Pre-school and kindergarten

One of the most problematic areas in the teaching and development of literacy appears to concern children's interactions with non-fiction books.

One of the most problematic areas in the teaching and development of literacy appears to concern children's interactions with non-fiction books.

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.

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.

Teaching design and technology to young children has set new challenges for primary school managers, teachers, pupils and parents.

Teaching design and technology to young children has set new challenges for primary school managers, teachers, pupils and parents.

Learning history is remembered by many teachers as a passive process involving 'learning dates'.

Learning history is remembered by many teachers as a passive process involving 'learning dates'.

Working in 'partnership' in primary schools is an approach that is transforming the classrooms of the 1990s.

Working in 'partnership' in primary schools is an approach that is transforming the classrooms of the 1990s.

This book is a practical guide to teaching drama and provides a clear and coherent framework together with a theoretical underpinning which will allow teachers to create their own drama lessons from an informed standpoint and maximize the learning potential.

This book is a practical guide to teaching drama and provides a clear and coherent framework together with a theoretical underpinning which will allow teachers to create their own drama lessons from an informed standpoint and maximize the learning potential.

In this, Sedgwick's latest book, he aims to help all those involved with children and their learning through poem-writing improve their practice.

In this, Sedgwick's latest book, he aims to help all those involved with children and their learning through poem-writing improve their practice.

Teachers in primary schools deal with a wide range of issues every day.

Teachers in primary schools deal with a wide range of issues every day.

Following substantial changes throughout the Australian education system, primary schools are no longer in the protected position of having a regulated flow of clients, a pre-determined curriculum and marginal levels of staff development.

Following substantial changes throughout the Australian education system, primary schools are no longer in the protected position of having a regulated flow of clients, a pre-determined curriculum and marginal levels of staff development.

This book will explore the ways in which young children perceive themselves and are viewed by others in terms of their gendered identities as individuals and as members of society.

This book will explore the ways in which young children perceive themselves and are viewed by others in terms of their gendered identities as individuals and as members of society.

First published in 2004.

First published in 2004.

This manual is designed to help teachers establish a principled framework for developing English at Key Stages 1 and 2.

This manual is designed to help teachers establish a principled framework for developing English at Key Stages 1 and 2.

Changes to the primary curriculum over recent years have widened choice for all, yet the current wave of thinking seems determined to retreat 'back to basics'.

Changes to the primary curriculum over recent years have widened choice for all, yet the current wave of thinking seems determined to retreat 'back to basics'.

Recent years have seen dramatic developments in the way schools are structured and much greater emphasis placed on managing your school effectively.

Recent years have seen dramatic developments in the way schools are structured and much greater emphasis placed on managing your school effectively.

One of the most important challenges teachers face is making sure children can read.

One of the most important challenges teachers face is making sure children can read.

Learning From Children Who Read at an Early Age is the result of a three-year research project in which the authors studied a group of children who learnt to read without being taught, from before they started school until the end of Year 2 when they were given their first National Curriculum assessments.

Learning From Children Who Read at an Early Age is the result of a three-year research project in which the authors studied a group of children who learnt to read without being taught, from before they started school until the end of Year 2 when they were given their first National Curriculum assessments.

Informational kinds of reading are crucial in every lesson.

Informational kinds of reading are crucial in every lesson.

It has been argued for some time that to improve language learning in Britain we need to start earlier, as many other European countries do.

It has been argued for some time that to improve language learning in Britain we need to start earlier, as many other European countries do.

This volume looks at the role of Religious Education in the curriculum for the Early Years child.

This volume looks at the role of Religious Education in the curriculum for the Early Years child.

This accessible guide provides a detailed and practical understanding of how to support Children Looked After (CLA), exploring concepts surrounding identity and the key role professionals can play by becoming advocates for these children.

This Volume 16, number 3 of Early education and Development, published in July 2005.

This Volume 16, number 3 of Early education and Development, published in July 2005.

More than ever before, children are apparently being recognised as social actors and citizens.

More than ever before, children are apparently being recognised as social actors and citizens.

This lively and informative text examines children's first experience of non-fiction during the pre-school and foundation years.

This lively and informative text examines children's first experience of non-fiction during the pre-school and foundation years.

Many primary school teachers feel that they do not have sufficient knowledge or understanding of scientific subjects, simply because they are not science specialists.

Many primary school teachers feel that they do not have sufficient knowledge or understanding of scientific subjects, simply because they are not science specialists.

This timely and thought-provoking book explores children's lives in modern cities.

This timely and thought-provoking book explores children's lives in modern cities.

The age for early language learning has dropped dramatically in the past decade to include children under 6 years old, yet very little published research exists to support the implementation of such programmes.