Pre-school and kindergarten Books

Book SynopsisThis book provides a fresh approach to motivation in primary school children by exploring the role of metaphor and symbol in language and art as a means of expressing insights developed through learning. The book investigates and transcends Piaget's dominant child developmental theories and considers alternative theories from psychiatry, not least ideas drawn from the theories of Jung and the works of McGilchrist. Using literary examples from primary school children's work, including prose and poetry, religious narratives, and drama and art based on Jungian archetypal images, the book analyses how creative approaches to lesson planning around metaphor and symbol enable children to achieve higher levels of understanding than had been previously thought possible. Ultimately, the volume evaluates why current practice largely fails to retain the initial enthusiasm shown for learning by young children, and instead offers a wealth of possible new foundations and insights for

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Book SynopsisThe Early Years Intervention Toolkit provides a range of ready-made activities to enable early years practitioners and health visitors to address observed difficulties in a child's development prior to starting school. It includes a checklist of observed behaviours which links to a range of effective and engaging activities to support children's development across the three prime foundational areas of learning: Communication and Language; Physical Development; and Personal, Social and Emotional Development. Activities focus on a variety of crucial skills such as speaking and listening, moving and handling, and forming relationships, making use of materials that are readily available in every early years setting.This toolkit offers: A time-saving approach to interventions, with additional guidance on planning, providing, and recording appropriate interventions Advice and activities to share with parents for them to try at home A framework to Table of ContentsThe Importance of Early Identification and Intervention Making Meaningful Observations Using the Early Years Intervention Toolkit Checklists of Observed Behaviours The Early Years Intervention Activities Parents as Partners Parent Support Activities (PSA)

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Book SynopsisDiscover Creativity with 25 Year Olds explores young children's creative development and shares important insight as to why and how practitioners can encourage their natural curiosity. It will help early years practitioners and professionals to rediscover the joy of working creatively with young children and how to support them in developing their ideas, thoughts and feelings through creative expression and opportunities. The book provides an in-depth account of what creativity is and how best to support children in their creative endeavours. Covering the prime areas of the early years foundation stage, it is packed with engaging, cost-effective and achievable activity ideas to support the young creative mind. Including case studies, discussion boxes and reflective points, the chapters consider key topics underpinned by theoretical perspectives including: - Understanding he unique differences and needs of toddlers and pre-school children- Table of ContentsContentsAbout the AuthorAcknowledgementsIntroductionPART 1 Looking deeper at creativity What it means to be a creative toddler What it means to be a creative pre-schooler Pioneering Influences Forming respectful relationships Developing an environment for creativity Resourcing for creativity Exploring outdoors PART 2 Let them play: Provocations Discover Cooking with young children Discover Communication and Language Discover Physical Discover Outdoors References Index

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Book SynopsisStudying for an Early Childhood Degree, based on the practices of The Pen Green Centre for children and families, exemplifies how student-practitioners can foster strong communities of learners and create student-teacher connections that remain long after studies are complete.The Pen Green Integrated Centre in Corby, UK, has developed a unique approach to adult education. Highly qualified tutors, with their wide-ranging experiences, have written Studying for an Early Childhood Degree in collaboration with current and former students. It illustrates different ways to complete assignments, providing 20 case-studies of work that achieved an excellent grade from students of different professional, geographical, ethnic, educational and socio-economic backgrounds; it also explores the rationale behind what contributed to these excellent final grades. Each chapter, linked to the key themes of the Quality Assurance Agency (QAA) Early Childhood Studies degree, iTrade Review"The world class work of the team at Pen Green is legendary and the Centre has become a beacon in the development of integrated high quality early childhood and family services, supported by well-qualified and experienced professional practitioners. Pen Green is also home to a democratic community of practitioner researchers, many of whom are studying for advanced level qualifications in their quest to enhance their expertise. The critical importance of knowledge development and transfer in ECEC is vital as the pressures on early childhood in the 21st century become even greater. This stimulating and provocative book of Pen Green students’ practitioner research assignments, which are then subject to critical and reflective dialogue between the students themselves and their tutors, provides a set of inspiring narratives, underpinned by evidence and a clear values set. It creates a reflective and action focused agenda for all those who work with young children and are studying to improve their practice. The chapters collectively bring diverse research and development experiences together and attempts the courageous act of producing an integrated and unifying narrative of deep professional development through academic study. Individually each chapter provides an insight into reflective and dialogic research and practice, but collectively they stand as a model of critical thinking and theory making for practice. I believe anyone who reads this book of professional studies will be inspired and motivated to challenge and extend their thinking and professional practice, adopting the critical and nurturing stance which lies at the heart of Pen Green’s quality services for children and families."Professor Chris Pascal, Director, Centre for Research in Early Childhood"Pen Green degree courses are grounded in constructivism, respecting that, from the beginning of our lives, through experiencing and engaging with others and the world around us, we create representations, make meaning from and assimilate and accommodate new information into our prior apperceptions. The Pen Green team celebrates the wealth of experience and knowledge each adult learner brings to their studies and encourages each to follow their particular interests in their readings, reflections, practice and research. This book attests to the powerful learning journeys of 20 diverse learners on their individual paths in gaining Pen Green degrees.Pen Green courses make explicit our basic psychological needs from birth through old age, and the social environments needed to meet those needs in order to ensure healthy functioning and development throughout our lives. Social inclusion, equality, equity and democratic approaches are intrinsic features of healthy environments. Just as those working in early years seek to promote the wellbeing and development of the young children, families and communities they serve, leaders and managers seek to promote the wellbeing and development of all those providing services. These aspects of best practice are brought to life in the work of the adult learners and tutors who share their work in this book."Karen John, PhD, Developmental Psychologist Adlerian Psychotherapist, Co-author, "Democratising Leadership in the Early Years: A Systemic Approach"Table of Contents1. Principles for working with adult learners 2. Yourself as a Learner and Reflective Practitioner 3. Child Study ‘Children as Learners’ 4. Working with families 5. Practitioner Research ‘Why practitioner research has value 6. Leadership 7. Conclusion about the impact of Pen Green learning in practice

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Book SynopsisDigital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realitiesfrom the digital divide and digital literacy to poverty and language barriersaffect our most vulnerable and underresourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools' implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge frTrade Review"This extraordinarily practical book is a must-have book for all stakeholders in high-needs schools. The cases and findings would also be beneficial for educators seeking to resolve digital inequity and enhance digital learning, especially in the post-pandemic era."—Jongpil Cheon, Associate Professor of Instructional Technology, College of Education, Texas Tech University, USA"In arguing that digital equity is school equity and analyzing the issue as one that involves both intersectional identities and an undergirding sociopolitical context, Heejung An and David Fuentes, professors and scholars of teacher education with expertise in preparing educators to serve diverse communities, provide a deep and nuanced exploration that broadens understanding. Chapters written by interdisciplinary scholars offer examples of equitable leadership of digital learning in high-needs schools that range from the use of social media in professional development to the role of school librarians to address the needs of all learners. There is something in this text for everyone who works in schools and cares about making needed change to provide children with more equitable learning environments."—Amy Ginsberg, Dean of the College of Education, William Paterson University, USA"Where will education go next? The authors tackle this colossal question to embrace this era of uncertainty. This book covers a diverse array of perspectives and will add great value in high-needs schools."—Keol Lim, Professor, Department of Educational Technology, Konkuk University, South Korea"The COVID-19 pandemic presented unprecedented challenges for K-12 schools, while heightening the effects of unequal access to educational resources, particularly online digital technologies. An and Fuentes have gathered a fine group of experts that consider the complexity of these issues from a variety of angles. Rather than envisioning digital technologies as a panacea, the grounded approach generally shared by the authors focus their concerns on funding and wrap-around resources, with new technologies as pieces of a much larger puzzle. Each chapter is framed with guiding questions and concluded with key takeaways and recommended resources, making it an eminently practical tool for both teachers and researchers."—Lance E. Mason, Associate Professor of Education, Indiana University Kokomo, USA"Grounded in research and real school experiences, this essential and thought-provoking book challenges the reader to rethink and transform PreK-12 classroom teaching, administration, and schools, especially in high-needs communities. An and Fuentes have gathered varied respected individuals with expertise in working in schools in challenging times and communities to share their research, knowings, encounters, and strategies for addressing digital equity and student learning. By defining and examining the intertwined layers that impact student learning in high-needs communities, this book begins by laying a foundation for exploring student, family, and school needs to inform and support educational systems with an equity and digital lens. While inspired by the disruption and impact of the COVID-19 pandemic on schools and learning, the authors provide practical supports and guidance for PreK-12 teachers, administrators, undergraduate and graduate students in teacher preparation and education programs to renovate and reinvigorate student learning and family supports. With a focus on digital learning, equity, and best pedagogical practices, the authors provide guiding questions in each chapter to frame discussion, inspire action, and effect change in the best interests of students and schools. A must-have book with new and engaging information for anyone interested in impacting high-needs communities."—Holly Seplocha, Professor Emeritus in the Department of Teacher Education: PreK-12, College of Education, William Paterson University, USA"This edited book provides a unique collection of critical perspectives, policy analyses, organizational innovations, tools and strategies, and valuable lessons on digital learning in high-needs P-12 schools. A wide range of readers, such as policymakers, educators, administrators, educational researchers, and anyone interested in addressing the digital divide will find extremely relevant insights in this book to achieve accessible and equitable learning in high-needs schools. The contributions from twenty-five authors also demonstrate the vision and commitment of the editors to diversity, inclusion, innovation, and collaboration in this timely and needed publication."—Ke Zhang, Professor of Learning Design and Technology, College of Education, Wayne State University, USATable of ContentsSection I: Understanding the Intersection of Students, Families, and Schooling in High-Needs Communities 1. Understanding the Sociocultural and Sociopolitical Contexts of U.S. High-Needs Public Schools Before, During, and After the COVID-19 Pandemic 2. Ramifications of the Digital Divide on Cognitive Development and School Preparedness 3. Strategies to Help Administrators, Teachers, and Parents to Achieve Equitable Digital Learning in U.S. High-Needs School Communities Section II: Vision and Leadership for Digital Learning in High-Needs Communities 4. Bridging the Digital Divide: An Analysis of Federal, State, and Local Policies in U.S. Schools 5. Twitter for Professional Development and Learning in High-Needs Schools: Considerations for School Leaders 6. Feedback, Evaluation, and Grading: The Unique Considerations Distance Learning Poses to the Evaluation Cycle and the Task of Ensuring Equitable Practices 7. Students’ Informational Needs: Applying the Principles of Universal Design to Address Inequity in High-Needs Schools During Virtual Learning Section III: Pedagogical Strategies and Digital Tools Across the Curriculum 8. Content-Neutral Technologies as a Pedagogical Response in High-Needs Schools and Communities: Design Thinking, Making, and Learning 9. Strategies to Facilitate Digital Learning in Urban High-Needs Social Studies Classrooms 10. Designing a Culturally Responsive Multilingual Arts-Integration Program: Read-Aloud and Book-Inspired Art-Making Videos 11. The Influence of an Online Mathematics Activity on Elementary School Students’ Engagement and Learning in a High-Needs Context 12. Digital Learning for Students With Disabilities 13. Using Bitmoji® and Google Classroom® to Support Remote Literacy Instruction in High-Needs Schools 14. A Whole New World: Virtual Excursions for Learners From Urban Settings 15. Rural Social Studies Teachers’ Postpandemic Use of Technology Tools

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Book SynopsisLollipop Logic employs visual and pictorial clues to introduce and reinforce high-powered thinking for pre-readers.Seven different thinking skillsârelationships, analogies, sequences, deduction, inference, pattern decoding, and critical analysisâare presented in a format designed to appeal to gifted young learners. This straightforward, one-of-a-kind tool gives wings to pre-readers and non-readers who are ready for a challenge but donât yet have the reading skills for more traditional critical thinking activities. Now with full-color illustrations, this beloved classic has been fully updated with refreshed activities, images, and text to help young learners continue to soar into the stratosphere of thinking skills far beyond their reading levels.Table of ContentsAbout This Book Teacher's Instructions Reproducible Lessons Sequential Synthesis (Lessons 1–8) Relationships (Lessons 9–16) Analogies (Lessons 17–24) Deductive Reasong (Lessons 25–31) Pattern Decoding (Lessons 32–39) Inference (Lessons 40–49) Crticial Analyzing Skills (Lessons 50–52) Answers

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Playful Education provides a guide for you to activate the powers of play to boost your teaching practices and increase your effectiveness as an educator. Based on Virginia Axline and Garry Landreth's play therapy, this book is an operational and practical guide on using play therapy to strengthen your holistic learning development and relationships with students. Chapters offer practical responsive interventions for children with behavioral and academic challenges and preventative practices. You will learn the purpose and goals of implementing play times, (i.e., PlayBreaks), with individuals and groups of students, skills necessary to facilitate playtimes, and how to transfer play skills to the larger classroom. Educators will learn the foundations of play therapy and how they can be used to guide play within a classroom setting. Expanding beyond the classroom, this book is loaded with playful activities to enhance child-teacher relationships and integrate play througho

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Book SynopsisReflection and Reflective Spaces in the Early Years will support readers in developing their own reflective practice and creating reflective environments for the young children and families they work with. Combining case studies and reflective tasks to compliment a range of theories, concepts and alternative approaches to reflection, this book shows how the reflective process can help practitioners adapt to rapid changes in the sector and improve professional practice.Drawing on action research alongside the use of Japanese words and concepts (such as Ikigai, exploring your reason for being, Hansei, the art of honest self- reflection, and Wabi-Sabi, reflecting upon your perfectly imperfect self), chapters are full of practical guidance, activities and questions to prompt reflective thinking, covering such topics as: Reflection and Reflective Theory The Art of Self Reflection The Reflective UTrade Review"You will not regret reading this! It's an insightful and motivational book, which inspires and ignites many different reflective practices such as Hansei and Wabi-Sabi whilst introducing the concept of 'perfectly imperfect'. Annie guides you through the fascinating art of self-reflection plus creating reflective spaces for young children, beautifully balancing theory with top tips, case studies and useful tools. I am definitely inspired to reflect more and in different ways, some of which I had never even thought of!" - Michelle Hague, HEYD Founder "I thoroughly enjoyed reading Reflection and Reflective Spaces by Annie Pendrey recently. The book took me on a journey of reflection and introduced to me to different approaches and theoretical viewpoints, significantly the influence from Japan. Case studies are embedded into the chapters to bring the work alive and add context for the reader. I enjoyed reading about reflection from this new viewpoint, but also it reminded me of the importance of the environment. Creating an environment conducive for reflection is essential, but as Annie reminds us, it doesn’t have to be perfect, and it needs to be what you need it to be for your own reflective journey, ‘wabi-sabi! If you get a chance take a read, there are many strategies and tips to support you on your own reflective journey." - Janet King, Sector Manager Education and Childcare, NCFE Table of ContentsIntroduction 1. Reflection and Reflective Practice 2. The Art of Self Reflection 3. The Reflective Underground 4. Reflection and Research: Creating Reflective Spaces 5. Creative Methods of Reflection and our Reflective Space Final Reflection

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Book SynopsisThis book provides a fresh perspective on recent debates around integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in early childhood.The book offers inspiration and practical advice for educators and researchers. It suggests concrete ways to engage young children in STEAM learning activities and promote their development. With contributions from international experts, the book discusses how to develop age-appropriate STEAM learning activities for young children. Divided into four parts, the book covers a wide range of topics, including the perceptions and practices of STEAM education among early childhood teachers in different countries, the use of new pedagogies and technologies to promote equitable and accessible STEAM education, the role of teacher education and policy in reducing inequality in STEAM education, and how early STEAM education can promote social change and achieve sustainable development goals. The book highlights the imporTrade ReviewAndreas Schleicher – Director for the Directorate of Education and Skills, OECD Children are born as STEM experts, they love understanding nature, to try things out and test ideas, and to figure out cause and effect. But as they grow older, many turn away from this early love, experiencing the STEM subjects in school as an abstract world of formulas and equations that is unrelated to their lives and dreams, quickly memorised and then forgotten. Yang, Kewalramani and Senthil show how we can turn this around, teaching STEM in the early years in ways that build curiosity, agency and a science-based world view. This is not just about the next generation of engineers, it is about citizens who share an evidence-based reality and who take responsible decisions for themselves, for others and for the planet.Philip Hui Li – Chair Professor and Dean of Shanghai Institute of Early Childhood Education, Shanghai Normal University, ChinaThis book provides a comprehensive overview of the cutting-edge state of STEAM education in early childhood settings with practical examples and effective strategies. It covers a wide range of topics, including teacher perceptions and practices, the role of new pedagogies and technologies, equity and inclusion, teacher education and policy, and achieving sustainable development goals. The diverse global perspectives and enriched international experiences make this book an essential read for anyone interested in promoting STEAM education for young children. The editors, Weipeng Yang, Sarika Kewalramani, and Jyoti Senthil, have brought together an incredible group of contributors to create a timely and valuable resource for educators, policymakers, and researchers alike.Coral Campbell – Professor of Science Education, Deakin University, Australia In recent years, two very strong focuses have emerged that impact the world – the need for STEM capabilities and the development of sustainable futures. If we are to have a prosperous, equitable future, we need to cultivate a futures-oriented approach to learning that involves young children. In the area of early childhood education, STEAM education has been expanding to provide young children with a means to contribute as active participants in their learning. Children also have a role in sustaining a viable environmental future. Young children will need to manage the sustainability issues of the future, with STEAM skills and knowledge. This book is a valuable contribution to the field as it successfully brings together recent relevant research from across the globe. Using a structured approach to identify the issues and successes in STEAM education for sustainability, this book is a ‘must read’ for any early childhood professional educator and researcher who seeks to understand the complexities underpinning a sustainability approach to STEAM teaching and learning. It is a significant contribution to the field.Professor Susanne Garvis, Griffith UniversityThis book draws together 16 chapters from around the world to explore different perspectives, theories and practices useful for early childhood education practitioners and researchers. The alignment with the Sustainable Development Goals shows the importance of creating high quality learning experiences with young children to support successful equitable and sustainable futures for all. A focus on future orientation provides opportunities for teachers and policy makers to rethink what is possible and allow strong connections between theory and pedagogical practices.Table of Contents1. From STEM to STEAM: Creating A More Sustainable and Equitable World for Young Children Part 1. The Microsystem: How Early Childhood Teachers Perceive and Practice STEAM - Inequality within and across Countries? 2. Understanding the Dynamic Process of Integrating and Navigating STEAM in Australian Early Childhood Education 3. A Chinese Style of STEM Inquiry? The Discourse of Inquiry-Based STEM Education among Chinese Early Childhood Practitioners 4. STEAM and Sustainable Development Challenges in Early Childhood Education: Estonian Preschool Teachers’ Views and Practices 5. Towards the Sustainable Development Goals: STEAM Education Beliefs and Practices in Turkish Preschools 6. STEAM Education in Preschools in Hanoi, Vietnam: Teachers’ Beliefs About the Learning Environment and Challenges in Teaching Part 2. The Mesosystem: Higher-Order Effects from New Pedagogies and Technologies for Promoting Quality and Accessible STEAM Education 7. Learning STEAM Content Via Arts-Based Hands-On Activities 8. “But Then I Am the Robot’s Brain!”: Children’s and Preschool Teachers’ Communication During STEM Teaching Scaffolded by Digital Tools 9. Equity and Inclusion Through STEAM Play in Early Childhood Education: Culturally Valued Play-Based Practices 10. “Because Every Kid Can Think Like A Scientist”: Reflecting South-African Children’s Voices on Being Scientists and Engineers Based on Their STEAM Experience Part 3. The Exosystem: The Role of Teacher Education and Policy in Early STEAM Education to Reduce Inequality 11. Early Childhood Teachers Becoming Makers Themselves Before Teaching Young Children the Value of Making 12. Saudi Early Childhood Female Teachers’ Perceptions of Children’s Gender Stereotypes When Implementing STEM 13. Early Childhood Teacher Agency and Creative Insubordination Through STEAM Learning Part 4. The Macrosystem: Achieving Sustainable Development Goals Through Early STEAM Education to Promote Social Change 14. The Design of the Curriculum for Sustainability and Climate Education in the Early Years 15. Children as Inventors of Sustainable Future: Imagination-Driven Approach to Early STEAM Education 16. STEAM Activities to Advance SDG4 in the Early Years by Making Items from Recycled Materials 17. “It’s Not a Challenge, It’s an Opportunity”: Empowering Children to Create a Sustainable Future 18. Challenges and Opportunities in STEAM Education in the Early Years Against the Global Move Towards a Sustainable Future

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Book SynopsisAll young children are entitled to high-quality experiences when it comes to their education. Too often, when we meet a child who has learning differences or a disability, our instinct is to sound the alarm bells and call for additional support. The Inclusive Early Years Educator is a resource that encourages us to change our mindset when it comes to children with learning differences and disabilities, considering areas where our provision needs adjustment, in order to be truly inclusive.This toolkit aims to ensure all children have the best possible chance of making progress by supporting practitioners to identify all children's strengths and to celebrate all aspects of individual children's learning. The book: Provides a holistic picture of a child's learning, considering an array of reflective opportunities, while always keeping the child at the centre of our thoughts Includes a wealth of real-life case studies and worked examples Features

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This book presents a range of perspectives on the way language, diversity and identity are reflected in New Zealand children's literature, based on the published research of Nicola Daly, an Associate Professor in the Division of Education of the University of Waikato and her colleagues.The book is organised into two sections. The first section examines the use of Te Reo Maori and English in the text of New Zealand picturebooks, exploring the linguistic landscape of Maori-English bilingual picturebooks. The second section, The Pedagogical Potential of Picturebooks, explores how picturebooks featuring Maori, English, New Zealand Sign Language (NZSL) and Pacific languages reflect identity and support diversity in society. Research from several educational contexts ranging from kindergarten to university where picturebooks are used to support learning language and learning about language is also discussed. Themes of language, identity, and diversity are explored throughout

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Book SynopsisThis fun and engaging guide invites you to use sound-making as a collaborative, play-based practice in your early childhood classroomfirst to transform tricky transition times and ultimately to support your children's executive functioning development and social-emotional learning. The book offers techniques and ideas for every teacher to reach every child in their classroom including verbal, nonverbal, and special needs children. Easy to integrate into all standard early years curricula, it focuses on three basic elements of sound: pitch, volume, and duration. The book features an overview of the school year calendar and an implementation guide, in addition to a variety of suggested sound-making activities that start out simply and, through the course of the book, expand to engage children's creativity in more dynamic ways. Creative Sound Play for Young Learners is key reading for any preschool teacher, leader, or parent.

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Book SynopsisHow do we get from helpless baby to knowing teenager? What impact do iPads, social media, video games, and evolving technology have on the way children''s minds develop?How we learn to think, perceive, remember, talk, reason, and learn is a central topic in psychology  and one that sees constant new research. How the Child''s Mind Develops discusses the latest studies and covers all the controversies that have dogged the subject for nearly 150 years. David Cohen examines the fundamental issues of how children learn to read and write, of how their intellectual abilities are measured and the development of their morality. This fully updated Fourth Edition incorporates issues of cultural differences in brain development and skin-to-skin contact, and how they effect development, addiction to social media, the effect of trauma and stress, and emotional development.This book is an integrated and thought-provoking account of the central issues in child develo

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Book SynopsisSupporting Early Childhood Practice Through Difficult Times encourages early childhood students and practitioners to take stock of current practices and pedagogies in light of challenges like the COVID-19 pandemic, ecological concerns, and regulatory pressures.The contributions from various scholars and practitioners present a range of theoretical concepts as well as innovative practice examples, inviting deep reflection on your own beliefs and attitudes. They examine and envisage different ways of working with and for young children, their families and communities for a better future. Chapters in this timely book include experts from around the globe examining key issues in early childhood education. The first section questions the increasing digitalisation in nurseries and pre-schools and its impact on staff members, parents and children. The second section focuses on workforce development, management systems and the role of parents in policymaking. The third section showcases innovative pedagogical approaches looking beyond widely accepted early learning goals, assessments and curricula to develop inclusive environments that foster all childrenâs development and learning. Lastly, the fourth section steps back from day-to-day practice and considers what concern for the environment, social justice and posthumanism means for early childhood education and pedagogy. This book will be a key resource for early childhood education and care practitioners, graduate students, policymakers and researchers facilitating the step from the here-and-now to revised future practice and policy that will enable all children to flourish.

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Book SynopsisThis book offers pre-service and practicing teachers the tools, materials, teaching strategies, and theoretical understandings to implement an organic reading program for beginning readers.Utilizing the work of Sylvia Ashton-Warner and field research carried out in nine multi-age early childhood classrooms, the book advocates for organic teaching methods to promote childrenâs love of reading and life-long literacy. Written in a narrative style, each chapter describes teaching strategies that are easily accessible and includes real-life classroom examples to make the implementation of an organic primary literacy program clear. With this approach, the book seeks to instill the desire and appreciation for reading; validates how books nurture and inform our lives; provides the tools and the skills to decode unknown words (word analysis skills); confirms how language is integral not only to reading but also to other language arts, such as spelling, word definitions, comprehension, reading aloud, and speaking; and provides the means for readers to make intelligent interpretations of text, from what is on the surface to those underlying meanings.This is a key resource for pre-service teachers and teacher educators in early literacy and early childhood curriculum courses, as well as reading specialists and students seeking teaching certification.

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Book SynopsisResearch on home visiting shows that Early Head Start (EHS) home-based programs benefit from additional training and resources that streamline philosophy and content. In this essential guide, Walsh and Mortensen propose that alignment with Family Life Educationâs (FLE) strengths-based methodology results in greater consistency through a model of prevention, education, and collaboration with families.This text is the first to outline linkages between FLE and EHS home visiting. It explores a qualitative study of FLE integrated in a current EHS home-based program and application of FLE methodology to home visiting topics. This approach will influence professional practice and provide a foundation for developing evidence-based home visiting practices. Online content accompanies the text, with videos demonstrating the FLE approach in action and discussion questions to encourage engagement with and understanding of the core material.Transforming Early Head Start Home VisitinTable of ContentsForewordPrefaceChapter 1 Introduction to Family Life Education: A Historical PerspectiveChapter 2 The State of Early Head Start Home VisitingChapter 3 Family Life Education: A Foundation for Early Head Start Home VisitingChapter 4 Family Life Education Approach to Home Visiting: A Qualitative StudyChapter 5 Reflective PracticeChapter 6 Building and Supporting Relationships Chapter 7 Supporting Development and LearningChapter 8 Health and SafetyChapter 9 Observing Behavior, Development, and EnvironmentsChapter 10 Guidance of Infant/Toddler BehaviorsChapter 11 Partnering with and Supporting FamiliesChapter 12 Diversity and Inclusion with an Emphasis on Supporting Families of Infants/Toddlers with Special NeedsChapter 13 ProfessionalismChapter 14 Supporting Competencies in AdultsChapter 15 Promises and Challenges for the Interface of Home Visiting and Family Life EducationChapter 16 Training to Promote a Family Life Education Approach to Early Head Start Home VisitingAppendix A Introduction to Early Head Start Home Visiting: One Program’s DescriptionAppendix B Competencies for Pre-Service Home Visitors AlignmentAppendix C FLE as an Enhancement to Parents as TeachersAppendix D How to Become a CFLE

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Book SynopsisThis accessible guide will inform, prompt and inspire practitioners as they develop their own creativity and seize the rich opportunities offered by outdoor environments to cultivate and encourage the creative skills of the young children in their care. Including information on Forest School, Developing Creativity and Curiosity Outdoors builds on theories of creative learning and development, and offers a wealth of ideas and activities for application in a range of outdoor settings. From designing and building structures, to making music and exploring colour, shape and pattern, this book illustrates how engagement in and with the natural world might extend childrenâs creative development, encouraging them to speak, listen, move freely, play and learn. Case studies demonstrate good practice and each chapter concludes with questions, encouraging the reader to reflect on and develop their own practice. Practical ideas can be adapted for use in more urban environmenTable of ContentsAcknowledgements About the Authors Overview of the book Chapter One: The nature of creativity Chapter Two: The nature of curiosity and imagination Chapter Three: The forest school background Chapter Four: Communication in the Natural world Part One Listening and Speaking Part Two Storytelling Chapter Five: Creative Structures and Design in the Natural World Chapter Six: Movement Outdoors Chapter Seven: Colour, Shape, Pattern and Form in the Natural World Chapter Eight: Music and Sound Outdoors Chapter Nine: Conclusion Index

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Book SynopsisThe Holistic Care and Development of Children from Birth to Three provides students and practitioners with the knowledge and understanding they need to meet the complex needs of babies and toddlers. With a focus on the fundamentally holistic nature of young children's development, and emphasising the role of play, and the emotional and physical environment throughout, the book shows its reader how to maximise each and every opportunity for learning when caring for the under threes.The text addresses both theory and practice, foregrounding the vital link between the two as the reader learns how to integrate theoretical approaches into their own setting and ways of working. From personal, physical, social and emotional development, to cooperation with parents, SEN and enabling environments, a wealth of topics are discussed in the depth and detail required to ensure that children can be given the best possible start in their critical first three years.Trade Review"This newly published book provides a sound basis on which further exploration of the field may be built. It covers essential underpinning knowledge of physical growth and development – and also includes information about nutrition and oral health. The case studies and reflective questions are well chosen and should provide ample material for positive discussion to support practice and provision. Well structured, accessible and relevant – overall – this book is to be recommended."— www.activematters.orgTable of ContentsA Visual Tour of The Holistic Care and Development of Children from Birth to Three Acknowledgements Chapter 1: Introduction to Holistic Development Chapter 2: Personal, Social and Emotional Development Chapter 3: Physical Development Chapter 4: Language Development Chapter 5: Play and Holistic Development Chapter 6: Early Mathematical Development Chapter 7: Cognitive Development Chapter 8: Special Educational Needs Chapter 9: Suitable physical environments Chapter 10: Effective Partnerships Chapter 11: What Does the Future Hold?

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Book SynopsisThis book draws on the voices of practitioners, academics and researchers to examine young children's play, creativity and the participatory nature of their learning. Bringing together a wide range of perspectives from the UK and internationally, it focuses on the level of engagement and exploration involved in children's play and how it can be facilitated in different contexts and cultures. This new reader aims to challenge thinking, promote reflection and stimulate further discussion by bringing together research and practice on play and creativity.Divided into two parts, Part I is written by researchers and academics and explores key themes such as creative meaning making, listening to children's voices, risk and spaces, children's rights, play and technology. Part II is authored by Early Childhood professionals and reveals how practitioners have responded to the issues surrounding play and creativity. Each chapter is contextualised by an introduction to highlighTable of ContentsList of figures and tables Acknowledgements Introduction Part I: Researching young children’s play and creativity 1. Reflecting on children ‘playing for real’ and ‘really playing’ in the early years 2. Learning to play, or playing to learn? Children’s participation in the cultures of homes and settings 3. Domestic play collaborations in diverse family contexts 4. ‘Where’s the bear? Over there!’ Creative thinking and imagination in den making 5. Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science 6. Young children’s expressions of spirituality in creative and imaginary play 7. 5 x 5 x 5 = creativity: principles, learning and our legacy 8. Children at play: digital resources in home and school contexts 9. Making connections: young children exploring early friendships through play 10. Playful meaning making in music with young children and parents 11. Voices in the park: researching the participation of young children in outdoor play in early years settings 12. Listening to young children: multiple voices, meanings and understandings Part II: Practitioners responding to young children’s play and creativity 13. Equality inclusion and the Persona Doll approach 14. Taking the initiative: creative collaborations for family literacy 15. The role of environments and spaces in the pedagogy of Pistoia 16. Mud, glorious mud! Mud kitchens and more 17. ‘Because we like to’: young children’s experiences hiding in their home environment 18. Using digital resources to document young children’s everyday moments 19. Count on play: the importance of play in making sense of mathematics 20. The role of art education in children’s development 21. ‘My leaf is smiling at the whole world’: exploring creativity through learner-led projects 22. If you go down to the woods today: young children learning outdoors 23. You sing, I sing, we both sing, we all sing

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Book SynopsisAs fast-evolving technologies transform everyday communication and literacy practices, many young children find themselves immersed in multiple digital media from birth. Such rapid technological change has consequences for the development of early literacy, and the ways in which parents and educators are able to equip todayâs young citizens for a digital future.This seminal Handbook fulfils an urgent need to consider how digital technologies are impacting the lives and learning of young children; and how childhood experiences of using digital resources can serve as the foundation for present and future development. Considering children aged 0â8 years, chapters explore the diversity of young childrenâs literacy skills, practices and expertise across digital tools, technologies and media, in varied contexts, settings and countries.The Handbook explores six significant areas: Part I presents an overview of research into young childrenâs digital literaTable of ContentsIntroduction: The Emerging Field of Digital Literacies in Early Childhood Ola Erstad, Rosie Flewitt, Bettina Kümmerling-Meibauer and Íris Susana Pires Pereira Part I Perspectives on Digital Literacies in Early Childhood 1 Researching the Digital Literacy and Multimodal Practices of Young Children: A European Agenda for Change Jackie Marsh 2 Theorizing Digital Literacy Practices in Early Childhood Ola Erstad and Julia Gillen 3 Researching Digital Literacy Practices in Early Childhood: Challenges, Complexities and Imperatives David Poveda 4 Ethics and Researching Young Children’s Digital Literacy Practices Rosie Flewitt 5 Comparative Global Knowledge about the Use of Digital Technologies for Learning among Young Children Sonia Livingstone, Sun Sun Lim, Anulekha Nandi and Becky Pham Part II Young Children’s Digital Literacy Practices in Homes, Communities and Informal Learning Spaces 6 Young Children’s Digital Literacy Practices in Homes: Past, Present and Future Research Directions Kristiina Kumpulainen and Julia Gillen 7 Reconceptualizing the Home of Digital Childhood Marta Morgade, Cristina Aliagas and David Poveda 8 Older Siblings as Mediators of Infants’ and Toddlers’ (Digital) Media Use Andra Siibak and Elyna Nevski 9 Safety Issues in Young Children’s Digital Literacy Practices at Home Stéphane Chaudron, Rosanna Di Gioia and Monica Gemo 10 Children’s Divergent Practices and Access to Digital Media in Home, School and Neighbourhood Communities Mastin Prinsloo 11 "You know what’s glitching?": Emergent Digital Literacies in Video Game Play Edward Rivero and Kris D. Gutiérrez Part III Young Children’s Digital Literacy Practices in Early Education Settings 12 Digital and Media Literacy-related Policies and Teachers’ Attitudes Christine W. Trültzsch-Wijnen, Sascha Trültzsch-Wijnen and Kjartan Ólafsson 13 Pedagogical Approaches to Digital Literacy in Early Years Education Stavroula Kontovourki and Eufimia Tafa 14 Inclusivity and Young Children’s Digital Literacy Practices in Early Education Grace Oakley 15 Young Children’s Digital Play in Early Childhood Settings: Curriculum, Pedagogy and Teachers’ Knowledge Elizabeth Wood, Joce Nuttall, Susan Edwards and Sue Grieshaber 16 Remixing Emergent Literacy Education: Cross-age, Plurilingual, Multimedia Adventures in Narrative Teaching and Learning Heather Lotherington 17 Posthuman Theory as a Tool to Explore Literacy Desirings: Sara-Taylor-iPad-Book Becoming in Writers’ Studio Candace R. Kuby and Tara Gutshall Rucker Part IV Reading and Writing on Screen 18 Young Children’s Writing in the 21st Century: The Challenge of Moving from Paper to Screen Clare Dowdall 19 Digital Reading in the Early Years: Expertise, Engagement and Learning Íris Susana Pires Pereira, Cristina Vieira da Silva, Mônica Daisy Vieira de Araújo and Maria Manuel Borges 20 Children’s Reading in the Digital Age: A Research Summary on Children’s Digital Books Natalia Kucirkova 21 The Role of Moving Images in Young Children’s Literacy Practices Margaret Mackey 22 Availability and Quality of Storybook Apps Across Five Less Widely Used Languages Adriana G. Bus, Trude Hoel, Cristina Aliagas Marin, Margrethe Jernes, Ofra Korat, Charles L. Mifsud and Jan van Collie Part V Negotiating Digital Literacy Lives in Hybrid Virtual and Physical Spaces 23 Young Children’s e-books as Digital Spaces for Multimodal Composing, Translanguaging, and Intercultural Sharing Mary E. Miller and Deborah Wells Rowe 24 Virtual Play: Developing a Baroque Sensibility Cathy Burnett and Guy Merchant 25 The Quantified Child: Discourses and Practices of Dataveillance in Different Life Stages Giovanna Mascheroni and Donell Holloway 26 Minecraft ‘Worldness’ in Family Life: Children’s Digital Play and Socio-material Literacy Practices Michael Dezuanni 27 Digital Literacy Practices in Children’s Everyday Life. Participating in On-screen and Off-screen Activities Pål Aarsand and Helen Melander Bowden 28 P(l)aying Online: Toys, Apps, and Young Consumers on Transmedia Playgrounds Karen E. Wohlwend 29 Webs of Relationships: Young Children’s Engagement with Web Searching Susan Danby and Christina Davidson Part VI Emergent Themes and Future Visions 30 Future Pedagogical Approaches to Digital and Multimodal Practice in Early Childhood Education Anne Jyrkiäinen, Kirsi-Liisa Koskinen-Sinisalo, Pirjo Kulju, Reijo Kupiainen, Marita Mäkinen, and Angela Wiseman 31 Emergent Challenges for the Understanding of Children’s Digital Literature Bettina Kümmerling-Meibauer 32 Researching Children’s Play and Identity in the Digital Age: A Holistic Approach Becky Parry and Fiona Scott 33 Taking a Wide-Angled View of Contemporary Digital Literacy Amélie Lemieux and Jennifer Rowsell Index

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Book SynopsisExploring Key Issues in Early Childhood and Technology offers early childhood allies, both in the classroom and out, a cutting-edge overview of the most important topics related to technology and media use in the early years.In this powerful resource, international experts share their wealth of experience and unpack complex issues into a collection of accessibly written essays. This text is specifically geared towards practitioners looking for actionable information on screen time, cybersafety, makerspaces, coding, computational thinking, STEM, AI and other core issues related to technology and young children in educational settings. Influential thought leaders draw on their own experiences and perspectives, addressing the big ideas, opportunities and challenges around the use of technology and digital media in early childhood. Each chapter provides applications and inspiration, concluding with essential lessons learned, actionable next steps and a helpful list of reTable of Contents1. Media and Marriage: "From this day forward, for better or for worse" 2. Five Things that Haven’t Changed (Much) 3. Fred Rogers: The Media Mentor We Need to Navigate the Digital Age 4. Smart Phones and Tablets and Kids—Oh My, Oh My 5. When the technology disappears 6. Seeing is Believing: Racial Diversity in Children’s Media 7. Claiming Rights and Righting Wrongs: Children’s Rights in the Digital Environment 8. Child-Centered Design: Integrating Children’s Rights and Ethics into the Heart of the Design Process 9. Digital Play 10. Coding as Another Language: Why Computer Science in Early Childhood Should Not Be STEM 11. Personalized Education and Technology: How Can We Find an Optimal Balance? 12. Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity 13. Mobile Media and Parent-Child Interaction 14. No Surprise: Families Matter in Digital-based Learning 15. A Mission for Media Mentors: Creating Critical Thinkers 16. Digesting the iScreen Decade: What Should Media Makers, Policymakers and Philanthropy Do Next? 17. Childhood 2040 - A Wishlist

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Book SynopsisWith the increased focus on providing for children's mental health, there is ever more demand for resources that will support educational settings to help children develop the skills needed to cope in today's world. This book presents nursery and school staff with a simple, jargon-free guide which offers a creative approach to supporting young children to develop their social and emotional skills throughout the academic year. Developing Children's Resilience and Mental Health is a comprehensive programme made up of fun, practical activities in a 32-session format. Each session contains a warm-up, main learning activity, and relaxation exercise, focusing on four REAL core themes of development: Relationships Emotions Awareness Learning Each session can be carried out on a weekly basis to build a firm foundation for children''s development and to help reduce issues rTable of ContentsSection 1. Introduction Section 2. Top tips for teachers Section 3. Relationships Section 4. Emotions Section 5. Awareness Section 6. Learning Section 7. Appendices

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Book SynopsisSpot What's Different Language Cards are designed to promote language skills through understanding the concept of different'. Comprising of 48 large flashcards, each pair of scenes includes one card showing the original scene and another with either one, two, three or four things changed. The differences between each pair of cards have to be both identified and explained and the different levels of difficulty encourage a child''s progress in simple stages. The cards are brightly coloured with appealing illustrations for young children, showing scenes such as the seaside, jungle, snow, farm, house and countryside. The second edition includes updated illustrations and additional guidance for non-specialists on how to use the cards in different ways to encourage a child's observation, attention and expressive language development in response to wh' questions. These fun and easy to use cards are ideal for anyone working with young children to develop their vocabulTable of Contents48 A5 colour flashcards depicting a range of illustrations with a number of items changed. Includes introductory booklet with instructions in French, German and Spanish.

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Book SynopsisCooking provides children with a wealth of opportunities to discover new materials and processes; develop their physical and social skills; and lead their own learning. Helping teachers and practitioners make the most of the valuable learning opportunities that cooking offers, this book provides all the information, support and inspiration needed to successfully introduce cooking into Early Years and Key Stage One provision.Packed with practical tips, case studies and first-hand advice from teachers and practitioners, Inspiring Learning Through Cooking offers valuable guidance on everything from setting up a cooking area to growing your own produce and using cooking activities to the full benefit of the child. With over 600 colour images and 50 step-by-step, photocopiable recipes, suggested cooking activities are suitable for independent use by children. Recipes reflect and promote the ongoing development of children's skills, and illustrate how cooking canTrade Review"It's amazing, when you stop to think about it, just how many learning opportunities cooking offers (an understanding of science, following instructions, planning ahead, nutritional information, social skills are just a few) - and with the benefit of an enjoyable end result. Incorporating cooking and associated activities into the curriculum really is a win-win situation. This highly practical book is really easy to use; it starts by highlighting the ways cooking can be used as a tool for learning. This is followed by recipes and guidance. Teachers will find the case studies and first-hand advice from teachers and practitioners to be really useful, and the accompanying photos are excellent for communicating techniques. " - Sarah Brew, Parents in TouchTable of ContentsAcknowledgements PART ONE Cooking as a tool for learning Chapter One: Introduction Chapter Two: Characteristics of Effective Learning Chapter Three: Early Years Foundation Stage Curriculum Chapter Four: Key Stage One Curriculum Chapter Five: Introducing Cooking Provision Chapter Six: Setting up a Cooking Area PART TWO Recipes and guidance Chapter Seven: EYFS Recipe Guidance Chapter Eight: Key Stage One Recipe Guidance Early Years Foundation Stage - Recipes Key Stage One – Recipes EYFS Risk/Benefit Assessment KS1 Risk/Benefit Assessment Index

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Book SynopsisThis accessible guide will be an invaluable resource for early years practitioners looking to make a positive difference in their settings by using action research or teacher enquiry. Guiding readers through the practical steps, issues, and potentials of conducting research in a variety of early childhood settings, the book will increase practitionersâ confidence, enabling them to bridge the gap between recognising room for improvements and instigating necessary changes.Divided into easy-to-follow sections, A Practical Guide to Action Research and Teacher Enquiry: Making a Difference in the Early Years offers clear definitions and explanations of action research along with explanations of how it can be applied in early years settings to effectively and efficiently improve outcomes for children. Chapters outline a clear rationale for engaging in action research, highlight purposes and potentials of various approaches, and provide a helpful step-by-step discussion of theTable of ContentsAcknowledgements Foreword by Dr Guy Roberts-Holmes Introduction Part One: Action Research – Theory and Practice Introduction What is Action Research? How Did Action Research Develop? The development and application of action research in education Why engage in Action Research in the Early Years? What is in it for me? Professional Development Team development Children’s development Evidence-informed practice Making the difference: Planning your project with Impact Evolution Input- or output-based evaluation Ethical Considerations Summary Part Two: The Phases of Action Research Introduction Identifying a focus Ask a question Planning and Implementing a change Innovate Evaluating Impact How will you know you have been successful? Considering the future Summary Part Three: The Projects Introduction Project 1: Mindful Yoga in a Nursery School Project 2: Developing the outdoor area to support early numeracy Project 3: Storytelling Project 4: Continuing professional development policy Project 5: Personal, Social and Emotional Development at lunchtime Project 6: Talking Partners at Primary Project 7: Parental Engagement Project 8: Early writing Project 9: Promoting a love of reading Project 10: 0–2-year-old room Conclusion References Appendices Appendix I Identifying a focus Appendix II Collating evidence Appendix III Planning for impact Appendix IV Planning for impact Appendix V Evaluating impact Appendix VI: Considering the future

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Book SynopsisThis comprehensive text highlights new developments in sociological, educational and psychological aspects of socialisation, examining how human beings as ''subjects'' experiencing, thinking and acting individuals confront the material, social and cultural ''objects'' of their environment and sustain their position. The authors provide an overview of the most important theories of socialisation, then integrate these using the Productive Processing of Reality (PPR) model. This novel approach is applied to a life course analysis, examining developmental tasks and the challenges of productive processing of the internal and external reality at various stages of development. The book also considers contexts, addressing the inequalities between different socio-economic and ethnic groups and genders, to consider how humans with their genetic dispositions and their individual instincts and needs solve the task of coping with the requirements of society, culture and economy while atTrade Review"Socialisation seems like such a simple topic at first glance, but, as this book illustrates so well, the interactions between person and environment that constitute socialisation are incredibly complex. Hurrelmann and Bauer distill all of this complexity in an artfully accessible way that speaks to both psychology and sociology." – Robert Crosnoe, The University of Texas at Austin, USA"The authors’ key concept of ‘Productive Processing of Reality’ is much more than a catchy formula: it integrates approaches and findings from several disciplines, addressing many questions of how individuals master tensions between social integration and individuation. The book’s highly readable style will be a discovery for many readers." - Doris Bühler-Niederberger, Bergische Universität Wuppertal, GermanyTable of ContentsAbout the authors 1. The understanding of socialisation 2. Socialisation as productive processing of reality 3. Coping with developmental tasks 4. Productive processing of reality during the life course 5. Socialisation in the individual life stages 6. Contexts of socialisation in the life course 7. Inequality of socialisation during the life course 8. Conclusion and outlook Bibliography Index

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Book SynopsisThis second edition of Supporting Boys' Writing in the Early Years shows how you can help boys to become confident and capable writers by supporting them to write in ways that make sense to them on the move, outside and inside, in dens, in bushes, in mud, or sprawled on the floor dressed as superheroes. The book reveals that a playful, child-centred approach can allow boys and girls to develop a writers' voice, raise attainment in writing and enhance all aspects of young children's development.This new edition includes: brand new examples, case studies and photographs from over 200 recent early writing projects; up-to-date references fully in line with the latest Early Years Foundation Stage (EYFS) documentation; a response to the increased focus in schools on handwriting, in particular on cursive handwriting; a questioning of the place of objective-led print in the classroom and a recommendation that environmental print shouTable of ContentsIntroduction Chapter 1 Write from the start Chapter 2 Creating a writing-rich environment Chapter 3 Discovering a writer’s voice Chapter 4 Writing for a purpose Chapter 5 The role of the adult in supporting young writers Chapter 6 Writing and cross-curricular learning Chapter 7 Working with parents to support early writing Conclusion Appendix 1 Boys' Writing Project – the action planning process Appendix 2 Boys' Writing Project play audit Appendix 3 Boys' Writing Project case study Appendix 3 Case Study 1 Appendix 3 Case Study 2 Appendix 4 Boys' Writing Project – end of project summary References

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Book SynopsisGetting Ready to Learn describes how educational media have and are continuing to play a role in meeting the learning needs of children, parents, and teachers. Based on years of meaningful data from the CPB-PBS Ready To Learn Initiative, chapters explore how to develop engaging, playful, and developmentally appropriate content. From Emmy-Award-winning series to randomized controlled trials, this book covers the media production, scholarly research and technological advances surrounding some of the country's most beloved programming.Trade ReviewFeaturing a Foreword by Dr. Alice Wilder and Sir Ken Robinson"Combining in-depth research analysis and practical case analysis, the collected authors in Shelley Pasnik’s book present a hopeful vision of how technology and media can support children’s learning. It models a kind of intentional, thoughtful, and creative approach that gives positive meaning to media and technology much needed in the often noisy world of mindless consumption."—Junlei Li, Fred Rogers Center/Zaentz Early Childhood, Harvard University, USA"At last! A comprehensive and highly readable account of the CPB/PBS Ready to Learn initiative, which has fundamentally transformed children’s television programming. This is the first and only volume that puts all the accumulated research together, and will be a valuable resource for anyone interested in educational media. It will prove once and for all that high quality programming can be a valuable resource for children’s social-emotional learning and cognitive development."—Susan B. Neuman, Professor of Childhood and Literacy Education, New York University, USA"In this well-researched collection, Pasnik and her colleagues distinguish what makes the Ready To Learn initiative so unique, how it’s made a positive difference in the lives of many families, and why it is an excellent public investment. Getting Ready to Learn makes an extremely strong case for why and how thoughtful, intentionally produced media can make a big difference in the lives of young children, especially children who are most in need of additional support and resources."—Michael Robb, Senior Director of Research, Common Sense Media, USA"This book brings together scholarly articles from a wide range of contributors who each bring their own expertise to bear, bringing us a truly authoritative book. Educational media has a significant and seemingly ever-increasing role to play in meeting the learning needs of children, parents, and teachers. This book draws on years of meaningful data from the CPB-PBS Ready To Learn Initiative, with chapters exploring how to develop engaging, playful, and developmentally appropriate content. From Emmy-Award-winning series to randomised controlled trials, this book covers the media production, scholarly research and technological advances surrounding some of the US's most beloved programming."— Sarah Brew, Parents in TouchTable of ContentsForeword by Dr. Alice Wilder and Sir Ken Robinson 1. Ready To Learn and Public Media: Improving Early Learning Outcomes for America’s Children David Lowenstein, Pamela Johnson, and Michael Fragale 2. From Mission to Screens: The PBS KIDS Approach to Content Sara DeWitt and Linda Simensky 3. Using Media to Foster Parent Engagement Megan Silander and Elisa Garcia 4. Building Learning Pathways and Community for Early Childhood Educators Lori Brittain, Jean Crawford, Sara Shapiro, Jeanne R. Paratore, Alejandra Salinas, Lisa O’Brien, and Sarah Blodgett 5. When Creativity + Collaboration = Success: The Making of "Peg + Cat" Kim Berglund 6. Children’s Mathematical Thinking and Learning: The Importance of Study Design and Aligned Assessments in Promoting and Capturing Learning Deborah Rosenfeld and Daisy Rutstein 7. What Early Childhood Educators Need in Order To Use Digital Media Effectively Phil Vahey, Regan Vidiksis, and Jaime Gutierrez 8. Curation and Mediation: Essential Ingredients When Supporting Children’s Learning Savitha Moorthy and Ximena Domiìnguez 9. Preschoolers Learn To Think and Act Like Scientists with "The Cat in the Hat" Sara S. Sweetman, Lawrence S. Mirkin, Anne E. Lund, and Shannon K. Bishop 10. Science Takes Center Stage: Design Principles To Support Young Children’s Science Learning with Media Marion Goldstein, Claire Christensen, Sarah Gerard, and Megan Silander 11. Permission to Speak: How Educational Media Can Start and Extend Dialogue for Kids and Adults Naomi Hupert and Alexandra Adair 12. Informational Text Adventures with "Molly of Denali" Nell K. Duke, Carol Greenwald, and Anne E. Lund 13. Building Community Partnerships to Support Family Learning Aaron Morris, Devon Steven, and Kea Anderson 14. How Ready To Learn Is Bringing Inclusive Design to PBS KIDS Jennifer Rodriguez and Michael Conn-Powers 15. Adaptive and Personalized Educational Games for Young Children: A Case Study Jennifer Rodriguez, Dylan Arena, and Jeremy D. Roberts 16. Innovations in Evidence and Analysis: The PBS KIDS Learning Analytics Platform and the Research It Supports Jeremy D. Roberts, Charles B. Parks, Gregory K. W. K. Chung, Elizabeth J. K. H. Redman, Katerina Schenke, and Cosimo Felline

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Book SynopsisDeveloping Early Communication, Language and Learning Skills at Home is full of tried-and-tested, practical activities for children developing their communication, language and learning skills including those with special educational needs and disabilities. This book provides parents, teachers and therapists with a range of playful and engaging activities to consolidate and develop children's language and communication skills at home and school.Organised into five areas, the resource includes motivating activities around the themes of outdoor activities, daily routines, messy play, games for turn-taking and games to encourage creativity and make sense of the world. Features include: 50 activities, each with a list of equipment, instructions, top tips, key vocabulary and ideas for extending the activity next time Symbol boards for each activity to support children's understanding and experiences Photocopiable sheets for ease of useTable of ContentsPreface 1. Introduction 2. Explore Outdoors: 10 playful activities to engage in outdoors 3. Daily Routines: 10 playful activities to enjoy during daily routines 4. Messy Play: 10 playful activities that use everyday items 5. Games: 10 playful activities to develop turn-taking and friendships 6. Understanding the World: 10 playful activities to help children make sense of the world and develop their creativity

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Book SynopsisThis seventh edition of the best-selling The SENCo Handbook has been updated to reflect the impact that the implementation of the SEND Code of Practice (DfE/DoH 2015) has had on policy and practice in schools and for SENCos. It provides vital information on statutory requirements, practical approaches to the SENCo role and responsibilities and perceptive analysis of issues relevant to all schools, Early Years settings and colleges. Debate and discussion of the different aspects of the SENCo role reveals how it has changed and will change. Written in an accessible and informative format, with numerous examples of good practice, this book will help all SENCos, headteachers and school leaders to create and implement effective whole school policies for special educational needs.Key topics include: leading and managing change in SEND policy and practice developing whole school approaches to policy and practice for SEND builTable of ContentsForeword About the authors Acknowledgements How to use this handbook Abbreviations Chapter One: Special Educational Needs: Legislative and Historical Perspectives Chapter Two: Roles and Responsibilities within Whole-School SEN Co-ordination Chapter Three: Identification, Assessment, Planning and Reviewing Provision Chapter Four: Supporting Teaching and Learning Chapter Five: Managing Effective Support Chapter Six: Working with Parents, Children and Young People Chapter Seven: Working with Professionals and Organisations beyond the School Chapter Eight: Working in Partnership at Transition Periods Chapter Nine: The SENCO's Role in Leading and Managing SEND Administration Chapter Ten: The SENCO's Role in Leading and Managing Change Chapter Eleven: Supporting the SENCO in Developing Inclusive Practice Activity Pack Appendices Source Lists References Index

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Book SynopsisFully updated to reflect the current status and understandings regarding outdoor provision within early childhood education frameworks across the UK, this new edition shows early years practitioners how to get the very best from outdoor play and learning for the enjoyment, health and education of young children up to age seven.This invaluable resource gives sound practical guidance for providing:play with water, sand and other natural materials; experiences with plants, growing and living things; movement and physical play; construction, imaginative and creative play; and explorations into the locality and community just beyond your garden. This full-colour third edition has been further developed to act as a comprehensive source book of relevant materials, bTable of ContentsDedication; Acknowledgements; Introduction; Chapter One: Providing for play with water outdoors; Chapter Two: Providing natural materials outdoors; Chapter Three: Providing experiences of the living world outdoors; Chapter Four: Providing for movement and physical play outdoors; Chapter Five: Providing for imaginative, creative and expressive play outdoors; Chapter Six: Providing for construction and den play outdoors; Chapter Seven: Providing outdoor experiences beyond the garden; Index

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Book SynopsisThe Chatterbugs Manual is a practical resource for all those supporting the development of the foundation communication skills of attention and listening, turn-taking and early vocabulary in children. The Chatterbugs programme has been designed to bridge the gap between education and specialist speech, language and communication provision, specifically with Early Years mainstream settings in mind. It enables school staff to prepare childrenincluding those with delayed communication skills, EAL learners, or children with suspected special education needsfor learning in school by developing their communication skills through the use of robust communication strategies. The Chatterbugs Manual contains: An overview of the programme, including step-by-step instructions on how to plan and deliver a Chatterbugs session Guidance on identifying children likely to benefit from the programme Trade Review"The publication of The Chatterbugs Manual is a golden opportunity for schools everywhere to take advantage of this thoroughly researched and highly successful early language development programme. I’ve seen the Chatterbugs programme in action in several primary schools, and I know that it works. The meticulously maintained progress tracking data that forms an essential component of the approach demonstrates very clearly that almost all the children who complete the 12-week programme make excellent progress in improving their skills of paying attention, listening carefully and taking turns, and that they make great strides in developing their vocabulary. The children I’ve observed in Chatterbugs sessions demonstrated huge enjoyment in their learning, and they were clearly fully engaged in what they were doing. The Chatterbugs Manual will provide schools with an invaluable resource to meet the needs of young children who need extra support in developing their communication skills." – John Dewhurst, School Leadership Consultant"The combination of well-structured and lively activities, good use of song, visual and physical cues and small groups mean that children, including those with English as an additional language, make very good progress." – Cathy Twist, Director, Education and Learning, London Borough of Lambeth"Chatterbugs is a tried and tested Early Years intervention targeted at those children who start school without the language, attention and turn taking skills required. It has been developed and refined over a number of years, with over 1000 children benefitting. Chatterbugs is a no fuss, practical resource. The guidance is very easy to follow, and I expect teaching assistants will be able to run groups and track progress independently once they get going. SENCOs will find this resource extremely useful, as it can built into a school’s graduated response for children with SEND." - Stephen Parsons, Speech and Language Therapist, Author and Trainer, Thinking Talking "As someone who has spent their whole career working with children with SEND, I am aware of the importance of high quality assessment evidence and the value of well pitched early intervention. The Chatterbugs Manual provides a clearly articulated, carefully sequenced framework that will help schools to secure the prerequisite skills necessary for later success in reading. Its systematic use provides an opportunity to understand and address areas for improvement and put in place developmentally appropriate activities in order to maximise impact on pupil progress." - Simon Knight, National SEND Leader, Whole School SEND, UKTable of Contents1. Introduction to Chatterbugs 2. Chatterbugs Programme Structure and Preparation 3. Chatterbugs Programme – Personnel, Participants and Paperwork 4. Chatterbugs Sessions 5. Chatterbugs Outcomes 6. Chatterbugs Frequently Asked Questions 7. Chatterbugs Models of Implementation and Training. Appendix I: Chatterbugs Guidance A. Chatterbugs Targets B. Chatterbugs Activities. Appendix II: Chatterbugs Tracking A. Chatterbugs Baseline and Skills Review B. Chatterbugs Daily Tracking Sheet. Appendix III:Chatterbugs Resources A. Chatterbugs Programme Preparation Checklist B. Chatterbugs Resource Construction C. Chatterbugs Visual Timetable Construction D. Chatterbugs Vocabulary List E. Chatterbugs Resources

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Book SynopsisThe revised edition of this highly practical guide to creating and using multi-sensory environments is packed full of ideas for low-cost, easy-to-assemble multi-sensory environments suitable for children of varying ages and abilities. Each creative learning environment is designed to be constructed in a classroom or school hall, encouraging creative thinking and learning, and the development of social and emotional skills. Each environment idea is accompanied by suggestions for use for children with special educational needs.Key features of the revised edition include: Ideas for creating sensory experiences that stimulate all the sensory channels auditory, visual, kinaesthetic, olfactory and gustatory Suggestions for extension or differentiation depending on student capability or time available A summary of the theory and background to multi-sensory learning, to allow you to adapt the suggested scenarios according to theTrade Review‘This book will offer a whole new world of sensory experience for all students. The author, Christopher Davies, fully appreciates the time demands on school staff. His instructions are meticulous and detailed – offering total solutions for busy teachers to create stimulating learning environments. Be prepared to be "wowed".’ Lorraine Petersen, CEO of nasen ‘As an experienced teacher still working in the classroom after twenty years I know I will use this book.’ John Naylor, Advanced Skills Teacher, Yeoman Park School ‘This book provides a treasure chest of ways to motivate and engage children and the adults working with them. It is accessible to anyone and with a minimum of resources can be used to create memorable learning environments and magical moments. Be prepared to be inspired and re-energised!’ Isobel Dearman, Deputy Headteacher, Hillcrest School Table of ContentsIntroduction SECTION ONE: Getting started Structures for creating spaces Defining the space Entrances SECTION TWO: Environments and activities Part 1: Rooms within rooms Part 2: Newsprint Part 3: Card and cardboard Part 4: Other . . . SECTION THREE: Appendices

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Book SynopsisTeaching Science and Technology in the Early Years (37) celebrates young children's amazing capabilities as scientists, designers and technologists. Research-based yet practical and accessible, it demonstrates how scientific designing and making activities are natural to young children, and have the potential for contributing to all aspects of their learning.By identifying the scientific and technological concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. This third edition has been thoroughly updated and features: fresh insights into young children's learning from neuroscience and new-materialist' perspectives; a UK-wide perspective on Early Years curricula and how they support the inclusion of science and technology as an entitlement for young children; new caseTrade Review"This is the third edition of this valuable book, and it's good to see it kept up to date as it's a subject where change happens very quickly. It celebrates and raises awareness of young children’s amazing capabilities as scientists, designers and technologists and demonstrates how scientific designing and making activities are natural to young children, and have the potential for contributing to all aspects of their learning." - Sarah Brew, Parents in Touch Table of ContentsList of figures, tables and learning stories List of contributors Acknowledgements Part One: The principles of teaching science and technology in Early Years settings 1.Introduction 2.Young children as scientists, designers and technologists – theories of learning 3.Talk, narrative and sustained shared thinking 4.Outdoor learning in science and technology 5.Assessing and documenting children’s learning 6.Planning for science and technology in the Early Years setting Part Two: Guidance on teaching thematic science and technology topics 7.Sowing the seeds – a thematic approach to plant life in Early Years education 8.A thematic approach to humans and animals in Early Years education 9.A thematic approach to everyday materials in Early Years practice 10.A thematic approach to changing materials in Early Years settings 11.A thematic approach to forces, magnets and electricity in Early Years settings 12.A thematic approach to sound, light and space in Early Years settings 13.Moving on – transitions in Early Years science and technology References Index

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Book SynopsisMary D. Sheridan's Play in Early Childhood is a classic introductory text to play and development key topics for all those who work with young children. Drawing on the most up-to-date evidence, it explains how children's play develops and how they develop as they play. With over 100 illustrations and observations of play from birth to six years, this new edition presents classical and contemporary literature, making clear links between play and all areas of children's development. It includes updated activities to consolidate thinking and suggestions for further reading throughout. This text considers: the development, value and characteristics of play issues relating to culture, adversity, gender, attachment and brain development play from recreational, therapeutic and educational perspectives the role of parents/caregivers and professionals in supporting play how to develTable of Contents1. Theorising about Play 2. Observing and Reflecting on Children at Play 3. The Development of Children’s Play: Sheridan’s Observations 4. Outlines of Some Significant Play Sequences 5. Variation in Children’s Play 6. Providing for Play 7. Useful Organisations

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Book SynopsisThis inspiring book shows how Early Years staff can support the best possible practice for children under three and their families whilst making use of the limited funding available. Promoting the idea of infants as powerful learners, the authors focus on 0-3 years as the vital first phase of education and care, which can require a very specific pedagogical approach. They discuss the principles that underpin the practice of working with the youngest children, the critical nature of highly effective pedagogical practice and the important role of family workers in building relationships with parents and the extended family.Working with Children Aged 03 and Their Families explores the challenges and responsibilities of working with young children and communicates the Pen Green approach'. Pen Green has become a focal point for Early Years professionals due to its outstanding Early Years provision. The innovative approach chronicled in this book will encourage practitionersTable of ContentsAbout the ContributorsForewordAcknowledgementsIntroduction1. Principles for working with children under three and their families 2. Setting up the baby and toddler provision at Pen Green 3. Establishing the birth-to-three team and building their capacity to work with young children in an education and care provision 4. The role of the Family Worker 5. Supporting families in challenging circumstances: extending the 'Key Person' role6. Celebrating the voice of the child 7. 'Pedagogic Strategies': a conceptual framework for effective parent and practitioner strategies when working with children under five8. Consultancy observation: a methodology to promote group reflective capacity9. Universal and specialised groups for children under three and their families 10. Growing Together: a group for parents and carers with infants and toddlers 11. The ‘Being Two’ project: disseminating good practice locally and nationallyIndex

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Book SynopsisThis new edition provides a comprehensive guide for safeguarding and child protection in the early years. Aimed at both students and practitioners, it offers clear insight and guidance into the legal and policy foundations for effective safeguarding practice, together with both the historical context and also more contemporary developments in safeguarding practice in the early years sector. This second edition has been fully updated to reflect current legislation and includes new material on interagency work, supporting children's resilience and safeguarding all children. Drawing on the everyday dilemmas and experiences of early years professionals, it helps you to find solutions to both practical and moral issues in a context of legal duties and responsibilities. The chapters consider: the historical context of safeguarding and child protection the legislative framework around safeguarding and child proTable of ContentsContributors Acknowledgements Chapter 1. Introduction Steven Burton and James Reid Part 1. Legal and policy foundations, and key safeguarding concerns Chapter 2. The recent history of central government guidance about child protection Nigel Parton and James Reid Chapter 3. The social, legal and practice context for protecting and safeguarding children James Reid Chapter 4. Abuse in the Early Years – Children’s experiences of physical, sexual and emotional abuse Neil Ventress Chapter 5. Neglect in the early years Neil Ventress Chapter 6. Socialisation and consequential abuse Neil Ventress Part 2. Everyday practice dilemmas and experiences Chapter 7. Safeguarding within the Early Years Foundation Stage Julie Percival Chapter 8. Safeguarding children’s health and wellbeing Sharon Frankland Chapter 9. Safeguarding children from online danger Steven Burton Chapter 10. The primacy of communication in safeguarding Steven Burton Chapter 11. Inter-agency working, observation and assessment Frances Marsden, Samantha McMahon and Andrew Youde Chapter 12. Supervision and reflective practice Samantha McMahon and Julie Percival Chapter 13. Conclusion Steven Burton References

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Book SynopsisNurturing Young Thinkers Across the Standards: K2 provides multiple practical resources to assist teachers in working with standards across subject areas in ways that bring critical thinking into the everyday process of learning content and skills. The authors provide suggestions for engaging and sustaining children's interest and illustrate the use of teaching language that actively nurtures the habits of lifelong learning. The book is rich with opportunities for developing tools for design, implementation, and assessment of vibrant integrated curricula for K2 students that support the development of cognitive skills and increase confidence in their abilities to think and learn.Table of ContentsChapter 1: The Standards: A Vehicle to Actively Engage Young LearnersChapter 2: Key Learning Processes Standards and How we TeachChapter 3: Nurturing Learning Through Authentic InteractionsChapter 4: AssessmentChapter 5: Embedding Process into Instructional Plan Targeting Content: Grade PreK-KChapter 6: Embedding Process into Instructional Plan Targeting Content: Grade 1-2Chapter 7: The Challenges Ahead

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Book SynopsisThis fourth edition of the bestselling Mathematics in Early Years Education provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics number and counting, calculation, pattern, shape, measures and data handling it provides a wide range of practical activities and guidance on how to support young children's mathematical development. There is also guidance on managing the transition to KS1 and a strong emphasis throughout on creating home links and working in partnership with parents. This new edition has been fully updated to incorporate the latest research and thinking in this area and includes: why mathematics is important as a way of making sense of the world how attitudes to mathematics can influence teaching and learning how children learn mathematics and what they are capable of learning how technology can support maths teachingTable of Contents1. Learning mathematics in early years settings 2. Planning, organising and assessing for mathematics 3. Number and counting 4. Calculating and problem solving with number 5. Pattern 6. Shape and space 7. Measures: making comparisons 8.Sorting, matching and handling data

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Book SynopsisYoung Children's Experimental Cookery encourages Early Years practitioners and teachers to take an innovative and creative approach to introducing young children to food and cooking. The book addresses wider issues such as healthy eating and food preparation skills, but also moves beyond the concept of traditional cookery lessons to celebrate food as a creative medium, offering immense scope for multi-sensory exploration and a variety of high quality learning experiences.Practitioners are encouraged to abandon recipes, take a step back, and afford children the freedom to chop, mix, stir and concoct their own creations, exploring fresh ingredients and experimenting with new tastes and smells along the way. Bridging the gap between food preparation and the development of confidence, imagination and creative-thinking skills, this open-ended approach to cooking sessions will equip children with skills which go far beyond those needed in the kitchen.FTrade ReviewThis book is a wonderful illustration of the way in which an innovative and creative approach to food and food preparation can encourage children, parents and practitioners to share experiences, learn together and embrace healthier lifestyles. It is particularly exciting to see the children grow in confidence, explore fresh ingredients, experiment with new tastes and smells and follow their own lines of enquiry."Sally Jaeckle, Early Years Services Manager, Bristol City Council, UK.The book looks in considerable depth into a vital area of children’s learning, how children develop their imagination and creativity in the context of using food as a creative material. The focus on multi-sensory exploration, creative thinking and imagination has been key to the success of this approach.Penny Hay, Senior Lecturer in Arts Education, Bath Spa University, UK, and Director of Research, 5x5x5=creativity."Young Children's Experimental Cookery, (...) encourages early years practitioners and teachers to take an innovative and creative approach to introducing young children to food and cooking. (...) The book also addresses wider issues, such as healthy eating and food preparation skills, but its value is in moving beyond the concept of traditional cookery lessons and instead to celebrate food as a creative medium, making this a highly stimulating read."Neil Henty, eyeTable of ContentsAcknowledgements 1. Introduction 2. Food, Cooking and Creative Thinking 3. Young Children’s Experimental Cookery 4. Vegetables 5. Fruit – Fresh and Frozen 6. Herbs and Spices 7. Equipment 8. Food session with the Under Threes 9. The Role of the Adult 10. Inclusion 11. Cultural Influences 12. Parents as Partner 13. A Guide to Starting a Creative Food Project 14. How the Project Has Influenced Our Practice? References and Suggested Reading

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Book SynopsisThis book provides a reconstruction of Aristotelian character education, shedding new light on what moral character really is, and how it can be highlighted, measured, nurtured and taught in current schooling. Arguing that many recent approaches to character education understand character in exclusively amoral, instrumentalist terms, Kristjánsson proposes a coherent, plausible and up-to-date concept, retaining the overall structure of Aristotelian character education.After discussing and debunking popular myths about Aristotelian character education, subsequent chapters focus on the practical ramifications and methodologies of character education. These include measuring virtue and morality, asking whether Aristotelian character education can salvage the effects of bad upbringing, and considering implications for teacher training and classroom practice. The book rejuvenates time-honoured principles of the development of virtues in young people, at a time when character' featTrade Review"Kristja´nsson’s book is a valuable contribution to moral education and a timely corrective to contemporary character education efforts. Even the skeptical reader may have the impression that his goals are achievable, and the many references to his ongoing work at the Jubilee Centre suggest that he will continue to show us how." - Matthew J. Hayden, Journal of Moral Education "This highly informative and rigorous book gives the best available explanation of the importance and significance of Aristotelian character education, reminding readers that performance is not enough if it is not underpinned by moral virtue and providing a desirable social vision of flourishing individuals in a flourishing society." - SciMedNet"Overall, Aristotelian Character Education answers many questions, rebuts many objections, and clarifies the strengths, weaknesses, and remaining challenges for ACE. It is an exceptionally useful, cross-disciplinary resource." - Howard J. Curzer, The Philosophical Quarterly"It is difficult to find fault with Aristolian Character Education by Kristjan Kristjansson. In eight engagingly written and thoroughly researched chapters, he introduces the reader to Aristotelian character education, defends it against critics and develops a contemporary version in the spirit, if not always the letter, of Aristotle’s virtue theory." - Nancy E. Snow, The University of Oklahoma, British Journal of Educational StudiesTable of Contents1. Introduction: What is Aristotelian character education? 2. Some Persistent Myths about Aristotelian Character Education 3. Measuring Virtue for Aristotelian Character Education 4. Phronesis and Aristotelian Character Education 5. Can Aristotelian Character Education Undo the Effects of Bad Upbringing? 6. Towards Method: Dialogue and Aristotelian character education 7. Educating the Educators: Teachers and Aristotelian character education 8. Concluding Reflections

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Book SynopsisThrough a series of exquisite encounters with children, and through a lucid opening up of new aspects of poststructuralist theorizing, Bronwyn Davies opens up new ways of thinking about, and intra-acting with, children. This book carefully guides the reader through a wave of thought that turns the known into the unknown, and then slowly, carefully, makes new forms of thought comprehensible, opening, through all the senses, a deep understanding of our embeddedness in encounters with each other and with the material world. This book takes us into Reggio-Emilia-inspired Swedish preschools in Sweden, into the author's own community in Australia, into poignant memories of childhood, and offers the reader insights into: new ways of thinking about children and their communities; the act of listening as emergent and alive; ourselves as mobile and multiple subjects; the importance of remaining open to the noTable of Contents1. Children and community 2. Emergent listening as creative evolution 3. Being-knowing-becoming in relation to the other 4. Reading anger in early childhood intra-actions 5. The affective flows of art-making 6. Lines of flight in stories for children.

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Book SynopsisThis practical resource takes a holistic view of the learning and development of children with autism, taking into account the nature of their social-emotional learning and the transactional nature of difficulty. Using an interdisciplinary approach, this accessible and practical text invites practitioners, pupils and parents to reflect on their understandings, beliefs and values and to make appropriate adjustments in their practice. Split into five chapters, this book covers some of the main issues involved in observation-based teaching and learning, including: educational assessment for pupils with special educational needs and disability points to consider when observing autistic pupils methods for listening within inclusive autism education learning outcomes for autistic pupils in relation to well-being, social participation and communication compiling pupil profiles that are suitable for autistic pupils. Aligning reseTable of ContentsFigures and tables Preface 1. Taking an educational perspective on the autistic pupil 2. Making observations 3. Listening to children 4. Assessment and planning 5. Compiling pupil profiles and evaluating practice References Index

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Book SynopsisThis book provides readers working in a diverse range of early years settings with the underpinning knowledge required to increase their effectiveness in working with young children. It will explore a wide range of issues including: the roles and responsibilities of practitioners; developing reflective practice; how children learn and develop; early years curriculum; working with parents and professionals and developing inclusive environments.* Appropriate for all SureStart Unit Recognized Awards* Helps students meet the learning outcomes of the Statement of Requirement* Covers the birth to eight age range* Includes Practical work-related activities and issues for reflectionCombining an understanding of the relationship between practical workplace issues and relevant academic knowledge, this is a core textbook for all Foundation Degree students working in early years education and care. It is also highly relevant for students following an Early Childhood Studies degree or B.Ed/PGCE Early Years course.Table of ContentsPart One: Creating Empowering Environments; Changing times: Early years practitioners today; Working with other professionals; Partnerships with parents; Positive learning environments: Listening to and protecting children; Reflection in practice; Part Two: Environments for Learning; Play and learning; Learning and developing from birth to 3; Learning and developing 3-8; Inclusive education; Assessing learning; Part Three: Curriculum in Practice; Developing children's self esteem and identity; Supporting creativity and physical development; Supporting communication, language and literacy; Supporting mathematical development; Exploring the world and using ICT; Alternative perspectives on curricula

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Book SynopsisIt is now officially acknowledged that outdoor play is extremely important for young children's development and that a few old bikes and a climbing frame just will not do. This book shows how to develop an outdoor learning environment properly for young children and how adult supporters should behave in this space.This book offers examples of good outdoor practice in a range of early years settings. Both practical and theoretical aspects of learning outdoors are covered, tracking a shared enthusiasm for outdoor play amongst practitioners, children and parents.The book shows how the authors set about solving common problems encountered in the outdoor area, and, using photographs, plans and written observations, the book shows how stimulating outdoor learning environments can be created.Table of ContentsForeword, Acknowledgements, About the authors, Preface, Introduction, Background to the Brent Outdoor Play Project, Section 1. Outdoor Learning in Practice, 1. Deciding on the size and scope of your project, 2. Planning and resourcing outdoor play, 3. Creating the outdoor learning environment, 4. What do children learn outdoors?, 5. Barriers and solutions, 6. Benefits of outdoor play, Section 2. Forms and Checklists, Section 3. Further Ideas and Materials to Develop Outdoor Provision, Bibliography, Useful contacts, Index

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Book SynopsisThe scope of these chapters reflects the strong influence that Sandra Wood Scarr’s scholarship—her empirical research and theoretical contributions—has had on what we know about experience and development via the lens of the psychological sciences, especially the fields of developmental psychology, behavior genetics, early education and child care. Table of ContentsK. McCartney, R. Weinberg, Preface. R. Weinberg, Sandra Wood Scarr: Her Intellectual History, Professional Journey, and Legacy. J. Arnett, J.L. Tanner, Toward a Cultural-Developmental Stage Theory of the Life Course. T.J. Bouchard Jr, Strong Inference: A Strategy for Advancing Psychological Science. R. Polomin, The Nature of Nurture. E. Turkheimer, K.P. Harden, B.D’Onofrio, I.I. Gottesman, The Scarr-Rowe Interaction Between Measured Socioeconomic Status and the Heritability of Cognitive Ability. K. McCartney, D. Berry, Whether the Environment Matters More for Children in Poverty. I.D. Waldman, Contributions of African-American Samples to Contemporary Molecular Genetic Research. K. Deater-Deckard, Parenting the Genotype. J. Dunn, Social Relationships and the Development of Understanding Others. M. McGue, W.G. Iacono, Siblings and the Socialization of Adolescent Deviance: An Adoption Study Approach. H.D. Grotevant, R.G. McRoy, Growing Up Adopted: Birth Parent Contact and Developmental Outcomes. C.P. Benbow, D. Lubinski, Extending Sandra Scarr’s Ideas About Development to the Longitudinal Study of Intellectually Precocious Youth. S.W. Scarr, Epilogue.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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