Pre-school and kindergarten Books
Taylor & Francis Fast Childcare in Public Preschools
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£37.04
Taylor & Francis Ltd The Literacy of Play and Innovation
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£42.74
Taylor & Francis Ltd Effective Family Engagement Policies
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£28.99
Taylor & Francis Ltd Alphabetics for Emerging Learners
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£128.25
Taylor & Francis Ltd Effective Family Engagement Policies
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£128.25
Taylor & Francis The Spread the Happiness Approach Happy Teachers Happy Classrooms Better Education
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£109.25
Taylor & Francis Ltd Outdoor Play for Healthy Little Minds
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£128.25
Taylor & Francis Ltd Developing ChildCentred Practice for Safeguarding and Child Protection
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£118.75
Taylor & Francis Ltd Supporting Behaviour and Emotions in the Early Years
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£128.25
Taylor & Francis Ltd Supporting the Wellbeing of Children with SEND
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£128.25
Taylor & Francis Ltd Speech and Language in the Early Years
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£24.99
Taylor & Francis Ltd Speech and Language in the Early Years
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£128.25
Taylor & Francis Ltd Physical Activity and Sport During the First Ten Years of Life
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£37.99
Taylor & Francis Universal Design for Learning in the Early
Book SynopsisUniversal Design for Learning in the Early Childhood Classroom, Second Edition focuses on proactively designing PreK through Grade 3 classroom instruction, environments, and assessments that are flexible enough to ensure that teachers can accommodate the needs of all the students in their classrooms. Featuring updated language and examples to elevate discussions about inclusion and access along with a stronger anti-bias focus, this second edition includes new content on trauma-informed practice, strength-based approaches, social-emotional learning, family partnerships, and using remote and virtual technology. Highly practical and easy to use, this book remains THE essential guide to UDL in the early years.Table of Contents1. Welcome to This Book and How to Use It 2. Accessibility, Inclusion, and Universal Design 3. Using UDL as a Framework: Providing Multiple Means of Representation 4. Using UDL as a Framework: Providing Multiple Means of Action and Expression 5. Using UDL as a Framework: Providing Multiple Means of Engagement 6. Enhancing Partnerships with Families to Strengthen Learning 7. Where We Are Now and Where We Need to Go 8. Professional Development Resources: Using UDL Across DECAL—Elements to Support Change in Professional Practices 9. What Administrators Need to Know: Using the UDL Framework Across the DECAL—Elements to Improve Outcomes for Teachers and Students
£28.99
Taylor & Francis Ltd Nordic Childhoods in the Digital Age
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£128.25
Taylor & Francis Ltd Nordic Childhoods in the Digital Age
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£37.04
Taylor & Francis Universal Design for Learning in the Early Childhood Classroom
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£118.75
Taylor & Francis Ltd Teacher Education and Play Pedagogy
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£128.25
Taylor & Francis Ltd Teacher Education and Play Pedagogy
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£34.19
Taylor & Francis Ltd Developing Secure Attachment Through Play
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£128.25
Taylor & Francis Ltd Rethinking Environmental Education in a Climate Change Era
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£118.75
Taylor & Francis Ltd Metacognition and Education Future Trends
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£128.25
Taylor & Francis Ltd Metacognition and Education Future Trends
Book SynopsisMetacognition is crucial to education in a changing world. The role of mobile applications, AI and global issues such as climate change make the need for developing learners with the ability to monitor and control their own thinking increasingly necessary. Metacognitive learners are learners who can draw on their own knowledge of their own thinking processes to optimise the conditions under which they learn best. Metacognitive learners are self-regulating and pro-active in motivating themselves to learn new skills. Metacognitive learners are strategic in terms of managing their own resources to get the best from every learning opportunity and to transfer that knowledge to new areas of work. This book is timely in demonstrating how metacognition research is addressing issues of importance in future education. The chapters are authored by an international group of scholars from four continents, who are experts in the field of metacognition and self regulation research. Drawing Table of ContentsIntroduction; 1. Understanding the role of mind wandering and mindfulness in creativity; 2. Who are the students in metacognition research in high school science education? Reflections on ecological validity, representative design, and generalizability; 3. Teachers’ professional competence to support metacognition; 4. Are students who use the internet to assist with assignments prone to metacognitive overestimations?; 5. The effect of metacognitive use of learning strategies on student test performance; 6. Metacognition and self-regulated learning in manipulative robotic problem-solving task; 7. The role of automatic and analytic processes on mathematics performance: cognitive inhibition and metacognition; 8. Supporting metacognitive and cognitive processes during self-study through mobile learning; 9. Teacher metacognition: Is there a role for personal construct psychology?; 10. Mindfulness as metacognition: Implications for research and practice in education
£38.99
Taylor & Francis Being an Early Childhood Educator
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£128.25
Taylor & Francis Ltd Early Childhood Leadership in Action
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£128.25
Taylor & Francis Literacy Learning in the Early Years
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£128.25
Taylor & Francis Rethinking Attachment for Early Childhood Practice Promoting security autonomy and resilience in young children
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£128.25
Taylor & Francis Ltd Teaching Early Years Mathematics Science and ICT
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£128.25
Taylor & Francis Ltd Poetry and the 311 Curriculum
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£118.75
Taylor & Francis Ltd Poetry and the 311 Curriculum
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£24.51
Taylor & Francis Ltd Little Brains Matter
Book SynopsisThis accessible guide introduces neuroscience, demystifying terminology and language and increasing the knowledge, skills and, importantly, confidence of anyone interested in brain development in early childhood.Practical and reflective chapters highlight the multi-faceted role of adults as brain builders' and encourage the reader to consider how the environment, play and interactions are crucially interlinked. The book considers cutting-edge science and introduces this in an accessible way to look at a range of ways that adults can support children, exploring: how poverty, adversity, and social, emotional and mental health all influence the developing child the science behind play, and why it is so important for young children how we can take ideas from different disciplines such as psychology and anthropology and interweave these with the overarching research of neuroscience why adult interaction (both practitioner and parent/carer) with Trade Review"Debbie Garvey has produced an engaging and thought-provoking book that examines and demystifies a wealth of knowledge from research, helping early years practitioners to think carefully and critically about their work with young children. The book is remarkable, both for the clarity with which it explains complex theories and concepts, and the deftness with which the relevance of those theories and concepts to everyday practice is explored. Insights from neuroscience and early brain development are placed in a broader context, making links to ideas from early years pioneers, and to other academic fields such as anthropology. The case studies that pop up throughout the book […] serve to place these ideas directly into a range of practice contexts, drawing on and celebrating the work of practitioners […]. The book is presented as a journey through these ideas, and the reader is encouraged to journey actively alongside the author, stopping regularly to review the road travelled and to reflect meaningfully on lessons learned and insights gained." – Dr. Yinka Olusoga, Lecturer in Education at the University of Sheffield "What a treasure trove of learning! Not only does this book provide clean and clear reading material on the complexity of neuroscience, behaviour, psychology, and the role of the adult; each chapter is filled with practical examples, and moments of pause and reflection throughout. […] I was drawn in from the opening preface with the style of writing that simply and powerfully speaks to you. Generatively Debbie provides a wealth of signposting too, to other rich and informative resources that together with Little Brains Matter will aid any student, practitioner, lecturer, or person(s) exploring the importance of little brains and why they matter." – Dr. Julie A. Ovington AiMH, Senior Lecturer and Program Leader in Childhood and Society Studies, University of Sunderland "This book is essential for anyone working in early years. Debbie’s passion for the early childhood sector shines, and her research informed experience comes across clearly on every page. Neuroscience is a complex field to get to grips with, but Debbie makes each key area accessible, explaining the incredible nature of the human brain and outlining what is needed for healthy neurological development. The case studies are truly thought provoking and offer practical takeaways […]. Above all, Debbie succeeds in her aim to empower educators, and throughout the book runs the golden thread of valuing children, tuning into them, and learning from them. A fantastic read." – Sarah Watkins, Author, Presenter and University Lecturer "In Little Brains Matter Debbie’s generosity of spirit knows no bounds and her desire to share both her knowledge and her passion is palpable, not just through the accessibility of the jargon-free conversational style […] but in the immanently do-able ways in which sources are embedded into the very heart and soul of the text and not just listed dryly at chapter ends. ‘If you want to explore this more…’, Debbie incites, ‘go to …. I would urge you to explore it further’ […] This is as much a book about how to explore and read around a subject matter as it about the imparting of understanding. Although the latter it does a plenty." – Joanna Ainsworth, Early Years Montessori Researcher and Practitioner "As a foster carer we deal with all of these behaviours on a daily basis, but we often don’t have any knowledge of the science behind it. It was amazing to read some of what I already know to be but didn’t have a name for. Anyone working in child development would greatly benefit from reading this book, which raises as many questions as it answers on a never-ending but fascinating topic." – C. E. A. Forster, Foster Carer and Author of You’re Being Ridiculous Table of ContentsAcknowledgements Foreword Preface Introduction Chapter 1: Introduction to Neuroscience Chapter 2: Neuroscience in Practice: Environments Chapter 3: Neuroscience in Practice: Behaviours Chapter 4: Neuroscience in Practice: Play Matters! Chapter 5: Neuroscience in Practice: The Role of the Adult Chapter 6: Neuroscience in Practice: Supporting Social, Emotional and Mental Health Chapter 7: Neuroscience in Practice: Research and Reflection Index
£18.16
Taylor & Francis Ltd Little Brains Matter
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£118.75
Taylor & Francis Young Childrens Emotional Experiences
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£37.04
Taylor & Francis Early Childhood Education and Care Quality in Europe and the USA
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£37.04
Taylor & Francis Ltd Decolonising Curricula and Pedagogy in Higher
Book SynopsisThis book brings together voices from the Global South and Global North to think through what it means, in practice, to decolonise contemporary higher education.Occasionally, a theoretical concept arises in academic debate that cuts across individual disciplines. Such concepts â which may well have already been in use and debated for some time - become suddenly newly and increasingly important at a particular historical juncture. Right now, debates around decolonisation are on the rise globally, as we become increasingly aware that many of the old power imbalances brought into play by colonialism have not gone away in the present. The authors in this volume bring theories of decoloniality into conversation with the structural, cultural, institutional, relational and personal logics of curriculum, pedagogy and teaching practice. What is enabled, in practice, when academics set out to decolonize their teaching spaces? What commonalities and differences are there where academics set out to do so in universities across disparate political and geographical spaces? This book explores what is at stake when decolonial work is taken from the level of theory into actual practice. The chapters in this book were originally published as a special issue of Third World Thematics.Trade Review"This book is a good read. It inspires us to see the complexities and challenges of addressing DCP in the social sciences and humanities. I would highly recommend it to audiences that include faculty and graduate students in the fields of higher education, scholarship of teaching and learning (SOTL), and decolonial studies." - Riyad A. Shahjahan, Educational ReviewTable of ContentsIntroduction: Decolonising Curricula and Pedagogy in Higher Education Shannon Morreira, Kathy Luckett, Siseko H. Kumalo and Manjeet Ramgotra1. Resurrecting the Black Archive through the decolonisation of philosophy in South Africa Siseko H Kumalo2. Decoloniality, Spanish and Latin American studies in Australian universities: ¿es un mundo ch’ixi posible? Danielle H. Heinrichs3. Decolonising sociology: perspectives from two Zimbabwean universitiesSimbarashe Gukurume and Godfrey Maringira4. Initiating decolonial praxis: childhood studies curricula in an English university Dimitrina Kaneva, Jo Bishop and Nicole E. Whitelaw5. Decolonising the school curriculum in South Africa: black women teachers’ perspectivesPryah Mahabeer6. Ubuntu currere in the academy: a case study from the South African experience Mlamuli Nkosingphile Hlatshwayo, Lester Brian Shawa and Sabelo Abednego Nxumalo7. Place and pedagogy: using space and materiality in teaching social science in Southern Africa Shannon Morreira, Josiah Taru and Carina Truyts8. Methodology and academic extractivism: the neo-colonialism of the British universityMelany Cruz and Darcy Luke
£128.25
Taylor & Francis Ltd The Growth of a Storyteller
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£128.25
Taylor & Francis Ltd The Growth of a Storyteller
Book SynopsisThis sequel to the bestselling Princesses, Dragons and Helicopter Stories reveals the positive impact the storytelling and story acting curriculum of Vivian Gussin Paley has on young children's literacy, communication and confidence. Telling the story of three years of classroom-based research with children aged two to seven, it shows the Helicopter Stories approach in action, capturing the children's development as storytellers and their delight at having their stories listened to, scribed and acted out.In each chapter Trisha Lee's passion for children's unique voices shines through as she shares and reflects on the children's stories, paying each of them the same respect as would normally be bestowed on adult writers. Exploring the importance of story in children's lives, the book: Examines the cognitive and developmental impact of implementing a Helicopter Stories approach over an extended time period Analyses the stories told by chilTrade Review‘Without imagination we are lost - from ourselves, the world and one another. This magical book is your map to the ’stories’ of childhood and a timely reminder to dream harder, bigger and brighter. Your children need you to read it.’ Greg Bottrill, author of Can I Go and Play Now – Rethinking the Early Years and School and the Magic of Children ‘Trisha Lee’s magical book, The Growth of a Storyteller, shows how the youngest children develop the ability to tell their own stories and act them out. Starting with two-year-olds, Trisha watched as they learned to expand their characters and plots, and she shows the reader why storytelling and story acting are such a valuable tool for the language development, social skills, and emotional well-being of all children.’ Jane Katch, author of Under Deadman’s Skin – Discovering the Meaning of Children’s Violent Play, They Don’t Like Me – Lessons on Bullying, and Far Away from the Tigers ‘This beautiful book is utterly captivating and should come with a warning that meals will go unprepared and dogs will go unwalked once you start reading it. A story in itself, it delivers theory and practical information and provides compelling evidence for the importance of ensuring that children’s voices are heard, and valued, now more than ever. I guarantee you will find yourself listening to children in a different way after reading this.’ Kym Scott, Early Years Consultant, and founder, A Place To Learn ‘Human beings are a storying species, get us together with a group of friends and we will all tell our stories. Trisha's work, which is inspired by the wonderful Vivian- Gussin- Paley, explores what it means to be a young storyteller and how the essential skills of storytelling develop when nurtured by skilled and knowledgeable adults. A must-read for anyone who works with young children.’ Ruth Swailes, School Improvement Advisor, Curriculum Developer. Nursery World Trainer of the Year 2021 Table of ContentsIntroduction: The Beginning 1. The Storyteller in Me 2. The Truly Youngest Storytellers 3. Incredible Connections 4. The Ordinary World 5. Crossing the Threshold 6. The Borrowers 7. The Impact of Helicopter Stories - Four Case Studies Lucas and the Dinosaurs Ava the Word Magpie Ethan the Novelist Daisy the Girl Who Couldn't Sit Still 8. The Return of the Storytellers
£20.19
Taylor & Francis Ltd Nurturing SelfRegulation in Early Childhood
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£128.25
Taylor & Francis Ltd Inclusive Pedagogies for Early Childhood Education
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£128.25
Taylor & Francis Ltd Inclusive Pedagogies for Early Childhood
Book SynopsisThis essential textbook explores inclusive pedagogies by presenting theoretical viewpoints and research on everyday practices in early childhood education that affirm diversity in relation to learning, disability and culture. The authors consider the pedagogical practices involved in supporting educational inclusion for young children. The book focuses on key issues in relation to inclusive pedagogy including young children's learning subjectivities, socio-material realities of learning in early childhood contexts, and perspective-taking of children and adults in relation to learning and difference. The book draws together findings from experts who are employing innovative methods for research in early childhood education, including conversation analysis, phenomenological enquiry and participant ethnography, in order to create new knowledge and understanding about how young children are and feel themselves to be included. This textbook will Table of ContentsIntroduction: Inclusive Pedagogy as an Ethics of Responsibility and Care. PART 1 – Theoretical Perspectives on Inclusive Pedagogy. 1. The Children’s Rights Approach to Early Childhood Education: Policy and Context in Wales. 2. Placing Inclusion at the Heart of Things: The ‘Tricky Challenge’ for Educational Leadership. 3. Seeing Children’s Learning Subjectivities for Inclusive Pedagogy in Early Childhood Education. 4. Children’s Agency and Negotiation of Space for Enabling Environments: The Use of Tuff Spots for Practitioner Education.PART 2 – Using Research to Develop Inclusive Pedagogies. 5. Socialising a Pedagogy of Care in a New Zealand Early Childhood Refugee Centre. 6. Social Embodiment in Early Childhood Education for Children with PMLD. 7. Foundation Phase Teachers’ Understandings and Enactment of participation in school settings in Wales. 8. Using an Environmental Affordance Perspective to Consider Children’s ‘Challenging Behaviour’ in the Classroom and at Forest School. 9. Inclusion, Participation and Interaction: Challenging the Discourse of In-class Ability Groupings in Early Childhood Education. 10.The Capable Child as a Threshold Concept for Inclusive Early Childhood Education and Care. Contributing Authors.
£27.99
Taylor & Francis Tools of the Mind
Book SynopsisNow in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young childrenâs learning and development, this book is essential reading for students of early childhood theory and development.
£38.99
Taylor & Francis Ltd Evaluating Early Learning in Museums
Book SynopsisEvaluating Early Learning in Museums presents developmentally appropriate and culturally relevant practices for engaging early learners and their families in informal arts settings.Written by early childhood education researchers and a museum practitioner, the book showcases what high-quality educational programs can offer young children and their families through the case study of a program at the High Museum of Art in Atlanta, Georgia. Providing strategies for building strong community partnerships and audience relationships, the authors also survey evaluation tools for early learning programs and offer strategies to help museums around the world to engage young children. At the center of this narrative is the seminal partnership that developed between researchers and museum educators during the evaluation of a program for toddlers. Illuminating key components of the partnership and the resulting evolution of family offerings at the museum, the book also draws paraTable of ContentsIntroduction: Early Learning in the Context of the Museum 1.Young Children in Museums Today 2. Families and the High Museum of Art 3. Improving the Museum for Families: Program Evaluation 4. Reshaping Early Learning and Experiences in High Museum 5. Building and Improving Early Learning in Your Museum Conclusion: What’s Next?
£25.38
Taylor & Francis Ltd Challenging Gender Stereotypes in the Early Years
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£128.25
Taylor & Francis Ltd The A in STEAM
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£29.99
Taylor & Francis Ltd Exploring Challenging Picturebooks in Education
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£128.25
Taylor & Francis Young Childrens Identities
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£137.75
Taylor & Francis Young Childrenâs Developing Understanding of the Biological World
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£26.99
Taylor & Francis Developing Writers Across the Primary and
Book SynopsisWriting development and pedagogy is a high priority area, particularly with standardised testing showing declines in writing across time and through the years of schooling. However, to date there are relatively few texts for teachers and teacher educators which detail how best to enable the children to become confident, autonomous and agentic writers of the future. Developing Writers Across the Primary and Secondary Years provides cumulative insights into how writing develops and how it can be taught across years of compulsory schooling. This edited collection is a timely and original contribution, addressing a significant literacy need for teachers of writing across three key stages of writing development, covering early (4-7 years old), primary (7-12 years old) and secondary years (12-16 years old) in Anglophone countries. Each section addresses two broader themes â becoming a writer with a child-oriented focus and writing pedagogy with a teacher-oriented focus. TogeTrade ReviewIn a multimodal world, the significance of writing is too easily forgotten. This rich collection of Australian and British action research re-focuses our attention on the instrumental role played by writing development in all aspects of teaching/learning ¬– ranging across sectors, across informing social semiotic approaches and across individual and social perspectives as it does so. A timely reminder for ‘woke’ educators in our Web 2.0 communication age.Professor J R Martin, Department of Linguistics, University of Sydney, AustraliaAn increasing body of research into children’s writing performance in recent times has demonstrated how considerable are the changes that occur from early childhood to late childhood, and thence to adolescence and adult life. Written language is quite different from speech, and while children normally commence their schooling with a degree of spoken proficiency, it takes some years of development to master the written code. This volume brings together a timely and useful set of chapters that reveal many of the challenges for children in learning to write before school and in the primary and secondary years. As such, the volume offers valuable insights for teachers at all ages. Frances Christie, Emeritus Professor of Language & Literacy Education, University of Melbourne, AustraliaIn a multimodal and complex world, writing development for children and young people remains an imperative in education. Whether writing is conceived as a technical skill and/or a key conduit for personal and social development, it is a key mode for communication in the twenty-first century and has not been replaced by other modes. Rather, it is finding its place in the firmament of communication. This multi-national edited collection is the work of experts in the field who understand the relationship between research, policy and practice, and will be an authoritative guide for years to come.Professor Richard Andrews, University of Edinburgh, UKHow can classroom instruction support children becoming writers? What pedagogical practices might teachers employ across schooling years to nurture children as writers? The capacity to write well is a critical factor of academic success and productive participation in learning and civic life. This edited volume of classroom research provides a needed resource that expertly addresses the complexity of supporting children becoming writers across time– from fostering emerging writers in the early years, to supporting social, linguistic and cognitive development of primary school writers, to addressing the complexity of writing in secondary schools. Chapters offer accessible accounts of interdisciplinary research with clear implications for pedagogical practices across the years of schooling.Maureen Boyd, Associate Professor, Department of Learning and Instruction, Graduate School of Education, University at Buffalo, USAThis book is an important contribution to the literature of writing development. It deals with fundamental requirements for developing good writing education: It presents a nuanced understanding of the concept of writing development, it combines perspectives from both linguistics and psychology in a rich array of research, and throughout the book implications for classroom practices are discussed. The book challenges normative approaches and invites the readers to independently reflect on how to meet children’s needs as writers in the complex, multimodal and digital world of today. It will become an influential book in times when accountability and measuring achievements more and more are prevailing. Synnøve Matre, Professor in Nordic Languages and Literature, Department of Teacher Education, The Norwegian University of Science and Technology (NTNU) Trondheim, NorwayTable of ContentsFiguresTablesContributorsForewordChapter 1: Developing Writers in Primary and Secondary School Years Debra Myhill and Honglin ChenPart I: Writing in the Early Years: Fostering Emergent WritersChapter 2: Children Learning About Writing in the Early Primary Years Classrooms Lisa Kervin, Barbara Comber and Annette Woods Chapter 3: Writing Before School: The Role of Families in Supporting Children’s Early Writing Development Cathy NutbrownChapter 4: Bringing More Than A Century of Practice to Writing Pedagogy in the Early Years Susan FeezChapter 5: Teaching Writing in Digital Times: Stories from the Early Years Clare Dowdall Part II: Writing in the Primary Years: Supporting Social, Linguistic and Cognitive DevelopmentChapter 6: Developing Textual Competence: Primary Students’ Mastery of Noun Groups in Two Factual Text Types Helen LewisChapter 7: Apprenticing Authors: Nurturing Children’s Identities as Writers Teresa CreminChapter 8: Developing Confident Writers: Fostering Audience Awareness in Primary School Writing Classrooms Honglin Chen and Emma Rutherford ValeChapter 9: A Pedagogy of Empowerment: Enabling Primary School Writers to Make Meaningful Linguistic Choices Susan JonesPart III: Writing in the Secondary Years: Growing into ComplexityChapter 10: Writing their Futures: Students’ Stories of Development and Difference Erika Matruglio And Pauline JonesChapter 11: Wordsmiths and Sentence-Shapers: Linguistic and Metalinguistic Development in Secondary Writers Debra MyhillChapter 12: Growing into the Complexity of Mature Academic Writing Beverly DerewiankaChapter 13: Articulating Authorial Intentions: Making Meaningful Connections Between Reading and Writing in the Secondary Classroom Helen LinesIndex
£28.99
