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Supporting Musical Development in the Early Years (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Linda Pound Chris HarrisonThis important book provides practical guidance for parents, teachers and other early years practitioners who are concerned with young children's musical development. The authors highlight the relationship between music and the development of communication, the expression of emotion and playfulness. They show how these three elements, in conjunction with musical activity and experience, underpin all future learning including the development of language. They go on to explore music as a subject in its own right and its role in supporting other areas of the curriculum.Insights from a wide range of research are presented in a way which makes them accessible to practitioners so that they can be used to inform and develop effective practice. Practitioners and parents are encouraged to have confidence in their own musical ability.The book provides a wide range of practical strategies and activities. It will show that everyone is capable of enjoying making music with young children and contributing to their future musical development.
Playwork - Theory and Practice: Theory And Practice (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Fraser Brown"[An] excellent book... With its breadth of discourse, it held my attention throughout. ... This book is informative, but also challenges views on the play experience and the playwork profession. It will be of interest to all those that work and play with young children. The place of playwork and playworkers... is described with passion: readers cannot help but be totally absorbed by this book." Early Years, Vol 24, No 1, March 2004Children learn and develop through their play. In today's world the opportunities for that to happen are increasingly restricted. The profession of playwork seeks to reintroduce such opportunities, and so enable children to achieve their full potential.This book brings together many leading names in the playwork field, to produce a text that has something for everyone. The in-depth exploration of a range of theoretical perspectives will appeal to both playwork students and practising playworkers. Experienced practitioners offer sound practical advice about ways of improving playwork practice. There are chapters on the role of adventure playgrounds (past, present and future); the challenge of starting a playwork section in a local authority; and the value of networking. Contributors explore the essence of play; the historical roots of playwork; and the role of play cues in human and animal behaviour. There is an exploration of the astounding impact of a therapeutic playwork project on the development of a group of abandoned children in Romania. The final chapter reinforces the need for playworkers to be reflective practitioners in all aspects of their work.
Rethinking Superhero and Weapon Play (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Steven PopperRethinking Superhero and Weapon Play offers a fresh and knowledgeable insight into children’s fascination with superheroes and weapon play. It explores what lies at the heart of superhero and weapon play and why so many children are drawn to this contentious area of children’s play. This innovative book offers:A detailed look at why many early years professionals and teachers are cautious about superhero and weapon play. Does weapon play make children more violent? Do ‘goodies versus baddies’ stories make children more confrontational? Do superheroes offer positive gender role-models? The book tackles these questions and suggests some alternative perspectives, as well as offering practical advice about keeping children’s superhero and weapon play positive and productive.An exploration of how superhero and weapon play relates to the development of children’s moral values, moral principles and moral reasoning; the building of children’s co-operation, empathy and sense of community; and the development of children’s sense of self and self-esteem.Discussion of the deep moral themes that lie within superhero narratives, and how superhero characters and narratives can be used to enhance and deepen children’s understanding of good character, moral responsibility, attachment, prejudice and ill-treatment, and why it is important to be good in the first place.A wealth of learning opportunities and suggestions of ways to use superheroes to advance children’s moral, philosophical and emotional thinkingThis book is an excellent resource for those studying or working in early years or primary education who wish to understand the phenomenon of children’s superhero and weapon play and make the most of children’s enthusiasm for it. “Warm, funny, smart, and honest, the argument made in Steven Popper’s book astutely, and with a sharp eye for detail, teases out many subtle reflections on morality, childhood development and the paradoxes of human nature, through the lens of our much-loved Superhero narratives. He is able, through nuanced and well-supported argument, drawn from both theory and practice, and from pedagogy and real life, to present a compelling and detailed account of the ways in which these stories might interface with the moral development of children. The book offers a rich, and articulate narrative of its own, which ‘aims at the good’ in its desire to propose that immersion in such superhero ‘narrative play’ can teach children about ethics, social responsibility, and what it is to be ‘human’. This is also a wonderful contribution to debates around the role of mass media in promoting critical thinking and enquiry among children.”Dr. Sheena Calvert, Senior Lecturer, University of Westminster, UK“This book authoritatively assesses the virtues of engaging in superhero play with young children. It argues that far from damaging children and encouraging them to adopt unthinking, aggressive behaviours superhero play is an implicitly moral activity. It encourages children to explore profound moral and ethical thinking. This book is both a well-researched account of the appeal that superhero play has for children of both sexes and a practical guide to how such play can be used imaginatively in early years settings.”Rob Abbott, Senior Lecturer in Early Childhood and Education, University of Chichester, UK
Essential Primary Mathematics (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Caroline RickardIf you are teaching or learning to teach primary mathematics, this is the toolkit to support you! Not only does it cover the essential knowledge and understanding that you and your pupils need to know, it also offers 176 great ideas for teaching primary mathematics - adaptable for use within different areas of mathematics and for different ages and abilities.Tackling children’s misconceptions in each topic area and differentiation through open-ended tasks and elements of choice, the book encourages you to think deeply about the teaching of the primary mathematics curriculum. The classroom activities, which are simple to resource and use, support you in meeting the Teachers’ Standards securely and encourage children to:Think deeply about mathematics and to challenge themselvesDevelop mathematical independenceEngage in mathematical talkWork collaboratively with others to further understanding Whether you are just getting started in your teaching career or more experienced you will find a wealth of innovative activities to support you in teaching primary mathematics in effective and creative ways."This book is an absolute must for every primary teacher. The perfect blend of subject knowledge, common misconceptions, pupil activities and self-assessment questions will support all those who are feeling slightly less than confident about teaching a mathematical topic. It will also be invaluable to experienced teachers and subject leaders who wish to think more deeply about how to teach mathematics effectively."Sue Davis, Primary PGCE Course Leader and Lecturer in Mathematics Education, University of Leicester, UK"This book has the conversational style of an excellent mentor and/or tutor of primary mathematics. It offers advice and guidance on how to be an effective teacher of mathematics whilst still drawing the reader’s attention to the importance of developing good subject knowledge, and how this can be addressed. Mathematical concepts are explained with reference to their theoretical underpinning and are then set in the context of real learning opportunities that illustrate good pedagogy. There is a real emphasis on teaching for learning, and this is most evident in the introductory chapter which provides a brief discussion of the big issues currently being debated in the field of primary mathematics. The consistent format of the subject chapters supports the reader’s ability to plan and teach a wide range of appropriate activities based on rich mathematics. These are all neatly illustrated by children’s drawings which bring the book to life.This is an all encompassing text for any student or teacher of mathematics and will feature on my highly recommended reading list."Paula Stone, Senior Lecturer Primary Education (Mathematics), Canterbury Christ Church University, UK"This book is ideal for student and practicing teachers alike. The user-friendly format such as the overview of contents at the beginning of each chapter and the highlighting of key misconceptions in each area, make it easy to locate relevant information. Each chapter evolves logically through subject knowledge and progression in learning for children. This book stands out from other texts I have used as there is an extremely helpful section at the end of each chapter which provides suggested classroom activities with associated learning objectives for each area of mathematics. As a final year student, I only wish this book had been available to me at the beginning of my course!"Shelley Rogers, Student Teacher, University of Chichester, UK"This book approaches the teaching of primary mathematics with a clear ethos, which is explained in the first chapter and then pervades all the suggestions and discussions which follow. The author deals with issues such as turning children’s misconceptions and ‘mistakes’ into learning opportunities, provoking the children into communicating their reasoning and differentiating lessons in ways that empower rather than categorise children. The author’s experience of having taught and observed hundreds of mathematics lessons
A - Z of Teaching (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Jonathan Savage Martin FautleyA - Z of Teaching provides an informative, engaging and accessible introduction to the art and craft of teaching, introducing you to a range of essential topics alongside some of the key ideas and key thinkers from the educational research literature. The topics covered range from practical teaching advice on areas such as questioning to exploration of significant themes within education such as creativity. Each entry includes:An introduction to the topic with a definition of the termAn exploration of key ideas within the topicReference to the work of key thinkers who have explored the topic in the educational literature How these ideas apply in your day-to-day practice of teaching and learningA set of questions for you to consider as you seek to develop your pedagogy in a particular topic areaFurther reading and references, including links to relevant writings in other publications or online sourcesTeaching is a broad and complex activity so whether you are thinking about becoming a teacher, training to be a teacher, or a qualified teacher wishing to keep abreast of the latest thinking in the field, the ideas contained in this book will prove helpful and constructive as you seek to develop your teaching skills."Every so often, a new idea unfolds that seems so deceptively simple that one wonders why it hasn't appeared before now: this is the case with A - Z of Teaching. Serving as a high-definition map of classroom teaching, it provides mentorship for survival and thriving in the profession. Comprehensive without being laboured, rich in concepts without succumbing to clutter, ingeniously economic in the identification of key themes without being trifling, Savage and Fautley manage to distil the important and inspiring from vast amounts of theory, research and practical experience of teaching, and present the essential elements in a most accessible manner for early career teachers. More experienced educators will also find many gems to renew and inspire their practice. The approach is pragmatic whilst never seeking to trivialise the challenges of teaching or the vast amounts of extant theories. Most importantly, the reflective questions at the end of each section serve to provoke further thinking, research and action, thus contributing meaningfully to the development of effective and reflective teachers for contemporary schools."Regina Murphy, PhD, Senior Lecturer, St Patrick's College, Dublin City University, Ireland"The construction of this book is very satisfying; it is so straightforward to access and simultaneously works at so many levels.Using the tried and tested structure of an A to Z listing, Jonathan Savage and Martin Fautley consider a number of highly significant aspects of education, pedagogy, and professional issues for teachers at all stages of their professional development. In their consideration of some 103 topics, they skilfully blend key theoretical underpinning with current practice in the classroom, making this book extremely useable by teachers in all sectors and age-phases. The range of topics makes this especially useful because it covers some big issues but also explores some less frequently covered things such as audience and elicitation.What I have found particularly helpful is the fact that, in this book, I readily recognise aspects of my own classroom practice in the overview of each topic, but I am encouraged and inspired to reflect more deeply on my professional development in the light of the collected wisdom and challenging questions.This book will be an invaluable tool for training and beginning teachers as well as for those with years of experience. The inclusion of key questions and further reading means that it can serve as a very accessible reference book, an aide memoir or as a stimulus for more detailed debate, discussion or professional development. Consequently it will support the work of individuals, department or phase teams or even larger groups.The potential to individualise training and coaching by referring trainees to relevant entries is great. I will certainly want to use
The New Early Years Foundation Stage: Changes, Challenges And Reflections (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Pat BeckleyThis book provides a timely overview of the revised Early Years Foundation Stage (EYFS) framework and explores what this means for early years' pedagogy and practice. As well as discussing the philosophy and rationale underpinning the changes, there are practical suggestions to support practitioners with the implementation of the revised framework, as well as insights from experienced professionals who share their knowledge and understanding and support you in reflecting on your own principles and practice.The book:Fosters deep understanding of the revised EYFS frameworkProvides a valuable source of reference for early years students and practitionersPromotes and helps develop good practice in early yearsOffers reflections and insights from experienced professionals into key areas of practiceMakes links between the EYFS and current research, theory and practice The book draws on a wealth of expertise to provide an essential handbook for all early years students, practitioners and academics who are privileged to be involved with the care and education of young children. "This contemporary and relevant text explores, from multiple perspectives, the key challenges facing early years practitioners at a time of unprecedented change in education. It systematically explores and offers insights into the many agencies including education, health and social care that work together to enable high quality early years practice to be developed. By drawing on a range of professionals in the field, it challenges the reader to critically analyse the characteristics of effective early learning and to consider the key underpinning pedagogy that informs it. It is accessible to a wide audience including students, researchers, teacher trainers and practitioners. I would strongly recommend it as a set text on our Primary and Early Years PGCE course." Derval Carey-Jenkins, Principal Lecturer: PGCE Primary and Early Years Course Leader, University of Worcester, UK"This contemporary book focusing on the new Early Years Foundation Stage is an essential read for those studying and delivering early years curriculum and pedagogy. The book draws on theory, research, policy and practice and ensures that the chapters have significance to all early years practitioners. It challenges the reader to think reflectively about the EYFS and what is appropriate provision to support and develop young children's learning. The book is effectively organised into four relevant parts and is a very accessible read, often exemplifying high quality provision through interesting research observations, case studies and scenarios." Dr Avril Brock, Principal Lecturer in Early Childhood Education, Leeds Metropolitan University, UKContributors: Jan Ashbridge, Pat Beckley, Emma Butcher, Elizabeth Carruthers, Liz Creed, Julie Kitchen, Rachel Sparks Linfield, Estelle Martin, Jane Murray, Jackie Musgrave, Kathy Ring, Anita Soni, Corinne Syrnyk
Planning Lessons for Effective Learning (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Martin Fautley Jonathan SavageLesson planning is the essential component of every teacher's practice and the development of a teacher's skill is built explicitly on a rigorous approach to planning. This goes beyond just written plans and includes a process of mental preparation, anticipation, rehearsal and performance - all essential elements of the craft of teaching. This book offers heaps of useful advice and key ideas related to planning an effective lesson.With clear links between the preparation of writing a lesson plan, and the delivery of that lesson plan through your teaching, this book explores:Common components of lesson planning including learning objectives, learning outcomes, starters, teaching activities and plenariesThe lesson plan document: what it can and can’t doTeaching ‘style’ and your role in bringing lesson plans to life within your classroomCommon pitfalls, including time management, over- and under-running, optimum learning time, and activity sequencingBroader strategies such as differentiation, personalisation and assessmentSample lesson planning documents from real teachersWhatever age of pupils you are teaching, or whatever subject you are teaching, this book helps you develop a clear and concise approach to lesson planning that is an essential and integral part of becoming an effective teacher. "This is essential reading for all teachers, teacher educators and policy makers. For new entrants to the profession, it offers the opportunity to think beyond the notion of folk pedagogies and to consider how a more powerful theoretical framework might underpin lesson planning. It presents essential analysis as to why common approaches to teaching and learning have emerged and become embedded – this provides a great opportunity for more experienced teachers to develop a deeper critical understanding of their practice. Punctuated with reflective questions, it enables the reader to reconceptualise planning and pedagogy and to engage in theorised reflection on practice."Kate Laurence, Institute of Education, University of London, UK"At last! A plain speaking book on effective lesson planning.Lesson Planning for Effective Learning by Martin Fautley and Jonathan Savage combines theoretical perspectives with really useful, instantly useable examples from everyday practice. Despite the scholarly approach, the 200 pages of this little book retain an essentially conversational quality ensuring that it is equally accessible to students, academics and learning enthusiasts alike."Andrew R. Mackereth, Headteacher, Heart of England School"Lesson planning is one of the most fundamental duties of teachers no matter what their subject, age phase or experience. In their latest book, Martin Fautley and Jonathan Savage start with practice and, in deconstructing what teachers do every day, apply their deep thinking and reasoned consideration. They are adept at weaving a wide range of thoughts, experiences and theory into the mix, making this readily accessible and ultimately a very helpful book.Martin and Jonathan make much of the novice-expert continuum. I'm not sure where I fit but I certainly experienced a number of ‘penny-dropping’ moments that immediately led me to reflect and sharpen up my own planning. I've been reminded of the huge complexities that there are in planning effective lessons, both the "private preparation and the public performance" elements. It is impossible to read very far into this book without realising that planning for effective learning has little to do with the administrative task of completing a planning pro forma, important and necessary though that is. This book makes it abundantly clear that pedagogy and pedagogical content knowledge underpin planning for effective learning. Although, as the authors point out, much lesson planning is invisible, what they do so well here, in the words of Russell and Loughran*, is to “make the tacit explicit”. Above all, this book articulates something of what it is to be professional for teachers of all types. I heartily recommend this book."Simon Spencer, Birmingham City University, U
Exploring Well-being in the Early Years (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Julia Manning-MortonChildren'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.The book raises a number of important issues and clarifies priorities that need to be kept at the forefront of practice and provision, such as the fundamental importance of prioritizing children and families' socio-cultural contexts, addressing inequalities and developing a listening culture. Importantly, there is also focus on appropriate pedagogical approaches and aspects of practice that support children's well-being in early childhood settings, such as adult-child relationships, quality interactions, physical play and creative expression. The book also highlights the inseparability of adults' and children's well-being and therefore the need to consider contexts that enhance the potential for parents and practitioners to experience well-being.For all students and practitioners who want to put young children's well-being at the forefront of their practice this is a fascinating, thought provoking and illuminating read.Contributors: Deborah Albon, Mary Dickins, Melian Mansfield, Penny Holland, Micky LeVoguer, Penny Mukherji, Jasmine Pasch, Linda Pound, Judy Stevenson"The 'now' of children's experience emerges as a critical factor from the 'Talking about Young Children's Well-being' Project. It is a timely reminder that young children have a right to be listened to. Well-being as a concept is redefined using the voices of children, parents and practitioners. Important questions are raised about the cost to individuals and society if this is not taken seriously. The authors of each chapter use the research findings to reflect on current early years policy and practice. Their conclusions catch us at the crossroads of a deeply political debate."Dilys Wilson, Senior Lecturer in Early Childhood Studies at Middlesex University, UK"At a time of austerity and pressure on family life and early childhood, I consider this book to be both insightful and thought provoking which has both breadth and depth. Dedicating a book to exploring well-being in early childhood demonstrates a commitment by the author and colleagues to delve deeper into the vital issues of well-being and the impact within early childhood. This text brings together research literature, theoretical understanding and practical application. Recognising the practitioners and leaders who work within early childhood and their well-being is a testament to all involved in co-constructing this text. This book captures the essence of early childhood and provides a dialogue and debate of holistically challenging well-being for all. This is a book to be treasured."Dr Lesley Curtis, Headteacher/Head of Centre, Everton Nursery School and Family Centre"This book is an essential discussion and authoritative account of the explorations and research outcomes of the LMU/NCB project 'Talking about well-being in early childhood'.The strength of the book is that it represents multi-faceted perspectives about children's well-being that underpin the values and principles of inclusion, understanding that children are citizens with personhood and rights. The influences and barriers to children's well-being are raised and challenged throughout each of the chapters, looking through the multiple lenses of policy, contemporary practice and professionalism.The social, cultural and political chronology is useful for novice researchers, practitioners and policy makers to consider where well-being of young children is positioned in the here and now.The importance of the well-being of the practitioners is addressed for development in early childhood settings, and completes the essential requirement for reflexive and supportive practice as part
Teaching Adult Numeracy: Principles And Practice (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Graham Griffiths Rachel StoneThis book offers friendly guidance on how to work with adult learners to develop their numeracy and mathematics skills. It brings together current research and practice on teaching adult numeracy into one handy volume and covers the major issues faced by teachers of adult numeracy such as current policy perspectives and implications for teaching practice. There are reflective tasks throughout, which encourage you to develop and apply your theoretical knowledge to your own experiences.Key features include: Reviews of existing policy and research and implications for practiceReflective tasks with commentary, encouraging you to develop and apply your knowledgeCase studies of real student experiencesPractical activities and ideas to support the planning, teaching and assessment of adult numeracyDrawing on the substantial experience of the contributors, who have a wealth of experience as practitioners and researchers in the field, this book is an essential resource for trainee and practising teachers of adult numeracy and mathematics. It is also an ideal textbook to support teacher training courses leading to a subject specific qualification in teaching numeracy to adults. Contributors: Jackie Ashton, John Barton, Carolyn Brooks, Martyn Edwards, Janette Gibney, David Holloway, David Kaye, Beth Kelly, Barbara Newmarch, Helen Oughton, David Prinn, Diana Spurr, Rebecca Woolley"This is a quite unique book about teaching adult numeracy, which will be invaluable to the many practitioners in this field. The chapters, contributed by a group of experienced and successful lecturers and practitioners, include all aspects of this field, from methods of teaching specific mathematical topics to more general explorations of dyscalculia and emotional factors in adult learners. Each chapter includes research findings and thoughtful presentation of ideas with practical ideas for teaching, and tasks for the reader. This is a market which has not been served well in the past, so it is good to see the gap filled at last."Margaret Brown, Emeritus Professor of Mathematics Education, King's College London, UK"The editors of this book set out to produce a text that would support teacher-education programmes for adult numeracy, and their book does that and more. The content covers different types of learners, different settings, different understandings of what numeracy actually is; and ranges from commentary on research through case studies to "how to" hints and tips for teaching. Chapters 7 (on provoking mathematical thinking) and 8 (attitudes, beliefs and teaching) should be a required read for any adult numeracy teacher. The book would be at home on any numeracy teacher's desk, and would make an excellent set text for numeracy teacher training courses."Carol Randall, course co-ordinator for numeracy in the department of Lifelong Learning Teacher Education, University of Greenwich, UK"This book is a welcome addition to the growing literature on adult numeracy. It should be essential reading for trainee and practising adult numeracy educators. It brings together relevant research and professional wisdom on a wide variety of aspects of adult numeracy teaching and learning in an accessible way, with well-focussed tasks for readers to extend their knowledge and understanding. While the book is born out of UK concerns and issues, it is also relevant to international readers. Highly recommended."Professor Diana Coben PhD, Director, National Centre of Literacy & Numeracy for Adults, University of Waikato, New Zealand, and Hon. Trustee, Adults Learning Mathematics - A Research Forum (ALM -- www.alm-online.net/)
EBOOK: The Pathway To Professionalism
by Jillian RoddLeadership in Early Childhood is a practical resource for early childhood practitioners who want to understand how to create successful childcare and early education settings. Leadership in the early years has moved on in the way it is organised, and this fourth edition has been fully revised and updated to reflect the changes affecting leaders in early childhood. This rapid change in the field over the past few years includes moves to professionalise the workforce generally, and this edition recognizes the implications of these developments and revisits some of the concepts and messages.Praised for its excellent overview of early years leadership, accessible writing style and clear links between theory and practice, the fourth edition also includes:Thorough discussion of the leader’s role in moving towards leading/best practice.Reconceptualised coverage of team building to consider working collaboratively as a team at service level, multi disciplinary teams and integrated service provision through multi agency working. A chapter which considers the essential characteristics of leadership in terms of personal qualities, skills and timing related to effective leadership.
A To Z Of Inclusion In Early Childhood: (pdf)
by Mary DickinsThe concept of inclusion is complex and messy and although many definitions abound it has never been fully clarified in legislation and guidance. The purpose of this book is to consider how professionals working with young children and their families can better understand the concept of inclusion and successfully establish, examine and evaluate the building blocks and framework that should underpin inclusive practice. This book represents a genuine attempt to identify the challenges and barriers to inclusion for all children; to understand them and in some measure, to suggest how they might be overcome. This book is particularly important because: It is based on a broad understanding of inclusion that embraces all forms of difference including race, gender, ability and class It draws on good practice developed over the years and describes challenges for the future It takes into account contemporary issues such as austerity measures, cuts to public services and a changing political landscape It brings the reader up to date with current theory, analysis, controversies and debates This book is essential reading for early years professionals and students who wish to increase their knowledge and understanding of these issues which can divide society; especially in terms of the impact on young children and their families. "Mary Dickins has given us a book which is a beautifully written guide to the principles and practice of inclusion in young children's care and education. For some this will be an introduction to, for others a reminder of, knowledge and skills which we have developed over many years but which are too often misunderstood or ignored. Through her alphabetical approach it is possible to address a huge number of issues in a very accessible way, either dipping into it as needed or reading from beginning to end as a story of how we can improve the experiences of young children in childcare, and every entry comes with a list of references to enable readers to take the subject further. Informing the whole book is her knowledge and experience of this issue and her passion to support the development of a shared vision and understanding of it. As she says: 'inclusion is not a fixed state…we all have responsibility and a role to play in challenging discrimination and oppression'." Sue Owen, Independent early years consultant "I have learnt a lot from reading this book - and there is a lot to learn! Its scope is so enormous that inevitably it cannot cover everything, for example my pet topic of 'the power of assumptions'! It identifies the complexities of the various aspects of inclusion and touches on the inter-relatedness of many - for example, race and class. As readers dip into it I hope it will trigger further reading on particular issues and also stimulate more discussion of how institutional procedures and practices, deeply embedded in our society (the 'system'), remain barriers to inclusion. We all need to identify, understand and break down such barriers so that every one of our precious children, wherever they are, feel they truly belong." Jane Lane, Advocate worker for racial equality in the early years "Mary Dickins has long experience in early years and equality issues and writes from a defined value system. She encourages a proactive and anti-discriminatory approach which contributes to the development of - in her words - 'a shared vision, understanding and sense of purpose'. Mary stresses the importance of individual responsibility and transfer of specialist skills to a mainstream context. This book is a good addition to the continuing debate on inclusion from a clear children's rights perspective and a valuable resource for the early years sector, providing a framework to embed effective inclusive practice." Julie Jennings, Royal National Institute of Blind People, UK
A-Z of Inclusion in Early Childhood (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Mary DickinsThe concept of inclusion is complex and messy and although many definitions abound it has never been fully clarified in legislation and guidance. The purpose of this book is to consider how professionals working with young children and their families can better understand the concept of inclusion and successfully establish, examine and evaluate the building blocks and framework that should underpin inclusive practice. This book represents a genuine attempt to identify the challenges and barriers to inclusion for all children; to understand them and in some measure, to suggest how they might be overcome.This book is particularly important because:It is based on a broad understanding of inclusion that embraces all forms of difference including race, gender, ability and classIt draws on good practice developed over the years and describes challenges for the futureIt takes into account contemporary issues such as austerity measures, cuts to public services and a changing political landscapeIt brings the reader up to date with current theory, analysis, controversies and debatesThis book is essential reading for early years professionals and students who wish to increase their knowledge and understanding of these issues which can divide society; especially in terms of the impact on young children and their families. "Mary Dickins has given us a book which is a beautifully written guide to the principles and practice of inclusion in young children's care and education. For some this will be an introduction to, for others a reminder of, knowledge and skills which we have developed over many years but which are too often misunderstood or ignored. Through her alphabetical approach it is possible to address a huge number of issues in a very accessible way, either dipping into it as needed or reading from beginning to end as a story of how we can improve the experiences of young children in childcare, and every entry comes with a list of references to enable readers to take the subject further. Informing the whole book is her knowledge and experience of this issue and her passion to support the development of a shared vision and understanding of it. As she says: 'inclusion is not a fixed state…we all have responsibility and a role to play in challenging discrimination and oppression'."Sue Owen, Independent early years consultant"I have learnt a lot from reading this book - and there is a lot to learn! Its scope is so enormous that inevitably it cannot cover everything, for example my pet topic of 'the power of assumptions'! It identifies the complexities of the various aspects of inclusion and touches on the inter-relatedness of many - for example, race and class. As readers dip into it I hope it will trigger further reading on particular issues and also stimulate more discussion of how institutional procedures and practices, deeply embedded in our society (the 'system'), remain barriers to inclusion. We all need to identify, understand and break down such barriers so that every one of our precious children, wherever they are, feel they truly belong."Jane Lane, Advocate worker for racial equality in the early years"Mary Dickins has long experience in early years and equality issues and writes from a defined value system. She encourages a proactive and anti-discriminatory approach which contributes to the development of - in her words - 'a shared vision, understanding and sense of purpose'. Mary stresses the importance of individual responsibility and transfer of specialist skills to a mainstream context. This book is a good addition to the continuing debate on inclusion from a clear children's rights perspective and a valuable resource for the early years sector, providing a framework to embed effective inclusive practice."Julie Jennings, Royal National Institute of Blind People, UK
Improving Primary Mathematics Teaching and Learning (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Mary McateerThis book stems from the authors’ shared passion for primary mathematics teaching and offers an exploration of contemporary issues facing teachers. Drawing on research and case studies from practice, the book explores a wide range of concepts as starting points for professional reflection and personal development to improve teaching and learning in primary mathematics. Topics covered include:Using children’s mathematical misconceptions to support teaching and learningThe role of talk in developing mathematical understandingEvidence-based teaching and learningMaking mathematics real and purposeful beyond the classroomThe role of games in teaching and learning mathematicsICT and mathematicsThe book illustrates the ways in which professional development that is rooted in practitioner inquiry and research enables teachers to advance their practice, resulting in improved outcomes for their pupils. Improving Primary Mathematics Teaching and Learning is appropriate for teachers undertaking professional development programmes (e.g. MaST, MA programmes), trainee teachers and staff on those programmes, both local authority and independent.Contributors: Mike Askew, Sue Bailey, Elizabeth Carruthers, Victoria Grinyer, Alice Hansen, Lynne McClure, Effie Maclellan, Suzan Nelson, Carol Rushworth-Little, Steve Sherer, Ian Thompson, Vivien Townsend, Maulfry Worthington."In this book Mary McAteer brings together contributors with a wealth of experience in research and practice. The way in which practical and theoretical perspectives are brought to life with case studies and examples make it a highly readable text and every chapter adds new insights into children's mathematics learning."Dr Julia Anghileri, University of Cambridge (retired)
Observation, Assessment and Planning in The Early Years (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Kathy BrodieChildren develop and learn best when their environment is tailored to their individual needs, supported through careful observation, informed assessment and dynamic planning - a cycle which is the bedrock of good early years practice. Although the EYFS recommends that observation, assessment and planning should be linked in a constant, cyclical process, in practice this can be a significant challenge. This book presents an integrated framework which puts the cycle into practical terms, bringing it all together to ensure a seamless process and to support you in this vital part of your work.The focus is on the critical links within the cycle and combines theory with proven good practice, including:Making and recording observations effectively and efficientlyHow observations should inform next steps, assessment and planningBringing all the information together into a cyclical processExploring potential challengesUsing reflective practice to refine and improve your techniquesRich in practical examples and case studies that illustrate how the cyclical framework works in practice, this is an excellent resource for early years practitioners and students looking to improve their observation, assessment and planning techniques."Observation, Assessment and Planning in the Early Years – Bringing it All Together, actually does bring it all together. Kathy Brodie has linked theorists from the past to the present, skilfully connecting to the revised EYFS. Early Years students and practitioners will have the opportunity to reflect on the innovative ideas that she has suggested. Kathy has also included detailed information on observing SEN children. This modern update to observation, assessment and planning is a must read for the early years sector."Laura Henry, Managing Director, Childcare Consultancy"This is a very well researched and practical guide to observation, planning and assessment in the Early Years. Kathy has collected together both historical and current thinking and ideas around the subject and then presented them in a way that is easy for the reader to access, understand and, more importantly, apply.The structure and format of the book helps the reader to check their understanding of the key learning points and then supports them in working through any challenges that they may have along with answers to key questions.Observation, Planning and Assessment in the Early Years is an essential read for all Early Years Practitioners from those with experience to those just starting out."Alistair Bryce-Clegg, Early Years Consultant"This is a wonderful and timely resource to help practitioners make and use well informed judgements of young children's learning and achievement. The four threads of observation, assessment, next steps and planning are skilfully woven together. Plentiful exemplifications and case studies vividly illustrate theoretical points and give young children a central place in the book."Marion Dowling, Early Years Specialist and Vice President of Early Education
Values and Vision in Primary Education (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Kathleen Taylor Richard WoolleyAgainst a backdrop of ever-changing government initiatives and strategies, it is essential that you have a firm vision for the roles and purposes of education to inform your interpretation of education.This accessible and engaging book provides you with the scaffolding to develop your reflective practice as you journey towards developing your own philosophy of education. It enables you to consider how your aspirations and vision can be enacted in practical ways in the classroom and provides a means to evaluate and analyse your own practice. The structure of the book and its individual chapters guides you through supported reflective activities and case study examples so that the exploration of educational philosophy is thoroughly grounded in professional practice.The book offers:Supported reflection on values underpinning primary educationPractical examples to set theory within contextAn issues-based approach to pedagogy and curriculumExamples of philosophy and practice developed by practitionersWith its wide range of thought-provoking ideas, examples and case studies, this is an excellent resource if you are thinking about becoming a teacher, training to teach or beginning your teaching career. "This book reaffirms in a very readable and engaging way the liberal, humane values that have informed, and still inform, the work of so many primary schools and teachers. It challenges its readers to engage personally with both values and vision. This is particularly necessary in the current context where primary education is in danger of being replaced by primary schooling through government diktat. The book is part of the principled resistance necessary to combat this menace to English childhood and teacher professionalism." Colin Richards, former senior HMI and Emeritus Professor, University of Cumbria, UK"A book putting children at the centre of education is a rare delight. It sloughs away the boredom of government directives and the ‘compliant culture’ (Compton) that follows. Chapters begin with eye-catching vignettes about learning. The text is evocatively written and, like a good novel, has memorable nuggets at regular intervals: e.g. Taylor’s ‘curiosity is all about possibilities.’ The book delivers practical approaches for student/teachers by practitioners. It is refreshing in its willingness to articulate values. Kimaliro and Woolley present the challenge for us all: 'how can teachers make possible the dreams that are to shape tomorrow’s pathways?'"Dr Trevor Kerry, Emeritus Professor, University of Lincoln, UK & Visiting Professor, Bishop Grosseteste University, UK"This book enters the initial teacher education field almost like a breath of fresh air because it reminds us of children and their worlds. The contributors tackle some of the ‘big ideas’ in education and provide a strong foundation for those students in initial teacher education who might be seeking to make sense of their emerging role as educators. Each of the chapters contextualises its theme within the recognisable curriculum orthodoxies of primary education but seeks to expand these margins and place children once again at the centre of the curriculum. The editors deserve congratulations in remind all of us about the purposes of primary education."Dr Robyn CoxAssociate Professor Literacy Education, Strathfield Faculty of EducationAustralian Catholic University, AustraliaContributors: Ashley Compton; Linda Cooper; Karen Elvidge; Nigel Hutchinson; Eunice Kimaliro; Lindy Nahmad-Williams; Rachael Paige; Mike Steele
Understanding Autism in Early Years (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Prithvi PerepaThis book provides an introduction to the autism spectrum and explores some of the theories and research which help in understanding the characteristics of young children who may be on the autism spectrum and the likely impact on their development and learning. It offers in-depth information on some of the key features which can lead to a child being diagnosed with autism and discusses the diversity of the spectrum, as well as presenting information on available screening tools. The book considers the main areas of difficulties that children with autism display - social interaction, social communication, and imagination and play - and explores the role that early years practitioners have in supporting the child and helping them to develop appropriate communication and social skills. As well as advice on key aspects of early years practice such as working with parents, other professionals and preparing the children for the move to primary school, there are specific chapters on the pertinent aspects of behaviour and sensory issues. Each chapter includes reflective activities which enable you to apply the information within your own context. Key points and further sources of information are indicated at the end of each chapter, helping you to check your understanding and expand your knowledge on specific topics.With its practical strategies for supporting children with autism during the early years, this book is key reading for students studying early years or special education, as well as for practitioners working with children on the autism spectrum in early years settings. "This is a timely and very practical book addressed to all those working in early years settings who are working with, or who will be working with, children on the autism spectrum (i.e. all staff in any early years setting). It gives clear and authoritative information on current understanding of the autism spectrum, and draws on a wide range of literature to do so, while being written in a clear direct style that should be accessible to all. It would also be of benefit to family members who want to understand their child and how to best work with the systems and services they encounter. The book is realistic about the challenges but is also full of practical positive suggestions which respect the contribution of all to enabling effective practice: staff in the early years setting, support services, the family and, not least, the children themselves."Professor Rita Jordan BSc.MSc.MA.PhD.C.Psychol.AFBPS.OBEEmeritus Professor in Autism Studies,University of Birmingham, UK"Early years practitioners are absolutely vital partners in recognising autism and in adjusting their practice in response to the needs of children with autism. The impact they can make on families and outcomes for children is immeasurable, therefore a book like this which gives a mixture of practical strategies underpinned by evidence is a wonderful tool. With a prevalence rate of 1 in 100 all early years practitioners will encounter young children with autism in their careers. The difference they can make by being able to recognise the condition, support families and adapt their practice is immeasurable. This clear and easy to read book will be a real boon to all early years practitioners." Carol Povey, Director of the Centre for Autism, National Autistic Society"Understanding Autism in Early Years is a clearly written and very useful book. Early years practitioners will find it helpful for recognising the signs of autism spectrum conditions in young children, working with families, and adapting their practice in ways that will help those they care for learn and develop."Dr Mitzi WaltzSenior Lecturer in Autism, Sheffield Hallam University, UK
Teaching in the Lifelong Learning Sector (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Peter ScalesThis popular introductory textbook is ideal for anyone working or training to work in the lifelong learning sector. The new edition has been comprehensively revised to reflect recent developments in the sector and current research in learning and teaching.The book covers key topics such as reflective teaching, communication, learning theories, and assessment for learning. In addition there are new chapters on: Behaviour for learning; A curriculum for inclusive learning; The lifelong learning sector and Functional skills. This edition also includes more student journal extracts, case studies and developmental activities.Common elements of good practice in teaching and learning spanning the lifelong learning, further education and skills sector and are fully explored so that you will:Gain a thorough understanding of learners and their needsUnderstand the importance of effective communicationAppreciate the role of reflective practice and continuing professional developmentAchieve a good grasp of theory and practice including methods of active learning and assessment for learningTeaching in the Lifelong Learning Sector is essential reading for those teaching or training to teach in further and higher education, adult and community learning, and work-based learning. With contributions from Kelly Briddon and Lynn Senior.“The new edition contains some really useful additional material. It signposts to key policies and is brought up to date in identifying current influences and debates within the HE and FE sector. There is reference to views on the curriculum. More attention is given to Functional Skills. I liked the positive emphasis placed on classroom management as Behaviour for Learning. New developments and inclusions are well judged. It remains an accessible and sufficiently detailed book for all those who are on teacher education programmes.”Victoria Wright, Senior Lecturer in Post Compulsory Education, University of Wolverhampton, UK“This is a valuable resource that can be used by both trainee and recently qualified teachers, who are considering a career in the Further Education sector. It contains a mixture of both theory and practical activities which have been mapped to the LLUK standards. The contents key at the beginning of each chapter means it can be used for reference purposes. The text is easily readable and, therefore accessible to all.”Cheryl Hine, Lecturer on Teacher Training, Leeds City College, UK“This accessible second edition offers comprehensive, contemporary and stimulating insights into the theories of teaching and learning, whilst also providing a firm framework of meaningful and innovative strategies for trainee and qualified teachers to expand their knowledge and drive their practice forward to outstanding. I can see students dipping into the book again and again.”Dr Vicky Duckworth, Edge Hill University, UK
EBOOK: Teaching And Learning In The Foundation Stage (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Julie FisherStarting from the Child supports early years practitioners to be advocates for young children and their learning needs. In the fourth edition of this highly influential and inspirational book, Julie Fisher outlines the important theories and research which should underpin best early years practice. She takes a robust and principled stand against downward pressure to formalise young children’s learning too soon, and offers practical and meaningful ways to develop high quality learning and teaching in the early years.Starting from the Child challenges all early years practitioners to consider:How to build on children’s innate desire to learn and their competence and autonomy as effective early learnersHow to plan environments indoors and out that make learning irresistibleHow to plan for high quality child-initiated learning to take place seamlessly alongside learning that is adult-initiatedThe role of the adult in supporting and extending young children’s learningHow daily observation of children informs and underpins planning for their individual and unique learning needsRevised and updated throughout, this fourth edition includes the latest research on early brain development and reference to recent government initiatives including the revised Early Years Foundation Stage. Starting from the Child is essential reading, not only for early years practitioners, but for all those who manage and make decisions about early learning.“In the fourth edition of this book, Julie Fisher once again demonstrates a comprehensive understanding of the history of early childhood education, and the enduring principles that continue to underpin practice. She has skilfully blended these principles with contemporary research and theory in order to provide readers with deep understanding of young children as capable, competent and eager learners. Julie draws on her extensive work with practitioners to present the everyday realities and complexities of their practice, and to sound welcome notes of caution about the ways in which policy frameworks are used. She offers vignettes to illustrate key issues, provocations and challenges to stimulate thinking, and questions to engage readers with contemporary issues and dilemmas. The book also reflects deeply held convictions about the moral and ethical responsibilities we have to teach young children in ways that respect their extraordinary enthusiasm for learning. This book will be invaluable for students of early childhood education, especially those on professional development programmes such as Early Childhood Studies, Early Years Professional Status, and Post Graduate Certificate of Education.”Professor Elizabeth Wood, University of Sheffield, UK“The fourth edition of this classic text has been updated with recent research. This is very helpful in supporting readers but it’s the underpinning philosophy that makes this a continuing classic. The title says it all. Julie takes the reader by the hand and says ‘Look and listen, give these children your full and respectful attention and they will teach you how to be with them.’ All the practical ideas in the book support practitioners in using their skills and knowledge to recognise early childhood as valuable in its own right - to be relished and enjoyed, not to be rushed through or seen merely as preparation for the next stage. We owe it to our children to take heed.”Helen Moylett, Early Years Consultant and writer “Julie Fisher’s work has been a staple of Early Childhood Education since the first edition of Starting from the Child in 1996. Her fourth edition does not disappoint, and is a welcome development of her thinking. She delves in more detail, for example, into brain development, and leads her readers further into the latest scientific thinking on how children learn. She is, as ever, insightful about how adults work with children, with helpful advice about how to observe (and record) children’s learning, and how to plan effectively. Her inclusion of her own latest field work ensures that Julie’s advice on early years practice remains roote
Children and Young People as Action Researchers: A Practical Guide To Supporting Pupil Voice In Schools (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Rita Cheminais“As the lead teacher for student voice and participation, this publication has already become an invaluable guide and resource. The book can be used to strengthen, invigorate and champion school councils and pupil voice so much valued by Ofsted. The practical strategies given for how to involve young people in key decision making are easy to follow and will produce solid and impressive results quickly.”Shaun Sedgwick, Assistant Headteacher – Aldridge SchoolThis practical two-in-one classroom resource has everything you need to introduce action research in your own educational setting and will help you strengthen pupil voice in your school. You can familiarize yourself with the basics of pupil action research in the accessible Teacher Guide, while your students will be ready to start their research using the downloadable Pupil Resource Packs on the accompanying CD-ROM. The pupil resources are differentiated for primary pupils and secondary students and produced in colour. They contain ready made templates for action research assignments and offer fun, basic handbooks for children and young people to use when embarking on their research, in partnership with a senior member of staff. The resource will enable pupils to feel more confident when in discussion with external visitors, such as OFSTED inspectors.Rita Cheminais’ practical resource will enable you to: Understand the concept, principles and process of pupil-led action researchIdentify the most appropriate action research approaches to useUnlock the potential of pupils to search for evidence to inform whole school decision-making and bring about changeFurther develop and build upon existing good practice in pupil-led researchExplore the potential to gain a national Change for Children AwardChildren and Young People as Action Researchers is packed with useful information and practical advice, as well as signposting pupils and teachers to further reading, websites and resources. Teachers overseeing pupils’ undertaking action research in primary and secondary schools, academies, PRU’s, FE and Sixth Form colleges will find it indispensable.
Treasure Baskets & Beyond: Realizing The Potential Of Sensory-rich Play (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Sue Gascoyne"This accomplished book represents an impressive and important extension of previous writing in the field and is sure to expand practitioners’ understanding of the fascinating medium that is the treasure basket."Janet Moyles, Professor Emeritus, Anglia Ruskin University, UKWatching a child play with a Treasure Basket can give a powerful insight into the wonder of children’s minds; their developmental levels, interests, likes and dislikes; repeated patterns of behaviour; and even glimpses of a child’s personality. This book draws extensively upon observations of children’s play as well as contemporary and original research in neuroscience and sensory play, to offer fresh insights into the use and benefits of Treasure Baskets and sensory-rich play. The book demonstrates how babies through to primary school children, including those with special educational needs, can derive rich and meaningful hands-on learning from sensory-rich objects and the wider application of sensory play. Key features of the book:Discovering how sensory play presents opportunities for problem solving and meaning making as well as developing creativity and imagination Understanding the benefits and potential of sensory-rich play and its powerful effect upon brain development and memoryLearning about the role of the adult in supporting and maximising sensory-rich playGaining insights from a range of case studies and activitiesIf you have already witnessed deeply absorbing Treasure Basket play in action and marvelled at children’s fascination and focus, then this book helps explain something of the ‘behind the scenes’ processes in action. For those who have not yet encountered this deceptively complex play, this book whets the appetite, giving a taste of what Treasure Baskets and sensory-rich play have to offer.This timely and empowering book is written for practitioners and students working with babies through to primary-aged children.
Doing Ethical Research with Children (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Deborah Harcourt Jonathon Sargeant“Doing Ethical Research with Children is an invaluable resource for all student and practitioner-researchers who wish to honour children as active agents and significant voices in research. The book guides the reader through the processes of ethical research with (not on!) children, positioning the child as competent and capable. It includes practical guidance and examples of research so that issues that may emerge during a research project can be anticipated. My advice is – do not embark on an Early Years research project before reading it!”Lyn Trodd, Chair of the National Sector-Endorsed Foundation Degree in Early Years Network (SEFDEY), University of Hertfordshire, UK“Doing Ethical Research with Children provides an invaluable guide to understanding and managing the ethical implications of research projects with children. The highly accessible format includes useful case-study examples, questions and checklists and the four-phased approach supports the reader to reflect on ethical considerations at every stage of the research process. This book is a welcome and essential resource that positions ethical perspectives at the heart of research activity with children.”Shirley Allen, Senior Lecturer Early Childhood Studies, Middlesex University, UK"This is an admirably clear and well-structured book that will be invaluable for anyone serious about research with children. The authors write from long experience, and provide a very helpful ‘step by step’ guide that is always underpinned by deeply principled, insightful considerations that exemplify good practice and respect for children. The use of real examples along with the authors’ questions, invite the reader to reflect on their own thinking and actions, and the extensive checklists and sample documentation provide clear guidance that will be a valuable support for students and their supervisors, researchers, and practitioners alike. I look forward to making good use of this book in my own work and in my work with students of early childhood."Sue Robson, Principal Lecturer, Subject Leader for Early Childhood Studies University of Roehampton, London, UKThis book provides a step-by-step guide to approaching your research project and will support you in developing, conducting and disseminating research relating to children and childhood with an ethical imperative. Doing Ethical Research with Children will help you focus and identify many of the key issues surrounding research with children. The book presents an overview of both contemporary and traditional perspectives relating to child related research practices. The authors combine relevant theoretical and practical information, offering a guide to the essential elements for conducting ethical research with children. You are prompted to consider and systematically address these elements, with the help of:Real world ’points to ponder’, offering unique insights ‘Over to you’ reflection activitiesCase studies considering ethical dilemmasWritten specifically as a guide and reflection tool for beginning researchers studying early years and childhood, the book follows the research journey from conceptualisation to dissemination and looks at the unique considerations for research involving children.
Enhancing Learning through Technology in Lifelong Learning: Fresh Ideas, Innovative Strategies: 25 Creative Tools For Using Technology In Your Practice (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Steve Ingle Vicky DuckworthThis book provides an essential resource for both new and experienced teachers, trainers and lecturers looking to harness the benefits of technology in their approaches to teaching, learning and assessment. Those working across the Lifelong Learning Sector, including schools and universities, face increasing pressures in demonstrating their purposeful engagement with technology to provide outstanding teaching and learning, and professional standards place a clear emphasis on the demonstrable use of emerging technology. Underpinned by a theoretical and critical discussion, the book presents a rationale for the use of technology in today's 21st century classrooms as teaching practitioners prepare themselves for the arrival of technologically mature and digitally literate 21st century learners with high expectations of their learning journey. It offers 25 activities that are presented in a user-friendly and accessible format, illustrated with case studies from across the sector to bring the ideas to life. Each example demonstrates how freely and easily accessible technologies can be used to create engaging, interactive and learner centric lessons which promote retention, achievement and the development of digital literacies. Example technologies include:Social networking and micro-bloggingPowerPoint alternativesThe use of avatars and virtual charactersMobile devices and applications (apps)Creative technologiesWhatever level of technical ability, teaching practitioners and those supporting learning in lifelong learning, schools and universities will find new and innovative ideas to easily and quickly enhance their approaches to creative teaching and learning with the use of technology.“This welcome book fills a real need within lifelong learning literature, through providing an exploration of the different ICT technologies available to students and teachers in the sector that combines the practical and applicable with the theoretical and reflective. Through the course of this book, the authors introduce and analyse a number of key theoretical themes, such as digital wisdom and digital literacy, providing an accessible entry point to rich and complex ideas. They also provide the reader with a considerable number of helpful summaries of readily available technologies that cover relevant topics such as presentations and e-portfolios, linking them to a critical understanding of pedagogy and inclusion. Throughout, the authors maintain a writing style that is always engaging and easy to follow, reinforced by practitioners’ case studies that demonstrate how e-learning can move from being the property of the technological fetishist to an aspect of the professional practice of all teachers in the lifelong learning sector. I cannot think of another book on this subject that has managed to accomplish this.”Dr Jonathan Tummons, Teesside University, UK“This book is an indispensable guide to the discovery and use of learning technologies for new and experienced teachers in the lifelong learning sector. The structure and presentation make it easy to navigate and a pleasure to read. There is a very useful overview of relevant learning theory and discussion of key issues relating to developments in technology. The heart of the book provides concise and accessible introductions to twenty-five learning technologies with ideas about integrating them into learning and teaching.This isn’t just a book about technology; it is, more importantly, a book about learning.”Peter Scales, University of Derby, UK“This book is addressed to practitioners in search of “digital wisdom” and I was immediately inspired to explore the activities with my students. It offers accessible but non-patronising information, definitions and terminology related to specific applications and tools. These are packaged in short 2-3 page sections that are easy to read and include practical tips and online links to the applications. Reflection points are built in throughout and each section includes an example of how the tool has been used by a classroom practitioner.The authors
A-Z of Play (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Janet MoylesThis indispensible guide uses a unique glossary format to explore some of the key themes in play in early childhood, many of which regularly arise for students, tutors, parents and practitioners. As well as covering key concepts, theories and influential figures in the field, the book considers important aspects of each construct and highlights the complexity of play in early childhood. Each section of the book:Outlines key aspects of a construct in relation to play Includes a wide range of referencesSummarizes research from an international perspective Offers insights from other well known figures with expertise in playThis book takes the stance that play is vital to children’s holistic development, self-efficacy and well-being and that play, and playful learning and teaching, is the essential ingredient in order for children to develop enthusiastic dispositions to learning. This positive view of play draws on the author’s extensive experience and observations of children playing in preschool settings, early years classrooms, out in the park and in different home situations. This essential reference book is vital reading for all those working and playing with young children and students on early childhood courses.“Janet Moyles consistently provides informed and valuable insights in her writing about the contested world of play. Her work is guaranteed to be informed by watching and listening to children, by her understanding of what they say and think, as well as by her wide-ranging knowledge of significant research in the field. In this, A-Z of Play in Early Childhood, Janet demonstrates her encyclopaedic knowledge of the field which will be of enormous value to those studying play who are looking for explanations, references and cross references. Indeed, the introduction should be used as a base text for those beginning their studies of play. Janet writes in a brilliantly authoritative style as she draws in research and researchers who surround quite contentious and complex issues. This is a scholarly text and is to be trusted.”Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK“In this fascinating and engaging text, Janet Moyles does not attempt to define play. Rather, through a deceptively simple glossary, she illustrates and explores the complexity of play in early childhood. Each entry draws on theory and research from the UK and beyond in order to outline and summarise current thinking and to support further exploration of key ideas. This text will be invaluable to early childhood students and practitioners and to all those interested in extending their thinking about play.”Professor Trisha Maynard, Director, Research Centre for Children, Families and Communities, Canterbury Christ Church University, UK“Those of us who have prepared indexes know about the serendipity of insights gained and new connections made. Here Janet Moyles shares with us her understanding and reflection on play gleaned from many years of writing about (and indexing) play. This book certainly works a useful dictionary to remind us of what (for example) ‘epistemic play’ means, but I would advise readers to approach it more playfully. The innovative index-as-chapter-heading tempts you to flick across to other sections and Moyles’s explanations and discursive comments lead your thinking out from the particular entry into wider consideration of the importance of play. The imaginative use of photographs to illustrate entries, combined with illustrative examples, helps to make distinctions between the different types/aspects of play, and unobtrusive referencing is available for those who have been inspired to pursue particular interests further.”Dr Jan Georgeson, Research Fellow in Early Education Development, Plymouth University, UK“Janet’s brilliant idea - coupled with her characteristic meticulous application - has provided early childhood education and care with a rich treasure trove: a book to use for reference, as a starting point for reflection, a spark for debate and, importantly, a reiteration of the central role
The Baby Room (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Kathy Goouch Sacha PowellThis book considers babies' development with a view to disseminating good practice in out-of-home daycare for babies and young children. It is informed by a research and development project - the Baby Room Project - which examined the practices, attitudes and qualifications of those working with the youngest children in formal daycare settings.Drawing on unique snapshots of practice and original research evidence the book considers development issues related to the care of babies and creates a ‘Baby Room Charter’. It explores key aspects of practice that nourish and support babies and very young children in day care settings as well as in other less formal arrangements. In particular, the book focuses on: Baby care professionals: how policy and practice interact is examined as well as thorny issues of professional identity, supporting frequently inexperienced practitioners, and trainingRelationships: the range and complexity of relationships within and around baby rooms and involving babies are considered, including practitioners’ own wellbeingTalk: this theme, which is highlighted as absolutely central to baby room practice, is fully explored with challenging evidence from practiceEnvironments: the spaces and places within which adults and babies play, relate and relax are examined with clear recommendations for practiceEssential reading for all early years students and professionals, The Baby Room celebrates the commitment, energy and care that baby room practitioners dedicate to their work."This carefully conceived and unique book, based on an extensive research project, examines the practices and daily experiences of a range of ‘baby room’ workers and their influences upon babies and their families. The authors sensitively question the functional versus educative role of practitioners, their status as perceived by our society and their needs in relation to professional and practice development, particularly as these individuals are often those with the least experience and qualifications and lowest salaries. The authors, with their practitioner research participants, explore the many issues which underpin beliefs and practices when working and playing with babies and show clearly the need for all day nursery practitioners to be more politically aware and able to critique current policy directives for their own sakes and those of the babies in their care and their families. For those in baby rooms who feel their role is purely functional and that they are there to provide just ‘care’ for the babies, this book will make them think again."Janet Moyles, Professor Emerita, Anglia Ruskin University, UK“In their brilliant book, Drs Goouch and Powell elevate baby care and education by presenting it in all its complexities, challenging common societal perceptions that dismiss it as ‘easy,’ and thus requiring of no special skill, education, or support of its workforce. Showing tremendous respect for practitioners, the authors articulate the emotional and physical difficulties of working day-to-day in birth to three settings, and the intellectual demands inherent in implementing ‘relational pedagogies’ with babies, families, colleagues, and the community at large. The authors foreground the lived experiences of practitioners with relevant research and theory, making fully transparent the nature of their critical interpretations – a tremendous contribution to the field. The Baby Room is a must read for students, scholars, teacher educators, and policy-makers, and all who care about the rights of our youngest global citizens; an essential handbook for those interested in joining forces with the authors to help reframe the prevailing baby/teacher discourses swirling around and about, and all of us who want to get serious about addressing the attendant need to fully support the professional development and well-being of those who care for and educate our babies.”Professor Mary McMullen, School of Education, Indiana University, USA“This scholarly book will never gather dust on a shelf. It is highly readable and helpful for lead p
Creative Teaching Approaches in the Lifelong Learning Sector (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Brendon Harvey Josie HarveyThis practical book explores creative ways of teaching and learning in the lifelong learning sector and provides a toolkit of creative teaching approaches with the potential to transform your teaching practice. Drawing on various techniques and diverse environments the book illustrates a variety of approaches, offering insights and conclusions drawn from a rich range of practice examples and highlighting the potential pitfalls of creative practices. The book tackles crucial issues such as:The characteristics of a creative tutorBoosting your creative confidence, and that of your learnersCreative methods to excite and engage learnersConstructing a creative sessionDeveloping resilience and self-care strategiesThroughout the book there are activities, reflection points and extension tasks, as well as the frequent use of symbols and cross-referencing notes to help you see the links between sections. Creative Teaching Approaches in the Lifelong Learning Sector will appeal to trainee and experienced teachers working in the lifelong learning sector, including further and higher education, work-based learning, and adult and community settings. “So much more than a manual or menu of how to bring creativity into teaching, this book will be refreshing for experienced lecturers, trainers and teachers, and an inspirational as well as reassuring font of ideas for those new to the role. In addition to presenting practical ideas for individuals to use, Brendon Harvey and Josie Harvey’s book is uniquely valuable in addressing institutional challenges that can face those introducing new creative ways of working, as well as providing counsel on how the lecturer/trainer/teacher can protect their own well-being when stepping into creative territory.”Dr Clare Rigg, Head of Department of Business, Hotel, Catering & Tourism, Institute of Technology Tralee, County Kerry, Ireland“Brendon and Josie have drawn on their wealth of experience to co-author a practical teaching guide to meet the needs of 21st century learners in the Lifelong Learning Sector.It is an excellent guide for both those new to teaching and also those seeking to meet the challenges of becoming more creative and using new technologies and social media more effectively in their professional practise. For the new teacher, there is a welcoming section addressing some of the anxieties which may be present before and during the early stages of practise as well as great examples of what to include in a creative session without breaking the bank! The final section focuses on creativity within the organisational context and introduces us to the 'Trojan Mouse' and the benefits of action research.This is a recommended read for anyone looking to update their practice.”Debbie Fletcher, Vice Principal of Leeds City College“Drawing on their own experiences, as shared with us in the stories of their respective journeys from the world of traditional teaching and training methods and environments to that of creative active engagement of and with learners, the Harveys provide valuable insights into and a practical guide for learning facilitators in a variety of contexts to take or enhance their own journeys into the use of Creative Approaches in the Lifelong Learning Sector. Complete with stories, cases, and examples supported by provocative thinking points and activities and exercises for learning facilitators, this is a must-have resource. Consistent with their message, this is a creatively written and presented practical guide that inspires outside-the-box thought and action eschewing any attempts to provide “recipes” but rather championing the need for diversity of methods and approaches based on learners, setting, context, and other variables.”Tony G. LeTrent-Jones, Adjunct Professor, University of North Carolina, USA, and Elon University, USA