Pre-school and kindergarten Books
Vandenhoeck & Ruprecht GmbH & Co KG Trauernde Jugendliche in der Schule
Book SynopsisDer Themenbereich Sterben, Tod und Trauer findet in der Schule viel zu wenig Beachtung. In der Ausbildung kommt das Thema nicht vor, im Alltag jedoch immer wieder. Tritt der Krisenfall ein, sind Menschen oft überfordert und handlungsunfähig. Damit dies nicht so bleibt, zeigt die Autorin Möglichkeiten auf, wie man sich gegenüber trauernden Jugendlichen in der Schule verhalten kann .Um die Jugendlichen besser verstehen zu können, gibt das Buch einen hilfreichen Überblick über die Trauerprozesse und Trauerreaktionen und unterstützt bei der Entwicklung individueller Trauerverarbeitung. Zusätzlich werden mögliche Trauersituationen in der Schule und die entsprechenden Handlungsoptionen für die Praxis aufgezeigt. Dazu zählen u.a. Beispielbriefe, die nach einem Trauerfall an Angehörige, Schüler und Eltern geschrieben werden sollten. Auf diese Weise werden Lehrende beim Umgang mit diesem so wichtigen Thema unterstützt.Der Titel ist auch als Schullizenz erhältlich! Um die Jugendlichen besser verstehen zu können, gibt es einen hilfreichen Überblick über die Trauerprozesse und Trauerreaktionen und unterstützt bei der Entwicklung individueller Trauerverarbeitung. Zusätzlich werden mögliche Trauersituationen in der Schule und die entsprechenden Handlungsoptionen für die Praxis aufgezeigt. Dazu zählen u.a. Beispielbriefe, die nach einem Trauerfall an Angehörige, Schüler und Eltern geschrieben werden sollten. Auf diese Weise werden Lehrende beim Umgang diesem so wichtigen Thema unterstützt. Um die Jugendlichen besser verstehen zu können, gibt es einen hilfreichen Überblick über die Trauerprozesse und Trauerreaktionen und unterstützt bei der Entwicklung individueller Trauerverarbeitung. Zusätzlich werden mögliche Trauersituationen in der Schule und die entsprechenden Handlungsoptionen für die Praxis aufgezeigt. Dazu zählen u.a. Beispielbriefe, die nach einem Trauerfall an Angehörige, Schüler und Eltern geschrieben werden sollten. Auf diese Weise werden Lehrende beim Umgang diesem so wichtigen Thema unterstützt. Um die Jugendlichen besser verstehen zu können, gibt es einen hilfreichen Überblick über die Trauerprozesse und Trauerreaktionen und unterstützt bei der Entwicklung individueller Trauerverarbeitung. Zusätzlich werden mögliche Trauersituationen in der Schule und die entsprechenden Handlungsoptionen für die Praxis aufgezeigt. Dazu zählen u.a. Beispielbriefe, die nach einem Trauerfall an Angehörige, Schüler und Eltern geschrieben werden sollten. Auf diese Weise werden Lehrende beim Umgang diesem so wichtigen Thema unterstützt.
£19.99
Springer Fachmedien Wiesbaden Kinderarmut und Bildung: Armutslagen in Hamburg
Book SynopsisKann es in einer reichen Stadt wie Hamburg Kinderarmut geben? Es gibt sie in erschreckendem Ausmaß, ebenso die hieraus resultierende Bildungsbenachteiligung. Der Band greift nicht nur die risikoreichen individuellen Bildungsprozesse unter den Bedingungen von Armut auf, sondern stellt auch den traditionellen Bildungsbegriff in Frage. Welche zivilgesellschaftlichen Kompetenzen und welche zukunftsfähigen Qualifikationen erlauben eine legale und anerkannte Teilhabe am gesellschaftlichen Leben? Wie können junge Menschen in Armutslagen am Rechtsgut Bildung derzeit überhaupt partizipieren? Die soziale und kulturelle Heterogenität in Hamburg erfordert ein gemeinsames Nachdenken und engagiertes Handeln aller an schulischen und außerschulischen Bildungsprozessen beteiligten Akteure sowie die Verantwortung der Politikerinnen und Politiker.Table of ContentsBildung: ein Wundermittel gegen die (Kinder-) Armut? Pädagogik kann weder Familien- noch Sozialpolitik ersetzen - Bildung: Ressource zur Bekämpfung von Armut - Jedes Kind zählt: Armutsprävention als strategisch unterschätzte Zukunftsaufgabe in Deutschland - Armut macht Angst und demütigt ... - Armut stigmatisiert - Armut isoliert - Armut macht krank - Armut macht Kinder und Jugendliche psychisch krank - Armutsbekämpfung und Bildung: Resümee Mit Beiträgen von Ursel Becher, Christoph Butterwegge, Hedi Colberg-Schrader, Burkhard Czarnitzi, Birgit Herz, Charlotte Köttgen, Ingrid Kurz, Ursula Mangelsdorff, Uta Meier-Gräwe, Joachim Schröder
£36.09
Springer VS Aisthetische Erfahrungen inszenieren
Book Synopsis1. Einleitung.- 2. Zugänge zu Bildung und Erziehung in der frühen Kindheit.- 3. Erfahrung in Bildung und Erziehung.- 4. Zwischen Bildung und Erziehung.- 5. Zum Vorgehen dieser Arbeit.- 6. Pädagogische Inszenierungen von Fachkräften.- 7. Aisthetische Erfahrungen von Kindern.- 8. Korrelationen zwischen Bildung und Erziehung.- 9. Fazit und weiterer Forschungsbedarf.
£75.99
Grin Publishing Die Rolle des Pdagogen in der Kita Pdagogische Begleitung von Bildungsprozessen und Lernprozessen in der Kindertageseinrichtung
£9.40
The University of Chicago Press Boys and Girls
Book SynopsisIn Boys and Girls, the author took readers inside a kindergarten classroom to show them how boys and girls play. In this edition, the author goes deeper into the mystery of play as she follows a group of children through the kindergarten year.Trade Review"Paley has a sharp ear for the rhythm and inflections of childhood. Her vignettes give us a revealing glimpse into children's inner lives, and her discussion of her own discomfort with boys' play and approval of that of girls raises an important issue." (Carole Wade, Psychology Today)"
£18.58
The University of Chicago Press The HighPerforming Preschool Story Acting in Head
Book SynopsisTakes readers into the lives of three - and four-year-old Head Start students during their first year of school and focuses on the centerpiece of their school day: story acting. In this activity, students act out stories from high-quality children's literature as well as stories dictated by their peers.Trade Review"In the efforts to expand formal educational opportunities for young children, one critical question looms: what kind of experiences should they have in preschool? This question is particularly important for those who need preschool the most: children from low-income families and children whose first language is not English. Compelling and clear, with a rich and lively interplay of theory and practice, The High-Performing Preschool goes a long way toward answering that question." (Benjamin Mardell, Lesley University)
£21.00
The University of Chicago Press Mollie Is Three Growing Up in School
Book SynopsisNo adult can escape the adult perspective; but simply recognizing its inevitable limitations in a children's world enables a few gifted educators to accept the existence and validity of whole kindergartens full of different perspectives. One such person is Vivian Gussin Paley. . . . Her books. . .should be required reading wherever children are growing.New York Times Book Review With a delightful, almost magical touch, Paley shares her observations and insights about three-year-olds. The use of a tape recorder in the classroom gives her a second chance to hear students' thoughts from the doll corner to the playground, and to reflect on the ways in which young children make sense of the experience of school. . . . Paley lets the children speak for themselves, and through their words we reenter the world of the child in all its fantasy and inventiveness.Harvard Educational Review Paley's vivid and accurate descriptions depict both spontaneous and recurring incidents and outline increasingly complex interactions among the children. Included in the narrative are questions or ideas to challenge the reader to gain more insight and understanding into the motives and conceptualizations of Mollie and other children.Karen L. Peterson, Young Children
£16.72
The University of Chicago Press Bad Guys Dont Have Birthdays
Book Synopsis
£15.80
The University of Chicago Press The Birth of Head Start Preschool Education
Book SynopsisOne of the popular and enduring legacies of President Lyndon B Johnson's Great Society programs, Project Head Start support young children of low-income families - close to one million annually - by providing a range of developmental and educational services. This title provides a look at the nation's best-known early education program.Trade Review"Vinovskis is recognized as the premier historian of children's programs. His renowned scholarship makes everything he writes must-reading for anyone involved in early childhood issues. The Birth of Head Start is a tremendous contribution to the preservation of the history of our nation's innovative Head Start program." - Edward Zigler, confounder of Head Start"
£76.00
The University of Chicago Press The Birth of Head Start
Book SynopsisOne of the popular and enduring legacies of President Lyndon B Johnson's Great Society programs, Project Head Start support young children of low-income families - close to one million annually - by providing a range of developmental and educational services. This title provides a look at the nation's best-known early education program.Trade Review"Vinovskis is recognized as the premier historian of children's programs. His renowned scholarship makes everything he writes must-reading for anyone involved in early childhood issues. The Birth of Head Start is a tremendous contribution to the preservation of the history of our nation's innovative Head Start program." - Edward Zigler, confounder of Head Start"
£24.00
WW Norton & Co Classroom Reading to Engage the Heart and Mind
Book SynopsisStorybook characters and situations are perfect for launching discussions of social emotional learningwhy not let them help?
£22.99
John Wiley & Sons Inc Developing Language and Literacy
Book SynopsisDeveloping Language and Literacy: Effective Intervention in the Early Years describes successful intervention programmes to improve the phonological skills, vocabulary, and grammar of young children at risk of reading difficulties. Presents two structured intervention programmes to provide support for young children with language and literacy difficulties Describes clearly how to improve the language and foundation literacy skills of young children in the classroom Includes information about how to assess research, and how to monitor and design intervention strategies for use with individual children Helps teachers to develop an understanding of the intervention and research process as a whole Additional journal content to support this title is available click here Trade Review"The book helps teachers to develop an understanding of the intervention and research process as a whole, supporting colleagues who may wish to design and monitor their own small-scale projects. In summary this book provides excellent value for money, and through a wide readership will play a major part in helping to overcome difficulties faced by children who struggle to learn to read." Dyslexia Review, December 2011Table of ContentsList of Figures. List of Tables. List of Boxes. About the Authors. Foreword (Sir Jim Rose). Acknowledgements. Chapter 1 Theoretical Framework: Foundations of Learning to Read. Chapter 2 The Importance of Evidence. Chapter 3 Principles of Intervention: Screening, Assessment and Monitoring Progress. Chapter 4 The Nuffield Language for Reading Study. Chapter 5 The Phonology with Reading Programme. Chapter 6 The Oral Language Programme. Chapter 7 Adapting the Programme for Children with Different Needs. Chapter 8 Programme Delivery: Training, Implementation and Feedback. References. Glossary. Appendices. Appendix 3.1 Reference List for Assessment Tests. Appendix 5.1 List of Books Used for Group Work. Appendix 6.1 Example Sessions from the OL Programme. 6.1.1 Introduction Session. 6.1.2 Instruction Session. 6.1.3 Consolidation Week Session. Appendix 6.2 Nursery Rhyme Time. Appendix 6.3 Resources Used to Develop the Programme. Appendix 8.1 The P+R Programme Manual. Appendix 8.2 The OL Programme Manual. Appendix 8.3 Handout for Describing Segmenting and Blending. Appendix 8.4 Examples of Inconsistent Letter-Sound Correspondences. Appendix 8.5 Handout to Support Individual Book Reading. Appendix 8.6 Individual Book Reading Strategies. Appendix 8.7 Guidelines for Developing Sight Word Reading. Appendix 8.8 Handout on Speech Production. Appendix 8.9 Example of a Narrative Task. Index.
£36.05
John Wiley and Sons Ltd Developing Language and Literacy
Book SynopsisDeveloping Language and Literacy: Effective Intervention in the Early Years describes successful intervention programmes to improve the phonological skills, vocabulary, and grammar of young children at risk of reading difficulties. Presents two structured intervention programmes to provide support for young children with language and literacy difficulties Describes clearly how to improve the language and foundation literacy skills of young children in the classroom Includes information about how to assess research, and how to monitor and design intervention strategies for use with individual children Helps teachers to develop an understanding of the intervention and research process as a whole Additional journal content to support this title is available click here Trade Review"The book helps teachers to develop an understanding of the intervention and research process as a whole, supporting colleagues who may wish to design and monitor their own small-scale projects. In summary this book provides excellent value for money, and through a wide readership will play a major part in helping to overcome difficulties faced by children who struggle to learn to read." Dyslexia Review, December 2011Table of ContentsList of Figures. List of Tables. List of Boxes. About the Authors. Foreword (Sir Jim Rose). Acknowledgements. Chapter 1 Theoretical Framework: Foundations of Learning to Read. Chapter 2 The Importance of Evidence. Chapter 3 Principles of Intervention: Screening, Assessment and Monitoring Progress. Chapter 4 The Nuffield Language for Reading Study. Chapter 5 The Phonology with Reading Programme. Chapter 6 The Oral Language Programme. Chapter 7 Adapting the Programme for Children with Different Needs. Chapter 8 Programme Delivery: Training, Implementation and Feedback. References. Glossary. Appendices. Appendix 3.1 Reference List for Assessment Tests. Appendix 5.1 List of Books Used for Group Work. Appendix 6.1 Example Sessions from the OL Programme. 6.1.1 Introduction Session. 6.1.2 Instruction Session. 6.1.3 Consolidation Week Session. Appendix 6.2 Nursery Rhyme Time. Appendix 6.3 Resources Used to Develop the Programme. Appendix 8.1 The P+R Programme Manual. Appendix 8.2 The OL Programme Manual. Appendix 8.3 Handout for Describing Segmenting and Blending. Appendix 8.4 Examples of Inconsistent Letter-Sound Correspondences. Appendix 8.5 Handout to Support Individual Book Reading. Appendix 8.6 Individual Book Reading Strategies. Appendix 8.7 Guidelines for Developing Sight Word Reading. Appendix 8.8 Handout on Speech Production. Appendix 8.9 Example of a Narrative Task. Index.
£77.36
John Wiley and Sons Ltd The Education of the Young Child
Book SynopsisThis book provides a comprehensive introduction to the theory and practice of working with young children in nursery and infant schools. The second edition of this popular and successful handbook has been revised throughout to take account of recent work, and new chapters have been added to Cognitive Development (by Sohan and Celia Modgil), Assessment (by Steve Tyler) and Parent-School Relationships (by Teresa Smith). Intended for students and teachers, The Education of the Young Child approaches the subject in a straightforward and readable way, emphasizing the implications of the topics covered for the actual business of teaching three- to seven-year-olds. These topics include the major curricular activities carried out in nursery and infant schools, such as play, music, art and craft, movement, reading and writing, and number skills. There are also chapters on all the major aspects of psychological and social development in young children, for example the development of laTable of ContentsPreface to the Second Edition. Acknowledgements. Contributors. Introduction: David Fontana. Part I: . 1. Physical Development from Three to Seven: Jim Tanner. 2. The Developemnt of Thinking and Reasoning: Celia Modgil and Sohan Modgil. 3. The Growth of Intelligence and Creativity in Young Children: Dennis Child. 4. How Young Children Develop and Use Language: Joan Tough. 5. How Children Learn: Roger W. McIntire. 6. Personality and Personal Development: David Fontana. 7. Social Development and Social Behaviour: Ronald Davie. 8. Young Children and Special Educational Needs: Alice F. Laing and Maurice Chazan. 9. Carrying out Assessment with Young Children: Steve Tyler. Part II:. 10. Learning and Teaching Mathematical Skills: Geoffrey Matthews. 11. Learning and Teaching Writing Skills: Sheila Lane. 13. Movement Education with Young Children: Barbara J. Lewis and Derek Cherrington. 14. Making Music: Avril Dankworth. 15. Learning and Teaching Art and Craft Skills: Henry Plukrose. 16. Understanding and Encouraging Children's Play: Alice Yardley. 17. Teachers and Parents Working Together: Teresa Smith. Subject Index. Author Index.
£35.10
John Wiley & Sons Ways of Assessing Children and Curriculum Stories of Early Childhood Practice
a huge range and FREE tracked UK delivery on ALL orders.
£19.76
Teachers' College Press The Classroom Observer Developing Observation
Book SynopsisThis volume emphasizes early childhood settings, and focuses on those skills that enable the observer to make appropriate, valid inferences and to arrive at decisions based on objective observation data gathered in natural learning environments and diverse educational settings.
£19.94
John Wiley & Sons Infants and Toddlers at Work Using
Book Synopsis
£49.60
John Wiley & Sons Big Science for Growing Minds Constructivist
Book Synopsis
£22.79
Teachers' College Press What If All the Kids Are White AntiBias
Book SynopsisTrade Review“By starting with a strong sense of identity that is not race-based, children can move forward to cultivate an anti-racist culture. This book offers caregivers excellent frameworks and tools to make this happen.” —TC Record“Derman-Sparks and Ramsey offer an ‘alternative vision’ for White identity that breaks the mold….The current status of our anti-bias work demands we read (this book) and use it well” ―From the Foreword by Carol Brunson Day“A dynamic blend of child development theory, social history, and the best pedagogical practice from two distinguished social justice educators―every teacher of young children should read it!” ― Beverly Daniel Tatum, President, Spelman College“An accessible, practical, and essential tool for every teacher of young White children. I especially appreciated the concrete suggestions and abundance of resources from two of early childhood education’s most experienced teachers.” ―Paul Kivel, educator and author of Uprooting Racism and I Can Make My World a Safer Place
£25.64
John Wiley & Sons Starting With Their Strengths Using the Project
Book Synopsis
£25.64
John Wiley & Sons Playing Their Way into Literacies Reading
Book SynopsisTrade Review“A must read for anyone worried about what parents and administrators will say about the infusion of play in their curriculum.” ―Jerome C. Harste, Indiana University“Provides a theoretical and empirical foundation for the development of new and exciting pedagogical approaches.” ―From the Foreword by Jackie Marsh, the University of Sheffield
£28.01
John Wiley & Sons FirstSchool Transforming PreK3rd Grade for
Book SynopsisProvides a groundbreaking framework for teaching minority and low-income children. Changing the conversation from improving test scores to improving school experiences, the text features lessons learned from eight elementary schools whose leadership and staff implemented sustainable changes.
£32.30
John Wiley & Sons Exploring Mathematics Through Play in the Early
Book SynopsisProvides pre- and inservice teachers with an understanding of how maths can be learned through play. The author helps teachers to recognise the mathematical learning that occurs during play, to develop strategies for mathematizing that play, and to design formal lessons that make connections between mathematics and play.
£27.54
John Wiley & Sons Weve Been Doing It Your Way Long Enough Choosing
Book SynopsisFilled with day-to-day practices, this book will help elementary school teachers tackle the imbalance of privilege in literacy education. Readers will learn about culturally relevant pedagogies as young children learn literacy and a critical stance through music, oral histories, name stories, intergenerational texts, and heritage lessons.
£30.56
Teachers' College Press Reading Writing and Talk Inclusive Teaching
Book SynopsisInvites readers to consider ways in which their language and literacy teaching practices can better value and build upon the brilliance of every child. In doing so, it highlights the ways in which teachers and students build on diversities as strengths to create more inclusive and responsive classrooms.
£27.54
Teachers' College Press Revitalizing Read Alouds Interactive Talk About
Book Synopsis
£24.69
Teachers' College Press Quiet at School An Educators Guide to Shy
Book SynopsisWritten by a developmental and an educational psychologist with decades of experience between them, this book demystifies the latest research on shyness. Topics covered include how shyness develops in childhood, the unique challenges faced by shy children at school, and general strategies and specific techniques for improving shy children’s social, emotional, and academic functioning at school.
£28.49
John Wiley & Sons Teaching STEM in the Preschool Classroom
Book SynopsisDrawing from a professional development model that was developed with funding from the National Science Foundation, this book is an essential resource for anyone who wants to support preschool children to be STEM thinkers and doers. The text features research-based resources, examples of field-tested activities, and highlights from the classroom.Table of Contents Contents ForewordBetty Zan ix Acknowledgments xiii Part I: Introduction and Background 1. What Is STEM and Why Teach It in Preschool? 1 Why This Book? 1 What Is STEM? 3 What Are the Standards for STEM? 5 Why Teach STEM in Preschool? 6 Why Include Specific Supports for Differentiation? 7 How Will This Book Help Improve Our Teaching? 8 Conclusion 9 2. Teaching Strategies 1 Overview 11 Reflecting on Our Own Experiences with STEM Teaching 12 Strategies for Teaching Preschool STEM 14 What Happens—Reports from the Classroom 28 Conclusion 29 Part II: Teaching STEM 3. Science 33 What Is Science in Preschool? 33 What Is the Content of Science? 34 What Are Scientific Inquiry and Science Practices? 36 Big Ideas for Supporting Science Learners 37 Try It Out! 42 Spotlight on Practice 47 Explore More 48 Bringing It Home . . . and Back 50 More Great STEM Stuff 50 4. Technology 53 So How Do We Define Technology? 54 Technology As a Progression 55 Big Ideas for Supporting Technology Learners 55 Try It Out! 58 Spotlight on Practice 64 Explore More 68 Bringing it Home . . . and Back 69 More Great STEM Stuff 69 5. Engineering 71 What Is Engineering in Preschool? 71 What Is the Content of Engineering? 71 What Is the Engineering Design Process? 74 Big Ideas for Supporting Engineering Learners 76 Try It Out! 78 Spotlight on Practice 84 Explore More 86 Bringing it Home . . . and Back 86 More Great STEM Stuff 87 6. Math 89 What Is Math in Preschool? 89 What Is the Content of Math? 91 What Are Math Processes? 94 How Does Math Develop in Young Children? 94 Big Ideas for Supporting Math Learners 95 Try It Out! 103 Spotlight on Practice 108 Explore More 110 Bringing it Home . . . and Back 110 More Great STEM Stuff 111 Appendix: Example Materials That Promote STEM Learning Across Preschool Classroom Areas 113 References 117 Index 121 About the Authors 127
£72.20
John Wiley & Sons Cybersafe Young Children Teaching Internet
Book SynopsisLearn how to integrate lessons about good digital citizenship into the early childhood classroom. Based on reviews of empirical research, this book addresses the need for a new educational paradigm that will enable educators to help young children develop the skills and ethical behaviours to thrive in both the real and digital worlds.Trade Review“For young children to be CyberSafe, their parents, caregivers, family members, teachers, and teacher educators need to embrace the developmentally—informed knowledge, skills, and evidence-based strategies found in these pages. With guidance from well-prepared media mentors, young children can learn to safely and mindfully use digital devices at home and in school as powerful tools for their learning, social-emotional development, communication, and collaboration to become effective digital citizens in their real and digital worlds.” —Chip Donohue, principal, Donohue and Associates, founding director, Technology in Early Childhood (TEC) Center at Erikson Institute, senior fellow and advisor, Fred Rogers CenterTable of Contents Contents Foreword Michelle Ciulla Lipkin ix Acknowledgments xi Preface xiii Purpose xiii Background xiii Technology and Young Children xiv What You Will Find in This Book xv Introduction 1 The Case for Starting Early 2 A Focus on Development and Experiential Learning in Grades K–3 4 Part I: Premise 1. What the Research Tells Us: Preteens and Teenagers in the Digital Age 9 Gender Concerns 10 Cyberbullying, Self-Harm, and Suicide 12 Summary 13 2. Digital Citizenship and Cybersafety: A Priority Early Education Concern 15 Summary 19 3. Cyberbullying Bystanders: Active and Passive Responses 21 Summary 23 4. Preventing Cyberbullying: A Social–Emotional Perspective 25 Social–Emotional Profile of Children in K–3 26 Early Childhood Practice in Support of Social–Emotional Development 27 The Social–Emotional Risks If Cyberbullying Is Not Addressed 28 Summary 28 Recommended Readings 29 Part II: Practice 5. Implications for Teacher Education 33 Familiarity with Federal and State Mandates 33 Incorporating the Issue of Cyberbullying into Education Course Content 34 6. Message for Teachers and Administrators 37 Summary 40 7. A Curriculum Map for Good Digital Citizenship 41 Gathering Information at the Beginning of the School Year 43 Establish Classroom Rules 44 Conduct Activities to Provide or Refresh Shared Language About Face-to-Face Teasing and Bullying 45 Conduct Classroom Discussions About Digital Technology and Social Media 45 Establish Classroom Rules and Provide Direct Experiences About the Meaning of Good Digital Citizenship 46 Part III: Classroom Activities Introduction to Activities 49 Activity #1: Discovering What We Know 51 Activity #2: Creating Rules for Good Digital Citizenship 53 Activity #3: Word Webs and Charts: Building Vocabulary for Digital Citizenship 56 Activity #4: Doing the Right Thing: A Form of Courage 59 Activity #5: What Does Permanent Mean? A Word Experiment 63 Activity #6: Understanding Privacy: An Important Concept for Online Activities 65 Activity #7: Building Good Digital Citizenship 68 Activity #8: Working with Partners 70 Part IV: Resources Picture Books About Face-to-Face Teasing and Bullying 75 Children’s Books About Online Safety and Cyberbullying Prevention 79 Organizational Resources 81 Appendix A: School Statement 87 Appendix B: Letter from Computer Teacher 91 Appendix C: Parent Letter and Questionnaire 93 Appendix D: Glossary 95 References 97 Index 101 About the Authors 108
£23.74
John Wiley & Sons Escala de Evaluaci243n de la Administraci243n de
Book SynopsisLa Escala de Administración de Negocios para el Cuidado de Niños en el Hogar (BAS) es la primera herramienta válida y confiable para medir y mejorar la calidad total de las prácticas de negocios y profesionales en programas de cuidado de niños en el hogar.
£22.79
John Wiley & Sons Teaching and Learning with Infants and Toddlers
Book SynopsisMaguire-Fong has updated her groundbreaking book designed to assist pre- and inservice professionals working with infants and their families. Each chapter draws from research and real-life infant care settings to provide valuable insights into how to design an infant care program, plan curriculum, assess learning, and work with families.Table of Contents Foreword to the First Edition J. Ronald Lally Prologue to the First Edition T. Berry Brazelton Preface Part I. How Infants Learn 1. Infants as Active Meaning-Makers Infants Are Born Researchers Infants as Subjects, Not Objects A Triangle of Relationships from Research to Practice: Education Begins in Infancy 2. Relationships Shape the Developing Brain Sequence of Brain Development Experience Wires the Brain Neurons and How They Work Brain Plasticity: Benefit and Risk The Social Brain From Research to Practice: Building Strong Brains 3. Knowledge from the Infant's Point of View Three Types of Knowledge Learning Within Three Contexts From Research to Practice: Naming Knowledge in Infancy—Foundations for Learning 4. Policies That Support Relationships Primary Care Continuity of Care Small Group Size Culturally Respectful Care From Research to Practice: Reflective Supervision PART II. OBSERVING, DOCUMENTING, AND INTERPRETING TO SUPPORT INFANT LEARNING 5. Observing: Where Teaching and Learning Begin Observing, Documenting, and Interpreting Documentation that Supports Curriculum Planning Documentation to Assess Learning Documentation to Engage Families From Research to Practice: Re-visioning Curriculum 6. First Feelings Attachment How Babies Respond to Stress Proposing Possibilities for Learning From Research to Practice: Infant Mental Health 7. Sense of Self and Other Born Looking for Us Holding Others in Mind The Withdrawn Infant Caring and Cooperating Proposing Possibilities for Learning From Research to Practice: Shared Silent Stories 8. Taking Action: Motor Development Rising Up: Rotating, Sitting, Standing Moving Out: Locomotion Grasping Perceptual and Motor Challenges Proposing Possibilities for Learning From Research to Practice: Where Babies Find Themselves 9. Thinking: Cognitive Development Infants Investigate Infants Build Concepts Proposing Possibilities for Learning From Research to Practice: How Do We Know They Are Learning? 10. Communicating: Language Development Babies Seek Patterns in Language How the Brain Organizes Language Language Learning: A Shared Social Experience The Emergence of Speech Proposing Possibilities for Learning From Research to Practice: Literacy Begins in Infancy Part III. Contexts for learning 11. Play Spaces: Contexts for Wonder and Learning Play Spaces with Distinct Identity Familiarity and Surprise Seclusion Pathways To, Not Through, The Play Outdoors as a Learning Environment Safety, Sanitation, and Comfort 12. Care Routines: Contexts for Joy and Learning Welcoming, Peaceful Spaces for Care Care That Invites Participation Meals as Invitation to Participate Diapering as Invitation to Participate Napping as Invitation to Participate 13. Conversation and Interaction: Contexts for Learning Respectful Guidance Acknowledge Feelings or Intent Clear Limits: Convey the House Rules Frame a Limited Choice Temperament: A Goodness of Fit Touchpoints Difficult Behavior: A Child Seeking Safety 14. Who Cares for Babies? Access to Quality Infant Care Documentation as Tool for Advocacy Afterword to the First Edition Ed Tronick References Index About the Author
£26.59
Teachers' College Press From Words to Wisdom Supporting Academic
Book SynopsisShows teachers how to introduce academic language to young children, with an emphasis on appreciating and leveraging linguistic diversity. This practitioner-friendly text provides instructional materials, sample dialogues, and assessment tools to facilitate academic language use in PreK-3 classrooms.
£25.64
John Wiley & Sons Rooted in Belonging Critical PlaceBased Learning
Book SynopsisOffers a counternarrative to neoliberal standardized preservice teacher development and assessment processes. The author examines how a cohort of teacher educators worked alongside their preservice teachers - both groups predominately White and female - to redesign their teacher education program.Table of Contents Contents (Tentative) Foreword Acknowledgments Introduction "The Bubble" Place-Based Education and Its Potential A Dynamic Charge for Teacher Education 1. The Need for Place-Based Teacher Education Contexts for the Book Three Challenges Connecting the Places Why We Needed Place-Based Teacher Education Neoliberal Challenges to Place-Based Teacher Education Reclaiming Accountability Challenges of Reclaiming Accountability What's Next? 2. Theoretical Framework The Nature of Meaning-Making Three Approaches to Place-Based Education Humanizing Place-Based Education in School Classrooms Place-Based Teacher Education Negotiation: Sensing and Resisting Neoliberal Policies Questions for Reflection and Discussion What's Next? 3. The Narrative Portfolio Project Context of the Teacher Education Program The Narrative Portfolio as a Counter-Narrative to Failure Questions for Reflection and Discussion What's Next? 4. Resisting Neoliberalism Through Place-Based Narrative Portfolio Work Getting Lost in Places Vignette 1. Critical Reflection on Place Vignette 2. Dialogue With Place in Mind Vignette 3. Transforming I-It to I-You Vignette 4. Diffraction: Bending Around Barriers Conclusion Questions for Reflection and Discussion What's Next? 5. Pairing Our Place-Based Approach With Racial Justice Anti-Racist Education COVID-19 and Anti-Racist Teaching Place-Based Education Post-Graduation Conclusion Questions for Reflection and Discussion What's Next? 6. Practice and Policy Implications Teacher Education Program Assessment in the "Cluster" Transforming Teacher Education Assessment The Change Process Suggestions for Practice Conclusion Questions for Reflection and Discussion What's Next? Methodology Appendix. Capturing Meanings of Place-Based Education and Assessment Background for the Study Method Appendix A. Lenses of Teacher Education and Revised "10 Characteristics of the Novice Teacher" for PDS Mentors and Faculty Professional Development Appendix B. A Portrait of Becoming: The Stories of a Teacher and Their Learners Our Places Learners and Teachers Beginning the Year . . . Looking and Seeing as an Ethnographer Exploring the Literature: Disrupting the Commonplaces Our Journey Our Learning A Reflective Pause With an Eye to the Future Final Thoughts Appendix C. Destiny's Stamped by Reynolds & Kendi (2020) Community Book Club Plan (Abbreviated Version) Endnotes References Index
£33.11
John Wiley & Sons Powerful Literacy in the Montessori Classroom
Book SynopsisTeaching reading successfully requires deep knowledge of the reading process and development, as well as the implementation of impactful reading instruction and differentiation. This book aligns Montessori didactic materials and pedagogy, developed over a century ago, with current research on reading development.Trade Review"This book is clearly written and well-supported by concrete examples of materials and implementation strategies that are directly aligned with current research findings. It is especially useful for teachers in Montessori settings. However, the ideas are universal and could easily find effective implementation in traditional classrooms should the appropriate materials be available."—Teachers College RecordTable of Contents Contents (Tentative) Foreword by Daniel Willingham and Trisha Thompson-Willingham Welcome Preface Acknowledgments 1. Montessori Education Dr. Maria Montessori Growth of Montessori Education Montessori Materials and the Prepared Environment The Montessori Educator's Approach to Instruction 2. Science of Reading Overview Structured Literacy Seminal Research Simple View of Reading Hollis Scarborough's Reading Rope Considering the Montessori Curriculum and Alignment to the Science of Reading (SoR) Literature Part I: Word Recognition Chapter 3: Phonological Awareness Science of Reading—Phonological Awareness Phonological Awareness in the Montessori Classroom Additional SoR Phonological Awareness Activities 4. Decoding Science of Reading—Decoding Decoding in the Montessori Classroom Additional SoR Decoding Activities 5. Sight Recognition Science of Reading—Sight Recognition Sight Recognition in the Montessori Classroom Additional SoR Sight Recognition Activities Part II: Language Comprehension Overview Chapter 6: Background Knowledge Science of Reading—Background Knowledge Background Knowledge in a Montessori Classroom Additional SoR Background Knowledge Activities 7. Vocabulary Science of Reading—Vocabulary Vocabulary in a Montessori Classroom Additional SoR Vocabulary Activities 8. Language Structures Science of Reading—Language Structures Language Structures in a Montessori Classroom Additional SoR Language Structures Activities 9. Verbal Reasoning Science of Reading—Verbal Reasoning Verbal Reasoning in a Montessori Classroom Additional SoR Verbal Reasoning Activities 10. Literacy Knowledge Science of Reading—Literacy Knowledge Literacy Knowledge in a Montessori Classroom Additional SoR Literacy Knowledge Activities 11. Conclusion Scientific Thinking, Discourse, and Advocacy to Improve the Lives of Children References Index About the Authors
£75.05
University of Pittsburgh Press Mister Rogers Neighborhood Children Television and Fred Rogers
a huge range and FREE tracked UK delivery on ALL orders.
£19.27
John Wiley & Sons Inc Great Habits Great Readers
Book SynopsisA book that brings the habits of reading to life Great readers are not made by genetics or destiny but by the habits they build habits that are intentionally built by their teachers. The early formal years of education are the key to reversing the reading gap and setting up children for success.Table of ContentsOnline Materials ix Video Contents xiii Foreword xxi Acknowledgments xxiii About the Authors xxv About Uncommon Schools xxvii Introduction 1 Part 1 Set the Habits of Learning 23 Part 1 Introduction: The Fundamental Habits 25 1 Habits of the Classroom: Multiply Your Minutes 27 Setting Up the Room Habits of Effective Transitions Conclusion: From Socks to Success 2 Habits of Discussion: Change Student Talk, Change Student Thinking 45 The Power of Prompting Learning to Share Learning to Build Making the Habits Happen Conclusion: From Futsal to the ‘‘Big Game’’ Part 2 Teach the Skills of Reading 75 Part 2 Introduction: The Art of Targeted Teaching 77 3 What to Teach: Defining a Road Map for Rigor 81 Assessment—Create the Road Map for Rigor Selecting an Early Literacy Assessment Assessment Meets Curriculum Conclusion: Time to Begin the Journey 4 Read-Aloud Lessons: Teachers Model for Success 103 Lesson Prework: Planning for Read-Aloud Lesson Introduction: Making it Clear and Making it Matter I Do: Modeling the Skill We Do: Practicing the Skill Check for Understanding: Make Sure Your Practice Was Good Practice Conclusion: What Great Reading Looks Like 5 Teaching Comprehension Skills: Stanza by Stanza 129 Lesson Prework: ‘‘Teach the Reader’’ Meets ‘‘Teach the Text’’ I Do: Modeling the Skill We Do: Practicing Together You Do: Making Independent Practice Sacred Conclusion: A First Taste of Independence 6 Teaching Phonics: Greasing the Wheel 145 Choosing the Wheel: Make Sure It’s a Round One Greasing the Wheel: Three Ways to Make Phonics Spin Faster Conclusion: Phonics and Foundations Part 3 Build the Habits of Reading 165 Part 3 Introduction: The Making of Magical Moments 167 7 Analysis and Action: Mind the Journey 171 Administering Assessment Collecting Data From Assessment to Analysis From Analysis to Action Conclusion: The Path Forward 8 Guided Reading Planning: Move Beyond the Map 189 Structuring a Guided Reading Lesson Prework: Selecting a Text to Match the Data Guided Reading Lesson Planning—A Sample Before Reading During Reading After Reading Conclusion: When You’ve Set the Course 9 Guided Reading Execution: Stay on Course 217 Before Reading During and After Reading: The Power of Prompting The Prompting Guides from 0 to 1000 Conclusion: A Path for Every Student 10 Independent Reading: Don’t Wait for a Hero’s Quest 243 Choose and Organize Texts for Success Set Expectations for Independence Insist on Intellectual Accountability Conclusion: Love Matters Part 4 Lead by Habit 261 Part 4 Introduction: Script the Change You Need 263 11 The Schedule: Getting It All on the Table 265 The Scheduling Process: An Overview How Much Time Can You Make for Reading? How Should You Spend Reading Time? Building the Schedule: One Teacher, Two Hours Three Variations to the Schedule Conclusion: All in Good Time 12 Coaching Teachers: A Guide for School Leaders and Coaches 287 The Growth Mind-Set Lead Professional Development Observe Regularly Drive It with Data Identify the Key Action Steps Give Effective Feedback Coach Planning Your Next Steps Conclusion: Why It Matters Part 5 Professional Development Workshops—Overview and Highlights 309 Part 5 Introduction: Workshops Included with This Book 311 13 Habits of the Classroom Workshop 313 14 Habits of Discussion Workshop 317 15 Read-Aloud Workshop 321 16 Comprehension Skills Workshop 325 17 Guided Reading Planning Workshop 329 18 Guided Reading Prompting Workshop 335 Appendix: Tools and Resources 339 Great Habits, Great ReadersDiscussion Guide 429 Notes 439 Index 446 How to Access the Online Materials 457
£20.40
John Wiley and Sons Ltd The Wiley Handbook of Early Childhood Care and
Book SynopsisThe essential resource to the issues surrounding childhood care and education with contributions from noted experts The Wiley Handbook of Early Childhood Care and Education is a comprehensive resource that offers a review of the historical aspects, best practices, and the future directions of the field. With contributions from noted experts in the field, the book contains 30 interdisciplinary essays that explore in-depth the central issues of early childhood care and education. The handbook presents a benchmark reference to the basic knowledge, effective approaches to use with young children, curriculum design, professional development, current policies, and other critical information. The expert contributors address the myriad complex policy and practice issues that are most relevant today. The essays provide insight into topics such as child development and diversity, the sociocultural process of child development, the importance of the home environment in the lives of young childTable of ContentsNotes on Contributors ix Introduction 1 Section I Foundations 5 1 The Origins of the Current Era of Early Childhood Care and Education 7Larry Prochner and Kristen Nawrotzki 2 Not All Children Grow Up the Same: Child Development, Diversity, and Early Care and Education 29Jeffrey Trawick‐Smith 3 The Sociocultural Process of Child Development 59Elizabeth Pufall Jones and Jayanthi Mistry 4 Perspectives on Play in Early Childhood Care and Education 79James E. Johnson and Viana Mei‐Hsuan Wu 5 Research in Early Childhood Care and Education Since 1970: Drivers, Questions, and Implications 99Cristina Gillanders and Rebecca Kantor 6 The Importance of Families and Home Environments in the Lives of Young Children 119Robert H. Bradley Section II Practices with Young Children 147 7 Culturally Sustaining and Humanizing Practice in Early Childhood Care and Education 149Fabienne Doucet 8 Early Childhood Care and Education for Bilingual Children and the Road to Multilingualism 173Dina C. Castro and Nydia Prishker 9 The Significance of Infant/Toddler Care and Education: A Call to Unite Research, Policy, and Practice 197Susan L. Recchia and Emmanuelle N. Fincham 10 Working with Diverse Families 219 Kiyomi Sánchez‐Suzuki Colegrove 11 The Changing Landscape of Education for Young Children Receiving Early Intervention and Early Childhood Special Education 239Maggie Bartlett and Ann Mickelson Section III Curriculum 259 12 Perspectives on Early Childhood Curricula 261Martha Lash 13 More than Academics: Supporting the Whole Child 279Marilou Hyson and Anne L. Douglass 14 Teaching and Learning Literacy in Early Childhood Education: Crossroads and Intersections 301Candace R. Kuby, Angie Zapata, and Oona Fontanella‐Nothom 15 Teaching and Learning Mathematics in Early Childhood Programs 329Arthur J. Baroody, Douglas H. Clements, and Julie Sarama 16 Teaching and Learning Science in Early Childhood Care and Education 355Valarie L. Akerson 17 Social Studies in the Early Years: Children Engaging as Citizens through the Social Sciences 377Stephanie C. Serriere Section IV Professional Development 401 18 The Enduring and Evolving Nature of Early Childhood Care and Education: Pedagogical Challenges in Our Time 403Patricia M. Cooper 19 Professional Development in Early Childhood Education 427Karen La Paro and Elizabeth King 20 Developing Early Childhood Professionals in Laboratory Schools 449Brent A. McBride and Meghan C. Fisher 21 Developing Early Educators Who Engage in Critical Multicultural Pedagogical Practices: A Historical, Moral, and Pedagogical Imperative 465Mariana Souto‐Manning, Nicole McGowan, and Sarah L. Zalcmann Section V Policy and Its Impact on Early Childhood Education 491 22 Early Childhood Policy and Its Impact on the Field: Historical and Contemporary Perspectives 493Rebecca E. Gomez and Thomas Rendon 23 Child Care Quality Rating and Improvement Systems (QRIS): National Experiment for Improving Early Childhood Education Quality 515James Elicker and Karen Ruprecht 24 Early Childhood Care and Education Workforce Issues in Implementing Assessment Policies 537Debra J. Ackerman 25 Accreditation: Supporting Quality and Professionalization in Early Childhood Care and Education 567Diane M. Horm, Nancy E. Barbour, and Elisa Huss‐Hage 26 Pre‐School Through Third Grade (P–3): Conceptual, Organizational, and Practical Perspectives 591Kristie Kauerz Section VI Critical Issues and Future Directions 615 27 Making Room for More: Complexity, Diversity, and the Impact of Alternative Perspectives on Early Childhood Care and Education 617Susan Grieshaber and Mindy Blaise 28 International Perspectives on Early Childhood Care and Education Policy and Practice 641Jennifer Sumsion 29 Social Justice and Equity in Early Childhood Education 661Fikile Nxumalo and Jennifer Keys Adair 30 The Capabilities Approach: A New Perspective on Enduring and Critical Questions 683Cary A. Buzzelli Index 705
£153.85
John Wiley and Sons Ltd The Changing Nature of Executive Control in
Book SynopsisExecutive control (EC) is a central construct in developmental science,although measurement limitations have hindered understanding ofits nature and development in young children, relation to social risk,and prediction of important outcomes. Disentangling EC from thefoundational cognitive abilities it regulates and that are inherentlyrequired for successful executive task completion (e.g., language, visual/spatial perception, and motor abilities) is particularly challenging atpreschool age, when these foundational abilities are still developing andconsequently differ substantially among children. A novel latent bifactormodeling approach delineated respective EC and foundational cognitiveabilities components that undergird executive task performance ina socio demographically stratifi ed sample of 388 preschoolers in alongitudinal, cohort-sequential study. The bifactor model revealed adevelopmental shift, where both EC and foundational cognitive abilitiescontributed uniquely to executiveTable of ContentsCONTENTSI. EXECUTIVE CONTROL IN EARLY CHILDHOOD.........................7C. A. C. Clark, N. Chevalier, J. M. Nelson, T. D. James,J. P. Garza, H.-J.Choi, and K. A. EspyII. THE PRESCHOOL PROBLEM SOLVING STUDY: SAMPLE, DATA, AND STATISTICAL METHODS...........................30T. D. James, H.-J.Choi, S. A. Wiebe, and K. A. EspyIII. DISTINGUISHING EXECUTIVE CONTROL FROM OVERLAPPING FOUNDATIONAL COGNITIVE ABILITIES DURING THE PRESCHOOL PERIOD..........................47J. M. Nelson,T. D. James, H.-J. Choi, C. A. C. Clark, S. A. Wiebe, and K. A. EspyIV. A NEW LOOK AT THE IMPLICATIONS OF THE SOCIO-FAMILIAL CONTEXT FOR YOUNG CHILDREN’S EXECUTIVE CONTROL: CLARIFYING THE MECHANISMS OF INDIVIDUAL DIFFERENCES....................69C. A. C. Clark, T. D. James, and K. A. EspyV. ELUCIDATING NEW PATHWAYS TO DIMENSIONS OF ADHD SYMPTOMS IN PRESCHOOL BY JOINTLY MODELING EXECUTIVE CONTROL AND FOUNDATIONAL COGNITIVE ABILITIES.......................................96J. M. Nelson, T. D. James, and K. A. EspyVI. EXECUTIVE CONTROL IN PRESCHOOLERS: NEW MODELS, NEW RESULTS, NEW IMPLICATIONS.................111K. A. Espy, C. A. C. Clark, J. P. Garza, J. M. Nelson, T. D. James, and H.-J. ChoiREFERENCES..............................................................................129ACKNOWLEDGEMENTS..............................................................150COMMENTARYCOMMENTARY ON THE CHANGING NATURE OF EXECUTIVE CONTROL IN PRESCHOOL.....................................151Michael T. WilloughbyCONTRIBUTORS........................................................................166STATEMENT OF EDITORIAL POLICY...........................................168SUBJECT INDEX........................................................................170
£32.25
University of Toronto Press Journeys
Book SynopsisInspired by the idea of documentation as a valuable tool for making learning visible, pedagogical narration offers an opportunity to move beyond checklists and quick answers to a more complex understanding of how children learn, and how teachers might facilitate and support that learning in innovative ways. The authors use stories they collected during a collaborative study to offer a range of possibilities for alternative childhood pedagogies. Cutting edge, yet practical; detailed in its analysis, yet inspiring, this book is a boon to the field of early childhood and primary education studies.Table of ContentsList of Illustrations Acknowledgements Beginning Locating Ourselves How to Use This Book 1. Engaging with Complexity Creating a Collaborative Critically Reflective Community Connections and Disruptions: Encounters with Diverse Perspectives Rethinking Professional Development Collaborative Action Research and Politicizing Practice Rethinking Quality in the Early Childhood Education Field Shifting Our Focus from Understanding Practice to Complexifying Practices 2. Reflecting Critically Bringing a Critical Perspective to Child Development What Do We Mean by Critical Reflection? Critical Reflection and Political Intentionality Theoretical Tools for Critical Reflection Pedagogical Narration: A Tool for Critical Reflection From Reflection to Diffraction 3. Challenging Assumptions Images of the Child Images of the Educator Images of the Family Challenging Assumptions Complexifies the Learning Journey Pedagogical Narrations in the Making: From Our Work with Educators Princesses and Pirates The Tiara Becoming Rapunzel Entangled Bodies Building a Fort 4. Thinking Together Pedagogical Narration as a Tool to Complexify Practices Documenting Children's Learning across Three Contexts Reggio Emilia: Pedagogical Documentation The McDonaldization of Pedagogical Documentation Pedagogical Documentation as a Discourse of Meaning-Making Pedagogical Narration as a Political Tool Pedagogical Narration as a Vehicle for Public Dialogue Pedagogical Narration as a Materializing Apparatus of Knowing 5. Opening to Possibilities Engaging with Pedagogical Narrations through Multiple Lenses Postfoundational Perspectives Opening to Multiple Perspectives Complexifies the Learning Journey 6. Opening to Ethics Inviting an Ethical Approach into Our Practice Pedagogical Narration as a Nomadic Ethical Act Centring Ethical Potentials in Our Practice Staying in Motion Understanding Our Language: A Glossary Appendix: Project Summaries Investigating Quality (IQ) Project British Columbia Early Learning Framework Implementation Project References Index British Columbia Early Learning Framework Implementation Project
£26.99
John Wiley & Sons Quality Early Learning Nurturing Childrens
Book SynopsisSynthesizes the latest relevant knowledge from multiple disciplines on how young children learn and what skills are most crucial for school-readiness.
£36.86
University of Toronto Press Constructing Policy Change
Book SynopsisIn Constructing Policy Change, Linda A. White examines the expansion of early childhood education and care (ECEC) policies and programs in liberal welfare states, including Australia, Canada, New Zealand, the UK, and the USA.Table of ContentsList of Figures List of Tables Preface and Acknowledgements Part I: Assessing the Scope of Policy Change in Liberal Welfare States 1. Constructing Policy Change in Early Childhood Education and Care: Scientific Avenues and Cultural Impediments in Liberal Welfare States 2. The Idea of Childhood and the Idea of Motherhood in Liberal Welfare State 3. Explaining the Shift in Norms Surrounding Early Childhood, Motherhood, and the State in the 21st Century Part II: The Sources of Policy Change 4. The Role of Science and the Development of an ECEC Knowledge Regime 5. Transnationalization and Internationalization of ECEC Ideas Part III: From Ideas to Policy Change 6. Constructing Early Childhood Education and Care Policy Shifts in the USA 7. Constructing Early Childhood Education and Care Policy Shifts in in Canada Part IV 8. Conclusion List of References
£45.90
Human Kinetics Publishers Moving With Words Actions
Book SynopsisMoving With Words & Actions will help you develop physical literacy and language literacy in your preschool and primary-grade students. The text offers more than 70 lesson plans that are aligned with SHAPE America's National Standards and Grade-Level Outcomes for K-12 Physical Education. The plans use an interdisciplinary approach and are adaptablTable of Contents Preface Acknowledgments Part I: Setting the Standard With Age-Appropriate Content, Instruction, and Assessment Chapter 1: Selecting Age-Appropriate Content The Power of Words Physical Literacy and National Standards Guidelines and Frameworks Movement Concepts as Age-Appropriate Content The Young Child’s Physical Skills Manipulative Skills Considerations for Content Summary Chapter 2: Creating and Implementing Lessons Plans Behavioral Objectives Central Focus Learning Tasks (Ages 3-8) Making Smooth Transitions Between Learning Tasks Creative Ways to Form Groups Structuring the Learning Environment to Be Physically Safe Knowledge of Students to Inform Teaching Personal Community and Cultural Awareness Instructional Strategies Planned Supports for Children With Special Needs Providing Differentiated Instruction Academic Language Summary Chapter 3: Making the Most of Every Lesson A Typical Lesson Plan Making Lessons Plans More Purposeful Instructional Materials/Props Special Safety Considerations Provisions for Special Needs Students’ Prior Knowledge Health-Enhancing Components of Physical Activity Motivating Physically Literate Learners Instructional Cues and Prompts State Education Standards Summary Chapter 4: Assessing Children’s Ability to Move With Words & Actions Evidence 1: The Child’s Perspective Evidence 2: Responses to Higher-Order Questions Evidence 3: Written Summaries and Progress Reports Summary Part II: Lesson Plans for Moving With Words & ActionsChapter 5: Moving With Words & Actions to Create Healthy Bodies Content Knowledge for Enhanced Physical Literacy Strong Bones Twisting Body Parts My Special Body Parts Muscle Actions Body Expressions Jumping Jills Time, Force and Flow . . . On the Go Body Outlines Active Fruits and Vegetables Fruit Salad Toss-Up Sizzling Vegetables Healthy Lunchtime Foods Chapter 6: Moving With Words & Actions in Our Community Community Helpers Farm Fire Station Toy Store Park Schoolyard Food Market Pet Shop Gas Station and Repair Shop Train Station Car Wash Pizza Parlor Construction Site Laundromat Library Airport Beach Building Structures Wintertime Holidays Chapter 7: Moving With Words & Actions Like Living Creatures Living Creatures Near and Far Animal Actions Under the Sea Crustaceans Feathered Friends Penguins Eagles and Chickens Spider Web Formations Insects and Bugs Bumblebees Life Cycle of the Butterfly Horses Learning About Nature Chapter 8: Moving With Words & Actions in Science and Math Science Substances, Surfaces, and Textures Power Sources Wave Actions Undersea Travel Life Cycle of a Tree Cave Structures Wind Patterns Vines Found in the Jungle Rock Formations and Water Math Jumping With Words and Numbers That Rhyme Hopping With Words and Numbers That Rhyme Moving With Words and Numbers That Rhyme Geometric Shapes Puzzle Shapes Body Triangles Measuring Horses First and Last Creations Chapter 9: Moving With Words & Actions in Language Arts Alphabet Alphabet Stretches A to Z Alphabet Letters Alphabet Treasures Alphabet Rhythm My Body Can Form Letters Brain-and-Body Connection Body Language Twisting and Twirling Actions Halloween Objects Movement Narratives Places in Our Community Super Bodies Fairy Tale Actions So Very Small The Letter S Small to Tall Objects in Our House Amusement Park Ice Rink Sports Stadium Hardware Store Racetrack Shoe Store Magical Powers Rainbow Magic Machines Space Travel Science Museum
£31.35
Brookes Publishing Co Assessment Log and Developmental Progress Charts
Book SynopsisDesigned to accompany The Carolina Curriculum for Preschoolers with Special Needs (CCPSN), Second Edition, The Assessment Log's convenient recording system encourages data collection about a child's performance of hundreds of discrete skills in more than 20 developmental sub-domains. The curriculum volumes take professionals step-by-step through the assessment process - from setting up to scoring and charting assessment results with the Developmental Progress Charts.
£31.46
Brookes Publishing Co Consultation in Early Childhood Settings
Book SynopsisThis book describes how professionals can use consultation to work collaboratively with others from various disciplines in inclusive settings. Consultation reflects changes in the field as specialists provide indirect rather than direct services - the consultant supports another adult rather than working with a child. The book offers practical knowledge and skills consultants need to improve the quality of programs serving young children (0-5) and to strengthen child and family outcomes. The book outlines the conceptual and philosophical framework for consultation and walks the reader through the eight stages of the consultation process. In addition, the book emphasizes involving families throughout the consultation process and identifies common barriers and supports associated with consultation.Table of ContentsNew Roles for Early Childhood Professionals: Why Consultation?; Consultant Knowledge, Skills, and Dispositions; Stage 1: Entry; Stage 2: Building the Relationship; Stage 3: Assessment: Gathering Information; Stage 4: Goal Setting; Stage 5: Strategy Selection; Stage 6: Implementation; Stage 7: Evaluation; Stage 8: Holding a Summary Conference; Evaluating Consultation Processes and Outcomes: Additional Considerations; Contexts and Settings Associated with Consultation in Early Education and Intervention; Future Directions for Consultation in Early Childhood Settings
£31.41
Brookes Publishing Co The Program Administrator's Guide to Early
Book SynopsisThis book offers students and professionals practical information for developing and improving the quality of early childhood special education. It contains a wealth of knowledge and experiences from people involved in leadership and program administration. Several chapters also provide specific suggestions for setting up a family and child friendly system for evaluating young children. The revised edition focuses on implementation rather than establishment of early childhood education systems. This edition also notes changes in the field since the original book was published.Table of ContentsSomething Old, Something Newer Janeen M. Taylor and Toni W. Linder; Effective Leadership James McGowan and Sarah A McGowan; Providing Leadership for Interagency Collaborative Efforts Carol Ann Baglin; The First Step for Children and Families: Setting up a System for Screening, Evaluating, and Assessing Young Children with Disabilities and Their Families Mary Hendricks and Janeen Taylor; Program Planning and Implementation for Infants and Toddlers with Disabilities and Their Families Anne Hickey and Janeen Taylor; Program Planning and Implementation for Preschool Children with Disabilities and Their Families Marisa Conner, Jeannie Norissa, and Toni Linder; Technology in Early Childhood Special Education Linda Tsantis and John Castellani; Transitions and Service Coordination in Early Childhood Special Education Brenda Hussey Gardner; Professional Development and Mentoring Cindy Johnson and Janeen Taylor; Supervision of Professionals, Paraprofessionals and Volunteers James McGowan; Health and Safety Considerations W. Scott Taylor, M.D. and Nancy Ross, R.N.; Budget and Finance of Early Childhood Special Education Programs James McGowan; Proposal Writing, Submission, and Management Naomi Tyler of the Alliance Project.
£35.96
Brookes Publishing Co One Child, Two Languages: A Guide for Early
Book SynopsisWritten expressly for teachers, the new edition of this accessible, highly readable resource moves beyond the basics of child development to describe the natural progression of second-language acquisition in young children. Teachers will learn how to create a supportive classroom environment for second-language learners with effective ways to measure progress, address individual differences, and work with parents while acknowledging the importance of children's home languages and cultures. This idea-packed handbook combines research findings with firsthand observations of linguistically and culturally diverse children. All chapters have been updated and a few have been expanded. The largest area of supplementation is in the chapter on assessment, an area of great interest among early childhood educators. The book also includes information on cultural diversity and international adoption. A new tool helps educators monitor children's progress as they learn English as a second language.On the DVD, Patton Tabors shares information on teaching young children who are learning English as a second language. She presents a slide show to a live audience outlining key features discussed in her book, ""One Child, Two Languages"", discusses her research, and also provides practical strategies for working with this growing population, along with a question and answer period with the audience. This DVD will support use of the book in training but can also be used independently by anyone who works with bilingual children.
£33.96
Hampton Press Japanese Preschool Children and Gender
Book SynopsisThis text presents the authors observations of Japanese preschool children in classrooms and playgrounds. Questions addressed are: what does it mean in Japan to be a boy or girl?, what impact does traditional Japanese culture have on children?, are Japanese girls seen as powerful and more.
£16.16
Brookes Publishing Co Preschool Pathways to Science (PrePS):
Book SynopsisTo ensure they're meeting state early learning guidelines for science, preschool educators need fun, age-appropriate, and research-based ways to teach young children about scientific concepts. That's just what they'll get with this hands-on guidebook! The basis for the PBS kids show ""Sid the Science Kid"", this innovative teaching resource helps children ages 3-5 investigate their everyday world and develop the basics of scientific thinking - skills they'll apply across subject areas when they enter school. A fun and engaging way to introduce science to young children, PrePS[trademark] is a must-have because it is based on the domain-specific approach to cognitive development. The collaborative work of cognitive researchers and preschool educators, this approach incorporates lessons learned from developmental research and classroom experience. It provides age-appropriate introduction to key science practices (see sidebar). It supports a range of cognitive and social skills. PrePS[trademark] uses science to help children develop math skills, early literacy and language skills, and social and emotional sensitivity. It taps teachers' creativity. Because PrePS[trademark] is designed to energize teachers and tap in to their personal creativity, teachers who already use the PrePS[trademark] approach have reported an increase in professional satisfaction. This reader-friendly guide gives educators the guidance they need to work PrePS[trademark] into their existing program; sample schedules designed for the preschool classroom; and, detailed sample activities they can do right away or use as templates for their own creative lessons. And with the book's assessment guidelines, teachers will know PrePS[trademark] is having a measurable effect on the classroom environment and student learning.
£29.71
