Pre-school and kindergarten Books

Book Synopsis_______________ The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.The outdoor environment offers access to unique opportunities to explore and discover the world around us with the weather and nature constantly enhancing each and every learning experience. The benefits of outdoor learning are accepted world wide and the need to plan for experiences across the curriculum is as important to practitioners as ever. 50 Fantastic Ideas for Science Outdoors offers lots of practical ways to incorporate early science skills and knowledge within other areas of learning the book is written as a recipe type step-by-step guide to 50 exciting ideas. ForTrade ReviewAny learning environment, home, classroom, nursery or staff room would be all the richer for having a set of these books on their shelves for reference. * Early Years Educator *It was a delight to review this new Featherstone collection. They have a reputation for well thought out, clearly illustrated texts designed to support EYFS practitioners. This series is no exception. The ideas are exciting. -- The TeacherGood quality resources like these books packed with ideas will...give teachers greater confidence in taking their classes outdoors. ...The book is an excellent way to encourage an early appreciation of science, especially the natural world. * Parents in Touch *

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Book Synopsis_______________The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Not only is the changing of the seasons an ideal time for children to focus on their understanding and exploration of the world around them, it is also a fantastic opportunity to encourage them to learn new skills or consolidate existing ones, using seasons' as a focus. The activities in this book support practitioners in exploring and reinforcing key learning around Spring, Summer, Autumn and Winter. Although the ideas are linked to specific seasons, the concepts and skills are transferable to other seasons or activities. Suitable for Early Years pract

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Book SynopsisHow to be an Outstanding Early Years Practitioner is an all-encompassing, comprehensive guide to improving and developing your early years knowledge and delivering outstanding practice on a daily basis. It is the perfect companion for any new school-based early years practitioner or for experienced practitioners looking to revisit fundamental elements of the profession and be inspired.Each easy-to-follow chapter is broken down into key areas of practice, including knowledge of the EYFS, relationships with others, planning and assessment, and safeguarding and child protection. Experienced teacher and author Louise Burnham provides ideas for incorporating these critical concepts into your lesson planning and practical advice for handling any number of scenarios that may arise in the early years classroom day-to-day.

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Book SynopsisOur innovative write and wipe flash cards are specially designed for early learners. They are extra-thick to stand up to repeated and frequent use and include a dry erase marker so children can practice each skill again and again.

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Book SynopsisLoose Parts cross the boundaries of gender, age, abilities, and socioeconomic challenges. Loose Parts 3, the newest addition to the wildly popular Loose Parts series, helps teachers make a conscious effort to create culturally sustainable environments that allow children to grow and to conquer a dynamic world.Over 400 full-colour photographs beautifully illustrate the ongoing need for educational pedagogy that: creates a sense of belonging supports children's identities is culturally responsive and sustainable Loose Parts 3 contains inspiration and guidance on how to create culturally sensitive and culturally sustainable early childhood environments through six key terms: aesthetic, authenticity, equity, dynamic, praxis, and critical reflection. Use your environment to promote a sense of wonder, curiosity and joy, and allow children to explore their identities.*2018 Foreword Reviews Indies Finalist in the Education category.

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Book SynopsisCreate an inclusive classroom for all with this resource, full of ideas for engaging and accessible English lessons. Each lesson is tailored to objectives for children working below National Curriculum levels and includes a learning objective, the resources needed, the main activity, a plenary and a consolidation activity to help support children's understanding.When working with children, and especially those with SEN, lessons need to meet their interests as well as their needs by containing visual stimulus and promoting fine and gross motor skills, and the activities in this book have been specifically designed with this in mind. This straightforward and practical book offers you 101 creative classroom activities for teaching English to pupils who are achieving at P Levels 4 - 8, as well as mapping the range of additional skills they will acquire.Trade ReviewBrewer and Bradley's new book should be an essential daily resource for both teachers and TAs working with children with SEND in the inclusive classroom, because these are lessons in which every child can join. This book does exactly what it says in the title. -- Peter Imray, freelance trainer, adviser and writer on special educational needsSimple yet brilliant ideas that are evidence based and have proven results ... For anyone looking to transform their teaching practice to be more inclusive, this is your ultimate guidebook! -- Bavaani Nanthabalan, Executive Headteacher, Netley Primary School & Center for Autism and Robson House PRUA great resource which busy teachers will dip into again and again. The authors are experienced teachers and provide a no-nonsense fast track to some fantastic tried and tested ideas ... An excellent book! -- Adele Devine, special needs teacher, author and co-founder of the multi-award-winning SEN Assist autism softwareTable of ContentsIntroduction. What Do We Mean By Additional Skills? Resources. 1. Starters. 2. Speaking. 3. Listening. 4. Reading. 5. Writing. References.

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Book SynopsisThis book equips early childhood educators and service providers with tools to support emerging social-emotional development and positive behavior in the first five years of life. It begins by providing an overview of social-emotional development, including how this development is intertwined with other areas of growth, environmental influences, and short- and long-term child outcomes. The educator's influential role is discussed within the context of the Positive Behavioral Interventions and Supports (PBIS) framework and the Pyramid Model. Guiding principles and specific, research-based strategies for supporting children's success are presented, with numerous specific examples of how to foster healthy social-emotional development and adaptive behavior in center- and home-based settings.The final chapters discuss how teachers and service providers can overcome potential roadblocks to implementing PBIS, build and maintain positive relationships with families, and ensure good communication, consistency, and shared accountability across support networks. Included are numerous examples and vignettes, textboxes on collaborating with families, quotes from parents and educators, and supplemental exercises.These elements, along with the author's direct, user-friendly approach, make this content highly accessible for early childhood personnel seeking practical, engaging ways to support early social-emotional growth.

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Book SynopsisIn the newest installment of the popular, award-winning Loose Parts series, Lisa Daly and Miriam Beloglovsky focus on family engagement and competency building. With inspiring full-color photographs Loose Parts 4 is organized around competencies and life skills children need for success in the future: knowingness engagement risk connections leadership innovative thinking creativity Lisa and Miriam explain the value of loose parts, detail how to integrate loose parts into the environment and children’s play, and specifically focus on loose parts for children in family environments—helping educators engage families and extend learning beyond the classroom.Trade Review“This book brings back memories of my own open-ended play as a child and explains how this type of play builds the skills needed for becoming successful adults. It provides a wonderful combination of practicality and theory. It could be highly useful for teachers, families and those who develop policy.” —Julie Powers, professor, University of Hawaii Maui College, author of Parent Engagement in Early Learning and co-author of Nature-Based Learning for Young Children “Loose Parts 4 provides parents and families with simple, accessible, inspiring and creative inspiration to help their children experience the skills needed for success in more than just their education, but throughout their entire life. I highly recommend Loose Parts 4, and all the other Loose Parts series, for all educators to keep their practice fresh, inspired and filled with wonder for both themselves and the children.” —Mary Muhs, department Chair, Early Childhood Education, Rasmussen College- Twin Cities Office and author of Family Engagement in Early Childhood Settings “Lisa and Miriam have taken mountains of research and magically condensed it and made it relevant to all who have young children. Their introductory chapter is the best summary of research for the whole child that I have come across. They put all the articles, studies, and thinking into simple and understandable language. I loved this book.” —Robin Chappele Thompson, PhD, co-author of StoryMaking, and director of early learning in Manatee County school district “A book bursting with inspiration on how parents and educators supporting families can repurpose and upcycle the materials found in the home to create powerful play experiences. The authors encourage us to look for the simple and open-ended materials right inside our cupboards to create play spaces that help unleash the child’s creative spirit and foster 21st century skills.” —Michelle Kay Compton, MA, co-author of StoryMaking, and early specialist in the Manatee school district

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Book Synopsis_______________ The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.50 Fantastic Ideas for Sharing and Playing introduces children to the concept of sharing and supports practitioners with lots of ideas for sharing through play. Sharing is an essential skill for children to learn and this simple text has activity ideas for both indoors and outdoors, helping children to share their talk and thoughts as well as their belongings. For young children and those children who are not used to sharing they need to be introduced to the concept in a meaningful way, which is going to make them willing to share, as they are keen to achieve the ultimate rewTrade ReviewThe fresh ideas which the authors have come up with for this series are super - it really is a series which should be in every Early Years setting, ready to be picked up when inspiration fails. ...The child-focused activities in this book are based on familiar activities but they have been given an extra twist by making them collaborative. * www.parentsintouch.co.uk *Any learning environment, home, classroom, nursery or staff room would be all the richer for having a set of these books on their shelves for reference. * Early Years Educator *

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Fearless play is a key element in developing a child''s confidence, extending their limits, and helping them learn to assess risks and manage situations. This book is full of fun and colourful ideas for facilitating fearless play in early years settings. The variety of activities means there''s something for every child to enjoy, ranging from basket making to mud racing.Each idea is targeted to help children face new challenges and explore the world around them, as well as helping to establish motor skills, coordination, and body awareness. A perfect resource for busy early years pracTrade ReviewThis book is packed with ideas for helping children to manage situations, to develop confidence in their own physical abilities and decision making processes * EYE *... an indispensable resource. * Teach Early Years *

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Book SynopsisTeaching reading successfully requires deep knowledge of the reading process and development, as well as the implementation of impactful reading instruction and differentiation. This book aligns Montessori didactic materials and pedagogy, developed over a century ago, with current research on reading development.Trade Review"This book is clearly written and well-supported by concrete examples of materials and implementation strategies that are directly aligned with current research findings. It is especially useful for teachers in Montessori settings. However, the ideas are universal and could easily find effective implementation in traditional classrooms should the appropriate materials be available."—Teachers College RecordTable of Contents Contents (Tentative) Foreword by Daniel Willingham and Trisha Thompson-Willingham Welcome Preface Acknowledgments 1. Montessori Education Dr. Maria Montessori Growth of Montessori Education Montessori Materials and the Prepared Environment The Montessori Educator's Approach to Instruction 2. Science of Reading Overview Structured Literacy Seminal Research Simple View of Reading Hollis Scarborough's Reading Rope Considering the Montessori Curriculum and Alignment to the Science of Reading (SoR) Literature Part I: Word Recognition Chapter 3: Phonological Awareness Science of Reading—Phonological Awareness Phonological Awareness in the Montessori Classroom Additional SoR Phonological Awareness Activities 4. Decoding Science of Reading—Decoding Decoding in the Montessori Classroom Additional SoR Decoding Activities 5. Sight Recognition Science of Reading—Sight Recognition Sight Recognition in the Montessori Classroom Additional SoR Sight Recognition Activities Part II: Language Comprehension Overview Chapter 6: Background Knowledge Science of Reading—Background Knowledge Background Knowledge in a Montessori Classroom Additional SoR Background Knowledge Activities 7. Vocabulary Science of Reading—Vocabulary Vocabulary in a Montessori Classroom Additional SoR Vocabulary Activities 8. Language Structures Science of Reading—Language Structures Language Structures in a Montessori Classroom Additional SoR Language Structures Activities 9. Verbal Reasoning Science of Reading—Verbal Reasoning Verbal Reasoning in a Montessori Classroom Additional SoR Verbal Reasoning Activities 10. Literacy Knowledge Science of Reading—Literacy Knowledge Literacy Knowledge in a Montessori Classroom Additional SoR Literacy Knowledge Activities 11. Conclusion Scientific Thinking, Discourse, and Advocacy to Improve the Lives of Children References Index About the Authors

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Book SynopsisUsing a Person-Centred Approach in Early Years Practice reflects on the principles of person-centred counselling, developed by Carl Rogers. It guides students and practitioners to use this approach within the sphere of early childhood education, providing radical new ways of promoting emotions, emotional regulation and well-being.This accessible resource reveals how a therapeutic approach with a humanistic perspective can be understood and woven into early years professional practice by practitioners themselves. Exploring how educators can be supportive through empathy, understanding and congruent in developing relationships, this text provides: an overview and rationale to using a person-centred approach its association to emotions, health and well-being the role of therapeutic play in early years communities, from child, parents and wider team how a person-centred approach can impact leadership and teamwork its increaTable of Contents1. Person-Centred Principles: A Rogerian Approach and Principles 2. Person-Centred Practice: Therapeutic Play and Supporting Emotional Well-Being in Early Years Practice 3. Person-Centred Care: An Emotional Pedagogy with Young Children 4. Person-Centred Support: Supervision in Early Years Practice 5. Person-Centred Planning: Teamwork and Leadership in Early Years Practice 6. Person-Centred Thinking and Listening: Parent Partnership in Early Years Practice 7. Person-Centred Approach: An Inclusive Approach 8. An End Note of Theory to Practice

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Book SynopsisFull of practical ideas for nature crafts and seasonal activities to encourage young children to be aware of their environment. Carefully written and beautifully illustrated.Trade Review'How do parents and childminders keep their sanity over the long school holidays? Answer: invest in a book like this. It is jam-packed with ideas for simple activities using natural materials found everywhere. This is well worth the £8.99 price. It is an investment for life.'-- Jackie Harris, Worcester Evening News, 21 August 2004'A wonderful and very original craft book. These seasonal activities are brilliantly thought out and easy to follow. Wonderful.'-- Hilary Woolf, Education Otherwise, October 2004'In writing Earthwise, it is as though Carol Petrash took the idea of making a daisy chain and allowed it to blossom into a myriad of activities that are not only satisfying and fun, but serve to connect both children and adults to the living Earth. Whether you live in a bustling metropolis or in the quiet of the woods, you will be able to find the materials you need to experience the creative bounty of nature. Anyone who enters this magical kingdom with Ms. Petrash will find refreshment for the adult soul and a gentle guiding hand for the growing child.'-- Bob and Nancy's Bookshop (www.waldorfbooks.com)'Seasonal, hands-on nature crafts designed to enhance community, dependence on the earth and how we need to respect all that it provides for us.'-- Skipping Stones'More than 100 classroom activities designed to help children grow into 'the sense of wonder'. A fine resource for people working with young children.'-- Earth Ethics'A treasure-trove of earth-friendly activities which will foster respect for the environment as well as for good old-fashioned thrift. With idea after do-able idea, this is a real find.'-- Children's Book Review Service'Readers familiar with the Waldorf school will recognize certain gentle components of that system of ideas: the use of beeswax, watercolours and carded wool; a preference for wooden toys. A sense of peace and centredness is fostered through the book.'-- Holistic Education Review'So holistic is this handy book that it sets out a comprehensive introduction on how to plan an earth-friendly environment for all these activities, with an excellent section on planning a growing area, so you can help children grow their own materials and really get stuck in to the process from beginning to end.'-- Jackie Harris, Worcester Evening News, 21 August 2004'Arranged around the seasons, this book is full of useful information and project ideas ... It makes a great source book and covers lots of practical projects with ideas for creating natural toys, play areas, gardening, butter-making, basket-weaving, mobiles and beeswax modelling amongst many others.'-- Start Magazine

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Book SynopsisThis book considers the origins of Froebelian early childhood education providing context to the development of his theories and ideas, critically examines the key themes of this philosophy of education and explores the relevance of Froebelian practice today. Tina Bruce reflects on central aspects of Froebelian philosophy of education: the importance of family, highly trained teachers, engagement with nature, mother songs, movement games, play and self-activity of the child, the whole child and the Froebelian concept of unity. In exploring each element Bruce considers the implications for Froebelian practice and research today, and addresses the views of critics and supporters, Each aspect is considered within an international context, drawing on research and practice from across the world. The final chapter gathers together the next steps for Froebelian early childhood education, providing navigational tools and suggestions for what needs to be addressed if Froebel is to remaiTrade ReviewTina Bruce writes for everyone who cares to nurture and understand young children’s thirst for learning. This book is a superbly comprehensive and persuasive account of how the life and ideas of an educationalist working in the 19th century connect to contemporary early childhood education in diverse cultures and contexts. * Sacha Powell, Chief Executive Officer of The Froebel Trust, UK and Honorary Professor of Early Childhood Care and Education, Hong Kong Education University, Hong Kong *In this scholarly and practice-focused book Tina Bruce has provided early childhood practitioners with a contemporary account of Froebel’s theories and principles, making a powerful case for reconnecting these with professional practice in a way that celebrates the Unity of thought and action that is so central to Froebel’s philosophy. I believe anyone who reads this book will be inspired and motivated to challenge and extend their thinking and professional practice to reflect the coherent whole of Froebel’s philosophy. In the Unity comes strength and this book has the power to transform practice to better serve our young children through these challenging times. * Chris Pascal, Professor, Centre for Research in Early Childhood, Birmingham, UK *There is a growing interest in Friedrich Froebel in early childhood practice. This book will be a welcome introduction for some and an opportunity to critically re-examine and re-connect for others. Tina Bruce’s writing style and authority as an educator makes her the perfect author of this book. * Jane Whinnett MBE, Tutor at the University of Edinburgh and Trustee of the Froebel Trust, UK *Tina Bruce has written an innovative, must-read account for anyone interested in the work of Friedrich Froebel. This book is an accessible, yet philosophical guide full of important information for practitioners and academics. Throughout there are valuable personal and practical insights into the key themes of both Froebel’s life and educational ideas. Interwoven scatterings of ‘reconnecting’ Froebelians can be found which anchors Froebel’s work in contemporary times. * Lynn J. McNair, Senior Teaching Fellow in Education, University of Edinburgh, UK *Bruce’s book is a helpful primer on Froebelian thought, woven through with illuminating historical and recent examples, compelling critiques and meaningful reflections regarding the realization of Froebelian principles in practice. It’s a source those working with children will want to re-read throughout their careers, gleaning new insights each time they do. * Kristen Nawrotzki, Lecturer at the University of Education, Heidelberg, Germany *Tina Bruce has made a major contribution to our understanding of Frobelian principles in practice. This book is, without a doubt, a critical text for all who are concerned with working from a Froebelian framework, reconnecting the philosophy with the practice in an interrelated way. * Stella Louis, Lead Travelling Tutor, Froebel Trust, UK *A very strong introduction to Froebel from an expert in the field. * Peter Flew, Director at the School of Education, University of Roehampton, UK *Table of ContentsIntroduction 1. Life and Historic Context of Froebel 2. The Whole Child and the Concept of Unity 3. The Importance of Nature 4. Play 5. Finger Plays, Mother Songs and Movement Games 6. Self-activity of the Child 7. The Importance of Observation 8. The Importance of Family and Community: Highly trained, Mature and Educated Teachers Conclusion: Summary of Key Elements Bibliography Definitions of Key Froebelian Terms Index

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Book SynopsisThis book aims to challenge dominant narratives of childhood, offering a critical exploration of ten contemporary debates.Authored by experienced professionals and academics in the field, this thought-provoking book examines the impact of these debates on children's lived experiences through a socio-cultural lens. Bolstered by reflective questions and illustrative case studies, it stimulates discussions on social justice, children's rights, and their positioning within political and economic contexts.Written for students and professionals, Debating Childhoods' serves as a catalyst for critical engagement and aims to empower current and future scholars, policymakers, and practitioners to consider their roles in shaping the lives of young children.

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Book SynopsisBabies and toddlers will love flipping through the pages of this sturdy board book about a super cute, very musical chick called Roxie. Inside the pages of this entertaining children''s book, you''ll discover: - A delightful, read-aloud rhyming story that encourages early learning and language development- Can you spot? activities that reward curiosity - Fun activities and text that help build social skills and teaches kids to consider each other''s feelingsMeet Roxie and all her lovable animal friends in this delightful, rhyming picture book. Get ready to join in with Roxie''s chirpy singing and listen to the cool sounds from her drum, guitar, and xylophone - biff, bang, twang, ting, ding! Roxie absolutely loves singing and playing music. She''s a very chirpy chick! However, all her friends are having some quiet time. Follow Roxie on her adventures to find out if she ever gets to sing and make her friends happy. Along the way, they

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Book SynopsisEarly Education, internationally, is the focus of much challenge and debate. Various approaches to teaching young children are being developed and advocated, but the focus is often on curriculum content with the processes of learning as a secondary issue. The most important consideration in early education is the way in which young children learn. Their transferable skills of communication, collaboration and investigation can underpin all aspects of learning. These elements form the main focus of work in a group of pre-schools in an area of Northern Italy which has earned an international reputation for innovative practice and pedagogy.The experience of Reggio Emilia, in providing challenges to accepted approaches to early childhood education in many countries, is widely acknowledged. Since 1963, when the Italian municipality of Reggio Emilia began setting up its network of educational services for 0-6 year olds, the 'Reggio Approach' has gained worldwide recognition. Numerous Table of ContentsAcknowledgementsPrefaceExperiencing Reggio EmiliaPerceptions of play: a question of prioritiesListening and learningThe role of the pedagogistaSunniva's extra pocket: a parent's reflectionsSam's invisible extra gear: a parent's viewSpecial needs or special rights?: A question of inclusionCreating places for living and learning'She's back!' the impact of my visit to Reggio Emilia on a group of three and four year oldsJourneying above the 'sea of fog': reflections on personal professional development inspired by ReggioA journey into realityCreating a palette of opportunities: situations of learning in the early yearsThe otherness of ReggioQuestions and challenges: continuing the dialogueIndex.

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Book Synopsis"This should be essential reading for anyone involved in the training and professional development of early years practitioners... It is an impressive analysis of the historical and contemporary 'big ideas' that have influenced societies ' and practitioners' views of children and the nature of the curriculum.There are powerful sections on parents and communities ... I particularly liked the stimulating 'ideas galleries' with their statements from researchers, policy-makers and practitioners around the world." Nursery World, October 2004This key textbook introduces students and practitioners to a wide range of different approaches to early childhood. It provides practical strategies for developing and implementing early learning experiences that promote excellence and equity for children.The book presents the latest research and thinking about good practice, discusses how various philosophies and beliefs influence decisions in early childhood education, and idTable of ContentsForewordAcknowledgementsIntroductionPART 1: Models of the learnerReflecting on the learnerModels of the learner: Conforming to nature, conforming to cultureModels of the learner: reforming through interaction between nature and cultureModels of the learner: Transforming culture and natureModels of the learner: Critical reflectionsPART 2: Positions on the early childhood curriculumReflecting on the early childhood curriculumCurriculum position: conforming to societyCurriculum position: reforming societyCurriculum position: transforming societyCurriculum positions: critical reflectionsPART 3: Curriculum contextsReflecting on contextsCurriculum contexts: parents and communitiesCurriculum contexts: becoming an early childhood professionalCurriculum contexts: critical reflectionsReferencesIndex

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Book SynopsisGender Equity in the Early Years critically evaluates the extent to which current early years policies, provision and practice promote and foster gender equity. It explores the rationale for the drive to employ more men in the early years field and examines the link made between âunderachievementâ in boys and the âfeminineâ nature of early years provision. It also looks at the underpinning philosophy and impact of the Foundation stage in early years provision. Taking into consideration recent research, this book considers the validity of the âscientificâ conclusions being drawn about the biological basis for gender differences. Childrenâs perceptions of âmasculinitiesâ and âfemininitiesâ are also under scrutiny as the author analyses their imaginative role play and storytelling in early years settings. The author also looks at the principles behind the pre-school provision in Reggio Emilia and focuses on the extent to which this approach fosters gender equity. This groundbTable of ContentsCONTENTS Acknowledgements INTRODUCTION 1.WHERE ARE WE NOW ? 2.SEDUCTIVE SCIENCE 3 THE APPEAL OF NEW PEDAGOGIES 4 GIRLS AND BOYS UNDERSTANDING, PLAYING AND TALKING ABOUT GENDER 5 MUMMIES AND SUPERHEROES 6 REFLECTIONS ON WHAT WE DO 7‘RECUPERATIVE MASCULINITY’ STRATEGIES AND SUPERHERO PLAY 8 ARE MORE MEN NEEDED? AFTERWORD Bibliography Index

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Book Synopsis"For all members of the Leave No Child Inside movement who are engaged with early childhoodâas educators, child care providers, nature center staff, parents, landscape designers, or pediatriciansâthis book is an essential resource."Louise Chawla, Children and Nature Network, USA What do children learn through playing outdoors? What makes an effective and challenging play space? What is a safe environment and can children be too safe? How can adults best support challenging play outdoors? Young children seek adventure and challenge in their play outdoors. They look for places they can explore and spaces they can transform. However, provision for exciting and challenging play outdoors is often restricted because of an over-emphasis on safety, and also because the value of play outdoors is not well understood.This book offers a clear rationale for why outdoor play is essential in young children's lives and learning. It asks fundamental queTable of ContentsAcknowledgements Children's lives Why outdoor play? Outdoor play: the presence of the past Spaces and places for play Gardens or forests? Playing outdoors: risk and challenge What do we mean by free play outdoors? Roles, resources and relationships outdoors Bibliography Index

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Book SynopsisThis book explores the science inherent in good early years practice and provides a rich range of ideas to inspire you to âhave a goâ in your setting. It provides a balance between theory which underpins good practice and plenty of ideas of how you might put the theory into practice. With a focus on how children learn about the world they live in and activities intended to develop scientific understanding the book offers an holistic approach, with key topics including:How children construct scientific meaning Tuning into children's initial scientific understanding How play supports the development of children's science ideas Providing a rich environment for learning early years science Developing children's scientific experiences This handy guide is ideal to support you if you are studying on an early years course, or if you are an established early years professional who wishes to enrich early scientific learning in your setting. Lois KeTable of Contents Chapter 1: Is Science important in the Early Years? by Lois Kelly Chapter 2: Developing Budding Scientists by Kathleen Orlandi Chapter 3: The role of talk and developing scientific language in the Early Years by Babs Anderson Chapter 4: Starting Points to Inspire Science in the Early Years by Linda Atherton Chapter 5: How can Continuous Provision inspire Early Years Science? by Faith Fletcher and Di Stead Chapter 6: Inspiring Early Years Science through Role Play by Jessica Baines Holmes Chapter 7: Exploring toys and other resources to inspire science in the early years by Kathy Schofield and Lois Kelly Chapter 8: Using Technology to Inspire Science in Early Years by Eleanor Hoskins Chapter 9: Planning Early Years Science Experiences by Di Stead

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Book SynopsisIn the early years sector all practitioners are now expected to engage in work-based research, as a means of improving practice and demonstrating leadership. Using examples from recent practitioner projects, this text offers a 'real world' approach to research consistent with models that involve the active participation of children and families. With the aim of clarifying themes and concepts for inexperienced researchers, the text explores ethical principles underpinning research, supported by case studies, which will be of particular relevance to students undertaking their own small-scale investigations. Further reading on research methodology is also included.Chapters are organized under three headings:- planning for research; - doing research; - learning from research. This book provides practitioners and undergraduates with a greater understanding of the position of the researcher, how to facilitate research and the way in which reseTrade ReviewThis book offers an excellent collection of chapters which encourage early years practitioners to examine their practice in the light of research concepts and gain an understanding of the processes of preparing for, doing and learning from research. The book bridges practice and research, by articulating and exemplifying them as rigorous, thorough and ethical encounters and illustrates that work-based research is as meaningful and important as academic research. Highly recommended for everyone who thinks to conduct research in their own work place′ - Theodora Papatheodorou, Anglia Ruskin University Table of ContentsIntroduction/Rationale for the Text - Sue Callan, Michael Reed and Alison Murphy Concepts of Quality and Ethical Practice - Sue Callan and Alison Jackson Investigating Practice in the Early Years: Improving Quality - Michael Reed Research as Reflective Practice: Exploring Values, Assumptions and Attitudes - Olliver, Picken and Sue Callan Taking a Critical Approach to the Literature Review - Jude Simms with Sue Callan Clarifying Purpose, Methods and Outcomes - Alice Paige-Smith, Carole Ellis and Alison Morrall Explaining Triangulation - Alison Jackson and Sharon Smith Continuing the Reflective Process in an Evolving Study - Sue Foster and Sue Callan Presenting and Discussing Results and Outcomes - Tracy Davies and Linda Tyler Creating Environments and Cultures for Enquiry - Carla Solvason

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Book SynopsisTheorising Play in the Early Years is a theoretical and empirical exploration of the concept of pedagogy and play in early childhood education. The book provides an in-depth examination of classical and contemporary theories of play, with a focus on post-developmental perspectives and Vygotskian theory. In this book, Marilyn Fleer draws on a range of cross-cultural research in order to challenge Western perspectives and to move beyond a universal view of the construct of play. Culture and context are central to the understanding of how play is valued, expressed and used as a pedagogical approach in early childhood education across the international community. Designed as a companion to the textbook Play in the Early Years, but also useful on its own, Theorising Play in the Early Years provides indispensable support to academics and TAFE lecturers in early childhood education in their course development and research.Table of Contents1. A psychological reading of play; 2. How role-play is learnt in families; 3. Role-play as cultural expression and as a cultural form of development; 4. Collective play; 5. Digital placeholders and virtual pivots in meta-imaginary situations; 6. Unity of emotion and cognition - perezhivanie; 7. Understanding the politics of play through a holistic perspective.

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Book SynopsisChild Development in Educational Settings provides a comprehensive introduction to traditional and contemporary theories of development and learning in the contexts of early childhood and primary education. Drawing upon the experiences and perspectives of children, families, educators and Aboriginal and Torres Strait Islander scholars, Marilyn Fleer provides insights into significant theories and approaches, including cultural-historical, constructivist, social constructivist, maturational and ecological systems. The book features four major case studies, which are revisited throughout, to examine how learning and development can be re-imagined within socially, culturally and linguistically diverse communities. This approach enables readers to use theories to analyse and measure learning and development in planning and curriculum, and to feel empowered to enact change in their educational settings. Written in an engaging and accessible style, Child Development in Educational Settings iTable of ContentsPart I. The Need for Theory: Understanding the Different Contexts of Child Development: 1. Introduction: starting your journey; 2. Understanding and using theory in educational settings; 3. Observing children and using theory to analyse learning and development; Part II. Using Child Development Theory: What Does Theory Allow Us to See?: 4. Using constructivist theory for analysing learning and development; 5. Using a bioecological model for analysing learning and development; 6. Using cultural-historical theory for analysing learning and development; 7. Children and families in Australia as agents of their own development; 8. Ways of knowing, ways of being and ways of doing; Part III. Critiquing Theory: Thinking Critically about Child Development: 9. How do theories position children, families and communities?; 10. Future directions: how theories support ongoing change.

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Book SynopsisA majority of states used funding from the Child Care and Development Fund (CCDF) in fiscal year 2017 to entirely or mostly support 7 of 10 major state child care activities. Chapters 1 and 2 examine the extent to which states use CCDF funds to support their child care system, the kinds of CCDF-related activities states engage in that affect children who are not receiving CCDF subsidies, and how states plan to use the increase in CCDF funding from the Consolidated Appropriations Act, 2018. Each year, millions of children age 5 and under receive publicly funded early care and education (ECE) services. Chapter 3 examines the number and characteristics of state ECE programs and the extent to which they share characteristics or overlap with federal or other state programs; and how states fund their ECE programs, including any related benefits and challenges reported by states. Chapter 4 discusses examines the federal investment in early learning and child care programs; fragmentation, overlap, and duplication among early learning and child care programs and agencies' efforts to address these conditions; and the extent to which agencies assess performance for programs with an explicit early learning or child care purpose. The cost of safe, good-quality child care prevents many low and middle-income parents from working, or forces them to work fewer hours, or accept lower wages. The federal government provides direct support to improve child care quality and subsidize child care costs for low- and middle-income families through the Child Care and Development Block Grant (CCDBG). Chapter 5 discusses recent legislation on child care quality and access. Trauma is a widespread, harmful, and costly public health problem, and its effects are especially detrimental to children. Any frightening, dangerous, or violent event that threatens a child or their loved ones can potentially be traumatic. Chapter 6 reviews selected states' efforts to support children affected by trauma. Some international human rights standards allow broad state interventions in families based on the state's conception of the best interest of the child. These states believe it is better to remove a child from its biological parents rather than let the child stay at home. The United States has grappled with where the threshold should be for removal of children from their parents. One major consideration in this balancing of interests should be the potentially lifelong suffering and even abuse faced by children who were removed from their own families, and who remain without permanent families in the foster care system as reported in chapter 7.Table of ContentsPrefaceChild Care: States Report Child Care and Development Funds Benefit All Children in CareChild Care and Development Fund: Subsidy Receipt and Plans for New FundsChild Care and Early Education: Most States Offer Preschool Programs and Rely on Multiple Funding SourcesThe Evolving Geopolitics of Energy Transit in EuropeChild Care Quality and Access Act of 2019Children Affected By Trauma: Selected States Report Various Approaches and Challenges to Supporting ChildrenIn the Best Interest of the Child: Best Practices for Keeping Families Safely TogetherCommission on Security and Cooperation in EuropeIndex.

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Book SynopsisEarly Childhood Education spans the human life from birth to age 8. Infants and toddlers experience life more holistically than any other age group. Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention. Although early childhood education does not have to occur in the absence of the parent or primary caregiver, this term is sometimes used to denote education by someone other than these the parent or primary caregiver. Both research in the field and early childhood educators view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the theoretical and educational beliefs of the educator or parent. Other terms those are often used interchangeably with "early childhood education" are "early childhood learning", "early care" and "early education". Much of the first two years of life are spent in the creation of a child''s first "sense of self" or the building of a first identity. Because this is a crucial part of children''s makeup-how they first see themselves, how they think they should function, how they expect others to function in relation to them, early care must ensure that in addition to carefully selected and trained caregivers, links with family, home culture, and home language are a central part of program policy. If care becomes a substitute for, rather than a support of, family, children may develop a less-than-positive sense of who they are and where they come from because of their child care experience. This book presents the latest research in this vital field.

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Book SynopsisThis new and important book focuses on early childhood education. Infants and toddlers experience life more holistically than any other age group. Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention. Although early childhood education does not have to occur in the absence of the parent or primary caregiver, this term is sometimes used to denote education by someone other than these the parent or primary caregiver. Both research in the field and early childhood educators view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the theoretical and educational beliefs of the educator or parent.

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Book SynopsisToday, vast research evidence exists supporting the importance of social skills across the lifespan. Although no consensus of the definition of the concept exist, commonly social skills are explained as social behaviors that lead to positive relationships. This book begins with a chapter on the concept of social skills and relating concepts like social competence and social emotional learning in preschool children. The following chapter presents the Social Perception Training program and associated risk factors in young children with autism. Chapter Three discusses teaching strategies aimed at developing preschool social-emotional competency within a balanced pre-literacy approach. Chapter Four compares the message strategies of parents and preschool teachers for persuading young children and reveals the effect of parenting and teaching experience on strategies adopted. Chapter Five analyses the demographic and clinical profile of pre-school children referred to a Child Development Centre (CDC) of a North West of England Local Authority. The last chapter studies total body potassium, total body water, creatinine excretion of infants and preschool children longitudinally and establishes changes in relation to growth.

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Book SynopsisEarly childhood educators know how important it is to choose the right materials to include in your infant and toddler program. There are so many options, and often your budget won’t stretch cover everything you’d like to include. With this guide, discover ideas for both familiar and new play materials and how they not only support the cognitive, physical, and social and emotional development of children from birth to age 3 but also meet the diverse needs of individual children. With a thoughtful selection of appropriate materials, you can enhance the quality of your program and create an accessible, inclusive, and equity-based environment that makes all children feel welcome.Trade ReviewThis book is an invitation to discuss play materials as the “right stuff” for supporting whole child development and well-being. It offers developmental snapshots of the four stages of infancy, lists of suggested play materials and books appropriate for each stage, and concrete guidance on how and why to use these resources with infants and toddlers, making it the perfect guide for infant and toddler teachers and families. —Diane M. Horm, George Kaiser Family Foundation Endowed Chair and Director of the Early Childhood Education Institute (ECEI), University of Oklahoma-Tulsa This is a wonderful overview of how to support children from birth to age 3 with a rich selection of developmentally appropriate play materials. Each idea invites teachers to engage the hearts and minds of young learners thoughtfully and responsively. —Peter L. Mangione, Senior Director of Early Childhood Strategic Initiatives, WestEd Utilize this enlightening book and you will experience much joy with children! It offers a full range of practical play strategies, unique materials, and positive outcomes most appropriate for healthy human development. Beautifully written and illustrated, this book is an extraordinary resource for anyone seeking inspiring approaches to play and nurturing happier, more well-balanced children. —Walter F. Drew, Founder and Executive Director, Institute for Self Active Education and Dr. Drew’s Toys McMullen and Brody offer a reflective and reader-friendly array of play materials, activities, and practical suggestions for infant and toddler teachers that inspires quality interactions and teaching practices. Helpful appendices include highlights of early development, children’s books that correspond to developmental interests and needs, and suggestions for further reading. This is an excellent resource for new teachers! —Susan L. Recchia, Professor Emeritus, Early Childhood and Special Education, Teachers College, Columbia University This thoughtfully crafted book outlines the learning that happens during play for very young children, providing readers with the perfect balance of developmental reasoning and application strategies for immediate use. I will be using this book in my trainings for infant and toddler teachers going forward. —Jessi Beedle, Infant/Toddler Early Childhood Education Specialist, Early Childhood Connections McMullen and Brody offer clear-eyed explanations of the what and how of materials for supporting learning and development. Notably, they also establish why these open-ended play materials and interactions are important across all areas of development for infants, toddlers, and twos. —Nancy File, Professor Emerita, University of Wisconsin-MilwaukeeTable of ContentsIntroduction Part 1: Essential Questions Chapter 1: Who? Children from Birth to Age 3 Chapter 2: Why? Supporting Learning, Development, and Well-Being Chapter 3: How? The Role of Teachers Chapter 4: What? Curating Play Materials for Very Young Children In Your Words Part 2: Cognitive Learning and Development Chapter 5: Play Materials That Help Me Construct Knowledge and Understanding Chapter 6: Play Materials That Facilitate My Thinking and Problem-Solving Skills Chapter 7: Play Materials That Inspire My Approaches to Learning In Your Words Part 3: Social and Emotional Learning and Development Chapter 8: Play Materials That Help Me Understand Myself and Others Chapter 9: Play Materials That Encourage Me to Express Myself Creatively Chapter 10: Play Materials That Connect Me to Nature and Science In Your Words Part 4: Physical Learning and Development Chapter 11: Play Materials That Help Me Develop My Gross Motor Skills Chapter 12: Play Materials That Enhance My Fine Motor Skills Chapter 13: Play Materials That Teach Me About My Body in Space In Your Words Final Thoughts Appendix A: Highlights of Learning, Development, and Positive Well-Being Appendix B: On the Bookshelf References Resources Index Acknowledgments About the Authors

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Book SynopsisThe goal of this book is to help teachers assess where they are in their current teaching goals and become more intentional and organized in planning. Teachers can begin with tools they already have and build on previous activities that worked well. Great lesson planning helps teachers to choose a range of strategies that match what children are learning and doing —from directed mini-lessons to facilitated group activities. Each chapter provides a wealth of tips and ideas. The strategies discussed in each chapter helps build a toolbox with tips that match each teacher’s approach.Child-centered lesson planning provides a system to strengthen teaching. In each chapter contains step-by-step hints and action steps to make the most of your unique setting. You will explore new ways to: Build on early learning guidelines and standards to maximize planning and communication. Identify learning goals for materials, activities, routines, and interactions. Design dramatic play themes that relate to daily life, families, cultures, and communities. Infuse vocabulary to scaffold language development. Support executive function skills and self-regulation. Activate emotion coaching goals. Evaluate and adapt spaces and materials to address physical needs. Meet the linguistic and social needs of dual language learners. Prepare meaningful and stimulating cognitive experiences. Connect content skills, language, and literacy to dramatic play. Integrate family engagement as a strength and asset for development and learning. Communicate effectively with colleagues to ensure high-quality learning experiences. Trade ReviewMasterson’s instructive book explores all facets of preschool lesson planning to energize intentional teaching, bridging the dichotomy between teacher and child-centered curriculum. Full of useful classroom examples and complete lesson plan samples, this book addresses planning for all developmental domains, all learner types, and all modes of child activity. -- Michael Haslip * Drexel University *This book encourages early childhood educators to deepen their teaching practice. It offers practical and applicable strategies to intentionally develop lesson plans that are culturally, linguistically, and developmentally responsive and to provide high-quality classroom learning experiences where “children recognize their experiences in the curriculum, materials, and activities.” Dr. Masterson is an educator of educators and is an important voice in providing professional learning for the field of early childhood education and has written an anchor text for teachers and administrators, at all levels of their development, to build classrooms “for children to engage with peers and adults in meaningful learning throughout each day.” -- Emily Simon * Chicago Public Schools *I believe hands-on exploration is a major component in the early years. This book will be a great asset to educators everywhere. The examples of emergent teaching, individualized teaching, and teaching children with disabilities are great resources for assistant teachers. -- Hope Cain * NASA Goddard Child Development Center *Table of ContentsIntroduction Chapter 1: Setting a Foundation for Teaching Celebrating How Children Learn Tips for Teaching: Learning by Observing Helping Children Thrive with Developmentally Appropriate Practice Balance Points: Using Reflective Practice Connecting Teaching to Children’s Lives Individualized Teaching: Using a Strengths-Based Approach Ready Resources: Exploring Your Community Context Understanding the Role of Play in Development Teaching with Children in Mind Helpful Hint: Following the Children’s Lead Research Connections: Strategies for Inclusion Exploring Elements of Child-Centered Teaching Sample Lesson Plans: Planning a Child-Centered Daily Schedule Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 2: Making Lesson Planning Work for You Engaging Children in Active Learning Balance Points: Positive Communication with Children Planning a Variety of Teaching Contexts Tips for Teaching: Creating a Rich Context for Learning Individualized Teaching: Planning Personal Conversation Exploring Levels of Support in Child-Centered Teaching Ready Resources: Exploring Emergent Curriculum Tips for Teaching: Effective Strategies to Support Child-Centered Learning Helpful Hint: Adding Teaching Strategies to Lesson Planning Being Consistent While Staying Flexible Tips for Teaching: Getting Organized and Staying Inspired Research Connections: Increasing Opportunities for Learning Helpful Hint: Planning Materials for Play Sample Lesson Plans: Planning Thematic Play Experiences Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 3: Preparing Child-Centered Themes and Play Areas Identifying Learning Goals for Play Recognizing Interdependence Among Areas of Development and Learning Supporting Emerging Skills and Dispositions Ready Resources: Exploring Standards and Early Learning Guidelines Digging Deeper with Content Skills for Child-Centered Teaching Helpful Hint: Considering the What, How, and Where of Play Areas Research Connections: Creating Active Learners Fostering Language Development During Play Tips for Teaching: Maximizing Language Support Helpful Hint: Making Play More Complex Balance Points: Planning Effective Behavior Guidance During Play Providing a Rich Context for Multilingual Learning Ready Resources: Strategies for Multilingual Learners Using Individualized Support Tips for Teaching: Supporting Children with Special Needs Ready Resources: Key Components of Inclusive Programs Sample Lesson Plans: Connecting Learning Across Content Areas Sample Book Lists: Aiming for Big Ideas and Concepts Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions >Chapter 4: Planning Teacher-Directed Activities Introducing New Information Tips for Teaching: Connecting to Children’s Daily Lives Engaging Children in Higher-Level Thinking Tips for Teaching: Choosing a Method and Activity Following a Sequence of Planning Tips for Teaching: Infusing the Joy of Writing Research Connections: Creating a Rich Contact Zone for Learning Teaching Children with Special Needs Individualized Teaching: Writing Personalized Supports Making the Most of Learning Objectives Helpful Hint: Being Proactive Ready Resources: Maximizing Vocabulary in Content Areas Sample Lesson Plans: Teacher-Directed Learning Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 5: Using Observation, Documentation, and Assessment to Guide Teaching Understanding Assessment with Young Children Tips for Teaching: Exploring and Using Data Understanding the Assessment Cycle Research Connections: Identifying Equity Issues Benefiting from Authentic Assessment Exploring Types of Authentic Assessment Assessing and Supporting Children Who Are Linguistically Diverse Balance Points: Seeing from the Child’s Point of View Ready Resources: Building on Developmental Milestones Ready Resources: Understanding Early Screening and Intervention Helpful Hint: Sharing Assessment Information with Families Committing to Ethical Practice Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 6: Enriching Communication with Families and Colleagues Planning and Communication as Anchors of High Quality Research Connections: Strengthening Teaching with Family Engagement Sharing Information Using Strengths-Based Language Tips for Teaching: Foundations for Integrating Culture Ready Resources: Ensuring Equity and Opportunity Enjoying Relationship-Based Teaching and Learning Tips for Teaching: Communicating with Colleagues Setting Goals, Establishing Priorities, and Sharing Progress Balance Points: Self-Regulation and Behavior Building Family Engagement Using Lesson Plans Helpful Hint: Strategies for Positive Impact Ready Resources: Family Engagement for Successful Teaching Sample Lesson Plans: Family Interview Questions Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions References About the Author Index

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Book SynopsisThis study has confirmed the conviction derived from reading Froebel's essay on the education of the human race. This study has confirmed the conviction derived from reading Froebel's essay on the education of the human race.

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