The Nursery Year in Action

Following children’s interests through the year

Author: Anna Ephgrave

Publisher: Routledge

ISBN: 1317504461

Category: Education

Page: 234

View: 8642

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Child-led learning in the early years allows children to thrive while making accelerated progress. Young children learn and develop best when they are in a stimulating environment which is carefully organised and equipped to meet their needs, interests and stages of development, and where each child’s progress is carefully observed, managed and enhanced by adults who engage and interact with them to support them in making outstanding progress. Demonstrating how a child-led approach supports the development of purposeful, calm, confident and independent children, The Nursery Year in Action offers a unique month-by-month overview of the workings of an outstanding Nursery setting. The book covers all aspects of practice from the organisation of the classroom and garden and the rationale behind this to the routines and boundaries that ensure children are safe, happy and therefore able to explore and learn. It tracks the events of each month in the year paying particular attention to the environment, the role of the adult, links with parents, children’s individual needs and the key areas of learning and development. Throughout the book Anna Ephgrave gives the reason behind each decision and shows what the outcomes have been for the children, emphasising that a child-led approach, with planning in the moment can meet the requirements of the revised Early Years Foundation Stage and the individual needs of the children. Key features include: Over 150 full colour photographs to illustrate practice Photocopiable pages of planning sheets, record keeping sheets, sample letters to parents and play resources also available for download List of resources and materials Examples of individual learning journeys and planning in the moment for groups Guidance on what to look for when assessing children’s progress Advice on risk/benefit assessments Suggestions for managing transitions and minimising stress Written by a leading consultant teacher whose Early Years’ department has achieved "Outstanding" at four consecutive Ofsted inspections, this book provides practitioners with the practical ideas to work with confidence in a way that is rewarding, manageable and, above all, creates a happy, relaxed learning environment for children.

Listening to Young Children in Early Years Settings

A Practical Guide

Author: Sonia Mainstone-Cotton

Publisher: Jessica Kingsley Publishers

ISBN: 1784508551

Category: Education

Page: 120

View: 6976

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It is widely accepted that listening to and involving children in decisions about their care, learning and development can significantly improve the quality of early years provision. This book gives practical guidance on how to do this effectively. Starting with a discussion about why we listen to children and the policies around this, the book explains how we can involve children in decision-making that is appropriate to their age and level of understanding. Packed full of examples and ideas that can be easily applied in practice, it covers how to listen to children's perspectives and involve them in staff recruitment and appraisals, classroom design, assessment processes for social services and EHC plans, and much more.

The Foundation Stage Teacher in Action

Teaching 3, 4 and 5 year olds

Author: Margaret Edgington

Publisher: SAGE

ISBN: 1412931940

Category: Education

Page: 296

View: 9201

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`The book takes a deeper insight into the role of the practitioner and provides invaluable information' – Nursery Education `I think the book would be good value for money for anyone working within a foundation stage team' - Foundation Stage File `The Foundation Stage Teacher in Action is one of the definitive texts on the foundation stage, in which Margaret Edgington deals with the realities of practice based on theory and early years principles. It is immensely practical and easy to read, and while it deserves to be read from cover to cover, this New Edition is particularly accessible for those who want to dip in or who need to refer to a specific chapter' - Early Education `If you are new to the Foundation Stage, have been working in the Early Years for a few years, or for longer than you care to remember, if you have responsibility for employing staff for the Foundation Stage within your setting or if you work in a different key stage but have co-ordinator responsibility for the Foundation Stage, you should buy this book!' - National Campaign for Nursery Education Newsletter 'This is classic in the world of nursery education and this Third Edition, with its new title reflecting the changes in that world, is as exciting and challenging as earlier versions. Margaret Edgington's campaigning zeal is undiminished as she asserts the prime need for specialist teachers to work with young children in the Foundation Stage and backs this claim with authoritative research references. This is a strong, passionate authoritative text and I shall keep it close to hand for my own work' - Marian Whitehead, Nursery World `This is the third generation of books dealing with the pedagogy of the early years from Margaret Edgington, the first two being her editions of The Nursery Teacher in Action, originally published under the name Margaret Lally. The changes that have come about in early years education - notably the introduction of the Foundation Stage with its accompanying curriculum guidance and assessment requirements - meant that many early years books have needed updating. This Third Edition is more than an update; it represents some very hard thinking about what practitioners now need to know to be effective, and presents this by revisiting the original book's themes' - Escalate `Paul Chapman Publishing and Margaret Edgington have pulled off a real gem of a book, with updated sections (thank you for the Forest school stuff, for example!) and fresh insights. The hard work has really paid off - thanks so much' - Nick Swarbrick, Oxford Brookes University `This Third Edition brings a broader perspective to the early years world. Margaret's years of experience as a practitioner and consultant in the field are evident and she manages to blend good practice, policy and theoretical aspects, bringing an astute yet sensitive approach to the early years practitioners' varied experiences and qualifications. The book reaches not only those who are starting on their careers as early years practitioners, but also those who have been there a long time and witnessed many, often bewildering changes, where their beliefs and practice have been challenged. The new edition should be essential reading not only for those working in the field, whatever stage in their careers, but also for anyone who seeks to understand small children and support them in the best way possible' - Angela D Nurse, Head of Department of Childhood Studies, Canterbury Christ Church University This is a fully revised and updated edition of the author's best selling book The Nursery Teacher in Action, Second Edition. This book now includes an extended section on leadership, on managing the foundation stage and involving the team in monitoring and evaluating foundation stage practice. Curriculum, planning and assessment now reflect the new statutory guidance on the Foundation Stage Curriculum and Profile. The author reviews the implementation of the Foundation Stage and the Profile - positive developments and areas which are still proving challenging. New material is included on the broadening role of the foundation stage teacher in integrated, multi-disciplinary services and providing support in other settings. The book has been updated to include recent findings from Effective Pedagogy projects and other research on learning styles. The Foundation Stage Teacher is essential reading for all early years students and practitioners; early years course tutors, and teachers new to working with 3-5 year olds and also primary headteachers.

Listening to Young Children

The Mosaic Approach

Author: Alison Clark,Peter Moss

Publisher: JKP

ISBN: 1907969268

Category: Early childhood education

Page: 84

View: 8777

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The Mosaic approach views children as ‘experts in their own lives’, and offers a creative framework for listening to young children’s perspectives. At a time of shifting policy in early years, this second edition offers a timely reminder that listening to young children is still important for reviewing service provision.The Mosaic approach has been applied by practitioners throughout the world. This new edition reflects on the authors’ original ground-breaking work, with new introductions, updates and examples of how the Mosaic approach has been adapted, and offers case studies that will encourage practitioners to use the framework in their own setting.will be of interest to policy makers, practitioners in nurseries, children’s centres, pre-schools and schools and residential settings. It will also be welcomed by early childhood students and other researchers who are engaged in searching for new theoretical, practical and imaginative ways of listening to young children.

Handbook of Early Childhood Literacy

Author: Nigel Hall,Joanne Larson,Jackie Marsh

Publisher: SAGE

ISBN: 1446206955

Category: Education

Page: 464

View: 2443

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"This volume examines early literacy research on a global scale and puts social, cultural, and historical analyses in the front seat--without losing sight of individual and family-level matters in the process. It is comprehensive, ground-breaking, and provocative, and should help literacy researchers to think differently about the field." --Marjorie Faulstich Orellana, School of Education and Social Policy, Northwestern University "No other publication that I am aware of brings together views from such diverse disciplines, contributing to a comprehensive statement about early childhood literacy. The Handbook not only reviews the current field of situated literacy but presents some important and exciting new research. It is a significant resource that promises to become a landmark text." --Eve Bearne, University of Cambridge, Faculty of Education, U.K. "This handbook brings together an astonishing array of writers who explore contemporary political, cultural, and cognitive understandings of early childhood literacy. Literacy and literacy acquisition are broadly defined here to encompass not just traditional notions of reading and writing, but multimodalities, multiliteracies, and critical literacies. . . It is rich and comprehensive, an invaluable resource for scholars, educators, and students of early childhood literacy." --Elsa Auerbach, Professor of English, University of Massachusetts, Boston "This book is unique in its broad consideration of topics and its global focus . . . I particularly appreciate how the editors have situated current research in an historical context. They have also included development issues, pedagogy, research, and the newest areas of interest--critical literacy and popular culture." --Diane Barone, University of Nevada, Reno In recent years there has been a virtual revolution in early childhood studies, with a mass of books and papers seeking to re-examine and reposition childhood. At the same time an equally significant area has developed within literacy studies, reflecting a growing interest in the nature of literacy as a socially situated phenomenon. There is increased interest in literacy as a multimodal concept in which symbolic meaning is a central concept, rather than more conventional and narrower notions of literacy. The Handbook of Early Childhood Literacy is central in providing access to all these different perspectives. The Handbook offers a way through the vast diversity of publications on early childhood literacy by providing comprehensive and up-to-date reviews of research and thinking in early childhood literacy. The arrangement of chapters reflects a contemporary perspective on research into early childhood literacy. Major sections include: the global world of early childhood literacy; childhood literacy and family, community and culture; the development of literacy in early childhood; pedagogy and early childhood literacy and researching early childhood literacy. Contributions by leading authorities focus on literacy as a socially situated and global experience, one that is evolving in relation to changes in contemporary culture and technological innovation.

Wie kleine Kinder schlau werden

selbständiges Lernen im Alltag

Author: John Caldwell Holt

Publisher: N.A

ISBN: 9783407228550

Category:

Page: 232

View: 7165

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Ausgehend von der Beobachtung des kindlichen Spielens erläutert der Autor, wie Kinder denken und lernen.

Sociology in Perspective

Author: Mark Kirby

Publisher: Heinemann

ISBN: 9780435331603

Category: Sociology

Page: 831

View: 6950

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This text, specifically for AQA specifications, is designed to be easy and encouraging for students to use. The book contains updated material and activities together with a new chapter on study skills. It also indicates clearly where activities meet the new evidence requirements for key skills.

Report

Author: United States. District of Columbia. Board of Charities

Publisher: N.A

ISBN: N.A

Category:

Page: N.A

View: 8461

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Introduction to Early Childhood Education

Author: Verna Hildebrand

Publisher: N.A

ISBN: N.A

Category: Early childhood education

Page: 356

View: 7501

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Approaches learning activities for young children through the developmental tasks of early childhood with a focus on understanding and helping children as individuals. This introduction to early childhood education focuses on developmentally appropriate practices and NAEYC accreditation processes throughout and provides numerous program ideas for working with children from infancy through age six. Citing the work of prominent theorists, this book considers how to plan specific learning activities. Beginning with a brief survey of goals, children, schools, techniques, and curricula of early childhood education, discusses goals and procedures and makes suggestions for a wide variety of learning activities. For beginning and practicing early childhood education teachers and assistants.

Didaktische Kompetenz

Zugänge zu einer theoriegestützten bildungsorientierten Planung und Reflexion des Unterrichts

Author: Hans Berner

Publisher: N.A

ISBN: 9783258060330

Category: Teaching

Page: 293

View: 4287

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Understanding Children's Play

Author: Jennie Lindon

Publisher: Nelson Thornes

ISBN: 9780748739707

Category: Family & Relationships

Page: 194

View: 2265

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Will be invaluable for students following S/NVQs in Early Years Care and Education and in Playwork, those taking CACHE qualifications (CCE and DNN) and the BTEC Diploma in Early Years. Explores how children's play is shaped by time and place, through historical, social and cultural perspectives. Supports early years practitioners and playworkers to understand current views of play and learning-in theory and practice.Explores how children's play is shaped by time and place, through historical, social and cultural perspectives. Supports early years practitioners and playworkers to understand current views of play and learning-in theory and practice.