Aimed at non-specialist primary teachers, this book offers support for the two attainment targets of the national cuuriculum in art: investigating and making, and knowledge and understanding.
Everyday STEAM for the Early Childhood Classroom offers a rich, rewarding pathway for early childhood educators integrating the arts into STEM instruction across ages 0-8.
'This is a timely book that effectively challenges the current emphasis on a homogeneous approach to teaching, learning, and assessment in early literacy.
This book is a complete guide to Forest School provision and Nature Pedagogy and it examines the models, methods, worldviews and values that underpin teaching in nature.
Now in its third edition, Outdoor Learning in the Early Years is the complete guide to creating effective outdoor environments for young children's learning.
This book argues that developmental approaches to observation in childhood pedagogy are limiting, that there is an urgent need to unsettle and reimagine observation, proposing new postdevelopmental theories and modes of inquiry for educators.
Inspired by the idea of documentation as a valuable tool for making learning visible, pedagogical narration offers an opportunity to move beyond checklists and quick answers to a more complex understanding of how children learn, and how teachers might facilitate and support that learning in innovative ways.
Learning to read may be the most complex cognitive operation that children are expected to master, and the latest research in cognitive development has offered important insights into how children succeed or fail at this task.
Bridging the gap between learning and the application of knowledge and skills in Early Years settings, this book addresses the nuanced complexities and challenges which students may face as they progress into professional practice.
First published in 1998, this volume is based upon an ethnographic study of white and black in a mixed comprehensive school conducted during the 1980s and explores differentiation in the classroom, looking at gender, colour and class differences within groups of students.
This important and engaging resource offers a step-by-step framework for developing early childhood community programming that centers the learning needs of children, supersedes socioeconomic barriers, and activates the power of community.
While the provision in Children's and Young People's Services endures much change and turbulence, the calling for well qualified and critically reflective practitioners remains ever present.
Understanding the HighScope Approach is a much-needed source of information for those wishing to extend and consolidate their understanding of this innovative education programme.
The new comparative research in this volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice.
Originally published in 1937, Number in the Nursery and Infant School surveys the teachings of Froebel, Montessori and Dewey, the prevalent theories in education at the time, and takes elements from each in order to outline a new method.
Originally published in 1981 to mark the twentieth anniversary of the birth of the Pre-school Playgroups Association, Parents and Playgroups brings together three wide-ranging reports which examine the role of the playgroup movement, its underlying philosophy and the contribution made by both playgroups and Mother and Toddler groups to the lives of thousands of mothers and children throughout Britain at the time.
Getting Boys Up and Running in the Early Years addresses the fact that boys do less well than girls in all areas of learning in the Early Years and continue to lag behind girls in assessments throughout their school careers.
The Handbook of Social Influences in School Contexts draws from a growing body of research on how and why various aspects of social relationships and contexts contribute to children's social and academic functioning within school settings.
Rethinking Nutrition provides science- and practice-based information to meet young children's nutritional and developmental needs and establish healthy patterns with food.
This book consists of conclusions drawn from the expertise shared at the Conference on Standards for Prekindergarten and Kindergarten Mathematics Education.
Addressing the issue of behaviour problems in the early years, this book offers early years practitioners a practical and well-researched resource covering subjects such as: the nature and extent of behaviour problems in the early years definitions of behaviour problems theoretical frameworks and factors screening and assessment a blueprint for early identification and intervention.
Bringing together the leading researchers on children, adolescents, and the media, this books offers their cutting-edge, 'big picture' ideas for the future of research and scholarship in the field.
Portfolios have often been used as a way for teachers to monitor and assess their students' progress, but this book picks up on the current trend of using portfolios to assess teachers themselves as part of their degree requirements.
Child protection is one of the most high profile and challenging areas of social work, as well as one where children's lives and family life are seen to be at stake.
All About SEMH is an accessible and informative guide for primary school teachers, designed to increase their understanding of social, emotional and mental health needs, and to enhance their toolkit with practical, evidence-informed strategies to support children in their care.
At a time when literacy has become more of a political issue than a research or pedagogical one, this volume refocuses attention on work with young children that places them at the center of their literacy worlds.
This timely book explores the unique experiences of young black children during their first year of school and supports an understanding of how entry into the early years environment impacts on identity.
Early childhood education has always provoked passionate feelings amongst stakeholders at all levels, from practitioners working with children and families in pre-school and school settings, to advisers, managers, politicians, and academicsThe purpose of this reader is to examine change, transformation and continuity, and to present indicative scholarship in relation to five key themes: theoretical perspectives on learning curriculum and pedagogy play policy professionalism and research methods Within each theme, the readings have been chosen to exemplify national and international perspectives and trends.
Using play as the method against which all others are compared, this book presents the strengths and weaknesses of different models of teaching, examines various methods of guiding young children's behavior, and shows how to create and maintain a positive learning environment.
Tried-and-tested, accessible strategies that support the wellbeing and learning journey of children through mindfulness, with a focus on learning outdoors and connecting with the world.
