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This key text provides essential tools for understanding legislation, policy, provision and practice for children in the early years, particularly young children with SEND.
This volume will help practitioners to understand the experiences of young children who are living in poverty. It examines the potentially devastating impact of poverty and social exclusion on children's chances in later life, and considers recent policy and practice reforms which have recognised the critical role played by Early Years settings and practitioners in guaranteeing a secure foundation for children's future attainment.
Children's experiences and well-being in their earliest years underpin and highly influence their future development and learning. Drawing on research with parents, children and a range of professionals in the early childhood field, this book considers how well-being is interpreted in the early childhood field. It includes snapshots of what our youngest children think about their well-being, and examines external environmental contexts that impact on well-being.
This text focuses on policy in the early years and explores the processes of how this policy is made, implemented, analysed and developed over time.
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, 'Reflective Teaching in Schools' presents key issues and research insights, suggests reflective activities for classroom work and offers guidance on selected readings
Drawing on studies carried out in Norway, Mexico, France, Hungary and many more countries, the book covers a wide range of topics including: the relationship between early childhood and primary education gender and play in ECEC curriculum inclusion early interventions working with families place-based learning With case studies, detailed suggestions for further reading at different levels and discussion points, this is a key text for students of early years at all levels, from Foundation Degree to Masters, as well as current early years practitioners.
An essential aspect of teaching is being able to reflect on your own practice and analyse your professional actions, and use this process to develop as a successful teacher. 'Reflective Practice for Teachers' explores a range of key issues that you will need to engage with during your teacher preparation and early career in the classroom in order to deepen your understanding of teaching practice.
Written by leading practitioners and researchers in early childhood, this sixth edition of Pugh and Duffy's highly regarded book provides a critical examination of key issues in the field. It is extensively revised to emphasise the role of multi-agency working in responding effectively to the needs of children and families.
There is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world.
What should be the relationship between early childhood and compulsory education? What can they learn from one another and by working together? The rapid expansion of early childhood education and care means that most children in affluent countries now have several years at pre-school before compulsory education. This raises an important question about the relationship between the two. Whilst it's widely assumed that the former should prepare children for the latter, there are alternatives. This book contests the 'readying for school' relationship as neither self-evident nor unproblematic; and explores some alternative relationships, including a strong and equal partnership and the vision of a meeting place.
U nderstanding the factors that contribute to a positive learning environment is vital for those working with children from birth to 3 years. Using extensive case study material, Ann Clare focuses on the experiences of babies and toddlers in various care settings, and the role adults play in developing creative and supportive environments.
Panning is central to the role of any early years practitioner and involves careful consideration of resources and the learning environment, learning outcomes, observation and assessment and the unique abilities of individual children. This is a big ask and in a busy setting it can be a challenge to adopt a flexible, creative approach to planning that embraces the unexpected rather than relying on templates or existing schemes of work. This book takes a fresh look at planning to consider the possibilities that should be encouraged when playing alongside young children. It shows how a creative approach that allows for spontaneous adventures in play through child-led projects leads to rich learning experiences that build on children's own interests.
Essential Early Years covers all aspects of Early Years theory and practice and child development in an accessible, comprehensive and highly readable way. Emphasising the core values of equality and cultural, social and linguistic diversity, it introduces a range of current issues and theories within the field, as well as covering key theoretical perspectives. It includes chapters on: Being a reflective practitioner Language and literacy The importance of health Early years policy in the 21st century Using ICT with children Special educational needs and inclusion Child protection Transitions from the Foundation Stage to Key Stage 1 Management, leadership and teamwork Study skills
'This book is practical in style and structure; it has an accessible approach which is based in the best early years practice and provides plenty of challenges and new ideas. It is a must have for your early years setting.' - Kathryn Solly, Headteacher at Chelsea Open Air Nursery School and Children's Centre, UK. A garden can be a magical place for young children and offers them rich and engaging learning experiences as they interact with a variety of plants and wildlife throughout the year. Written for all early years practitioners, this book is the definitive guide for those looking to further enhance their outdoor environment and fulfil the potential learning opportunities that a garden can provide.
Most people accept that early years education should aim to develop children's creativity, but this raises a number of questions: What is creativity? How does it relate to such concepts as imagination, self-expression and intelligence? Why is it valuable -and in what ways? Can creativity be taught? And, if so, how? And how can it be assessed? In this carefully-weighed, clearly written and scholarly study, Anna Craft answers these and related questions, providing in the process a comprehensive guide to creativity for all those who work with children in the early years.
Emotional competence can be nurtured and developed and is a key factor in physical and mental health, social competence, academic achievement and other aspects in the personal and social development of children and young people. Promoting Emotional Education connects with the contemporary shift from an exclusively academic focus towards a more balanced and broader approach to education, with an emphasis on both academic and emotional literacy. The book suggests adopting educational practices which encourage feelings of emotional security, promote trusting and supportive relationships and reflect students' views and feelings; essential qualities for healthy personal and social development in children and young people.
This book offers an historical account of the development of early years services in the United Kingdom (with consideration of developments in Wales, Scotland and Northern Ireland, as well as England). After an Introduction arguing the relevance of an historical perspective, it offers a fairly brief account of developments from the 16th century to the Second World War, a similarly brief account of developments from the Second World War up until the Conservative victory of 1979, a more detailed account of developments in the period of Conservative Government (1979-1997) and three chapters with an even more detailed account of developments since 1997. It is easy for those involved to become so focused on the implementation of the latest changes that they lose sight of the process of change itself. This book is intended to help them to understand what has happened so far, to evaluate that process and to prepare for the future.
Paige-Smith, A. & Craft, A. (2011) Developing reflective practice in the early years. 2nd edn. Maidenhead: Open University Press
Reflective practice is a vital aspect of working with youngsters and enables a deeper understanding of their learning and development. This book supports early years practitioners in articulating their own practice in greater depth, exploring some ways in which they can be encouraged to engage in reflecting on their practice.
Carrying on in Key Stage 1 is written to help teachers continue key practical activities and child focused learning throughout Key Stage 1. The activities are mapped onto the National Curriculum Programmes of Study for this age group. With the child at the centre of the activities, the book offers many exciting suggestions for topic based work, following on from and building upon the work children have done in the Foundation Stage. There is a host of ideas for using everyday materials such as paper and wood, along with purpose-designed construction materials such as Lego.
The 'Carrying on in Key Stage 1' series supports the continuing growth and development of independent learning and practical activities, which are features of early learning. The aim is to encourage teachers in Key Stage 1 to build on the best of practice in the Early Years Foundation Stage, balancing adult directed tasks with learning that children initiate and develop themselves. The activities covered by the series are the ones children often say they miss most when they move into Years 1 and 2. Sand offers ideas and guidance for providing children with a wide range of interesting challenges to use sand, gravel and other natural materials to explore, construct, imagine and experiment. It supports development in literacy, numeracy and creativity through active play and problem solving.
Carrying on in Key Stage 1 is written to help teachers continue key practical activities and child focused learning throughout Key Stage 1. The activities are easily mapped onto the National Curriculum Programmes of Study for this age group, which is included in short form within the book. With the child at the centre of the activities, the book offers many exciting suggestions for topic based work, following on from and building upon the work children have done in the Foundation Stage. There is a host of ideas for using everyday materials such as paper and wood, along with purpose-designed construction materials such as Lego.
The 'Carrying on in Key Stage 1' series supports the continuing growth and development of independent learning and practical activities, which are features of early learning. The aim is to encourage teachers in Key Stage 1 to build on the best of practice in the Early Years Foundation Stage, balancing adult directed tasks with learning that children initiate and develop themselves. The activities covered by the series are the ones children often say they miss most when they move into Years 1 and 2. Water offers ideas and guidance for providing children with a wide range of interesting challenges to use this fascinating, free resource in a variety of ways and using a range of tools and equipment, extending their work in other subjects through motivating practical activities.
Cathy Nutbrown presents evidence of continuity and progression in young children's thinking. She shows, with detailed observation, that they are able and active learners. She considers aspects of children's patterns of learning and thinking - or schemas - and demonstrates clearly how children learn in an active, dynamic and creative way. This book makes schema theory explicit in practice. Supported by numerous detailed examples and the discussion of difficult theoretical issues, it illustrates children's learning in areas such as literacy, maths and science. Threads of Thinking is for early years practitioners who wish to support and develop children's learning. Professor Cathy Nutbrown is Director of Studies in Early Childhood Education at the University of Sheffield.
Play as a successful learning and teaching experience remains key to early education. The new edition of this popular book continues to clearly illustrate key play theories in practice. Key features include: contributions from leading experts in the field who are passionate about the excellence of play; helpful features in every chapter including practical examples, boxed chapter summaries, cameos and end of chapter questions; and references and further reading.
This book makes explicit connections between young children's spontaneous repeated actions, and their representations of their emotional worlds. Drawing on the literature on schemas, attachment theory and family contexts, the author takes schema theory into the territory of the emotions, making it relevant to the social and emotional development strand in early childhood education. Based on research carried out alongside children, parents, workers and co-researchers at the world-famous Pen Green Nursery, and using case studies of a small number of individual children, the author shows new links between cognition and affect.
This is a link to a PDF copy of this Government publication: Meyer, B, Haywood, N, Sachdev, D and Faraday, S (2008) Independent learning: literature review. Nottingham: Dept. for Children, Schools and Families