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Author: Sue Gascoyne
Publisher: Routledge
ISBN: 1351234684
Category : Education
Languages : en
Pages : 283
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Book Description
Combining a rich theoretical foundation with practical tips, advice and case studies, Messy Play in the Early Years provides an informative and practical exploration of the unique qualities, characteristics and learning possibilities of messy play. Packed with valuable insights from research and theory, along with practitioner’s experiences, this accessible book will bolster readers’ understanding and appreciation of messy play and demonstrate how a range of material engagements can enhance young children’s development and learning. Exploring an array of resources and a broad spectrum of approaches, including adult-and child-led inquiry, chapters consider how the specific sensory qualities of materials encourage problem-solving, scientific thinking, creativity, self-regulation and self-expression as children discover and make sense of new phenomena. With examples of international practice and reflective questions throughout, the book highlights a variety of approaches to meeting differing time, space and budgetary needs, simplifies preparation and planning, and empowers practitioners and children to understand and use messy play effectively. An essential guidebook to supporting an engaging and rewarding journey into messy play, Messy Play in the Early Years will be an invaluable resource for early years students, practitioners and parents looking to understand and enhance children’s learning possibilities.
Author: Sue Gascoyne
Publisher: Routledge
ISBN: 1351234684
Category : Education
Languages : en
Pages : 283
Get Book Here
Book Description
Combining a rich theoretical foundation with practical tips, advice and case studies, Messy Play in the Early Years provides an informative and practical exploration of the unique qualities, characteristics and learning possibilities of messy play. Packed with valuable insights from research and theory, along with practitioner’s experiences, this accessible book will bolster readers’ understanding and appreciation of messy play and demonstrate how a range of material engagements can enhance young children’s development and learning. Exploring an array of resources and a broad spectrum of approaches, including adult-and child-led inquiry, chapters consider how the specific sensory qualities of materials encourage problem-solving, scientific thinking, creativity, self-regulation and self-expression as children discover and make sense of new phenomena. With examples of international practice and reflective questions throughout, the book highlights a variety of approaches to meeting differing time, space and budgetary needs, simplifies preparation and planning, and empowers practitioners and children to understand and use messy play effectively. An essential guidebook to supporting an engaging and rewarding journey into messy play, Messy Play in the Early Years will be an invaluable resource for early years students, practitioners and parents looking to understand and enhance children’s learning possibilities.
Author: Iain MacLeod-Brudenell
Publisher: Heinemann
ISBN: 9780435401788
Category : Education
Languages : en
Pages : 562
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Book Description
This core textbook for foundation degrees covers the content of the 12 core outcomes at the appropriate depth and breadth giving students a complete grounding in the basics of the subject.
Author: Ros Garrick
Publisher: A&C Black
ISBN: 1847065473
Category : Education
Languages : en
Pages : 146
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Book Description
Considers every aspect of outdoor play - from its rationale in early childhood education, to incorporating it successfully into the curriculum and assessing its wider implications for teaching and learning.
Author: Ioanna Palaiologou
Publisher: SAGE Publications Limited
ISBN: 1529678706
Category : Education
Languages : en
Pages : 448
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Book Description
The revised fifth edition of The Early Years Foundation Stage has been fully updated to cover revised EYFS, revised Development Matters and policy shifts in the sector. New to the book: · Brand new chapters on the Rights of the Child, Children’s Development & Learning Theories and Planning. · New content on diversity and inclusion throughout all chapters. · New and updated case studies throughout the book, including international cases. · Additions to chapters on children’s mental health, climate crisis and working with children post-pandemic. This market-leading textbook is an essential guide for students, helping them to develop an understanding of the EYFS curriculum, and encouraging a critical view of the theory and policy behind it to strengthen their practice.
Author: Cath Arnold
Publisher: Taylor & Francis
ISBN: 1000592189
Category : Education
Languages : en
Pages : 219
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Book Description
Evolved through conversations with key early childhood education experts, Schemas in the Early Years focuses on the value of ‘repeated patterns’ of action or ‘schemas’ in young children’s play. It stimulates readers to ask questions of themselves, to watch children closely, and to create a dialogue with parents and other educators as well. Contributors to this fascinating book discuss their observation of children in naturalistic situations when they are deeply involved in play and identify topics or themes that can be linked to and inspire professional development opportunities. This book provides an antidote to beginning with the curriculum rather than the child and really considers children as learners. Each chapter focuses on young children and schemas, considering a wide age range from babies to children attending statutory schooling. Schemas in the Early Years is an accessible and inspiring text and serves as essential reading for educators wanting to think further and in more depth about schemas. Newcomers to schema theory or anyone currently using schema theory to understand children will also find these enquiries useful. All royalties from the sale of this book will be donated to Shelter – the housing and homelessness charity.
Author: Liz Hodgman
Publisher: Andrews UK Limited
ISBN: 1907241477
Category : Education
Languages : en
Pages : 65
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Book Description
This title focuses on how to ensure your setting's physical space and equipment provides the most challenging and interesting environment for children in your care. This book covers: Assessing and improving the learning environment, making the most of your outdoor space and inclusive settings.
Author: Leonie Abrahamson
Publisher: Learning Matters
ISBN: 1526450771
Category : Education
Languages : en
Pages : 535
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Book Description
This book guides you through what you need to know about Early Years Teacher Status step by step. It explains how you can work to meet each of the Standards and assessment requirements. The author addresses trainees’ common concerns about early years practice and study skills and meeting EYTS requirements and gives many examples of the strategies that trainees found most helpful. Each chapter explores each aspect of every Standard and indicator, with notes on theory, practical tips, case studies, activities and suggestions for further reading. This book helps you to: • understand all aspects of each Standard and indicator • link your practice to the Standards • understand the assessment requirements and how to strengthen your evidence • plan and track your evidence • complete your written assignments and create your portfolio with confidence • develop the skills needed to take on a leadership role This Second Edition has been updated to include new guidance on Standard 7 around the Prevent Agenda and the work of Channel. The text is also updated to include information on the ′Integrated review′ at age 2.
Author: Julie Fisher
Publisher: McGraw-Hill Education (UK)
ISBN: 0335252265
Category : Education
Languages : en
Pages : 223
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Book Description
“What a tour de force! Julie’s authoritative, research and practice based, coherent, wise arguments for child-centred practice should be required reading for all primary head teachers. She has been writing editions of this book for over 27 years and she's still right!” Helen Moylett, Early Years Consultant and Writer, Vice President of Early Education, UK “Starting From the Child has evolved and developed in the ever-changing landscape of Early Years Education since it was first published almost 30 years ago and this version is perhaps more important now than ever before. A must – read for every Head, Curriculum lead, Adviser, Inspector and Early Years Educator.” Ruth Swailes, Independent Education Consultant and Curriculum Developer, UK Starting from the Child? is now in its fifth edition and has undergone a substantial rewrite to address significant shifts in teaching in the early years of education. The book's enduring appeal is its principled yet pragmatic approach to being an early childhood educator, and in this new edition the author does not shy away from addressing current sector concerns whilst holding firm to established early years’ principles and values. The book explores the challenges faced by early childhood educators in a climate of ‘adult-insisted’ programmes, and questions whether it is possible to continue to put the child at the centre of all that we do. With her trademark passion, Julie Fisher argues that it is not only possible but essential, and offers strategies to do so in positive, enlightened and inspiring ways. Whilst maintaining the many strengths of previous editions, every chapter is fully up to date with current research and thinking about early years practice and pedagogy. The fifth edition includes: •a new chapter addressing what it means to ‘Start from the Child’ •a new chapter on the design of an early years’ curriculum •a revised chapter emphasising distinctive opportunities arising from learning outdoors •a revised chapter on planning for children's needs rather than curriculum delivery Starting from the Child? will inspire, provoke and renew all those who are committed to working in the field of early childhood education. Julie Fisher is an independent Early Years Adviser, author and trainer. She is also Visiting Professor of Early Childhood Education at Oxford Brookes University, UK. She has been a headteacher of two schools, a university lecturer and a local authority Lead Adviser for Early Years.
Author: Sue Jennings
Publisher: Routledge
ISBN: 1000228657
Category : Psychology
Languages : en
Pages : 522
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Book Description
Routledge International Handbook of Play, Therapeutic Play and Play Therapy is the first book of its kind to provide an overview of key aspects of play and play therapy, considering play on a continuum from generic aspects through to more specific applied and therapeutic techniques and as a stand-alone discipline. Presented in four parts, the book provides a unique overview of, and ascribes equal value to, the fields of play, therapeutic play, play in therapy and play therapy. Chapters by academics, play practitioners, counsellors, arts therapists and play therapists from countries as diverse as Japan, Cameroon, India, the Czech Republic, Israel, USA, Ireland, Turkey, Greece and the UK explore areas of each topic, drawing links and alliances between each. The book includes complex case studies with children, adolescents and adults in therapy with arts and play therapists, research with children on play, work in schools, outdoor play and play therapy, animal-assisted play therapy, work with street children and play in therapeutic communities around the world. Routledge International Handbook of Play, Therapeutic Play and Play Therapy demonstrates the centrality of play in human development, reminds us of the creative power of play and offers new and innovative applications of research and practical technique. It will be of great interest to academics and students of play, play therapy, child development, education and the therapeutic arts. It will also be a key text for play and creative arts therapists, both in practice and in training, play practitioners, social workers, teachers and anyone working with children.
Author: Jane Murray
Publisher: Routledge
ISBN: 0429766041
Category : Education
Languages : en
Pages : 207
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Book Description
In spite of our apparently connected global environment, people are becoming less connected. Digital communication leads to fewer face-to-face engagements, and many young children are separated from their parents for extended periods. The post-truth phenomenon has resulted in mistrust between policymakers and the people they serve, whilst increased immigration has led to some rich countries adopting a protectionist stance that transforms collaboration into separatism. At its 2014 meeting, the European Early Childhood Education Research Association’s Young Children’s Perspectives Special Interest Group considered how these issues were affecting young children, particularly the many thousands entering Europe at that time as refugees and migrants escaping conflict in their home countries. Many of those displaced young children found themselves situated on the margins of their new contexts. The feeling of being ‘othered’ can be existential for any young child experiencing liminality, yet a sense of belonging is important for young children’s well-being and development of identity: the feeling of belonging lies at the core of social inclusion. This book, the idea for which arose out of this meeting, is drawn from leading edge empirical studies, and reveals the diverse experiences of young children’s marginalisation. This book was originally published as a special issue of the European Early Childhood Education Research Journal.
