Pre-school and kindergarten Books

Book SynopsisA collection of fun and accessible activities to build confidence and enjoyment of science, technology, engineering and maths (STEM) in Early Years settings.

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Book SynopsisFull of practical guidance and easy-to-implement strategies on how to provoke learning and creativity in early years settings, allowing children to freely explore their environment and develop their ability to critically think.

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Book SynopsisCollins International Science Foundation and Foundation Plus provide inspirational, fun and age-appropriate learning for children in early years and kindergarten classes.The materials have been developed in consultation with expert practitioners to be easy to use in the classroom and to support children following a range of early years curricula and who are preparing for their first year of primary education in an international school, including schools following the Cambridge Assessment International Education primary framework.The course introduces young children to concepts they will later study in science in an age-appropriate way through topic-based discovery and activity-based learning, with plenty of opportunities to explore science through games and hands-on exploration. Careful progression ensures children develop the skills they need to be ready for science in their first year of primary and beyond.Each level comprises Activity Books A, B and C one for each term supported b

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Book SynopsisCelebrate Hanukkah with this delightful baby board book, teaching little ones all about the traditions of this Jewish holiday period.Bold, brightly coloured pictures, and short and snappy text is the perfect way to discover Hanukkah together in this delightful book. Celebrate all the elements of this wonderful Jewish festival of lights with your little one, like the spin-the-top dreidel game, shiny chocolate coins, and fun family time with songs to sing and gifts to give and receive! This board book is perfect for children aged 2-4 years to develop early learning skills, with simple and vibrant pictures and sentences that promote language skills. The small, padded format of this book is perfect for little hands to hold, and babies and toddlers will enjoy turning the pages by themselves, helping with early reading development and fine motor skills.This charming board book features:- Bright images that are exciting for little ones to focus

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Book SynopsisThis book explains how young children develop mathematically in their earliest years and shows the support and teaching needed by adults to accelerate their progress and attainment, helping them master mathematical concepts and skills. The practical guidance has been carefully developed over a number of years and is based on research undertaken with primary schools in Sheffield as part of the 'Talk for Maths Mastery' initiative. It recognises that childrenâs mathematical development is embedded within child-led play and connected to deeper levels of thinking and wider dispositions for learning. Maths is happening everywhere at any moment; we just need to keep an open mind, open eyes, and listen.Including case studies, links to practice and reflective questions, the chapters reveal what mastery orientation looks like from the childrenâs perspective in their learning and covers: childrenâs serve and return conversational talk mathemTrade Review"With an excellent layout and indexing, appendices of ready to use practical tools, real life learning ‘stories’, and full colour photographs, this is essential reading for early years practitioners looking to develop mathematical mastery in their work with the youngest students. I particularly liked the concept of the ‘Maths is everywhere’ audit, encouraging adults to see that maths can happen anywhere, at any time. This book would make an excellent addition to the Continuing Professional Development library of any primary school." - Helen Emery, The School Librarian Table of Contents1. What is Talk for Maths Mastery? 2. Maintaining the momentum of children’s mathematical development 3. What does mathematical mastery mean for young children? 4. Documenting children’s mathematical talking and thinking observation, learning stories and floor books 5. Building mathematical thinking through whole-class child-led learning 6. Making their mathematical mark: understanding and supporting children’s mathematical mark-making and thinking 7. How do adults support children’s mathematical talk, thinking and mastery? 8. Maintaining children’s mathematical momentum into Year 1 – a case study

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Book SynopsisThe Joy of Not Knowing takes every aspect of the curriculum and of school life and transforms it into a personalised, meaningful and enjoyable experience for all. It offers readers an innovative, theoretical and practical guide to establish a values-based, enquiry-led and challenge-rich learning to learn approach to teaching and learning and to school leadership. This thought-provoking guide provides the reader with a wealth of whole-class, easy-to-implement, malleable, practical ideas and case studies that can be personalised to the vision of each setting, age-group and curriculum. It brings together, as a whole-school framework, the strategies that have been shown to have the greatest impact on practitioner's professional fulfilment and on children's life chances, love of learning, intrinsic motivation and enthusiasm for wanting to know. The Joy of Not Knowing enables schools to launch the academic year with a bespokTrade Review‘This is a wonderful book packed with practical examples of how to build an authentic learning culture within an early years setting or primary school. The author draws upon his own extensive research experience as a teacher and headteacher in helping the reader to develop their own deep understanding of learning discovery, the importance of challenge and the insight of being able to explain thinking. This is a book to dip into and to delight in whether you are starting out on your career as a teacher or whether you have spent many years observing and learning with children. There is much here to remind us about the purpose and wonder of learning as a truly collective endeavor. I recommend this work to you and hope that as you are guided through the text by Staricoff you discover much that resonates with your existing philosophy and even more that spurs you not only to be inspired but to act.’ Dame Alison Peacock, Chief Executive of The Chartered College of Teaching ‘The Joy of Not Knowing provides readers with a philosophically informed festival of teaching ideas and strategies to fundamentally rethink how to inspire and foster the curiosity of learners. Whether you are an experienced school leader, or a beginning professional engaged in initial teacher education, this book offers a thought-provoking guide to unleashing a radical classroom culture of engagement in uncertainty and nurturing a commitment to lifelong learning. Rooted in both pedagogic wisdom and practice rich exemplification, JONK moves from establishing values led principles and ethos to sharing structured models for personalised learning, cross-curricula development and whole school approaches whereby a love of learning becomes not only a source of pleasure and inspiration but a way of being and knowing.’ Simon James Thompson, Head of Education, National Teaching Fellowship Award 2016 ‘If it is true that "the mind is not a vessel to be filled but a fire to be kindled" then The Joy of Not Knowing is a bonfire. Marcelo Staricoff has produced a resource that is radical and reassuring, challenging and supportive. JONK offers a deeply thought out, integrated and coherent model that focuses on securing optimal learning for every member of the school community but particularly every child. This is a highly inclusive strategy that supports academic success, personal development and building cultural capital.’ John West-Burnham, Independent Writer, Teacher, Author and Consultant in Education Leadership ‘We’ve had the most amazing JONK Learning to Learn Week. The children have come up with some wonderful ideas about how they see their learning, all talk about being in the pit when struggling in lessons, homework books have been replaced with family home learning journals, we have been using De Bono’s hats, are planning maths calculation videos (the children love these!) for the website and in form time this afternoon every group are going to be having a philosophy session. Staff have been telling me how much they have enjoyed it and how it has reminded them why we do this job in the first place.’ David Oldham, Headteacher, Mulbarton Junior School, Norfolk ‘The whole JONK approach of giving children permission to learn from their mistakes and to own their own learning has had a significant impact on our outcomes. Moving forward we will be having a Learning to Learn Week in September. This is not a quick fix but rather a whole school approach to learning which if embraced by all staff will have a significant impact on your children.’ Bev Theobald, Headteacher Mulbarton Infant School, Norfolk ‘The JONK approach is inspirational to the point of transformational.’ Graeme Cushnie, Headteacher, Ballaugh School, Isle of Man ‘JONKing at Coastal Federation was one of the best things we’ve done to inspire our children- go for it!’ Teachers, Coastal Federation, Norfolk ‘I just wanted to thank you for your JONK lecture today - myself and my peers were really inspired! We have all been talking about how excited we are to start our NQT year following your lecture, a welcome change as we are generally a bit overwhelmed (as well as being excited) at the prospect! Just wanted to say how useful it was and how much it was appreciated. I am sure we will all be buying your book!’ Student, University of Brighton ‘I just wanted to drop you a little message to thank you for bringing in Marcelo this morning. To put it simply, he was utterly inspiring. His philosophy, ideas and approach to teaching has instilled in me a great deal of enthusiasm ahead of SBT2 and I cannot wait to get going again.’ Student, University of Brighton ‘This is a wonderful book packed with practical examples of how to build an authentic learning culture within an early years setting or primary school. The author draws upon his own extensive research experience as a teacher and headteacher in helping the reader to develop their own deep understanding of learning discovery, the importance of challenge and the insight of being able to explain thinking. This is a book to dip into and to delight in whether you are starting out on your career as a teacher or whether you have spent many years observing and learning with children. There is much here to remind us about the purpose and wonder of learning as a truly collective endeavor. I recommend this work to you and hope that as you are guided through the text by Staricoff you discover much that resonates with your existing philosophy and even more that spurs you not only to be inspired but to act.’ Dame Alison Peacock, Chief Executive of The Chartered College of Teaching ‘The Joy of Not Knowing provides readers with a philosophically informed festival of teaching ideas and strategies to fundamentally rethink how to inspire and foster the curiosity of learners. Whether you are an experienced school leader, or a beginning professional engaged in initial teacher education, this book offers a thought-provoking guide to unleashing a radical classroom culture of engagement in uncertainty and nurturing a commitment to lifelong learning. Rooted in both pedagogic wisdom and practice rich exemplification, JONK moves from establishing values led principles and ethos to sharing structured models for personalised learning, cross-curricula development and whole school approaches whereby a love of learning becomes not only a source of pleasure and inspiration but a way of being and knowing.’ Simon James Thompson, Head of Education, National Teaching Fellowship Award 2016 ‘If it is true that "the mind is not a vessel to be filled but a fire to be kindled" then The Joy of Not Knowing is a bonfire. Marcelo Staricoff has produced a resource that is radical and reassuring, challenging and supportive. JONK offers a deeply thought out, integrated and coherent model that focuses on securing optimal learning for every member of the school community but particularly every child. This is a highly inclusive strategy that supports academic success, personal development and building cultural capital.’ John West-Burnham, Independent Writer, Teacher, Author and Consultant in Education Leadership ‘We’ve had the most amazing JONK Learning to Learn Week. The children have come up with some wonderful ideas about how they see their learning, all talk about being in the pit when struggling in lessons, homework books have been replaced with family home learning journals, we have been using De Bono’s hats, are planning maths calculation videos (the children love these!) for the website and in form time this afternoon every group are going to be having a philosophy session. Staff have been telling me how much they have enjoyed it and how it has reminded them why we do this job in the first place.’ David Oldham, Headteacher, Mulbarton Junior School, Norfolk ‘The whole JONK approach of giving children permission to learn from their mistakes and to own their own learning has had a significant impact on our outcomes. Moving forward we will be having a Learning to Learn Week in September. This is not a quick fix but rather a whole school approach to learning which if embraced by all staff will have a significant impact on your children.’ Bev Theobald, Headteacher Mulbarton Infant School, Norfolk ‘The JONK approach is inspirational to the point of transformational.’ Graeme Cushnie, Headteacher, Ballaugh School, Isle of Man ‘JONKing at Coastal Federation was one of the best things we’ve done to inspire our children- go for it!’ Teachers, Coastal Federation, Norfolk ‘I just wanted to thank you for your JONK lecture today - myself and my peers were really inspired! We have all been talking about how excited we are to start our NQT year following your lecture, a welcome change as we are generally a bit overwhelmed (as well as being excited) at the prospect! Just wanted to say how useful it was and how much it was appreciated. I am sure we will all be buying your book!’ Student, University of Brighton ‘I just wanted to drop you a little message to thank you for bringing in Marcelo this morning. To put it simply, he was utterly inspiring. His philosophy, ideas and approach to teaching has instilled in me a great deal of enthusiasm ahead of SBT2 and I cannot wait to get going again.’ Student, University of Brighton 'The book is laden with research informed models, and importantly, for teachers, meaningful ideas of how to implement the philosophy in today's classroom. Staricoff has produced a book that adequately prepares children for the future by reminding teachers of important values and concepts that reimagine what a successful education should entail.' Primary First (NAPE) Table of ContentsPreface Foreword Introduction Learning and the importance of developing a joy for not knowing Developing a whole-school JONK culture for learning Motivated learners, motivational teachers, collaborative leadership The ‘JONK Learning to Learn Week’, Principles and Methodologies for Implementation The ‘JONK Learning to Learn Week’; Theory into practice and a day-by-day guide of what to teach each day The Thinking Skills Starters Philosophy and a philosophical approach to learning Lifelong learning and the lifelong learning dispositions Thinking and learning at home Bilingual and multilingual thinking in multicultural classrooms References

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Book SynopsisStudy Skills for Foundation Degrees offers a step-by-step guide to the skills needed to successfully complete a Foundation Degree. Filled with activities and useful tips, it will help students to move from nervous novice to confident expert and provide them with the necessary tools to accomplish this. Table of Contents1. Preparing for Foundation Degree Study 2. Learning as an Adult 3. Effective Reading and Note-taking Strategies 4. Developing your Oral Presentation Skills 5. Data Collection and Presentation 6. Effective Academic Writing Techniques - Essays 7. Effective Academic Writing Techniques – Other Types of Assignments 8. Referencing and Avoiding Plagiarism 9. Using Technology to Enhance your Learning 10. How to manage your time, handle stress and cope with exams 11. Reflective Practice and Continuing Professional Development 12. Progressing to an Honours Degree and Producing a Winning CV

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Book SynopsisThis book offers a comprehensive exploration of Steiner or Waldorf pedagogy and practice in schools. Drawing on key research, it traces the origins of Steiner education from the original Waldorf school and shows how this approach has since been adapted and applied in educational settings around the world. Outlining the educational philosophy of Steiner education, the book considers its unique features, such as its commitment to a pedagogical anthropology that takes the whole developing human being into account body, mind and spirit and the developmental approach that arises out of this. It sets out the specific curriculum and teaching approach alongside vignettes of teaching and learning situations adopted in Steiner educational settings to show how the approach works in practice. Offering a critical perspective on this teaching style, Rawson examines the contributions that Steiner education has made in different cultures and looks towards future developments inTrade Review"This book is very informative in its penetration of the complex ideas that constitutes the grounds for Waldorf pedagogical practice(s). Furthermore, it opens up the relatively unknown world of Waldorf schools by pointing out many mainstream (more or less) academic theories and perspectives, from which Waldorf pedagogy can also – at least partly – be understood." - Bo Dahlin, The Philosophy of Education Society of Great BritainTable of ContentsForeword (Gert Biesta). Acknowledgements. About the Author. Introduction. Birthdays. Good practice-dubious theory. The authors position. Steiner and/or Waldorf. References. Part 1 Rudolf Steiner and the origins of his educational ideas . Rudolf Steiner: "Stranger in a strange land". Biography and biographical mythos. Key stages in a varied career What motivated Steiner? Grand narrative or grand narratives? An epistemological and philosophical basis for Waldorf education. Who thinks? Knowledge as a productive activity. Working with a spiritual perspective. Steiner’s experiences as a teacher and tutor. Education as part of the cultural domain, free from political or economic determination. The Education of the Child 1907. Steiner’s spiritual anthropology. References. Part 2 Generative principles of teaching and learning. Generative principles and how to work with them. Five vignettes: The lower school main lesson. Optics in grade 7. A craft project. Art history grade 10. A foreign language lesson in grade 12. Generative principles for teaching and learning. 1.Waldorf education takes the spiritual dimension seriously. 2. Sense of coherence is the basis for healthy learning and well-being. 3. The quality of learning depends on the quality of the teacher’s preparation. 4. Children and young people need to be ready to learn and they need time to learn. 5. Learning is a rhythmical process. 6. The learning processes are structured over time. 7. Block teaching strengthens learning dispositions. 8. Direct experience is the basis for good learning. 9. Activating the imagination through vivid pictorial descriptions and images is another powerful starting point for learning. 10. A phenomenological approach enables the organic growth of knowledge. 11. The teaching must be artistic. 12. The self-activity of the students is essential to learning. 13. Good teaching and learning depends on the development of the senses. References. Part 3 Communities of Learning: generative principles. 14. The Waldorf class is a learning community. 15. Teachers support their pupils’ learning and development by generating knowledge of them using assessment for learning. 16. The teachers are a collegial learning community with responsibility for the educational leadership of the school. 17. Curriculum presents the entire pedagogy including content, methods and learning outcomes in the form of competences. 18. There are a number of pathways to becoming a Waldorf teacher. References. Part 4 Waldorf education and the academy: positions, research and outlook. Introduction. Reception problems. Critique as polemic. Some key perspectives on Waldorf education. Alumni research. Studies of pupils in schools. References. Part 5 Waldorf schools around the world. The literature. Overview of the phases. After the wall came down. Waldorf inspired ideas in the world. Emergency education. References. Conclusions. References. Index.

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Book SynopsisBecome a better advocateâfor your students, for your coworkers, and for yourselfâwith the valuable strategies in this accessible guidebook. Written with a candid and humorous style, this tool kit reinforces why effective early childhood education matters and the positive impact an effective advocate can have on a childâs classroom experience.Chapters explore how to explain and support best practices, build relationships with students and families, speak up for English language learners and students with exceptionalities, reduce coworker conflict and negativity, and reach out for the help you need.Equipping readers with practical takeaways and everyday examples of what advocacy in early childhood education actually looks like, Advocacy for Early Childhood Educators is perfect for teachers, coaches, and anyone seeking effective strategies to become a relentless advocate for their students, for each other, and for themselves.Table of ContentsIntroduction: My Why is the Same, My How is Different Section 1: Advocacy for Children and Families 1. Research-Based Practices Matter 2. Classroom Expectations are Important, but Relationships are King 3. Reaching All Learners Through Advocacy 4. Negativity towards Children Section 2: Advocacy for Colleagues 5. Choose Collaboration Over Competition 6. Spark Learning and Create Joy 7. Power to the Profession Section 3. Advocacy for Yourself 8. Ride the Pendulum 9. Evaluations are your Friend 10. Self-Care Is Not Selfish Conclusion: Now What?

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Book SynopsisThis timely and accessible volume explores how our understanding of research in child development can help cultivate the knowledge, skills, and attitudes children need for informed and thoughtful participation in society by viewing the curriculum through a developmental lens. Gordon Biddle and Garcia-Nevarez cover a range of key topics including characteristics of physical, cognitive, and psychosocial development of children; heritable and environmental influences on children's developing self; language and literacy development; mathematical cognition; growth mindsets; and evidence-based positive behavioral interventions and supports. The expert team of contributors offers an advanced exploration of developmental science and how this applies to learning and education in order to create inclusive environments that support children with a range of abilities, including those with the most significant medical, intellectual, and developmental delays. Each chapter contains bTable of ContentsChapter 1: Developmental Learning Theories Chapter 2: Positive Behavior Interventions and Supports Chapter 3: Engaging Students’ Learning and Thinking Through Reading Ch. 4: Language and Literacy Development Chapter 5: Mathematics Chapter 6: Social and Emotional Learning Ch. 7. Movement, Visual, and Performing Arts Chapter 8: Embracing Diversity to Humanize the Classroom Environment Chapter 9: Developmental Diversity in the Classroom Chapter 10: Assessment and Evaluation Chapter 11: Parent, Families, and Community Engagement Chapter 12: Educational Policy in Context

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Book SynopsisThis book assists mentors in developing their mentoring skills, offering guidance needed to support the development of beginning teachers in early years, primary and secondary schools in the Scottish education system, as well as supporting all teachers in their career-long professional learning. Based on research and evidence, Mentoring Teachers in Scotland explores and discusses the knowledge, skills and understanding that underpin mentoring that is responsive to individual mentees'' needs. The book includes reflective activities to enable mentors to consider the application of mentoring processes in their own practice, as well as case studies and other learning activities. This book is a valuable source of support and inspiration for all those involved in mentoring and sustaining teachers' professional development at all stages of their career. Key topics explored include: roles and responsibilities of mentors within the Scottish education system, and tTable of Contents1. The place of mentoring in Scottish education 1. What do we mean by mentoring? The context for mentoring in Scotland 2. The Scottish approach to mentoring in early phase teacher education: an overview and critique 3. From student to employed teacher 2. Mentoring at each stage of a teacher’s career 4. ‘Meet my mentor’ – the student teacher’s view 5. Mentoring new teachers in Scotland 6. Mentoring in the career-long professional learning phase of teacher education 7. Mentoring for leadership 3. Different facets of impactful mentoring 8. Supporting sustained teacher development through reflection 9. Mentoring through dialogue 10. Collaborative professional learning through observing practice 11. Giving feedback that feeds forward 12. Much more than results: towards a fluidity of practice 13. Digital and remote models of mentoring

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Book SynopsisProfessionalism and Leadership in Early Childhood Education and Care explores the tension between what early years practitioners are expected to achieve, and the level of expertise and understanding required to underpin this. It examines the impact of recent policies on the agency of individual practitioners, and the culture and ethos of their settings, and questions the driving factors behind reforms to curriculum and practice and where this locates practitioners and their provision.Bringing together the latest research and ideas on professionalism and leadership, the book explores how professional status is understood and acquired and what makes this problematic in ECEC. It explores the impact of different leadership approaches, what needs to be challenged and sets out how the workforce might assert its own identity and values and continue to advocate for the needs of young children.Including case studies to illustrate the lived experiences of individual practTable of ContentsIntroductionGlossaryChapter 1 The English early years sectorChapter 2 Professionalisation and the early years workforceChapter 3 Constructing a professional identity, claiming professional agencyChapter 4 Leadership and professionalisationChapter 5 Reconceptualising professionalism in ECECChapter 6 Practice standards and the shaping of professional identity: Technicians or creative researchers?Chapter 7 Unpicking the role of reflection and a transformative pedagogy for professional educationChapter 8 Empowerment and agency: Reflections on narratives of practiceIndex

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Book SynopsisThis pioneering volume provides a thorough understanding of children's spirituality from a holistic development perspective and explores the ways early childhood educators can nurture spirituality in the secular classroom. Making a critical distinction between spirituality and religion, this book draws on conceptual and empirical research, as well as authentic classroom vignettes to explore how theory translates into practice. Inviting readers to examine how their beliefs inform their practices, Children's Spirituality in Early Childhood Education offers a purposeful window into supporting children's learning and development with a focus on their souls, making it important reading for teachers, teacher candidates, researchers, and teacher educators in the field of early childhood education.Table of ContentsList of Figures Acknowledgments Forward by John Hochheimer Preface Introduction Section I – What is Children’s Spirituality? Chapter 1 - Defining Spirituality and Differentiating it from Religion Chapter 2 - Understanding Children’s Spirituality in the Literature and Research Section II – Spirituality in the Classroom - What do the Teachers say? Chapter 3 - Looking into Early Childhood Teachers’ Perceptions of Nurturing Spirituality Chapter 4 - How Ms. Escarfuller’s Spirituality Informs Her Pedagogy Chapter 5 - Spiritual Vignettes from Ms. Escarfuller’s Classroom Section III – Tying it All Together Chapter 6 - How can we nurture children’s spirituality in secular settings? Chapter 7 - Spirituality as the North Star for Early Childhood Education: Where do we go from here?

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Book SynopsisDiscover how to help PreK students develop pre-reading competencies that build capacity for future reading phonological awareness, print concepts, and alphabetics. Research-based and accessible, this essential guidebook helps readers sidestep common errors and create engaging, child-appropriate curriculum that lays a strong foundation for future reading skills. Filled with effective resources, activities, and a simple scope and sequence to guide instruction, this critical toolkit equips educators to set emerging learners up for success.Table of Contents1. Beginning with Some Basics 2. English Alphabetics for Teachers 3. Teaching Phonological Awareness 4. Shared Reading and Interactive Writing to Teach Print Concepts and the Alphabetic Principle 5. Teaching Letters and Letter Sounds

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Book SynopsisThis essential resource is designed to help busy early years practitioners to support the mental health of young children through outdoor play.Promoting social and emotional wellbeing in childhood has never been more important, and outdoor play is a crucial tool to build resilience, develop healthy relationships, and boost self-esteem. Using relatable case studies that demonstrate achievable change, the book is full of practical advice and strategies for exploring nature in both natural and man-made landscapes, and includes guidance on how to co-create inviting play spheres with children. Each chapter provides: Adaptable and cost-effective activities designed to help children feel more confident and connected to the world around them. Case studies and reflective opportunities to prompt practitioners to consider and develop their own practice. An accessible and engaging format with links to theorists, risk assessmTrade ReviewSarah has given teachers, parents, all of us a practical but heartfelt guide to nature connection. This is her gift to this and the next generation of children and families. Richard Louv, author of 'Last Child in the Woods' and 'Vitamin N.' The most brilliant, easy to read and engaging book on outdoor learning and play I have ever read. Packed full of rich anecdotes and solid research, it is indispensable guide for educators everywhere. Mike Fairclough, author of ‘Wild Thing’ and Headmaster of West Rise Junior School, winner of the TES School of The Year A must-read. This remarkable book is an essential read for anyone who values outdoor play and well-being. It is packed full of practical, accessible ideas and strategies underpinned by the latest research. I thoroughly enjoyed reading it and reflecting on how to support nature connectedness in our settings. Outdoor Play for Healthy Little Minds reminds us that ‘the best classroom and the richest cupboard are roofed only by the sky.’ Anthony Hadfield, ex-headteacher and founder of Head into the Wild This book is lovingly filled with the joy of play. Packed full of useful suggestions, examples of practice and insightful comments from the children themselves, this is a wonderful book. Sarah combines her deep knowledge of children and their capacity to learn with a clear rationale of the ways in which play builds cognitive understanding, emotional & physical development and social connection. I recommend this book highly for all those who seek to understand children further and celebrate the wonders of childhood. Dame Alison Peacock, Chief Executive at The Chartered College of teaching and Honorary Fellow of Queen's College, Cambridge This wonderful book shows how play develops skills that lead to balanced, resilient people. Parents, teachers and all of us who work with children will find valuable ways to look at the world through fresh eyes. Dr Simon Lennane, GP and Mental Health GP Lead, Herefordshire CCG (Clinical Commissioning Group) This is a delightful and very special gem of a book! Warm, personal, thought-provoking, extensively researched and jam packed with brilliant & practical ideas for outdoor learning and play. I have admired Sarah’s knowledge, wisdom and expertise for a long time and in this book Sarah gives us the know-how and confidence to optimise our school grounds and approach to play to develop imagination, creativity, well-being, language skills, resilience, and promote co-existence, equity and inclusion. I have learned a lot, this is a must read guide for any early years practitioner and primary school leaders. I will be buying several copies for my school! Rae Snape, Headteacher and National Leader of Education What a jewel; this book is filled to bursting with stunning photographs of real examples of outdoor play and learning in action to inform and inspire, with ‘time to reflect’ opportunities throughout to support ongoing practitioner CPD - something which is essential. Sarah demonstrates that valuable outdoor play and learning opportunities are everywhere and can be achieved easily, for all our children, by thinking creatively, listening to and following children’s interests, using simple resources and by tapping into what Mother Nature gives us. Definitely on the reading list for my Early Years Educator trainees to support outdoor play, knowledge and practice. Helin Taylor-Greenfield, Early Years Lecturer (FE), NNEB, Pearson and LBWF Teaching Award Winner Sarah Watkins has written one of the most important pedagogy books in a generation. The case for play is stronger now than ever before and understanding its purpose is essential to any catch-up process after the Covid-19 interruptions. Play is the universal language of childhood and the richer the environment, the richer the opportunities are for self-expression, challenge and wellbeing amongst our youngest learners. How a child plays, or doesn’t, tells us so much about their needs, their inner world and their state of mind. Sarah skilfully and organically uses the child’s own voice to illustrate the most important factors in designing and using play environments for all educators to provide children with opportunities to develop language, resilience, relationships and wellbeing. This wonderful book should be a daily reference in all our learning settings. Dr Sharie Coombes, author, ex-headteacher and Neuropsychotherapist I love this book on outdoor play, one of several in the Little Minds Matter series. It's an easy-to-read book for educators to read, reflect on and use to inspire their day-to-day outdoor practice with children. The photographs of Sarah’s setting are truly remarkable and add an authentic feel to the book. I especially like the inclusion of children’s voices; it's extremely important that we pay attention to children regarding their play and learning. Well done Sarah for writing this much-needed book for Early Years educators. Laura Henry-Allain MBE, Award-winning global writer, speaker and consultant There are people who contribute to the world of Early Years education without any actual experience within the setting. This book is the antidote to that tiresome commentary. Sarah Watkins has provided the hard-working and committed teacher with a fantastic guide to the awesome power of learning outside, building connections with nature, engaging in joint productive activities with children and the importance of relationships and wellbeing. This isn’t just another teacher handbook, it’s a handbook for the professional soul. Hywel Roberts, author of ‘Oops! Helping Children Learn Accidentally,’ teacher and storyteller It's not often that you come across a book that explores the importance of dragons, mud pies, puddles, magic and a laboratory of loose parts to the healthy development of children – this insightful book, richly embroidered with fascinating case studies and reflections is a must-buy for teachers, children nurses, parents and anyone wanting to understand about the power of play in building resilience, confidence and a sense of belonging in our children. Tony Warne, Chair of Stockport NHS Foundation Trust I have been very fortunate during the last decade to work with and visit many different educational settings in the U.K. and internationally. Every time, without exception, I am blown away by the skill, expertise and proactive creative approaches that Early Years educators demonstrate every day. In this exciting new publication, Sarah harnesses her own considerable expertise along with the voices of young people themselves in a unique and exciting approach to the importance of play and well-being. Punctuated with reflection tasks and photos of children ‘in action’, this book really brings to life some of the magical learning I have been so fortunate to witness and continually learn. I imagine that this text will be invaluable to both new practitioners and also incredibly useful for experienced colleagues in equal measure, as Sarah draws the reader through a magical world with examples from across many different settings. Perhaps the highlight for me, the final word from Jack (which you will, of course, need to read for yourself...). This book is highly recommended and will, I am certain, prove to be a really invaluable addition to some of the most skilful educator’s libraries and professional development materials around the world. Gareth D Morewood, Educational Advisor & previous Secondary SENCo As adults we must strive to nurture children's curiosity and playfulness and encourage independence. This book is a powerful reminder of our responsibility to take every opportunity to inspire children to learn more about the world in which they live, no matter their age. Highly recommended! Nic Millington, CEO, Rural Media This book is practical and accessible for primary practitioners to reflect on how they create the spaces, culture, and relationships for effective and authentic play. Each chapter is signposted by the values and the wellbeing themes it is exploring and encourages the reader to take time to reflect on their school’s policy and practices, accompanied by signposting reading for both children and adults. The appendix has helpful documents including a play policy. Hannah Wilson, Leadership Development Consultant, Coach and Trainer Children need & love to play, explore and have adventures outside. This book embraces the benefits of exposing children to daring play & appropriate risk that is so helpful in addressing anxiety & fearful situations. It also highlights strategies to enable a healthy balance between safety and independence, as well as developing perseverance and resilience. This book provides the perfect framework to create a culture of care and wellbeing through play at school Pattrick Ottley O Connor, Executive Headteacher This book helps adults understand how they can create environments and resources for children to explore play through relationships and curiosity. It also makes some important points on playing alongside children and how fundamental play is for all families and communities. An interesting read with many good ideas. Mike Armiger, Education and Mental Health Advisor There has never been a more important time to foster the wellbeing of children and Sarah's fantastic book shows you how to do that through the important business of play. I love the mix of theory, research and practical ideas, all brought to life with the voices and perspectives of children. Sarah is an experienced teacher and her wisdom shines through each page - this is a must read for any Early Years practitioner and primary school teacher. Adrian Bethune, Teachhappy Table of ContentsForeword Introduction Green is Good Beneficial Spaces The Wellbeing Laboratory Dare to Play Relationships Matter Honesty and Love End Notes

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Book SynopsisPlacing children at the centre of safeguarding principles and practices is vital for ensuring the best child protection. This essential resource provides early years practitioners with all that they need to be confident and competent as they fulfil their roles and obligations to safeguard and protect children.Exploring the main factors that impact on the lives of young children in the current safeguarding climate, this book is a starting point for understanding the risks and categories of abuse and neglect. Grounded in best practice, it gives practitioners encouragement and advice to help shape and drive practice forward with child-centred motives, practices and perspectives.The book offers: Insights into the current safeguarding climate backed by practical examples An introduction to managing the different safeguarding challenges faced by early years professionals Methods for contextualising these for children in the early years Guidance on supporting vulnerable children, their families and other agencies working alongside them Reflections, case studies and a wide range of example scenarios Voices and insights from across the sector woven throughout for a holistic understanding of safeguarding With accessible chapters drawing on best practice from across the sector at every level, this is a valuable resource for all those working in the early years, whether just starting out or highly experienced in the field.Trade Review'This comprehensive book explains the complex and critical issues of Early Years Safeguarding sensitively and in-depth. Rachel’s knowledge, insights and first-hand experiences are evident throughout the book, especially in the Reflective sections. The breadth of content makes it an ideal resource for both the designated safeguarding lead and anyone else working directly with children and their families. I would highly recommend it as compulsory reading for everyone in the Early Years sector.' – Kathy Brodie, Founder of Early Years TV and the Early Years Summit'This excellent book provides Early Years professionals with everything they need to know about child protection and safeguarding in the early years. As with Rachel’s training delivery, her writing style, makes the content accessible to all, understandable, informative, and easy to translate to practice. At Thrive Childcare we have been in receipt of Rachel’s Child Protection and Safeguarding training for many years now, across both England and Scotland, and I cannot recommend this book enough.' – Ursula Krystek-Walton, Head of Early Years Thrive Childcare and Education'This book will be hugely welcomed by early years leaders and practitioners alike. It is highly relevant and insightful, whilst being really accessible and straightforward, fulfilling a real need in the sector. Its content is validating for those carrying out the really tough job of safeguarding children in early years settings. Rachel has drawn on her extensive personal experience to create a reference book as well as a guidebook for DSLs and practitioners, providing regular reflection points for readers.The book covers critical concepts such as professional curiosity, and wariness of inappropriate optimism to name just a couple. She reminds us about self-care and the importance of taking action and critically that safeguarding knowledge is about keeping children safe, not keeping Ofsted happy!' – Jo Kinloch, Managing Director, Mulberry Bush Nursery Group'I’ve had the privilege to have known Rachel for over 20 years. She has provided training and support to our local childminder networks and to many childminders personally, me included. Rachel has always been such a wonderful advocate for childminders, and this continues to be a strong feature in this brilliant book which highlights the challenges and experiences of many of us working to safeguard and protect children. The book recognises the real issues which are often difficult and hard to work around but Rachel acknowledges this and offers useful and helpful strategies for childminders to engage with and apply in practice. This book will be a real game changer. It simplifies a difficult subject; it reminds us of how vital our roles as childminders are when working with children and families and it challenges us to build upon what we already know and do. I can’t wait to use it for training in my own team.' – Charlotte Cassidy, Childminder, Bury"This book is second to none in terms of its breadth and depth of what remains a deeply complex and ever-evolving subject. Rachel Buckler’s expertise shines through in each of the seven chapters, providing information that is accessible and pertinent – and directly applicable to child care practitioners. She prioritises the empowerment of practitioners through equipping them with the diverse strategies provided throughout the book, as well as through broaching subjects that some might find it difficult to think about – let alone talk about and most importantly - act on when it comes to safeguarding and protecting children." – Dr Mine Conkbayir, Early Years author, trainer and researcherTable of ContentsContentsAcknowledgements ForwardA letter for every early years practitionerChapter one: Safeguarding and child protection in the early yearsChapter two: Recognising and responding to abuse in early childhoodChapter three: The role of the designated safeguarding leadChapter four: Identifying risk factors in the lives of young childrenChapter five: Taking action to safeguard and protect childrenChapter six: Working with others to achieve the right outcomes for children. Working with parents - Multi agency practiceChapter seven: Creating a safe child centred culture in the early yearsFinal thoughts

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Book SynopsisWhy should we embrace technology? How can it make the practitioner's role easier?This book is the answer to these questions, equipping Early Years practitioners with the skills and knowledge to use technology: both that which they already have, and that which they can access from beyond the setting (such as in the local community and online).Written by an expert in both Early Years and Digital Inclusion, it provides practical tips and guidance for practitioners working at all levels to implement the use of technology across all areas of the curriculum and to support the development of the characteristics of effective learning. Drawing on contemporary theory and research, chapters cover key topics such as: the short- and long-term benefits of incorporating technology for children, families, and staff making the most of pre-existing technology alongside guidance on how best to use new technology consideration of safeguaTrade ReviewFor back cover: ‘All settings whether they are tech savvy or less confident in their knowledge or abilities will greatly appreciate this book’. Karen Hunt Table of ContentsChapter 1 – Why do I need to use technology? Chapter 2 - How can technology support the characteristics of effective learning and areas of learning? Chapter 3 - How can we make the most of the technology we already have? Chapter 4 – New technology Chapter 5 – Technology beyond the setting Chapter 6 - Technology for staff - making your role easier Chapter 7 - Pause for thought - barriers to using technology Chapter 8 – What next? Conclusion

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Book SynopsisThis book explores the contribution of and art and creativity to early education, and examines the role of the atelier (an arts workshop in a school) and atelierista (an educator with an arts background) in the pioneering pre-schools of Reggio Emilia. It does so through the unique experience of Vea Vecchi, one of the first atelieristas to be appointed in Reggio Emilia in 1970.Part memoir, part conversation and part reflection, the book provides a unique insider perspective on the pedagogical work of this extraordinary local project, which continues to be a source of inspiration to early childhood practitioners and policy makers worldwide.Vea's writing, full of beautiful examples, draws the reader in as she explains the history of the atelier and the evolving role of the atelierista. Key themes of the book include: processes of learning and knowledge construction the theory of the hundred languages of childhood and the role of poetic Table of ContentsSeries Editors' Introduction: Invitation to the Dance 1. Introduction 2. Aesthetics/Poetics 3. A General Overview 4. The Bicycle Metaphor 5. The Long View of Organisation 6. An Ethic Community 7. Environments 8. Professional Marvellers 9. Visible Learning 10. We Take Up the Walk Again 11. The Loris Malaguzzi International Centre 12. Blue Flowers, Bitter Leaves

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Book SynopsisPhilosophy for Young Children is a concise, practical guide for teachers. It contains detailed session plans for 36 philosophical enquiries that will enable them to introduce philosophy to their children quickly and with confidence.Table of ContentsIntroduction 1. Political Philosophy: Fairness and Rules * The Teddy Bears’ Picnic – Fairness: Equality versus Need * Gavin Builds a Sandpit – Fairness and Refusing to Help * The Animal Snack – Sharing Fairly and Prudence * School Rules – Obeying the Rules 2. Environmental Philosophy: Green Land, Waste and Recycling * Greenhill Village – Use of Green Land * Emerald the Elephant – Wasting Water * Benny the Bin – Recycling 3. Social Philosophy: Friends and Relationships * Teddy’s Friends – Characteristics of a Good Friend * William and Arthur – Friendship and Sharing * Emma and Sally – Cooperation * Maisie the Sheep – Being Different from Others * Big Teddy’s New School – Inclusion 4. Ethics: Virtues and Vices * Sam’s Kind Day – Kindness * Kirsty – Telling the Truth * The Magic Words – Saying Thank You * Teddy Scrooge – Giving Presents * The Selfish Hippo – Selfishness * Charlotte the Lazy Caterpillar – Laziness * Pancake the Greedy Rabbit – Greed 5. Aesthetics: Beauty, Pictures and Stories * Beautiful Things – Beauty * Cats – Photographs and Drawings * A Walk on the Beach – Fantasy and Realistic Stories * The Cave Monster – Enjoying Scary Stories 6. Philosophy of Mind: Emotions, Beliefs and Persons * Patch and his Friends – Anger * Rabbit and Mouse – Fear * Happy Suzy – Happiness * Sad Teddy – Sadness * Andy’s Accident – Pain * Giants – Pretending and Believing * Isaac the Robot – Persons * 7. Epistemology: Dreams and Illusions * Milly’s Bad Dream – Things in Dreams Do Not Really Happen * Dreaming of School – Are You Dreaming Now? * A Stick in the Water – Visual Illusions * 8. Metaphysics: What is Real? * Angus the Cat – Do the Animals in a Story Really Exist? * Numbers – Are Numbers Real? * Theseus’s Ship – When are Things the Same? Further Reading

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Book SynopsisChild-led learning in the early years allows children to thrive while making accelerated progress. Young children learn and develop best when they are in a stimulating environment which is carefully organised and equipped to meet their needs, interests and stages of development, and where each child's progress is carefully observed, managed and enhanced by adults who engage and interact with them to support them in making outstanding progress. Demonstrating how a child-led approach supports the development of purposeful, calm, confident and independent children, The Nursery Year in Action offers a unique month-by-month overview of the workings of an outstanding Nursery setting. The book covers all aspects of practice from the organisation of the classroom and garden and the rationale behind this to the routines and boundaries that ensure children are safe, happy and therefore able to explore and learn. It tracks the events of each month in the year paying particTrade Review'A very practical book that puts the child at the centre of planning and provides inspiration throughout the year. The author's Early Years department has achieved four 'Outstanding' Ofsted judgements - testament to the efficacy of her methods'- Sarah Brew, Parents in Touch'I learnt a lot reading this book – I understand ‘in the moment planning’ which I didn’t before and I can see how, as a system, it would work well in an early years environment. If you are looking to review or refresh your practice I recommend that you consider Ephgrave’s Ideas, after all 4 ‘Outstanding’ Ofsted’s can’t be wrong.' - Early Years Foundation Stage ForumTable of Contents1. September 2. October 3. November 4. December 5. January 6. February 7. March 8. April 9. May 10. June 11. July Appendix A: Levels of involvement. Appendix B: Learning journey 2013. Appendix C: Planning in the moment. Appendix D: Story scribing. Appendix E: Playdough.

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Book SynopsisIn this book, award-wining educator Kieran Egan shows how we can transform the experience of schooling in K 12 classrooms and help students become more knowledgeable and more creative in their thinking. A child's journey through school begins when they are not yet literate and ends when they are capable of complex, abstract thinking.Table of ContentsAcknowledgments ix Introduction: Imagination Underfoot xi Chapter One: A Tool Kit for Learning 1Story, Metaphor, Binary opposites, Rhyme, rhythm, and pattern, Jokes and humor, Mental imagery, Gossip, Play, Mystery, Embryonic tools of literacy Chapter One and a Half: Examples in Everyday Classrooms 39 Chapter Two: A Tool Kit for Literacy 77Sense of reality, Extremes of experience and limits of reality, Association with heroes, Sense of wonder, Collections and hobbies, Knowledge and human meaning, Narrative understanding, Revolt and idealism, Changing the context, Literate eye, Embryonic tools of theoretic thinking Chapter Two and a Half: Examples in Everyday Classrooms 109 Chapter Three: A Tool Kit for Theoretic Thinking 151Sense of abstract reality, Sense of agency, Grasp of general ideas and their anomalies, Search for authority and truth, Meta-narrative understanding Chapter Three and a Half: Examples in Everyday Classrooms 171 Conclusion: Imagination Every Day 209 Glossary 219 Appendix A: Mythic Framework 223 Appendix B: Romantic Framework 227 Appendix C: Philosophic Framework 231 Bibliography 235 The Author 237 Index 239

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Book SynopsisShows teachers how to engage children (ages 3-8) with light and shadow in a playful way, building an early foundation for the later, more complex study of this phenomena and possibly piquing the curiosity of children that will ultimately lead to professions within the field of STEM.

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Book SynopsisDeveloping Baseline Communication Skills is a practical resource designed to fit with baseline assessments in primary school. The second edition of this bestselling resource contains a programme of games and activities to foster personal and social development, and promote language and literacy skills in 35 year olds. The book seeks to address language and communication difficulties for children coming into reception class by providing a range of fun and engaging activities. Suitable for whole classes or small groups of children, the activities focus on both personal, social, emotional development as well as language and literacy in areas such as body language, independence, turn taking, listening, speaking and auditory memory.Features include: 200 games and activities which are differentiated for different ages and levels of ability; A clear aim, equipment list and instructions for each activity; Photocopiable templates for ease of use; SupTable of ContentsPart 1: Personal, Social and Emotional Development Activities 1. Turn Taking 2. Body Language 3. Awareness of Others 4. Confidence and Independence 5. Feelings and Emotions Part 2: Language and Literacy Activities 6. Understanding 7. Listening and Attention 8. Speaking 9. Auditory Memory 10. Phonological Awareness Part 3: Activity Resources

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Book SynopsisOriginally published in 1977. Learning to read is probably the central educational achievement of any child's life. It is also a central concern for parents and teachers. Leila Berg, known for her work in children's literature, believes that the enjoyment of books and the acquisition of reading and writing is not primarily an academic or a technical skill, but grows from a warmly physical and emotional base of shared enjoyment with another human being. This book traces the varied ways that babies learn to communicate, and discusses the place of books in the lives of different groups in the community. It examines the types of books used in school, and demonstrates that, in many cases, books themselves provide the major inhibition to the development of reading through their stilted and often formalistic vocabulary. The author's aim is that all children's first experience of reading should be a loving and sensuous one, so that they can come to discover the power of books themselves.Table of Contents1. Kit, Martha and Emily 2. Round and Round the Garden 3. Three Together 4. Words and Welcomes 5. Open Sesame! 6. Bodies and Books 7. 'That's Me!' 8. Words are True 9. 'Dear Billy...' 10. The Child and the Tigers 11. Frogs or Pearls 12. Surviving the Siamese Cat 13. Factory Babies 14. Explorers Keep Out 15. Access to Lions 16. 'Hurry Up' and 'Don't Touch' 17. Do Teachers Cuddle? 18. I'll Tell You what You Like 19. Gnomes are all Right 20. 'My Dad!' 21. Filthy Fish and Chips 22. The Appalling Accusative 23. What is a Sprout? 24. Going to the Right Places 25. Soft Nees, Hard Art. Afterword: Wendy House at the Tate

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Book SynopsisProbing the shortcomings of contemporary early years provision, whilst offering practical and informed solutions, Early Childhood Education Redefined at once celebrates the progress made in this field since the publication of the âStart Right Reportâ (1994), whilst also calling for further changes to ensure that all children are able to âstart rightâ, to become effective, independent learners.Developing and emphasising the importance of concepts which have become overlooked within modern educational policy and practice, yet which remain key to our childrenâs development, this book considers how elements such as attachment and love; movement and exercise; and language and talk may be better integrated into early years practice via the three main vectors of parenting, the curriculum, and pedagogy. From a revised curriculum from birth to seven renamed Key Stage 1, to a greater emphasis on formative assessment, and the promotion of pedagogies including purposeful play, planning in the moment and attachment theory, chapters build on the principles set out in the âStart Right Reportâ and take into consideration the research and reflection developed over the last quarter of a decade.Reopening a vital debate and challenging governments, education providers, parents and professionals to re-define what young children need to grow, develop and learn in our contemporary society, this timely response to the âStart Right Reportâ is essential reading for all those involved in early years research, education and care.Table of ContentsAbout the Authors and Editors Introduction Chapter One: Start Right Revisited Chapter Two: Roots to Grow: Wings to Fly: Re-defining Early Childhood Education Chapter Three: Movement: A Child’s First A, B, C Chapter Four: Movement for Learning Chapter Five: Do Parents Need to be Qualified? Chapter Six: Parents as Play Partners Project: Giving Children a Head Start Through Play Chapter Seven: Executive Functions: Skills that Underpin Success Chapter Eight: Creating Successful Learning Environments in the Early Years: A Case Study Chapter Nine: Creativity in the Early Years Chapter Ten: An International Dimension: Making a world of difference Chapter Eleven: Conclusion – so what?

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Book SynopsisProviding a unique and critical insight into some of the most significant issues affecting Early Years Policy, this book has chapters from leading authorities and researchers in the field and draws on current research, addresses key debates and considers international perspectives. Topics covered include:- policy making- poverty, disadvantage and social exclusion- promoting infant mental health- safeguarding and well-being- enhancing children's potential- parenting policies and skills- national strategies versus professional autonomy- the marketisation of early years provision- democracy as a fundamental value in Early YearsTaking a critical perspective and written in an accessible style, the book is relevant to all levels of Early Years courses, from Foundation Degree to Masters. The reader is encouraged to engage with debates and to develop their own views and opinions. With staggered levels Trade Review′Whether seen as a market commodity, a means of democratic empowerment, or the best start for all children, early years services reflect national values and political judgements. Policy making is relevant to all who work in early childhood care and education, and this book provides excellent insights and support to help practitioners develop the analytical skills that will make them "policy literate′ - Dame Gillian Pugh, Chair, National Children′s Bureau ′A surprisingly accessible and interesting read, so if you want to feel more ′policy literate′, and need to get ′clued up′ on current issues affecting early years this book is the ideal read for you′- Martine Horvath, Early Years Educator ′The contributors to the book are all well-informed protagonists in the field of early years who each offer unique perspectives on early years policy past, present, and future′-Early Years UpdateThis book should provide a useful introduction to issues surrounding early years services and could be used in a range of courses, not only for those hoping to be early years practitioners but for all those professionals who work with families and young children. -- Jacqueline Barnes * Child and Adolescent Mental Health *Table of ContentsIntroduction: Critical Perspectives on Early Years Policy-Making - Denise Hevey, University of Northampton and Linda Miller, Open University PART ONE: POVERTY, SOCIAL DISADVANTAGE AND YOUNG CHILDREN Poverty, Disadvantage and Social Exclusion - Naomi Eisenstadt, University of Oxford, UK (former Head of Sure Start and Head of Cabinet Office Social Exclusion Unit.) Closing the Gap: Policy into Action - Jenny Spratt, Head of EY Services for Peterborough, Sue Owen, Director of Children′s Well being, National Children′s Bureau and Caroline Sharp, National Foundation Promoting Infant Mental Health: A Public Health Priority - Angela Underdown, Associate Professor of Public Health in the Early Years, Warwick Medical School, University of Warwick PART TWO: EVIDENCE-BASED INTERVENTIONS IN EARLY YEARS Enhancing Potential in Children (EPIC) - Stuart Shanker, Director, The Milton and Harris Research Initiative and Roger Downer, York University, Canada. Safeguarding, Well-Being and Universal Services: A Case Study of Scotland - Jane Aldgate and Wendy Rose, The Open University, UK and policy advisers to Scottish Government Parenting Policies and Skills Strategies in the United Kingdom - Mary Crowley, formerly CEO of Parenting UK Play as a Foundation for Learning? The Rhetoric and Reality of the National Strategy for Early Education and Assessment in England - Lesley Staggs, formerly National Director of the Foundation Stage National Strategy PART THREE: MARKETIZATION AND DEMOCRATIZATION Making Democracy a Fundamental Value in Early Childhood Education and Care (ECEC) - Meaning What? - Prof. Peter Moss, Institute of Education, University of London, UK. Marketization of Early Years and Childcare Services - Eva Lloyd with Helen Penn, Centre for Study of Marketisation in Childcare, University of East London, UK Early Years Services as a Vehicle for Democratization: ISSA′s Experience in Supporting Practitioners′ Professional Development, Building Partnerships and Influencing Systems - Ulviya Mikailova, Gerda Sula, Dawn Tankersley, Aija Tuna, International Step-by-Step Association (ISSA), Hungary. Conclusion Critical Perspectives on Policy Implementation - Linda Miller, The Open University and Denise Hevey, University of Northampton, UK

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Book SynopsisTo achieve Early Years Professional Status candidates must demonstrate that they have effectively led the professional practice of their colleagues across the 0-5 age range. The second edition of this popular text helps Early Years students and experienced practitioners develop the knowledge, skills and confidence to do just that. It explains the nature of leadership and the EYP's role in promoting good practice and appropriate values and principles. This new edition has been fully revised and updated and includes new chapters on leading practice in a multi-professional context and the leader of practice as an agent of change.Table of ContentsLeadership of practice: the role of the Early Years Professional Leadership in the Early Years: a review of the literature Leadership of equality practice Leadership of reflective practice Pedagogical leadership The leader of practice as an agent of change Leading in partnership with parents and colleagues Leading practice in a multi-professional context Continuing professional development

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Winner of the 2013 Nursery World Awards! This is a key text for all those studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways. It takes the reader through a detailed exploration of the nature of play examining the features and the concepts of play. Guidance on the observation of children's play is included and the text encourages students to appreciate the value of play in development and in socialisation. Children's rights and the ownership of play are also covered. With interactive activities and case studies throughout, the text helps students to arrive at an understanding of their own practice in relation to play. About the Early Years series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topicReview′An engaging read which prompts thought about the fundamental nature and importance of play′- Nursery WorldTable of ContentsIntroduction PART ONE - WHAT IS PLAY? Identifying features of play Understanding concepts of play Historical perspectives and principles Observing play PART TWO: THE BENEFITS OF PLAY The value of play in child development Play and social development Play, creativity and risk Contexts for play PART THREE: CHILDREN′S RIGHTS AND THE OWNERSHIP OF PLAY The ownership of play: Play space, play cues and play actions Developing a Pedagogy for Play Conclusion: Play IS for life, not just for nursery

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Book SynopsisWinner of the 2022 Book Award of the Philosophy of Education Society of Australasia, Gareth B. Matthews, The Child''s Philosopher brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children's literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews' pioneering efforts and his legacy. Gareth B. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they delight in philosophical puzzlement and that their philosophical thinking often enriched his own understanding. Those conversations became the impetus for a substantial component of Matthews' scholarship, from which this book features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews' scholarship, showing where he brokeTrade ReviewHead to the Society for the History of Children and Youth's YouTube page to watch an exclusive interview with Maughn and Megan talking about the book with Aaron Yarmel, Associate Director of the Center for Ethics and Human Values, The Ohio State University, USA: https://www.youtube.com/watch?v=5Adta3I0vck "Gareth Matthews's work is important, both for philosophers and for anyone interested in children and childhood. Subtle and profoundly insightful, it displays the capacity of children for philosophical thinking, probes the philosophical aspects of children's literature, articulates practices of Socratic teaching, and meditates about the concept of childhood. Now, in this superbly edited volume, his work, too little known, will assume its just place in the middle of important philosophical achievements of the twentieth century.The volume's introductory and critical essays add greatly to its value. Congratulations are due to all involved."Martha C. Nussbaum, Law School and Philosophy Department, The University of Chicago"When one hears the word philosophy, the word conjures up a subject that is difficult, abstruse, and not to be taught until the college or post-graduate level. Yet, philosophy provides not just a subject matter, but also a way of thinking that can provide razor-sharp reasoning, moral clarity, and unparalleled intellectual excitement. Gareth Matthews showed that all the excitement and intellectual benefits of studying philosophy could be shared not just with advanced students, but also with children from the elementary school level, onward. I recommend this book most highly to anyone who wants to learn about Matthews and how it became possible to share with children a world that could teach them how to think and how to live."Robert J. Sternberg, Cornell University, Honorary Professor of Psychology, University of Heidelberg, Germany, author of The Nature of Intelligence and its Development in Childhood (2020)"A brilliant and imaginative book, which collects many of Gareth Matthews' wonderful essays and frames them with original essays by expert scholars. Everyone interested in philosophy and childhood should read it, and philosophers not interested in childhood will be if they read it."Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin-Madison, author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press)''There’s so much to appreciate in this new volume on Gareth B. Matthews, full of fascinating material by Matthews and his colleagues and beautifully book-ended by testimonials from Stanley Cavell and Jana Mohr Lone. But what I particularly admire (being a literature scholar by training) is the book’s focus on Matthews’s affirmation of children’s literature as a philosophical enterprise in its own right. Even more than the other founders of the philosophy for children movement, Matthews recognized and affirmed the "philosophical whimsy," in children’s literature--a narrative expression of wonder and perplexity that invites us all to think and dream. As this volume shows, Matthews’ understanding of children’s literature now permeates and inspires philosophical work with children. I learned so much from this engaging and beautifully designed book, and recommend it with much enthusiasm.''Kenneth B. Kidd, University of Florida, author of Theory for Beginners: Children’s Literature as Critical Thought (Fordham)."In the rich and exciting world of philosophers thinking about childhood—children as philosopher, children's literature as philosophy, what philosophy can tell us about childhood, what children can bring to philosophy—few tower as tall as does Gareth B. Matthews, and many follow in the path that he blazed. To read Professor Matthews' work on the interaction of philosophy and childhood is to enter a world that quickly reminds us what makes philosophy so wonderful and powerful. This collection of Professor Matthews' writings, coupled with reflections on his enduring legacy written by some of the leading researchers and practitioners working in the philosophical areas at the core of much of Professor Matthews' own written output, are a fitting tribute to his legacy. Maughn Rollins Gregory and Megan Jane Laverty are to be commended for putting together a compelling volume, which will hopefully spur more philosophers to see how well children and philosophy serve one another and perhaps even to engage in work that brings the two together." Karen Detlefsen, Professor of Philosophy and Education at the University of Pennsylvania, editor of Descartes' Meditations: A Critical Guide (Cambridge) and co-editor of Women and Liberty, 1600-1800: Philosophical Essays (Oxford)"A rich and provocative volume that combines a range of Matthews’ influential essays with critical new discussions of their importance. The result is a powerful demonstration that engaging questions of children and childhoods transforms philosophical thinking and practice. A perfect resource both for students and scholars new to Matthews and for anyone wishing to take the work he inspired to the next level."John Wall, Professor of Philosophy, Religion, and Childhood Studies, Rutgers University, author of Ethics in Light of Childhood and Give Children the Vote"Gareth B. Matthews, The Child’s Philosopher will be an invaluable resource for those with interest in a fine philosopher who made contributions not only to the history of philosophy, philosophy of religion and philosophy of mind, but also to the still emerging philosophy of childhood. Furthermore, Matthews’ work with children, and with educators, clearly evinced significant respect for children and the power of even quite young children to raise and be interested in exploring major philosophical issues. This book makes the nature of that work very clear and powerfully combines Matthews’ own writings (on Socratic elenchus, and the problems with deficit models of childhood, and techniques for encouraging children to do philosophy, among other topics) with the reflections of a variety of contemporary thinkers (and one recently deceased long-time friend and philosopher, Stanley Cavell) who appreciate and critique Matthews’ work. This book is highly recommended for those with an interest in the nature of childhood, the role of children’s literature in stimulating philosophical engagement, and the contributions that children’s philosophizing can make to future generations of children and adults alike."Amy Mullin, University of Toronto, author of Reconceiving Pregnancy and Childcare: Ethics, Experience and Reproductive Labor "This excellent volume brings together Matthews’ scholarship on philosophy and children’s literature, philosophy of childhood, and children as philosophers. Also containing insightful contributions by his commentators and collaborators, this is an invaluable resource for philosophers writing on children and/or childhood, as well as for those who want to learn about philosophical work in this area. This rich collection would be a terrific text for an upper level or graduate class on philosophy and children and I predict it will also be a vital research tool."Samantha Brennan, Dean of the College of Arts and Professor of Philosophy, University of Guelph"The quality of a person’s thinking and being can partly be measured by the quality of what others create in response. This book bears remarkable witness to a remarkable person. Whilst the collection of Matthews’ writings speaks powerfully for itself, the editors have brought out the best in constructive criticism from their colleagues, to create a perfect combination of a history of ideas and a celebration of developing practice. P4C has been going for over 50 years now, and the ‘Philosophy for Children Founders’ series shows that it has both sound roots and fruitful branches, not least in the continuing reconceptualization of childhood, philosophy and education. There is still a long way to go before the qualities of Matthews and other founders of P4C are fully appreciated, let alone translated into a more philosophical and playful educational system. But this book is a bridge into the next 50 years, during which our species will either re-sow the seeds of humane philosophy or reap the shrivelled fruits of technocratic implants."Roger Sutcliffe, co-founder of DialogueWorks, P4C.com, and the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE); author of Thinking Moves A-Z: Metacognition Made Simple"A penetrating extension and enrichment of the conversations about children, childhood, children's literature, and philosophy that Gareth B. Matthews pioneered so brilliantly decades ago. Invaluable for anyone fascinated by the philosophical thinking of children and how best to engage with, and benefit from it. Rich and rewarding!"Claudia Mills, children’s book author and emerita professor of philosophy, University of Colorado, Boulder."Gareth B. Matthews’ extraordinary capacity for listening with a "third ear" to children’s spontaneous thinking led him in several directions, all of which are documented in this volume, both in his own papers and those of his commentators, which are geared to his, and help us to place his contributions in the larger contexts of child study, cognitive development theory, children’s literature, and philosophical pedagogy. As such, he turns the old adultomorphic prime time saw "kids say the darndest things" on its head, to "kids say the most philosophically interesting things," and demonstrates this with numerous examples, taken from a good thirty years of engaging in philosophical dialogue with groups of children, and with examples from conversations with his own young children."David Kennedy, Montclair State University, author of The Well of Being (SUNY Press 2006), in childhood & philosophy 17(2021): 01–07.This new book from the Routledge series, Philosophy for Children Founders, is a masterful and completely engaging account of the impact Gareth Matthews had on the movement(s) loosely labeled "Philosophy for/with Children." Each contributor is actively engaged with the others in weaving together a rich accolade to Matthews, while at the same time, maintaining a critical stance to invite further work in this field. I found this to be the most impressive aspect of this volume and attribute it to the work of the two editors, Gregory and Laverty, both experienced leaders in running a "community of inquiry." I can easily imagine Gareth Matthews would entirely approve and, if he were with us, would eagerly enter into the conversation.Wendy C. Turgeon, St. Joseph's College, author of Philosophical Adventures with Fairy Tales: New Ways to Explore Familiar Tales with Kids of All Ages (Rowman & Littlefield Education, 2020) in Analytic Teaching and Philosophical Praxis 42, no. 1 (2022): 86-92.That [Matthews’] decades of writing, researching, and teaching in this area yielded a legacy of lasting significance is conclusively demonstrated by this volume, in which Gregory and Laverty have assembled both original essays on Matthews and many illustrative, well-chosen selections from Matthews himself. The book makes for engaging reading, with a recurring theme being the genuine delight and respect Matthews had for the philosophizing of young children. With him and his young interlocutors, one feels the attractive force of the glimmers of a return to Socratic innocence.Bart Schultz, University of Chicago, author of The Happiness Philosophers: The Lives and Works of the Great Utilitarians (Princeton University Press, 2017), in Teaching Philosophy 45(3): 390-393.This book proved something of a revelation to me, challenging many long-held views and beliefs regarding the practice and pedagogy of philosophy for children. As a result, I have a far more nuanced understanding that I hope will augment not only my practice of philosophy with children but also that of the student teachers with whom I explore this liberating and empowering pedagogy. Rhiannon Love, University of Winchester, in Precollege Philosophy and Public Practice, Volume 4, Spring 2022: 115-119.Matthews’ calls for us to start taking the contributions of young philosophers seriously and as a result to make a point of spending time with them doing philosophy still rings true, but sadly is still largely unheeded. We still need much work to further his first steps towards a robust philosophy of childhood. Our school systems, social structures and parenting manuals still assume a deficit model of children’s cognition. We still treat children’s ideas condescendingly. All of this shows why Gareth Matthews is still as timely as ever, as needed as ever. Make sure to read this book, even if you already know Matthews’ work.Stephen Kekoa Miller, Oakwood Friends School, in Questions: Philosophy for Young People 22:47-48.Gregory and Laverty have offered us an exceptional gateway into the life and work of Gareth B. Matthews. This is an excellent volume that I would highly recommend to anyone working in, or adjacent to, the field of P4C [philosophy for children]. In the time since I started writing this review, I have incorporated Matthews’ ideas into the ways that I teach college students and the ways that I teach and practice dialogue facilitation. I look forward to continuing to learn and grow as a result of my exposure to the lessons in this volume, and I invite you to do the same.Aaron Yarmel, Associate Director of the Center for Ethics and Human Values of The Ohio State University, in Journal of Philosophy in Schools 9(2):114-118.Two salient ideas emerge from a careful reading of the collection. The first is Matthews’ sense of moral repugnance over adult condescension toward children and his view that "addressing the ageless questions of philosophy [together] is itself a renunciation of condescension [and] a celebration of the humanity we share with our children" (p. 77). The second is Matthews’ dedication to including children’s own voices in the conversation. Recognition of the value of Matthews’ work in these areas of study is long overdue and this anthology makes a significant overture to that end.Karen Mizell, Professor of Philosophy, Utah Valley University, for Philosophical Inquiry in Education 29(3):218-220.What is particularly affecting during the reading of this book is how Gareth Matthews’s chapters, through the intentional inclusion of children’s philosophical thoughts which have been recorded, acknowledged, and theorised, ensure a ‘they’ (Matthews and the children he philosophised through and with and who deeply influenced his scholarship) speak back and engage with the contemporary scholars and their work.Rose-Anne Reynolds, Cape Town University, in International Research in Children’s Literature 16(1): 108-110.To make a book like Gareth B. Matthews, The Child’s Philosopher succeed takes huge amounts of editorial skill and judgment. So it is a tremendous credit to Maughn Rollins Gregory and Megan Jane Laverty, as well as to their authors, that the book is a resounding success. It perfectly captures the flavor of Matthews’ work on philosophy for and with children. For those who don’t know Matthews’ contribution, the introduction to the book is a masterful elucidation of what he was trying to do. The selections from Matthews’ writings show how imaginative and innovative his work on and for children was. And each of the essays introducing and discussing his legacy—on children’s thinking, on children’s literature, on Socratic teaching, on developmental psychology, and on the philosophy of childhood—is illuminating and incisive.Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin–Madison, co-author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press 2018), in Journal of Philosophy of Education 57(1): 575–581Critical Philosophy of Race (CPR) tasks the teacher/facilitator in the circumstances of inquiry with bringing forward cultural and historical details to expand the context of reasonableness and to counteract the presumption of an objective or ‘every child’ point of view that is not culturally mediated. Here Matthews’ confidence in the consciousness of children to shed light on these difficult topics suggests that children can surprise us in the way that they navigate these hard topics.Sheron Frazer-Burgess, Professor of Social Foundations and Multicultural Education, Ball State University, in Journal of Philosophy of Education 57(1): 592–601Head to the Society for the History of Children and Youth's YouTube page to watch an exclusive interview with Maughn and Megan talking about the book with Aaron Yarmel, Associate Director of the Center for Ethics and Human Values, The Ohio State University, USA: https://www.youtube.com/watch?v=5Adta3I0vck "Gareth Matthews's work is important, both for philosophers and for anyone interested in children and childhood. Subtle and profoundly insightful, it displays the capacity of children for philosophical thinking, probes the philosophical aspects of children's literature, articulates practices of Socratic teaching, and meditates about the concept of childhood. Now, in this superbly edited volume, his work, too little known, will assume its just place in the middle of important philosophical achievements of the twentieth century.The volume's introductory and critical essays add greatly to its value. Congratulations are due to all involved."Martha C. Nussbaum, Law School and Philosophy Department, The University of Chicago"When one hears the word philosophy, the word conjures up a subject that is difficult, abstruse, and not to be taught until the college or post-graduate level. Yet, philosophy provides not just a subject matter, but also a way of thinking that can provide razor-sharp reasoning, moral clarity, and unparalleled intellectual excitement. Gareth Matthews showed that all the excitement and intellectual benefits of studying philosophy could be shared not just with advanced students, but also with children from the elementary school level, onward. I recommend this book most highly to anyone who wants to learn about Matthews and how it became possible to share with children a world that could teach them how to think and how to live."Robert J. Sternberg, Cornell University, Honorary Professor of Psychology, University of Heidelberg, Germany, author of The Nature of Intelligence and its Development in Childhood (2020)"A brilliant and imaginative book, which collects many of Gareth Matthews' wonderful essays and frames them with original essays by expert scholars. Everyone interested in philosophy and childhood should read it, and philosophers not interested in childhood will be if they read it."Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin-Madison, author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press)''There’s so much to appreciate in this new volume on Gareth B. Matthews, full of fascinating material by Matthews and his colleagues and beautifully book-ended by testimonials from Stanley Cavell and Jana Mohr Lone. But what I particularly admire (being a literature scholar by training) is the book’s focus on Matthews’s affirmation of children’s literature as a philosophical enterprise in its own right. Even more than the other founders of the philosophy for children movement, Matthews recognized and affirmed the "philosophical whimsy," in children’s literature--a narrative expression of wonder and perplexity that invites us all to think and dream. As this volume shows, Matthews’ understanding of children’s literature now permeates and inspires philosophical work with children. I learned so much from this engaging and beautifully designed book, and recommend it with much enthusiasm.''Kenneth B. Kidd, University of Florida, author of Theory for Beginners: Children’s Literature as Critical Thought (Fordham)."In the rich and exciting world of philosophers thinking about childhood—children as philosopher, children's literature as philosophy, what philosophy can tell us about childhood, what children can bring to philosophy—few tower as tall as does Gareth B. Matthews, and many follow in the path that he blazed. To read Professor Matthews' work on the interaction of philosophy and childhood is to enter a world that quickly reminds us what makes philosophy so wonderful and powerful. This collection of Professor Matthews' writings, coupled with reflections on his enduring legacy written by some of the leading researchers and practitioners working in the philosophical areas at the core of much of Professor Matthews' own written output, are a fitting tribute to his legacy. Maughn Rollins Gregory and Megan Jane Laverty are to be commended for putting together a compelling volume, which will hopefully spur more philosophers to see how well children and philosophy serve one another and perhaps even to engage in work that brings the two together." Karen Detlefsen, Professor of Philosophy and Education at the University of Pennsylvania, editor of Descartes' Meditations: A Critical Guide (Cambridge) and co-editor of Women and Liberty, 1600-1800: Philosophical Essays (Oxford)"A rich and provocative volume that combines a range of Matthews’ influential essays with critical new discussions of their importance. The result is a powerful demonstration that engaging questions of children and childhoods transforms philosophical thinking and practice. A perfect resource both for students and scholars new to Matthews and for anyone wishing to take the work he inspired to the next level."John Wall, Professor of Philosophy, Religion, and Childhood Studies, Rutgers University, author of Ethics in Light of Childhood and Give Children the Vote"Gareth B. Matthews, The Child’s Philosopher will be an invaluable resource for those with interest in a fine philosopher who made contributions not only to the history of philosophy, philosophy of religion and philosophy of mind, but also to the still emerging philosophy of childhood. Furthermore, Matthews’ work with children, and with educators, clearly evinced significant respect for children and the power of even quite young children to raise and be interested in exploring major philosophical issues. This book makes the nature of that work very clear and powerfully combines Matthews’ own writings (on Socratic elenchus, and the problems with deficit models of childhood, and techniques for encouraging children to do philosophy, among other topics) with the reflections of a variety of contemporary thinkers (and one recently deceased long-time friend and philosopher, Stanley Cavell) who appreciate and critique Matthews’ work. This book is highly recommended for those with an interest in the nature of childhood, the role of children’s literature in stimulating philosophical engagement, and the contributions that children’s philosophizing can make to future generations of children and adults alike."Amy Mullin, University of Toronto, author of Reconceiving Pregnancy and Childcare: Ethics, Experience and Reproductive Labor "This excellent volume brings together Matthews’ scholarship on philosophy and children’s literature, philosophy of childhood, and children as philosophers. Also containing insightful contributions by his commentators and collaborators, this is an invaluable resource for philosophers writing on children and/or childhood, as well as for those who want to learn about philosophical work in this area. This rich collection would be a terrific text for an upper level or graduate class on philosophy and children and I predict it will also be a vital research tool."Samantha Brennan, Dean of the College of Arts and Professor of Philosophy, University of Guelph"The quality of a person’s thinking and being can partly be measured by the quality of what others create in response. This book bears remarkable witness to a remarkable person. Whilst the collection of Matthews’ writings speaks powerfully for itself, the editors have brought out the best in constructive criticism from their colleagues, to create a perfect combination of a history of ideas and a celebration of developing practice. P4C has been going for over 50 years now, and the ‘Philosophy for Children Founders’ series shows that it has both sound roots and fruitful branches, not least in the continuing reconceptualization of childhood, philosophy and education. There is still a long way to go before the qualities of Matthews and other founders of P4C are fully appreciated, let alone translated into a more philosophical and playful educational system. But this book is a bridge into the next 50 years, during which our species will either re-sow the seeds of humane philosophy or reap the shrivelled fruits of technocratic implants."Roger Sutcliffe, co-founder of DialogueWorks, P4C.com, and the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE); author of Thinking Moves A-Z: Metacognition Made Simple"A penetrating extension and enrichment of the conversations about children, childhood, children's literature, and philosophy that Gareth B. Matthews pioneered so brilliantly decades ago. Invaluable for anyone fascinated by the philosophical thinking of children and how best to engage with, and benefit from it. Rich and rewarding!"Claudia Mills, children’s book author and emerita professor of philosophy, University of Colorado, Boulder."Gareth B. Matthews’ extraordinary capacity for listening with a "third ear" to children’s spontaneous thinking led him in several directions, all of which are documented in this volume, both in his own papers and those of his commentators, which are geared to his, and help us to place his contributions in the larger contexts of child study, cognitive development theory, children’s literature, and philosophical pedagogy. As such, he turns the old adultomorphic prime time saw "kids say the darndest things" on its head, to "kids say the most philosophically interesting things," and demonstrates this with numerous examples, taken from a good thirty years of engaging in philosophical dialogue with groups of children, and with examples from conversations with his own young children."David Kennedy, Montclair State University, author of The Well of Being (SUNY Press 2006), in childhood & philosophy 17(2021): 01–07.This new book from the Routledge series, Philosophy for Children Founders, is a masterful and completely engaging account of the impact Gareth Matthews had on the movement(s) loosely labeled "Philosophy for/with Children." Each contributor is actively engaged with the others in weaving together a rich accolade to Matthews, while at the same time, maintaining a critical stance to invite further work in this field. I found this to be the most impressive aspect of this volume and attribute it to the work of the two editors, Gregory and Laverty, both experienced leaders in running a "community of inquiry." I can easily imagine Gareth Matthews would entirely approve and, if he were with us, would eagerly enter into the conversation.Wendy C. Turgeon, St. Joseph's College, author of Philosophical Adventures with Fairy Tales: New Ways to Explore Familiar Tales with Kids of All Ages (Rowman & Littlefield Education, 2020) in Analytic Teaching and Philosophical Praxis 42, no. 1 (2022): 86-92.That [Matthews’] decades of writing, researching, and teaching in this area yielded a legacy of lasting significance is conclusively demonstrated by this volume, in which Gregory and Laverty have assembled both original essays on Matthews and many illustrative, well-chosen selections from Matthews himself. The book makes for engaging reading, with a recurring theme being the genuine delight and respect Matthews had for the philosophizing of young children. With him and his young interlocutors, one feels the attractive force of the glimmers of a return to Socratic innocence.Bart Schultz, University of Chicago, author of The Happiness Philosophers: The Lives and Works of the Great Utilitarians (Princeton University Press, 2017), in Teaching Philosophy 45(3): 390-393.This book proved something of a revelation to me, challenging many long-held views and beliefs regarding the practice and pedagogy of philosophy for children. As a result, I have a far more nuanced understanding that I hope will augment not only my practice of philosophy with children but also that of the student teachers with whom I explore this liberating and empowering pedagogy. Rhiannon Love, University of Winchester, in Precollege Philosophy and Public Practice, Volume 4, Spring 2022: 115-119.Matthews’ calls for us to start taking the contributions of young philosophers seriously and as a result to make a point of spending time with them doing philosophy still rings true, but sadly is still largely unheeded. We still need much work to further his first steps towards a robust philosophy of childhood. Our school systems, social structures and parenting manuals still assume a deficit model of children’s cognition. We still treat children’s ideas condescendingly. All of this shows why Gareth Matthews is still as timely as ever, as needed as ever. Make sure to read this book, even if you already know Matthews’ work.Stephen Kekoa Miller, Oakwood Friends School, in Questions: Philosophy for Young People 22:47-48.Gregory and Laverty have offered us an exceptional gateway into the life and work of Gareth B. Matthews. This is an excellent volume that I would highly recommend to anyone working in, or adjacent to, the field of P4C [philosophy for children]. In the time since I started writing this review, I have incorporated Matthews’ ideas into the ways that I teach college students and the ways that I teach and practice dialogue facilitation. I look forward to continuing to learn and grow as a result of my exposure to the lessons in this volume, and I invite you to do the same.Aaron Yarmel, Associate Director of the Center for Ethics and Human Values of The Ohio State University, in Journal of Philosophy in Schools 9(2):114-118.Two salient ideas emerge from a careful reading of the collection. The first is Matthews’ sense of moral repugnance over adult condescension toward children and his view that "addressing the ageless questions of philosophy [together] is itself a renunciation of condescension [and] a celebration of the humanity we share with our children" (p. 77). The second is Matthews’ dedication to including children’s own voices in the conversation. Recognition of the value of Matthews’ work in these areas of study is long overdue and this anthology makes a significant overture to that end.Karen Mizell, Professor of Philosophy, Utah Valley University, for Philosophical Inquiry in Education 29(3):218-220.What is particularly affecting during the reading of this book is how Gareth Matthews’s chapters, through the intentional inclusion of children’s philosophical thoughts which have been recorded, acknowledged, and theorised, ensure a ‘they’ (Matthews and the children he philosophised through and with and who deeply influenced his scholarship) speak back and engage with the contemporary scholars and their work.Rose-Anne Reynolds, Cape Town University, in International Research in Children’s Literature 16(1): 108-110.To make a book like Gareth B. Matthews, The Child’s Philosopher succeed takes huge amounts of editorial skill and judgment. So it is a tremendous credit to Maughn Rollins Gregory and Megan Jane Laverty, as well as to their authors, that the book is a resounding success. It perfectly captures the flavor of Matthews’ work on philosophy for and with children. For those who don’t know Matthews’ contribution, the introduction to the book is a masterful elucidation of what he was trying to do. The selections from Matthews’ writings show how imaginative and innovative his work on and for children was. And each of the essays introducing and discussing his legacy—on children’s thinking, on children’s literature, on Socratic teaching, on developmental psychology, and on the philosophy of childhood—is illuminating and incisive.Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin–Madison, co-author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press 2018), in Journal of Philosophy of Education 57(1): 575–581Critical Philosophy of Race (CPR) tasks the teacher/facilitator in the circumstances of inquiry with bringing forward cultural and historical details to expand the context of reasonableness and to counteract the presumption of an objective or ‘every child’ point of view that is not culturally mediated. Here Matthews’ confidence in the consciousness of children to shed light on these difficult topics suggests that children can surprise us in the way that they navigate these hard topics.Sheron Frazer-Burgess, Professor of Social Foundations and Multicultural Education, Ball State University, in Journal of Philosophy of Education 57(1): 592–601Table of ContentsSeries editors' introduction AcknowledgementsContributors About the EditorsINTRODUCTIONGareth B. Matthews: A Philosopher's Life with Children Megan Jane Laverty and Maughn Rollins GregoryTime and Place for PhilosophyStanley CavellPART IGareth B. Matthews on Philosophy and Children’s Literature1 Age-Transgressive Philosophizing with Children’s Literature Karin Murris2 Philosophy and Children’s LiteratureGareth B. Matthews3 The Philosophical Imagination in Children’s LiteratureGareth B. Matthews4 Thinking in StoriesGareth B. MatthewsThe Little Prince by Antoine de Saint-Exupery Not Now, Bernard by David McKee The Mountains of Tibet by Mordecai Gerstein PART IIGareth B. Matthews on Children’s Philosophical Thinking5 Gareth B. Matthews on the Child as Philosopher Stephanie Burdick-Shepherd and Cristina Cammarano6 HolinessGareth B. Matthews7 Creativity in the Philosophical Thinking of ChildrenGareth B. MatthewsPART IIIGareth B. Matthews on the Socratic Teacher8 Socratic Teaching, What Can it Be? Peter Shea9 Socrates’ ChildrenGareth B. Matthews10 Whatever Became of the Socratic Elenchus? Philosophical Analysis in PlatoGareth B. MatthewsPART IVGareth B. Matthews on Philosophy of Developmental Psychology11 Gareth B. Matthews’ Philosophy of PsychologyJennifer Glaser12 Concept Formation and Moral DevelopmentGareth B. Matthews13 Children, Irony and PhilosophyGareth B. MatthewsPART VGareth B. Matthews on Philosophy of Childhood14 Gareth B. Matthews: Philosophy of Childhood or Children?Walter Omar Kohan and Claire Cassidy15 A Philosophy of ChildhoodGareth B. Matthews16 Introduction to The Philosopher's Child: Critical Perspectives in the Western TraditionSusan M. Turner and Gareth B. Matthews17 Children as Philosophers: Interview with Gareth MatthewsGareth B. Matthews and Susannah ShefferAfterwordJana Mohr Lone Index

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Book SynopsisOliver really wants to play a princess in Ariana's story. He stops, confused, when some of the other boys laugh. But when Noah, the new boy, refuses to take any notice of the laughter, Oliver discovers that there is another way... This beautifully illustrated story book explores a common situation that arises for children and teachers taking part in Helicopter Stories and allows the children to explore their feelings in a sensitive and supportive environment. The story is accompanied by teacher's notes on how to use the book with young children along with questions and discussion prompts that can be incorporated into the curriculum. In a class where Helicopter Stories take place on a regular basis, It's Only Pretend explores issues around gender that might come up in story acting. It is part of the Helicopter Stories Tale series, a valuable and visually captivating resource for all Early Years educators using storytelling and story acting with their childTrade Review"These picture books bring to life the magic of Storytelling and Story Acting. The authentic examples and quandaries are compelling. Trisha gives advice based on her vast experience but also includes the voice of Vivian Gussin Paley herself. This book will be an invaluable resource for anyone who is developing the art of Helicopter Stories in their setting." Anna Ephgrave has written five books around the topic of "Planning in the Moment". "Childhood deserves to spend its days in an immersive world of story and make-believe, and yet again, Trisha shows us how. The rich possibilities she has created here enable an exploration, not only of Helicopter Stories, but of who we are in the kingdom of play. A true adventure awaits you within its pages.Holding hands with Trisha’s words are the wonderful illustrations of Amie Taylor, that turn up the dial of imagination and invite us in to story dream even more" Greg Bottrill, author of Can I Go and Play Now – Rethinking the Early Years and School and the Magic of Children "Trisha Lee has written a lovely, accessible set of stories that can be dramatized through the Vivian Gussin Paley method. It is set in Fiona Fable's classroom who knows that every child has a story inside them, and her job is to find a way to let those stories out. These stories bring to light the importance of children being able to tell their stories right here and right now. It’s a beautiful and natural way of allowing children to address their worries, share their ideas and catch a glimpse of their imaginations. We have used this approach for many years at LEYF and it has made us so much more alert to the power of storytelling. Everyone has a story, and this book gives you the tools to make this part of your daily life of any classroom. It tells the teacher to watch very carefully, and you will see the children’s stories dancing through the air. It is joyful."June O’Sullivan, CEO of London Early Years Foundation and author of numerous publications about the Early Years.Table of Contents1) Introduction2) Story Spread3) Teachers Notes

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Book SynopsisCombining literacy lessons with wellbeing, this accessible guide, full of practical lesson plans and photocopiable activities is the ideal resource for the busy primary school teacher. Using popular children's books to explore themes such as relationships, friendship, listening, anxiety, sadness, resilience and confidence, each book focuses on the key areas shown to impact mental health and wellbeing to enable children to explore and think about difficult things. Divided into five chapters, each chapter focuses on an area that creates positive foundations for mental health and wellbeing: relationships, emotional literacy, sense of self, skills for learning and understanding how our brain influences our learning and behaviour. Developed into a series of lesson plans for teachers and links to the literacy curriculum, each story contains a range of teaching techniques that develop the key areas impacting mental health and wellbeing. This invaluable resource will enable KSTable of ContentsChapter 1: Relationships KS1; Scardy Squirel Makes a Friend by Melanie Watt; Something Else by Kathryn Cave; Two by Kathryn Otoshi; Assembly; Phileas’s Fortune by Agnes de Lestrade and Valeria Docampo; Chapter 2: Emotional Literacy KS1; Visiting Feelings by Lauren Rubenstein; Too Many Pants by Ruth Drury; The Brain Storm by Linda Ragsdale; Assembly; The Invisible by Tom Percival; Chapter 3: Understanding Self KS1; The Problem with Problems by Rachel Rooney and Zehra Hicks; My Body Sends a Signal by Natalie Maguire; Be You by Peter Reynolds; Assembly; Your Thoughts Matter by Esther Pia Cordova; Chapter 4: The Brain Learning and Behaviour KS1; Puppy Mind by Andrew JoranNance; Catching Thoughts by Bonnie Clark; Good News Bad News by Colin McNaughton; Assembly; A Little Spot of Anxiety by Diane Alber; Chapter 5: Skills for Learning KS1; Sarabellas Thinking Cap by Judy Schachner; Ricky the Rock That Couldn’t Roll by Jay Miletsky; The Thing Lou Couldn’t Do by Ashley Spires; Assembly; What to do with a Chance by Kobi Yamada

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Book SynopsisTeaching Exceptional Children is the ideal textbook for introductory graduate and undergraduate courses on early childhood special education and teaching in inclusive classrooms. Bayatâs clear and accessible writing, the textâs visually appealing design, and the focused pedagogy included in each chapter help make it possible for students and instructors to cover a significant amount of material. This powerful text identifies specific behavioral characteristics and presents theoretical information grounded in neuroscience and child development research for a wide range of disabilities. Chapters provide research-based best practices for effectively working with children with various disabilities in inclusive classrooms. This third edition has been fully updated with recent research and includes new sections on Universal Design for Learning, adaptations, technology, and common challenges in inclusive early childhood classrooms.This book is also accompanied by a robust collection of online resources for instructors and students, providing full support, including a Companion Website featuring an Instructor's Manual with additional ideas for assignments and projects, web and video links with reflection questions, a test bank, and lecture slides; and an eBook+ offering interactive links to videos, glossary terms, and more!Table of ContentsPart I: Foundations of Early Childhood Inclusive and Special Education 1. Education of Children with Disabilities: An Introduction to the Field 2. Inclusive Education: Current Issues and Methods of Intervention in Early Childhood 3. Atypical Development 4. Families are the Most Important of All 5. Identification and Assessment 6. Developing IFSP and IEP Part II: Learning and Behavior Characteristics of Disabilities, and Best Practices 7. Children on the Autism Spectrum Disorder (ASD) 8. Children Who Have Attention Deficit Hyperactivity Disorder 9. Children Who Need Mental Health Support 10. Children with Communication Disorders 11. Children With Intellectual Disability 12. Children with Hearing Loss and Visual Impairment 13. Children Who Have Motor Issues and Other Health Impairments Part III: Kindergarten Through Third Grade 14. Education of Children with Disabilities in Primary School Years – Grades K-3

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Book SynopsisKey components of practitioner inquiry provide an effective approach to lasting educational change. By including narratives of practice from across diverse early childhood settings, this book investigates issues that arise during implementation of inquiry-focussed professional learning cycles. It presents practitioner inquiry as a vehicle for empowering educators and educational systems.Research-based, this book brings together theory and practice from authors and internationally recognised commentators to inform and inspire early childhood educators. Chapters are thematically grouped in three focus areas. The first centres on background contextual information to set the scene, the second offers real-life stories based on authorsâ experiences and the third provides insight into broader issues of leadership and professional learning. Voices of educators, teachers and leaders are included to provide multiple points of entry for readers with different interests, backgrounds, andTrade Review‘The key to educational improvement in early childhood lies in inquiring and puzzling, hypothesising and evaluating. These experienced authors have delivered a book enhancing the inner strengths and wisdom of practitioners to inspire and lead change in their unique contexts.’ Dr Sandra Cheeseman, CEO, Créche & Kindergarten Association, Queensland, Australia.Table of ContentsIntroduction: Inviting engagement Section 1: Setting the Scene 1. Practitioner inquiry: Processes, potentials and purposes 2. What is a useful question? 3. Evidence for change: Finding and analysing data 4. Practitioner inquiry as a tool for meeting and moving beyond regulatory requirements for teachers Section 2: Sharing Stories of Experience 5. Unpacking complexity in complex environments 6. Stories from the classroom: School-based change through an inquiry-based approach 7. ‘Forming’ ourselves as teacher~researchers 8. What matters: Participant voices in a year of sustained professional learning Section 3: Exploring big ideas 9. Unexpected opportunities: Inquiry as professional learning 10. Intersections of pedagogical documentation and practitioner inquiry 11. Effecting positive change: The role of educational leaders 12. Practitioner research as sustainable professional practice 13. Conclusion: Thinking together

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Book SynopsisThis fully revised and expanded second edition of Key Issues in Childhood and Youth Studies presents an informed and critical commentary on a range of key issues related to children and childhood, from birth to eighteen years.Challenging current orthodoxies within the adult world on the nature of childhood, it is an essential text for students of childhood and youth studies as well as those studying relevant professional qualifications in social work, teaching and health. Exploring ideas from the historical development of childhood to the demonising of youth, it is divided into five clearly defined sections, each with their own editorial introduction which highlights the key themes: Creating Childhood The Developing Child Children at Risk The Politics of Childhood Bordered Childhood and International PerspectivesContaining 15 newly written chapters and three revised pieces, this invaluable textbook provides an overview of childhood and youth studies and encourages students to think about the issues discussed and to develop their own ideas. Each chapter contains student activities, key concept boxes, recommended further reading and a reflection exercise.

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Book SynopsisFor effective use, this book should be purchased alongside the illustrated picture book Harry's Story. Both books can be purchased together as a set, Supporting Children with DLD: A Picture Book and User Guide to Learn About Developmental Language Disorder [978-0-367-70920-4].Supporting Children with DLD, has been developed to help raise awareness of Developmental Language Disorder, and to highlight the impact of the condition from the child's point of view.With activities, prompts and sample questions, this is an essential resource to enable adults to understand the reality of living with DLD, helping children feel heard and respected, as well as providing a solid foundation for tailoring support to individual needs. Drawing on specific examples from Harry's Story, the book does not assume any prior knowledge of DLD and is designed to offer the reader accessible information and practical advice, teaching as you go. This book: Table of ContentsAcknowledgements Introduction Considerations What is Developmental Language Disorder (DLD)? Facts about DLD? Why do we need to know about DLD? What is language and why is it important? What does ‘Harry’s Story’ teach us? Difficulties understanding language Vocabulary & Word finding difficulties Difficulties with behaviour and social interactions Literacy Difficulties Communication friendly environments Talking to children about DLD Involving children in decision making Top tips for talking to children with DLD Talking about feelings thoughts and wishes Comments, prompts and questions Prompts and questions to use alongside Harry’s Story Children’s profiles Make your own profile Easy or hard? Asking for help How to ask for help

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Book SynopsisFor effective use, this book can be purchased alongside the professional guide, Supporting Children with DLD. Both books can be purchased together as a set, Supporting Children with DLD: A Picture Book and User Guide to Learn About Developmental Language Disorder [978-0-367-70920-4].This beautifully illustrated picture book has been created to develop awareness of Developmental Language Disorder and provides a unique opportunity to sensitively gain childrenâs perspectives of the condition.Harry enjoys school, but faces daily challenges due to his language difficulties. When he is asked to write a story, he struggles to find the words to put his thoughts onto paper. He learns to share his stories through pictures instead and, in doing so, helps his supportive teacher understand what she can do to make life easier for him.With bright illustrations and language that can be accessed by children with DLD, this story can be used to startTable of ContentsHarry's Story: A Picture Book to Raise Awareness of and Support Children with DLD

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Book SynopsisDynamic Play and Creative Movement offers effective and accessible methods to supplement elementary education for young children using dance, movement, and play. Imagination, physical energy, and the need for self-expression are childhood qualities recognized by parents but are not sufficiently valued to be applied to formal education. Yet when valued as natural endowments, they might intelligently be used to increase a child''s perceptive abilities and self-confidence, essential to learning. These three qualities combine in dynamic play, a term devised by the author to describe an approach to learning. Through physical participation, children deal with concepts, ideas, and emotions while they reach out to touch a vast world of people, animals, nature, and activities. The chapters provide for improvisations in music, visual art, drama and stories in addition to topics related to the changing seasons, sports, school subjects, travel, games, aTrade Review"Dynamic Play and Creative Movement is timely, enlivening, and creative. It will show teachers, parents, school administrators, school boards, and those who teach teachers how a classroom can come alive— even as deeper learning becomes accessible. This is indeed exciting."Beate Becker, MA, MS, BC-DMT, PA, CMA, SEP, LMHC"I believe this book to be on the leading edge of a growing field—of dance or movement therapy—which can serve important needs for postsecondary faculty teaching education and special education courses. Elementary school teachers, social workers, paraprofessionals, clinicians, and special education teachers looking to add these action-oriented concepts and methods into their curricula and classrooms would benefit, as well as parents hoping to stimulate maximum brain development in their children."Mary C. Starke, professor of Clinical Psychology, Ramapo College of New Jersey"Judith Peck, Ed.D beautifully brings to life the inherent qualities in all children: energy, imagination, movement and creativity. The mind is never independent of the physical body. In this book Judith demonstrates how movement and creative expression are essential for learning and brain development."Jean Seibel, MA, LCAT, BC-DMT, visiting professor Pratt Institute Graduate Dance Therapy Program"Dancers and footballers have to move to think. They think by moving. And so do children. In this much needed antidote to sedentary education, Judith Peck guides us skillfully through the research behind this claim, and the many benefits which movement bestows on children's intellectual as well as physical development. So, teachers, get moving!"Guy Claxton, author of "Intelligence in the Flesh".Table of ContentsPart One: Dynamic Play 1. Journey of Discovery 2. Channeling Physical Energy, Imagination and Expression 3. Imagination: Origin of Individuality 4. Getting Started 5. Questions and Answers Part Two: Movement and Brain Connections 6. Brain Plasticity and Exercise 7. The Developing Brain 8. The Brain, Movement and Dance Part Three: The Creative Conquest of Space 9. Taking Off 10. Ground Instruments 11. Flight Patterns Part Four: Improvisations 12. Getting Started 13. Improvisations on Nature 14. Improvisations on the Seasons 15. Improvisations on the Visual Arts 16. Improvisations on the Performing Arts 17. Improvisations on Holidays 18. School Projects 19. Fun and Games Part Five: Creative Movement Plays 20. Dramatic Plays 21. The Stories

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Book SynopsisDrawing on research to inform practice, this book is written for teachers and school leaders looking for guidance on how to successfully implement a play-based curriculum in the early years of primary school. Learning Through Play in the Primary School unpacks the why and the how of embedding play-based pedagogies in the first three years of school. The book is divided into two sections, the first drawing on the latest research to outline the importance of play in a child's development and emotional engagement in learning. The second section provides practical support and examples for how to embed play in a school curriculum to enhance young children's learning. The practical section covers setting up an environment for guided play, demonstrating how to assess learning from play-based activities and how to report on outcomes, supported by checklists, vignettes, and case studies. Written to facilitate the implementation of play-based learning in theTable of Contents1. Why Play in Schools? 2. The Brain, Learning, and Play 3. Communication, Language, and Pretend Play 4. Emotional understanding, Self-Regulation, and Play 5. Developing Personal Social Capabilities Through Play 6. Creative Thinking, Storytelling, and Play 7. Play Is Not an Add On: Rather a Way of Doing 8. How to Create a Play-based Approach to Learning 9. The Role of the Teacher in Supporting Children’s Play 10. Assessing and Reporting Play 11. Practical Suggestions and Examples of Children Learning Through Play

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Book SynopsisIt is not uncommon to hear the myth that young children develop in the same way, or that play does not come naturally to disabled or neurodivergent children. This essential guide challenges these myths and empowers early years educators to adopt neurodiversity-affirming practices which support all children, emphasising the joy, wonder and possibilities of inclusive practice.The book explores diverse development and learning through a variety of different lenses, including early years provision, specialist support, and speech and language therapy. The reader is introduced to a range of theoretical perspectives, alongside practical examples, audits, case studies, and strategies which explore the environment and the features and benefits of self-directed play. Topics include: An introduction to neurodiversity-informed practice Unpacking ableism and disablism in early childhood Approaching practice through a neurodiversity-informed lens Deve

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Book SynopsisNurturing Babies explores the key processes behind how a childâs mind and body develop in their first year, underpinned by the latest research in the fields of child development, psychology, health and well-being. It shows how the choices practitioners and parents make every day can have a deep impact on childrenâs experiences and the practices that can be embedded straight away to support their ongoing development and give them the best opportunities for future success.The book follows a holistic approach through the Nurturing Childhoods Pedagogical Framework, learning to understand children's evolving capabilities through their engagement in core behaviours and using these to unlock their full potential. Chapters cover: The importance of sleep and daily routines Playing and communicating with babies Physical activity and healthy eating Early brain development Understanding babiesâ emotions and behaviours The importance of emotional security on a childâs well-being Supporting infants to explore and do new things Part of the Nurturing Childhoods series, this exciting book provides practitioners and parents with the knowledge and understanding they need to nurture the very youngest children, building their self-esteem, happiness and well-being as they become enthusiastic lifelong learners.

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Book SynopsisThis book contains practical ideas and techniques for supporting children's communication development. It explores the science behind emotional regulation and the role of the adult, and shows how understanding the impact of emotions and communication can help early years educators improve the outcomes of children's learning and mental health.Table of ContentsForewordAcknowledgementsIntroductionChapter 1 – Communication and ConnectionChapter 2 – Am I safe, Do I Matter, Do You Hear Me?Chapter 3 – Speech, Language and Communication NeedsChapter 4 – Creating Environments Where All Children Are UnderstoodChapter 5 – Sharing the LoveIndex

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Book SynopsisPosthuman research playspaces: Climate child imaginaries addresses the need for new forms of climate change education that are responsive to the rapidly changing material conditions of children's socioecological worlds. The book provides a comprehensive understanding of how posthumanist concepts and methods can be creatively developed and deployed in collaboration with children and young people. It connects climate change education with posthumanist studies of childhood in the social sciences and environmental humanities. It also offers opportunities for readers to encounter new theoretical and methodological approaches for collaborative art, inquiry, and learning with children. Drawing on three years of participatory research undertaken with 135 children in the Climate Change and Me (CC+Me) project, it takes children's creative and affective responses to climate change as the starting point for the co-production of knowledge, community engagement, and the transTrade Review"Posthuman research playspaces is a creative, future facing, and politically engaged work that takes the reader on a journey into a different relationship with our environment. If we want to stop climate change, then how would we need to think? What would we need to do? Taking cues from children, the environment and philosophy, Rousell and Cutter-Mackenzie-Knowles offer responses to these questions that carry their reader into play spaces where the materiality of nature is a teacher. This book will be essential reading for those in environmental education, sustainability studies, childhood studies, arts education, and the posthumanities." -- Professor Anna Hickey-Moody, School of Media and Communication, RMIT University, Australia"Posthuman research playspaces is a unique book that is engaging, challenging and ultimately hopeful in addressing climate change and its implications for children’s lives. The book leaves no stone unturned, calling our attention to issues of colonisation that are intimately entangled with the destruction of planet Earth. Putting posthumanist theories into conversation with children’s art, media, and writing, the authors offer detailed analyses of creative methods which extend children’s capacities to inquire and express insights into climate change. I love this book and imagine all readers concerned with childhood and climate change will love it too." -- Professor Margaret Somerville, School of Education, Western Sydney University, AustraliaTable of Contents1. Encountering the Anthropocene 2. Critical Climate Change Education in a Posthuman Milieu 3. Research Playspaces: Climate Child Researchers 4. An Ecological Aesthetics of Childhood 5. Surfaces of Experience 6. Children of an Earth to Come 7. Generative Openings

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Book SynopsisEarly years pedagogy is a deeply human, emotional activity as well as an intellectual and physical one. Drawing on key research, this book explores how Work Discussion' can offer a safe space for practitioners to reflect on their daily experience including the feelings that accompany the work. In facilitating honest and open conversations, it shows how sharing troubling dilemmas and experiences in a supportive environment can improve both the wellbeing of practitioners and the outcomes for children and their families. This book explains the origins of Work Discussion, the results of a year-long evaluation of its impact in a large early years setting, and the accounts of five nursery leaders who have experienced using Work Discussion. Concluding with practical advice on preparing to go forward for training in facilitating Work Discussion groups in early years settings, chapters cover: How to set up Work Discussion as a model of professional reflection Table of Contents Part One: Relationships Matter Chapter 1. Let’s get serious about feelings in early years practice (Peter Elfer); Chapter 2. Introducing Work Discussion as an holistic model of professional reflection (Dilys Wilson) Part Two: Does Work Discussion work? A research evaluation from the perspectives of practitioners, children, and parents Chapter 3. Introducing the Research Evaluation (Peter Elfer) Chapter 4. The practitioners’ perspectives (Antonia Zachariou) Chapter 5. Does ‘Work Discussion’ work? How can we know if Work Discussion makes a difference for children (Sue Robson) Chapter 6. The parents’ perspective. What was learnt in the evaluation about working with parents and what matters to parents? (Sue Greenfield) Part Three: Five Nursery Managers talk about their experience of Work Discussion Chapter 7: Research into Practice. Inviting Nursery Leaders to try out Work Discussion: What did they make of it? Chapter 8. Christina’s story Chapter 9. Emily’s story Chapter 10. Lisa’s story Chapter 11. Sam’s story Chapter 12. Tricia’s story Part Four: What is involved in leading a Work Discussion group? 13. Building space to talk and think: Five Key Tasks for Work Discussion Facilitators (Ruth and Peter)

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Book SynopsisThis book illuminates the complexities of social and emotional learning (SEL) during early childhood and provides readers with supportive tools to enhance and advance social and emotional skills among young children within their homes and classrooms.Affective development is critical to childhood development this guide gives parents and educators concrete strategies to support students' social skills, relationship development, and positive mental health. Expertly blending theory with practice, Social and Emotional Learning for Advanced Children in Early Childhood: Birth to 8 presents vital background information, real-life examples, diverse case studies, discussion questions, and action steps for implementing SEL into any early childhood environment.By including both what is understood about social and emotional development in early childhood as well as the proven methods and approaches for working with young children, this comprehensive guide is a must read forTable of Contents1. Understanding Social and Emotional Learning in Early Childhood: Introductions and Definitions 2. Overview of Social Emotional Learning in Early Childhood 3. Characteristics and Case Studies of Very Young Children, Birth to Two Years 4. Characteristics and Case Studies of Preschool Children, Ages Three to Five Years 5. Characteristics and Case Studies of School-Age Children, Ages Six to Eight Years 6. Conclusion Appendix A Book and Article Resources Appendix B Social and Emotional Learning Curriculum Resources Appendix C Organizational Resources Appendix D Definitions of Relevant Terminology

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Book SynopsisThis accessible book is full of play-based activities to support child development. Grounded in evidence-based practice, it inspires and informs readers to understand play, and offers ideas and practical activities to use with the children in their care (ages 0-8).Drawing from the holistic and inclusive model of Developmental Play, which includes sensory play, creative-explorative play, meaning-making play and higher play, the activities focus on supporting aspects of social, emotional, physical and cognitive development. Each activity follows the helpful structure: you'll need, your child will learn and top tips, and shows how play can be used to enhance children's development in five key areas: To build emotional wellbeing To build social skills To build school readiness To build physical skills To develop sensory processing skills. Playfulness is fundamental to healthy holistic development and this book shows you why pTable of ContentsAcknowledgments Chapter One – The Developmental Play Model Chapter Two - 20 Ideas for Developmental Play Pyramid Level 1Sensory-Body Play and Attachment-Safety PlayChapter Three - 20 Ideas for Developmental Play Pyramid Level 2Creative-Explorative PlayChapter Four - 20 Ideas for Developmental Play Pyramid Level 3Meaning-Making PlayChapter Five - 20 Ideas for Developmental Play Pyramid Level 4Higher PlayChapter Six - 20 Ideas for Nature PlayChapter Seven - The Power of Messy Play (CreateCATT’s Favourite Play Activity)Messy PlayChapter Eight - How to Scaffold Climbing up the Pyramid and Circles of PlayChapter Nine - BibliographyNature Resources Links to Play Practice and ResearchYouTube CreateCATT Animations

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Book SynopsisBeing, Becoming and Thriving as an Early Years Practitioner captures the authentic and often humorous experiences that occur when working with young children, providing a comprehensive and accessible guide to the reality of early years practice. Designed to support practitioners through the early stages of their careers, it reveals what child development theory looks like in practice through real-life examples and case studies alongside guidance on practitioner wellbeing, continuous professional development (CPD), and studying alongside work. The book is structured around three key themes: BEING, BECOMING, and THRIVING. Each theme is divided into several chapters, and they cover a range of topics which will support you on your academic and professional journey including: ? Being a reflective practitioner ? Inclusion ? Key theorists ? Creativity ? The foundations of Play ? Reflection and Reflective Practice <

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Book SynopsisTeaching Religious and Worldviews Education Creatively offers a fresh perspective on the Religious Education (RE) curriculum. This second edition is crammed full of practical lesson ideas underpinned by cutting edge research authored by specialists in the field. It helps teachers understand what constitutes an effective and creative Religion and Worldviews Education (RWE) curriculum, and challenges teachers to view RWE as a transformatory subject that offers learners the tools to be discerning, to work out their own beliefs and to answer puzzling questions.This second edition of Teaching Religious and Worldviews Education Creatively includes fully updated chapters from the first edition with 11 new contributors and 5 brand new chapters. New topics include:-           Visits, visitors and persona dolls-           The RE Searchers appr

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

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