manage anger in children, and also how to help their parents or caregivers to deal with anger... Simple activities and exercises are also given to help children and adults to express their anger positively... This practical and accessible book will be of essential use to any professional helper of parents and young children such as early childhood educators, caregivers and social workers, as well as to parents themselves. -- In Our Hands blogTable of ContentsForeword. Preface. 1. Beginning at the Beginning: Understanding Child Development and the Needs of Babies and Small Children. 2. The Lives of Children: How They Experience the World and How It Impacts on Them. 3. Skills for Caring for the Angry Child. 4. Identifying and Understanding Angry Behaviour. 5. Calming Angry Children: Ideas for Safe Anger Expression. 6. Responding Well to Expressed Anger. 7. Special Situations which Provoke Anger. 8. Responding to Anger in Early Childhood Education and Childcare Settings. 9. Understanding the Influence of Parents and Parenting. 10. Engaging with Fathers. 11. Stories and Poems about Anger. Key Concepts. Some Questions You Might Ask. About the Authors. References. Further Reading. Index.

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Book SynopsisChildren and young people in care rarely match the academic achievements of their peers and policy and procedures to address this inequality have not yet remedied the problem. Drawing on ideas from social pedagogy, the authors present a new approach - learning placements and caring schools. They show that education and care must be considered integral to both out of home placements and schools. Packed with practice examples, it includes chapters on early childhood education and care, as well as alternatives to school and higher education, covering everything from birth up to the age of 25. It highlights the potential benefits of a range of learning opportunities, from drama and outdoor activities, to bedtime stories and mentoring as well as providing support for teachers in their role as carer. Chapters include key points, case studies, practice points and useful resources.This is a unique evidence-informed practical guide for students and professionals in the fields of social work, social care, psychology and education.Trade ReviewThis is a timely book that brings together evidence and case studies around the importance of the integration of care and education in daily life, in order for children in public care and care leavers to flourish. The message that being cared for in school and educated at home is explored in a series of chapters that are easy to read and offers insight into strategies that could be applied whether you are a teacher, social worker, foster carer or residential worker. As schools are increasingly accountable in the delivery of results I think the book will be particularly useful for designated teachers of Looked After Children to read and understand the importance of care in the educational environment to unlock potential. With the increase of pupil premium plus funding for Looked After Children there is an increasing scrutiny around how we are using resources and there is good evidence in this book to support the prioritisation of these resources for social and emotional support in the education context. -- Sarah Rivers, Headteacher of the Virtual School for Looked After Children, Staffordshire County Council and Lee Pardy-McLaughlin, Principal Social Worker, Staffordshire County CouncilThis excellent and comprehensive book deals with a subject that has taxed the minds of teaching professionals, politicians and care workers for decades and which has been documented in all manner of statistical analyses - that of the education of children in care or, more importantly, the need for better education of children in care.This important, practical and thoroughly-researched book deals with the need for effective education in its broadest sense for children in care and how practically to achieve this between a supportive care environment - or 'learning placement' - and an equally supportive educational establishment - or 'caring school'.The book is readable, engaging and relevant because it draws on that most essential and deeply felt of human traits - compassion. -- Phil Thomas NPQH, Director of ThinQ Education LtdFinally, the evidence! With the publication of this book it becomes even more urgent that schools consider their social pedagogy. Children in care need a diet of rich, relational, on- going experiences together with us to enable felt security, stability and security: the core conditions for becoming successful learners. Attachment matters. -- Louise Michelle Bomber, Attachment Support Teacher, Therapist and Author of Settling to LearnTable of ContentsAcknowledgements. 1. Bringing education into care placements and bringing care into schools. 2. Legislation supporting the education of children in care in the UK-principle and provisions. 3. An educational journey-children in care in context. 4. Creating and sustaining a learning placement. 5. Informal Education. 6. Supporting education in the care environment. 7. Early Years Education in Foster Care. 8. Caring Schools. 9. What happens when mainstream isn't right. 9. Staying in education: 16-19-the muddle and the prospects. 11. Supporting recent migrants. 12. Going to university from care. 13. Putting it all together: taking a Strategic Approach. References.

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Book SynopsisThis fully updated third edition of Learning Through Child Observation is a handbook for professionals working in, or students preparing to work in, children's services. This accessible text examines the value of observation, its use in assessment and the practical aspects and methods of observational study. The authors focus on the importance of fully recognising the child's developmental and emotional state when intervening, and the need to see children 'holistically' and as unique individuals within the wider context of the family and community. This new edition reflects updates to policy and practice and further develops the critical perspective on contemporary thinking about childhood and observational methods. This edition has also expanded its focus to include observation of primary-aged children. A popular text, it will appeal to students and professionals in all children's services, whether in pre-school, schools, social care, mental health or health settings.Trade ReviewChild observation has a long history and this new edition of Mary Fawcett's popular title intriguingly reflects changing concerns for work with children over the past 20 years when the book first appeared. The embedded historicity in the most recent edition strengthens the book's main message, that we should attend carefully both the context of observation and to what we ourselves bring to that context through our own experiences. The book is aimed at a broad range of students who need to develop skills in using observation as they prepare for their particular place in the children's workforce, starting with a simple introduction to major theorists in the field of childhood studies, the different reasons to observe - to learn, to assess, to research, to safeguard and to be professionally alert - and different methods of observation from unstructured diaries to more structured approaches. The practicalities of observation are given due prominence alongside the importance of ethical considerations. Students will certainly value the chapter on what to do with the information they have gathered, how to manage the sometimes controversial links between observation and assessment and the importance of clarifying terminology when sharing observations in interprofessional contexts. -- Jan Georgeson, Research Fellow, Plymouth Institute of Education, UKTable of ContentsAcknowledgements. Introduction. Chapter 1. Why Observation Matters. Chapter 2. Views on Children and Childhood. Chapter 3. Changing Views of Child Observation. Chapter 4. Observational Methods and Practice. Chapter 5. Child Observation: Themes and Lines of Enquiry. Chapter 6. Observation and Assessment. Chapter 7. Supporting Child Observation. Chapter 8. The Reggio Emilia Approach. Chapter 9. Observation, Reflection and Documentation in Action: Co-Producing Research Tools with Room 13. Chapter 10. Conclusion. Appendix. References. Index.

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Book SynopsisAnswering all of the key questions about the kindergarten experience, this compact guide will give parents the confidence to be the most effective, up-to-speed advocates as their child enters formal education."Which school should I choose, or should I home-school?""How can I prepare my child for kindergarten?""How can I work with teachers?" "What services and support will my child need?""What is an Individualized Education Program (IEP)?" In a warm, parent-to-parent style, Margaret Oliver explains the essentials of how the educational system is structured, how special education laws are applied, and what current educational trends mean for individual children. She also gives strategies to overcome sensory, behavioral, social, emotional and communication difficulties.Trade ReviewKindergarten can be confusing and overwhelming for both parent and child. This guide provides the invaluable information and reassurance needed to facilitate successful integration of children who have an ASD into the foundation year of the educational system. The advice is wise and will be appreciated by all family members as well as Kindergarten teachers. -- Tony Attwood, Ph.D., Clinical Psychologist, Minds & Hearts Clinic, Australia and author of The Complete Guide to Asperger’s SyndromeNervous about meeting other families? Concerned about the IEP process? Worried about your child's academic needs? If you answered "yes" to any of these questions, you need this book! These topics and so many more are covered in depth in this comprehensive guide to the first year of school. This user-friendly text is filled with tips, information and tools that will help you choose a setting, advocate for support and build an effective home-school partnership. -- Paula Kluth, Ph.D., author of You’re Going to Love This Kid: Teaching Students with Autism in the Inclusive ClassroomTable of ContentsAcknowledgements. Introduction. Transition to Kindergarten. The Purpose of this Book. How to Use this Book. 1. Kindergarten Transition and Placement. 1.1. The Choice of "Where". 1.2. Transition Plan. 2. Parent/Teacher Communication. 2.1. Communication is Key. 2.2. Communication Traits. 2.3. Communication Guidelines. 2.4. Making the Plan. 3. The Individualized Education Program (IEP). 3.1. Structure of an IEP. 3.2. The Thoughtful IEP. 3.3. Creating the IEP. 3.4. Implementing the IEP. 3.5. The Supportive IEP. 4. Academics. 4.1. The Subjects. 4.2. Assessments. 4.3. Interventions. 4.4. Influence of Cognitive Theories. 4.5. Learn a Mile in your Child's Shoes. 4.6. Terminology. 5. Cognitive Theories. 5.1. Executive Function. 5.2. Theory of Mind. 5.3. Central Coherence. 5.4. Building on your Knowledge. 6. Communication and ASD. 6.1. Connecting through Conversation. 6.2. Speech-Language Therapist's Role. 6.3. Communication at School. 6.4. Communication's Role in Learning. 6.5. Paving the Way. 7. Social and Emotional Growth. 7.1. Flexible Friendships. 7.2. Supporting Social Skills. 7.3. Teaching Emotions. 7.4. A Positive Impact. 8. Behavior and Sensory Support. 8.1. Behavior and Sensory Defined. 8.2. Where to Begin. 8.3. Ways to Accommodate. 8.4. Ways to Teach. 8.5. Planning for Independence. 9. Looking to the Future. 9.1. Two Transitions. 9.2. Everyone's Working Harder. 9.3. Advocate today for Independence Tomorrow. Practical Tools. References. Further Reading. Helpful Websites. Index.

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Book SynopsisApplied Behavior Analysis (ABA) is recognized as one of the most effective ways to teach children with autism and studies have shown that the earlier the interventions take place the more likely they are to have a profound, positive impact on a child's later development.Using the latest research into best practice for children with autism, this curriculum gives a clear outline on what to teach and how to teach it utilizing the principles of ABA. The book is divided up into three sections, each with built-in data collection, and features a CD with all the material in the book so you can print off the section you are working on. The Assessment section allows you to initially measure the child's level of learning and then track their progress over time. The Curriculum section covers nearly ninety crucial steps in a child's development spread over twelve chapters that each focus on a different pivotal area, such as 'Motor', 'Expressive' and 'Academic' Programs. These are broken down into simple tasks that can be taught and monitored easily. The final Mastered section guarantees that progress can be maintained by checking that learnt skills continue to be retained. Generalization assessment is included throughout to make sure the child has adapted to using the skills in a variety of settings.This book will equip teachers, therapists and parents with a thorough and comprehensive program to help ensure the young learners in their care are achieving developmental goals and are able to reach their full potential as they grow.Trade ReviewThere are various helpful programmes (basic, behaviour, motor, receptive, expressive, action, communication, intra-verbal, play, self-help, sort/match and academic)... I am confident that if you could "try before you buy it" you would almost certainly end up buying it, and you would not be disappointed. -- eye (early years educator)Lindsay Hilsen has gifted us with a wealth of useful forms and helpful information for pre-intervention assessment, monitoring progress during treatment and the follow-up assessment of newly learned skills... Hilsen focuses on socially important behaviors to enable the child to achieve greater independence and interact more effectively with others.... She also emphasizes the importance of generalization, which is often forgotten....[This book] will be a valuable addition to the library of anyone working with young children, whether they employ an ABA approach or something else. -- Albert Kearney, clinical psychologist and author of Understanding Applied Behaviour AnalysisLindsay Hilsen was my son's BCBA therapist during the most crucial window of time for him to learn. My son is one of the more challenging children on the spectrum...there are no quick fixes or special diets that will provide him with a miracle cure. For my child, it took a highly trained and skilled therapist who follows a strong ABA curriculum. Many will benefit from Hilsen's book. This is a proven guide that works. -- Mother of a boy with Autism Spectrum DisorderA "must" for any parent or teacher working with an autistic child. -- The Midwest Book ReviewTable of ContentsDedication Page. Acknowledgements. Introduction. About the Author. 1. ASSESSMENT. 1.1. Choosing programs to work on. 1.2. Assessment Directions. 1.3. Total Percentages.1.4. Assessment Section Example. 1.5. Quiet Hands. 1.6. Attending.1.7. Responds to Name. 1.8. Eye Contact. 1.9. Pointing Program. 1.10. Responds to Various Directions to Identify an Object/Picture/Item. 1.11. Wait Program.1.12. Transition. 1.13. Desensitization to Touch. 1.14. Desensitization to the Dentist. 1.15. Desensitization to the Doctor's Office. 1.16. Desensitization to Getting Haircuts. 1.17. Clean Up.1.18. Gross Motor Imitation. 1.19. Motor Imitation. 1.20. Fine Motor Imitation. 1.21. Oral Motor Imitation. 1.22. Color Between the Lines. 1.23. Copy Straight Lines. 1.24. One Step Direction. 1.25. Two Step Directions. 1.26. Receptive Identification of Pictures. 1.27. Receptive Identification of Objects. 1.28. Receptive Identification of Body Parts. 1.29. Receptive Identification of Articles of Clothing. 1.30. Receptive Identification of Familiar People. 1.31. Receptive Identification of Emotions. 1.32. Receptive Identification of Community Helpers. 1.33. Receptive Identification of Environmental Sounds. 1.34. Expressive Identification of Pictures. 1.35. Expressive Identification of Objects. 1.36. Expressive Identification of Body Parts. 1.37. Expressive Identification of Articles of Clothing. 1.38. Expressive Identification of Familiar People. 1.39. Expressive Identification of Emotions. 1.40. Expressive Identification of Community Helpers. 1.41. Expressive Identification of Environmental Sounds. 1.42. Receptive Identification of Actions. 1.43. Expressive Identification of Actions. 1.44. Imitates Actions of Others. 1.45. Imitation of Two Step Actions. 1.46. Pretends to do an Action. 1.47. Point to Communicate. 1.48. Yes/No. 1.49. Manding. 1.50. Requests with Eye Contact. 1.51. Gets Attention of Others. 1.52. Says Bye. 1.53. Says Hi. 1.54. Imitation of Sounds. 1.55. Uses different words to request. 1.56. Common Animal Intraverbals. 1.57. Common Intraverbals. 1.58. Daily Activity Intraverbals. 1.59. Social Questions. 1.60. Puzzle. 1.61. Shape Sorter. 1.62. Plays By Self. 1.63. Various Methods of Play. 1.64. Ball Play. 1.65. Plays with Indoor Toys. 1. 66. Outdoor Play. 1.67. Uses Language While Playing. 1.68. Sings Songs. 1.69. Games. 1.70. Pretend Play. 1.71. Drinks from a Cup. 1.72. Uses a Spoon. 1.73. Uses a Fork. 1.74. Getting Dressed: Shoes. 1.75. Getting Dressed: Pants. 1.76. Getting Dressed: Shirt. 1.77. Wash Hands. 1.78. Dry Hands. 1.79. Match Identical Picture to Picture. 1.80. Match Identical Object to Object. 1.81. Match Object to Picture. 1.82. Sort Identical Items. 1.83. Sort Non-Identical Items. 1.84. Receptive Identification of Colors. 1.85. Expressive Identification of Colors. 1.86. Receptive Identification of Shapes. 1.87. Expressive Identification of Shapes. 1.88. Receptive Identification of Upper Case Letters. 1.89. Receptive Identification of Lower Case Letters. 1.90. Expressive Identification of Upper Case Letters. 1. 91. Expressive Identification of Lower Case Letters. 1.92. Rote Count. 1.93. Count Objects. 1.94. Receptive Identification of Numbers. 1.95. Expressive Identification of Numbers. 2. CURRICULUM. 2.1. Curriculum Directions. 2.2. Curriculum Section Example. 2.3. BASIC PROGRAMS. 2.3.1. Quiet Hands. 2.3.2. Attending. 2.3.3. Responds to Name. 2.3.4. Eye Contact. 2.3.5. Pointing Program. 2.3.6. Responds to Various Directions to Identify An Object/Picture/Item. 2.4. BEHAVIOR PROGRAMS. 2.4.1. Wait Program. 2.4.2. Transition. 2.4.3. Desensitization to Touch. 2.4.4. Desensitization to the Dentist. 2.4.5. Desensitization to the Doctor's Office. 2.4.6. Desensitization to Getting Haircuts. 2.4.7. Clean Up. 2.5. MOTOR PROGRAMS. 2.5.1. Gross Motor Imitation. 2.5.2. Motor Imitation. 2.5.3. Fine Motor Imitation. 2.5.4. Oral Motor Imitation. 2.5.5. Color Between the Lines. 2.5.6. Copy Straight Lines. 2.6. RECEPTIVE PROGRAMS. 2.6.1. One Step Direction. 2.6.2. Two Step Directions. 2.6.3. Receptive Identification of Pictures. 2.6.4. Receptive Identification of Objects. 2.6.5. Receptive Identification of Body Parts. 2.6.6. Receptive Identification of Articles of Clothing. 2.6.7. Receptive Identification of Familiar People. 2.6.8. Receptive Identification of Emotions. 2.6.9. Receptive Identification of Community Helpers. 2.6.10. Receptive Identification of Environmental Sounds. 2.7. EXPRESSIVE PROGRAMS. 2.7.1. Expressive Identification of Pictures. 2.7.2. Expressive Identification of Objects. 2.7.3. Expressive Identification of Body Parts. 2.7.4. Expressive Identification of Articles of Clothing. 2.7.5. Expressive Identification of Familiar People. 2.7.6. Expressive Identification of Emotions. 2.7.7. Expressive Identification of Community Helpers. 2.7.8. Expressive Identification of Environmental Sounds. 2.8. ACTION PROGRAMS. 2.8.1. Receptive Identification of Actions. 2.8.2. Expressive Identification of Actions. 2.8.3. Imitate

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Book Synopsis'An uplifting philosophy on childhood and life, and an absolute treasure trove of information for anyone who believes nature and childhood are perfect companions. Sally Schweizer manages to combine magic with common sense in this wonderful book, which is authentic from cover to cover. What she writes with such lively enthusiasm, she has also lived.' - Sally Jenkinson, author of The Genius of Play We are always hearing how our children's cultural landscape is plagued by inactivity, obesity, violent computer games and obsessive TV-viewing. But it doesn't have to be like that. Sally Schweizer presents a world of possibilities for children in urban or rural areas, throwing open the doors to the great experience of life in the open air. Packed with anecdotes, games and practical activities, Under the Sky is a vibrant resource for parents, teachers and carers. So what can you do outside? Well, how about singing, whittling sticks, chatting, climbing, digging and making dens? You can build, run, watch small creatures, count tree rings, listen to stories, perform puppet plays, learn woodwork, or investigate the many forms of bark. In the outdoors you can enjoy quiet conversations or make a big noise, be alone or be with others. And that's just for starters...Under the Sky is an invaluable guide for anyone wishing to cultivate children's play and imagination. It features ideas for planning expeditions and adventures, for toys and equipment, and activities for all four seasons and all four elements! It includes plans, tips and advice on child-friendly outdoor design, materials, surfaces, seating, gardening, pets, wildlife - even campfires, picnics and train journeys...Under the Sky also contains a chapter showing how educators can work towards formal �Early Years� government goals.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book SynopsisProtecting Young Children is a practical and accessible guide that provides answers to many of the questions early years practitioners commonly have about safeguarding children. It includes: information about child abuse advice on how to respond to concerns updated material on the statutory framework guidance on management and support - including recruitment and whistleblowing suggestions for building a relationship with families that may help to prevent child abuse simple interactive exercises for individuals and groups.This book is the ideal introduction to this important subject, and is essential reading for any early years pracitioner.

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Book SynopsisThis treasury of stories, songs, verses, and games is intended for use in the kindergarten circle time as well as the eurythmy lesson, to bring the joy and healing power of movement to life. Estelle Bryer shares the insights of 43 years as a eurythmist and Waldorf kindergarten teacher: the development of the child, the importance of movement and gesture, and suggestions on discipline, music and structuring a lesson. Whether done with eurythmy gestures or with richly imaginative descriptive gestures, the many sample lessons provide plenty of opportunities in these stories and verses for clapping, stamping; walking on tip-toe, walking on heels; skipping, hopping; and finger-play, as well as contrasts between loud and soft, vigorous and quiet, contraction and expansion, tension and relaxation.Formerly available as Eurythmy for the Young Child, this new edition has been been thoroughly revised and corrected, and the music newly edited by Sally Schweizer.

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