HEALTH, SAFETY, AND NUTRITION FOR THE YOUNG CHILD, 9th Edition, covers contemporary health, safety, and nutrition needs of infant through school-age children--and guides teachers in implementing effective classroom practices--in one comprehensive, full-color volume. Concepts are backed by the latest research findings and linked to NAEYC standards. The book emphasizes the importance of respecting and partnering with families to help children establish healthy lifestyles and achieve their learning potential. Early childhood educators, professionals, and families will find the latest research and information on many topics of significant concern, including food safety, emergency and disaster preparedness, childhood obesity, children's mental health, bullying, resilience, chronic and acute health conditions, environmental quality, and children with special medical needs. Also provided are easy-to-access checklists, guidelines, and activities that no early childhood student or professional should be without.

An ingenious and entertaining picture book to entice your little fussy eater to look beyond 'beige' and explore a whole new colourful world of food! Mummy's in a bad mood. She's fed up of food like chicken nuggets, pasta, chips, cereal and crisps. Then she has an idea! She's going to take her children to the supermarket to play a game! On Monday she tells them to choose three RED foods, on Tuesday three YELLOW foods, on Wednesday three GREEN foods... Look at all the foods there are to choose from! Which three foods would YOU choose? And how would YOU eat them?! Enjoy the story together and then take your child to the supermarket to play the game in real life! Recommended by paediatric dietitians to help with fussy eating, it's a fun and effective way to coax your child out of their comfort zone around food and encourage them to go for something new and different! From Claire Potter, the best-selling author of Getting the Little Blighters to Eat, and with gorgeous illustrations from Ailie Busby.

Looking for Learning: Mark Making is a full-colour, practical guide to inspire child-led learning that's linked to current policy and the EYFS framework. As each child progresses through their learning journey, Early Years practitioners are expected to identify and understand what learning is taking place in every activity that a child is involved in. Laura England, creator of Little Miss Early Years, uses her wealth of experience as an Early Years teacher to explore the learning that takes place when a child's play is inspired by mark making. Developing mark making and building language skills are crucial in the Early Years as young children begin to build their confidence in communicating. This dip-in-and-out book is linked to the Characteristics of Effective Learning and presents case studies, real-life images and practical pointers to explore the use of mark making. With tips for setting up the environment to the adult's role in this child-led play, Looking for Learning: Mark Making is ideal for all Early Years practitioners searching for accessible ideas for using mark making in their settings. It explains how mark making can be made meaningful to children by following their unique interests. This can be as simple as creating signs for their loose parts towers or writing their own names on their artwork.

"Generation Alpha" applies to children born between 2011 and 2025. They will be raised in smaller and constantly evolving families, digital natives, more tech-savvy than previous generations, globally-connected, diverse, and will live and interact with many more generations. Because of these differences, the next generation and the nation is transforming in ways that adults have never experienced before. Valora Washington invites you to consider how to advocate for and influence the trajectories of this next generation. Raising Generation Alpha Kids looks at how this generation of young children presents new opportunities and challenges, and supports and informs the two principal groups of adults in children's lives-their families and early childhood educators.

This comprehensive and applied textbook clearly describes and respects infant and toddler development through a relationship-based approach to early care and education. Covering not only development, curriculum, and program planning, but also guidance and professionalism, this text promotes a relationship-based model for understanding how infants and toddlers grow and learn in typical and atypical ways. This new edition continues to emphasize the importance of families' and teachers' relationships and responsiveness in interactions with young children, the latest developmental research, an emphasis on child-centered planning, particularly strong coverage of infants and toddlers with special needs, and the effects of culture, families, and quality programs on infant-toddler development and interactions. Readers will come away with a deeper understanding of why, according to the science of child development, certain practices support or hinder an infant's or toddler's optimal development-and how to provide responsive, joyful, meaningful and lasting high-quality care. The Third Edition is enhanced with videos (in the Pearson eText only), new engaging photos, expanded coverage of culture, and many other valuable additions.

This book is written to cover all core units of the HNC with additional thematic chapters covering the key content of the most popular optional units. It provides detailed coverage of Scottish legislation and frameworks, so students can be sure that everything is 100 per cent applicable. It cites sources of wider reading, as well as where to find the most up-to-date information, so that students can use the book as a springboard for further research. It supports students in completing the graded unit,as well as developing the general research and study skills that are key to success in the course.

This book is revised to reflect the latest standards, legislation, frameworks and practice, so students have the up-to-date information they need to succeed. It is extended to provide the greater depth and criticality that students need at Levels 4 and 5. It is written in the same accessible language as the first edition and designed for quick and easy reference. It is packed with recommendations for further reading, making it the perfect starting point for any line of early years research. It is ideal for sector-endorsed Early Years Foundation Degrees, NVQ/SVQ Level 4 in Children's Care, Learning and Development and other comparable qualifications.

This is fully updated with new material to support practitioners in observing children within the Early Years Foundation Stage. This book retains the popular, practical approach of the first edition, making it ideal for practitioners to dip in and out of for day-to-day guidance and in-depth enough for students learning the theory and skills for the first time. It includes updated information relating to the National Primary Strategy to support effective observations in schools. It also offers examples of observations throughout enable students and practitioners to relate the theory and techniques to their setting.

Written to match the specifications of all mandatory and a range of popular optional units at Level 3, this Student Book provides complete support for students studying for the new CACHE Level 3 Child Care and Education qualification. It is presented with an eye-catching page layout designed for maximum ease of use, including an extensive and user-friendly index to help students find just what they're looking for. It includes case studies, activities and photos that encourage the practical application of knowledge and help students to apply their learning, develop professional skills and reflect on their practice. It is supported by a free interactive website with practice multiple choice questions to help students prepare for external assessment.

'The resources are wonderful. I like the fact that it has a mix of fiction and non-fiction activities ... and how material can link to other areas of the curriculum, not just literacy.' Miss North, teacher 'Reading for enjoyment and writing for enjoyment are two of the most powerful ways of getting children interested in books. Read & Respond provides exactly this.' Michael Morpurgo, author ""[Read and Respond] makes it easy to explore texts fully and ensure that the children want to keep on reading more."" Chris Flanagan, Primary teacher. Get the most out of best-loved children's books with our bestselling Read & Respond series - the perfect way to explore favourite stories in your classroom. This resource book brings you a wealth of inspiring activities, discussion ideas and guided reading notes based on this favourite children's book. Digital CD-ROM with printable activities and extras Stimulating content mapped to curriculum objectives Grammar, punctuation and spelling section for Key Stage 2 Shared reading section including non-fiction extracts Time-saving lesson plans, activities and assessments Huge variety of speaking, listening and creative activities Read & Respond helps you build a whole-school literacy programme based on timeless children's stories, chosen to inspire reading for pleasure. Fun-filled activities help children to fully engage with each story, encouraging a love of reading and building a range of skills. This book contains photocopiable activities, guided reading notes, speaking and listening activities, writing projects and creative ideas - all from a bestselling, tried-and-trusted series that's a firm favourite with teachers. Please note: this book includes digital content contained on a CD-ROM.

Contains many features to aid learning and teaching: Activities and Reflections provide additional ideas for lessons and homework tasks. Case studies and Theory in Practices add the important real-world focus, so you don't have to spend time looking for your own examples. Assessment Zones and Assessment Practices guide learners through internal and external assessment, with practice questions to help them achieve their potential. Ready for Work features at the end of each chapter include guidance from employers explaining what they are looking for from a placement learner and from employees in general. This feature will really help learners prepare for their work placements and brush up on the practical skills employers require.

It will enable parents to guide their children comfortably into the world of mathematics, using everyday examples that present themselves amidst the hustle and bustle of daily life. And it requires no special knowledge or training; just a positive attitude and a sharpening of your interactions with your children to familiarise them with maths concepts through play.

Looking for Learning: Maths through Play is a full-colour, practical guide to inspire child-led learning that's linked to current policy and the EYFS framework. As each child progresses through their learning journey, Early Years practitioners are expected to identify and understand what learning is taking place in every activity that a child is involved in. Laura England, creator of Little Miss Early Years, uses her wealth of experiences as an Early Years teacher to explore the learning that takes place when a child's play inspires mathematical learning. She explains clearly that Maths doesn't have to be about sitting at tables doing adult-initiated activities but instead can be as simple as introducing measuring tubes to constructive play. This dip-in-and-out book is linked to the Characteristics of Effective Learning and presents case studies, real-life images and practical pointers to explore using play for early mathematical concepts. With tips for setting up the environment to the adult's role in this child-led play, Looking for Learning: Maths through Play is ideal for all Early Years practitioners searching for accessible ideas for incorporating the mathematical learning that takes place during play into their settings.

Dit stel ouers in staat om van vroeg af en te midde van 'n druk lewe alledaagse geleenthede om hulle te gebruik om hul kleingoed gemaklik in die wereld van wiskunde in te lei. En dit verg geen spesiale kennis of opleiding van ouers nie; net 'n positiewe instelling en 'n opskerping van hulle interaksie met hul kleingoed om hulle al spelenderwys vertroud te maak met wiskundebegrippe.

When children build with blocks, they are both literally and figuratively constructing their knowledge of the world. When we see children's construction play through the lens of architecture, we are able to support and extend children's learning on all four STEM subjects: science, technology, engineering, and math. Young Architects at Play is a guide for both teachers and parents and includes a diverse variety of activities and resources. More than 20 projects involve both traditional classroom materials like unit blocks as well as natural materials, found objects, cardboard, and authentic woodworking materials. Throughout the book, Ann Gadzikowski makes meaningful connections between STEM learning and the power of stories, both the children's own narratives as well as the rich diversity of stories and illustrations from children's literature.

Contains many features to aid learning and teaching: Activities and Reflections provide additional ideas for lessons and homework tasks. Case studies and Theory in Practices add the important real-world focus, so you don't have to spend time looking for your own examples. Assessment Zones and Assessment Practices guide learners through internal and external assessment, with practice questions to help them achieve their potential. Ready for Work features at the end of each chapter include guidance from employers explaining what they are looking for from a placement learner and from employees in general. This feature will really help learners prepare for their work placements and brush up on the practical skills employers require.

A collection of 150 unique games and activities to help support teaching of phonics in the primary classroom. Designed with busy teachers in mind, the Classroom Gems series draws together an extensive selection of practical, tried-and-tested, off-the-shelf ideas, games and activities guaranteed to transform any lesson or classroom in an instant. Easily navigable, allowing you to choose the right activity quickly and easily, these invaluable resources are guaranteed to save you time and are a must-have tool to plan, prepare and deliver first-rate lessons.

This book is for early childhood educators who work or will work with the growing number of dual language learners, within the age range of three to five in family home centers, private preschool centers, Head Start classrooms, or state funded preschool and kindergarten programs. General education teachers, bilingual teachers, English as a second language teachers, and special education specialists will find the information useful. Instructional leaders, such as program directors and administrators, who work with children in preschool and kindergarten, will also find the information beneficial as they develop partnerships with families and colleagues. This book answers the question what do early childhood educators need to understand to better address the linguistic, cognitive, and socio-emotional needs of all DLLs in their classrooms? The majority of the teachers in dual language programs with Spanish and English-dominant speakers learn academic content in two languages. It is through this lens that the authors have approached the writing of this text. There are however, over 350 languages spoken within the U.S (U.S. Census, 2015). This means emergent bilingual children come from a variety of cultural and linguistic backgrounds. While teachers cannot be expected to teach in all languages, the basic principles of this book help teachers gain a richer understanding of the interdependent relationship among culture, language, and learning. With this understanding, teachers can implement intentional practices that nurture children's bilingual identities and augment their growth in all developmental domains through the concepts and strategies presented in this text.

Since 1994, there have been few attempts to address the theoretical and practical foundations of effective management in early childhood education (ECE) and the Foundation Phase in South African schools, yet the survival and success of ECE centres and schools depends on the ability of education managers to meet the needs of the children/learners, educators, parents and the community. Management in early childhood education provides a comprehensive overview of the management of ECE centres for children from birth to nine years old. This book is a resource and reference guide which includes amongst others Internet sources and templates such as inventories, financial planning, parents' newsletters and agendas of staff meetings. It focuses especially on the South African context by referring to appropriate examples and scenarios of real-life situations in this country as well as the newly introduced Curriculum Assessment Policy Statements (CAPS). It also offers practical applications for the many theoretical frameworks in South African schools. All the chapters in this third edition have been updated, and each one begins with learning outcomes and key terms. Management in early childhood education is aimed at student teachers, educators, administrators and child caregivers.

The South African curriculum has experienced many changes since 1994. There was outcomes-based education (also known as Curriculum 2005), then the Revised National Curriculum Statements, followed by the National Curriculum Statements (NCS). In January 2012, Curriculum and Assessment Policy Statements (CAPS) were introduced to replace the NCS. All these changes have been confusing to the average teacher, with the assessment of the young learner being particularly challenging. Assessment in the Foundation Phase guides teachers and student teachers towards understanding assessment as a means for ensuring that learners have attained the necessary outcomes, and doing it effectively for optimal teaching and learning. Assessment in the Foundation Phase sets out recommended techniques and tools to assess learners' knowledge, skills, attitudes and values, and applies these to all subjects prescribed by CAPS. Its goal is to inspire teachers to prepare learners to meet the challenges of future learning through quality assessment and in so doing, support learners in gaining the capacity for lifelong learning. A chapter on e-assessment introduces a useful perspective on this burgeoning field. Assessment in the Foundation Phase is aimed at teachers and student teachers. Reda Davin was a senior lecturer and programme manager in BEd (ECD), PGCE (ECD) and Foundation Phase progammes for 31 years. She holds a DEd degree and MDiac in play therapy and is the Head of Department: Foundation Phase Teacher Training at AROS in Pretoria. She is the editor and co-author of four books on early childhood teaching. Mariana Naude is a lecturer in mathematics for undergraduate student teachers (Foundation Phase) at Aros in Pretoria She is the co-editor of various text books published by Van Schaik Publishers, including Teaching Foundation Phase mathematics: a guide for South African students and teachers and Teaching life skills in the Foundation Phase.