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Circle Time for Young Children
Jenny Mosley's quality circle time model involves establishing an on-going, timetabled process of circle-meetings for adults and children. As a basis for teaching relationship skills, enhancing self-esteem and building a positive behaviour management and anti-bullying policy, circle time will not only increase confidence and "emotional intelligence" in pupils, but should also contribute towards a positive whole-school ethos. Fully updated in light of changes to the Early Years Foundation Stage, this highly practical book will explain how to put the principles for early years education into practice through well-structured and purposeful circle time lesson plans. Jenny Mosley, the UK's leadin...
All about Us
All About Us looks at the child in his or her environment and explores the child's world. The practical activities include ideas to help children to describe themselves and others, to explore and express their feelings in a variety of ways and to develop a positive self-image and sensitivity to the needs and feelings of others. The activities will encourage children to develop an awareness of their own personal attitudes and opinions and an understanding of their relationships with families, friends and people within the community. All of the play activities are designed to develop important preschool skills and positive relationships and are linked to the Early Learning Goals of the Statutory Framework for the Early Years Foundation Stage, revised by the Department of Education for September 2012.
Understanding Children’s Development in the Early Years
Review of the first edition: 'This book provides a very accessible approach to building a better understanding of young children and their development and will be an interesting and useful read for both experienced early years practitioners and for students who are just beginning to build their practical experience.' - Early Years Update This highly practical and fully updated new edition is full of case studies and helpful advice on how to enhance our understanding of very young children. Through working with many practitioners in different settings, Christine Macintyre offers down-to-earth strategies to enhance the learning of children in their care, and asks: What are the key influences i...
Observing Young Children
This fully revised second edition of Observing, Assessing and Planning for Children in the Early Years provides a detailed analysis of what is meant by the observation of young learners and why this is so vital to early years practitioners and students. In this accessible and insightful text, Sandra Smidt examines the various theories of how young children develop and learn, which have been put forward by thinkers and writers across time and place so the reader has a genuinely global view of early childhood. She then highlights how important it is for practitioners in schools, nurseries and settings to think carefully about what they have seen and heard in light of what they, as adults, already know about the children and their learning. Also included in this text is a helpful ‘Try Your Hand’ section where readers are invited to make their own judgements about what they have read, as well as a section on observing and assessing not only the nursery-aged children but also babies and toddlers.
Food
Children are naturally interested in food and it is an ideal topic around which to build worthwhile learning experiences. The practical activities in this book range from simple recipes to sorting and classifying games and include many ideas for using popular childrenʼs picture books within the theme. All of the play activities are designed to develop important preschool skills and a deeper understanding of the world and are linked to the Early Learning Goals of the Statutory Framework for the Early Years Foundation Stage, revised by the Department of Education for September 2012.
Supporting Multilingual Learners in the Early Years
Shortlisted for the Nasen Book that supports SEN and Disability Issues Award 2008 Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school? Supporting Multilingual Learners in the Early Years examines the theoretical, ideological and practical issues involved in the education of children speaking two or more languages coming to settings which are predominantly monolingual. The book examines current research and thinking about the advantages and disadvantages of being multilingual and tackles complex topics such as: what being multilingual implies in terms of prior learning and why this matters in education the importance of resp...
Gardening
Gardening offers children a wealth of knowledge and experiences and many opportunities to develop new skills. They may learn to grow and care for seeds and plants and to observe, discover and record how and why they grow, or fail to grow. The practical activities include growing gardens in jars, creating miniature gardens, investigating how much different types of soil weigh, making leaf prints and pressing fl owers. An early years group without an outdoor area of their own could carry out many of the activities indoors. All of the play activities are designed to develop important preschool skills and a deeper understanding of the world and are linked to the Early Learning Goals of the Statutory Framework for the Early Years Foundation Stage, revised by the Department of Education for September 2012.
Colours
Recognizing, identifying and being able to name colours are essential steps in the early education of all children. Colour knowledge is an important means of helping children to make comparisons and observe and explore their environment. The practical activities include fun ways of teaching colour recognition and identification, sorting and matching games, unusual art and craft ideas and suggestions for exploring colours in the environment. All of the play activities are designed to develop important preschool skills and a deeper understanding of the world and are linked to the Early Learning Goals of the Statutory Framework for the Early Years Foundation Stage, revised by the Department of Education for September 2012.
