Reflection and Reflective Spaces in the Early Years will support readers in developing their own reflective practice and creating reflective environments for the young children and families they work with. Combining case studies and reflective tasks to compliment a range of theories, concepts and alternative approaches to reflection, this book shows how the reflective process can help practitioners adapt to rapid changes in the sector and improve professional practice. Drawing on action research alongside the use of Japanese words and concepts (such as Ikigai, exploring your reason for being, Hansei, the art of honest self- reflection, and Wabi-Sabi, reflecting upon your perfectly imperfect self), chapters are full of practical guidance, activities and questions to prompt reflective thinking, covering such topics as: Reflection and Reflective Theory The Art of Self Reflection The Reflective Underground Creating Reflective Spaces in the Early Years The Rainbow Researcher Framework How to create reflective spaces in Early Years Exploring Creative Methods of Reflection This book will be invaluable reading for early years practitioners, tutors and early years students on level 3 courses and Foundation Degrees, but also for anyone interested in reflection or starting an academic or professional journey where you are required to reflect upon your practice.

Disability and Inclusion in Early Years Education supports practitioners in understanding and implementing inclusive practice relating to disability in early years education. Offering a detailed explanation of recent developments in the field, such as the 2015 SEND Code of Practice, it provides straightforward and accessible guidance on implementing the crucial procedures that help to promote good practice. More broadly, the book provides guidance on creating a fully inclusive early years environment that will support all children, focusing on high-incidence needs around communication, behaviour and learning. Chapters offer a wealth of practical tools and strategies to support the inclusion of children with disabilities more effectively, covering key topics such as: assessment, early identification and individualised learning working with parents, carers and families the key role of picture books multisensory approaches to learning supporting behaviour and communication This text will be valuable reading for all early years practitioners and students who want to promote the inclusion of children with SEND in mainstream provisions.

This comprehensive text highlights new developments in sociological, educational and psychological aspects of socialisation, examining how human beings as 'subjects' - experiencing, thinking and acting individuals - confront the material, social and cultural 'objects' of their environment and sustain their position. The authors provide an overview of the most important theories of socialisation, then integrate these using the Productive Processing of Reality (PPR) model. This novel approach is applied to a life course analysis, examining developmental tasks and the challenges of productive processing of the internal and external reality at various stages of development. The book also considers contexts, addressing the inequalities between different socio-economic and ethnic groups and genders, to consider how humans - with their genetic dispositions and their individual instincts and needs - solve the task of coping with the requirements of society, culture and economy while at the same time safeguarding their status as unique individuals. It is core reading for advanced students on socialisation modules in developmental or social psychology and educational sciences and is additionally of value for the professional training of sociologists, teachers and social workers. It is also relevant for all those interested in elementary questions of how the interaction between the society and the individual works; how human beings deal not only with themselves but also with their social and physical environment, and how they shape it in their own way.

Found in Translation: Connecting Reconceptualist Thinking with Early Childhood Education Practices highlights the relationships between reconceptualist theory and classroom practice. Each chapter in this edited collection considers a contemporary issue and explores its potential to disrupt the status quo and be meaningful in the lives of young children. The book pairs reconceptualist academics and practitioners to discuss how theories can be relevant in everyday educational contexts, working with children who are from a wide range of cultural, ethnic, gender, language, and social orientations to enable previously unimagined ways of being, thinking, and doing in contemporary times.

Learning with Music offers an accessible introduction to music education theory for those working in the early years. Using real case studies and rich examples, the book provides practical suggestions to develop the formative ideas of music education, such as melody, rhythm, pulse and timbre, into games and activities for every early years setting. Chapters include a range of tried-and-tested lesson sequences and accompanying developmental benefits, allowing practitioners to confidently create tailor-made lesson plans and manage music sessions, ranging from one child through to larger groups. Each concept is grounded in child development theory, as well as music education theory, giving practitioners an insight into the research-based principles and priorities of music education for their own unique setting. With a clear focus on the benefits of teaching music from birth to preschool, Learning with Music is essential reading for all early years practitioners, as well as students on Early Childhood courses.

Found in Translation: Connecting Reconceptualist Thinking with Early Childhood Education Practices highlights the relationships between reconceptualist theory and classroom practice. Each chapter in this edited collection considers a contemporary issue and explores its potential to disrupt the status quo and be meaningful in the lives of young children. The book pairs reconceptualist academics and practitioners to discuss how theories can be relevant in everyday educational contexts, working with children who are from a wide range of cultural, ethnic, gender, language, and social orientations to enable previously unimagined ways of being, thinking, and doing in contemporary times.

Due to the demand for flexible working hours and employees who are available around the clock, the time patterns of childcare and schooling have increasingly become a political issue. Comparing the development of different "time policies" of half-day and all-day provisions in a variety of Eastern and Western European countries since the end of World War II, this innovative volume brings together internationally known experts from the fields of comparative education, history, and the social and political sciences, and makes a significant contribution to this new interdisciplinary field of comparative study.

Developing the building blocks for mathematics. This book supports early years teachers and practitioners to enable children to build Strong Foundations in Mathematics. It focuses on children's learning and development in mathematics in the critical reception year. It supports trainee teachers and early years students to reflect on their own mathematics learning and how this influences their teaching and subject confidence. It acknowledges the uniqueness of the early years and explores the mathematical pedagogies of the EYFS. Importantly, the book challenges the assumption that early years mathematics is 'not proper maths'.

The scale of the Atlantic slave trade has been a central issue in recent debates over transatlantic slavery from 1500 to 1867. Research has generated a vast amount of data on slaving voyages. Containing records of some 25,000 slaving voyages between 1595 and 1867, this data set forms the basis of most of the papers included in this collection. These are complemented by other papers which embody quantitative analysis by examining issues relating to the ethnicity of slaves. In addition to presenting new evidence on mortality trends in the slave trade and on African influences on the history of American slave societies, the volume raises important questions about how slaves reconstructed their identities outside of their homeland.

Power Play tells the story of activist teachers and the very young together in a play-based curriculum in a public school in Texas. The authors narrate (with playful interruptions) a curriculum that is powered by the students' lived encounters-the languages, landscapes, beliefs, histories, geographies, politics, economies, ideas, people, things, matter, and matters of fact and fiction that students carry with them to school, that carry them to school, through school, through their lives.

"Harassed" writes: "Your answers to correspondents are exceedingly clear, and when I read them I say, 'That is just the answer I should think of', though I believe I should have great difficulty when it came actually to putting it into words! However, I cannot answer my own problems, so will you please help me?" (20 August 1930) This much-needed collection brings together the columns of parenting adviser Ursula Wise, "agony aunt" for The Nursery World between 1929 and 1936, and pseudonym for the eminent educationalist and pioneering psychoanalyst Susan Isaacs. Wise's replies, informed by theories in education, psychology and psychoanalysis, provide an insight into the development of modern, child-centred attitudes to parenting, with remarkably fresh and relevant advice. The letters are passionate, urgent, occasionally provocative, sometimes funny and always thoughtful. Topics from behaviour and temperament, anxieties and phobias, to play and education are explored and each theme is introduced and contextualised in contemporary parenting approaches. Bringing pivotal theories from the fields of education, child psychology and psychoanalysis into dialogue, this is an essential read for early years practitioners, teachers, course leaders and those studying in the field of early years education and child psychoanalysis. The continued relevance of Isaacs' advice for modern parenting also makes this an enjoyable and informative read for parents. It is also an excellent resource for those interested in social history and the little known contributions made by women pioneers.

Originally published in 1992. This book is designed to help the teacher facing the challenge posed by multi-ethnic, multi-cultural, multi-language classes. The contributions, from teachers and Higher Education tutors, are based on experience and research in this area and their emphasis is practical with theoretical support being provided where relevant. Part one considers issues of difference, including looking at oral language development, issues of assessment, and the particular needs of traveller children, among other topics. The second part looks at stories and books while the third looks at active language use in writing and drama. Part four suggests useful resources.

Colwyn Trevarthen's seminal work has earned him a place alongside the most prestigious thinkers, writers and researchers into human development. He is universally acknowledged as the pre-eminent expert on foetal, neonatal and early childhood development. Sandra Smidt examines the impact of his scientific training, linked to his interest in how filmed episodes of mother or father/baby interactions might inform his understanding about early sociocultural development, encouraging us to view the human infant with fresh eyes and realise how purposive human behaviour is from the start. His interest in and collaborations with others introduce the reader to the idea of communicative musicality which, together with physical movement, lead the child to acquiring language. This book focuses on the earliest years of life and makes complex ideas accessible and applicable to a range of settings. As well as providing a glossary of key terms and an introduction to the life and work of Trevarthen, the book is split into three parts: From foetus to neonate, The remainder of the first year of life and From one to three. Each part offers case studies, practical examples, draws on recent research evidence and includes helpful pointers for students, labelled 'Think about this'. This essential guide to his work will be of interest to professionals working with children in early childhood settings and to undergraduate students training to become early childhood professionals.

Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text's narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning making based on the experiences of young children, their families, and educators.

First published in 1981, this work is based on the author's research in the playgrounds of two Oxford schools. It describes the order amongst the apparent chaos by relating the playtime activities - the games, rhymes and taunts of five-to-ten-year-olds in first and middle schools - to children's goals, problems and solutions. It shows how children learn and display in the playground a remarkably complex set of social skills and the study clearly demonstrates the importance of playtime for preparing a child to cope in the adult world.

Disability and Inclusion in Early Years Education supports practitioners in understanding and implementing inclusive practice relating to disability in early years education. Offering a detailed explanation of recent developments in the field, such as the 2015 SEND Code of Practice, it provides straightforward and accessible guidance on implementing the crucial procedures that help to promote good practice. More broadly, the book provides guidance on creating a fully inclusive early years environment that will support all children, focusing on high-incidence needs around communication, behaviour and learning. Chapters offer a wealth of practical tools and strategies to support the inclusion of children with disabilities more effectively, covering key topics such as: assessment, early identification and individualised learning working with parents, carers and families the key role of picture books multisensory approaches to learning supporting behaviour and communication This text will be valuable reading for all early years practitioners and students who want to promote the inclusion of children with SEND in mainstream provisions.

Developing Young Children's Mathematical Learning Outdoors provides detailed guidance and practical advice on planning mathematical experiences for young children outdoors. By examining the key features of a mathematically rich outdoor environment, it illustrates how this can motivate children in leading their own learning and mathematical thinking. Drawing upon the author's wealth of experience, the book provides support for students and early years' practitioners in developing a deeper understanding of how to plan quality experiences, which combine pedagogy with effective practice. Covering all aspects of mathematics, it identifies meaningful contexts and shows how adults can use open-ended questions and prompts to promote children's mathematical play outside. With rich case studies and reflective questions included throughout, as well as suggestions for useful resources to put the ideas in the book into practice, it is essential reading for all those that want to develop curious and creative mathematical thinkers in the early years.

This key text provides essential tools for understanding legislation, policy, provision and practice for children in the early years, particularly young children with special educational needs and disability (SEND). Based on extensive research and the four areas of need as defined in the Special Educational Needs and Disability Code of Practice: 0 to 25 Years (DfE, 2015), the book charts the development of young children and their growing constructions of learning, communication, language, motor movement and emotion. Providing material that translates into practice in a straightforward and practical way, this text is packed full of personal accounts and case studies, enabling readers to appreciate what the experience of SEND in the early years means for families and professionals, and also to learn more about how they might understand and respond appropriately to a child's needs. Understanding Special Educational Needs and Disability in the Early Years will be of interest to students studying Early Years courses, families, SENDCOs, teachers and other staff supporting young children with a range of special educational needs and disabilities.

The Datafication of Primary and Early Years Education explores and critically analyses the growing dominance of data in schools and early childhood education settings. Recognising the shift in practice and priorities towards the production and analysis of attainment data that are compared locally, nationally and internationally, this important book explores the role and impact of digital data in the 'data-obsessed' school. Through insightful case studies the book critiques policy priorities which facilitate and demand the use of attainment data, within a neoliberal education system which is already heavily focused on assessment and accountability. Using an approach influenced by policy sociology and post-foundational frameworks, the book considers how data are productive of data-driven teacher and child subjectivities. The text explores how data have become an important part of making teachers' work visible within systems which are both disciplinary and controlling, while often reducing the complexity of children's learning to single numbers. Key ideas covered include: The impact of data on the individual teacher and their pedagogical practice, particularly in play-based early years classrooms The problems of collecting data through assessment of young children How schools respond to increased pressure to produce the 'right' data - or how they 'play with numbers' How data affect children and teachers' identities International governance and data comparison, including international comparison of young children's attainment Private sector involvement in data processing and analysis The Datafication of Primary and Early Years Education offers a unique insight into the links between data, policy and practice and is a crucial read for all interested in the ways in which data are affecting teachers, practitioners and children.

This volume presents a selection of some of the most exciting new perspectives on moral development that have emerged over the last decade and have transformed our understanding of the field. The contributors to this book cut across traditional boundaries to provide an innovative and integrative approach to fundamental questions dealing with the nature and acquisition of morality. In addressing these questions, the chapters draw on new work on the origins of morality in infancy and the early years, comparative approaches examining morality in primates, new perspectives on moral emotions such as guilt and empathy, and new perspectives on the emerging moral self in childhood and moral identity in adolescence. The book also examines the roles of parenting and culture in children's and adolescents' moral development. Each chapter is framed in theory and methodology and provides illustrative examples of new research to address important questions in the field. This book is essential reading for researchers and advanced undergraduate and postgraduate students studying moral development and developmental psychology. It will also be of interest to academics and professionals in related fields such as education and public policy.

This new edition provides a comprehensive guide for safeguarding and child protection in the early years. Aimed at both students and practitioners, it offers clear insight and guidance into the legal and policy foundations for effective safeguarding practice, together with both the historical context and also more contemporary developments in safeguarding practice in the early years sector. This second edition has been fully updated to reflect current legislation and includes new material on interagency work, supporting children's resilience and safeguarding all children. Drawing on the everyday dilemmas and experiences of early years professionals, it helps you to find solutions to both practical and moral issues in a context of legal duties and responsibilities. The chapters consider: the historical context of safeguarding and child protection the legislative framework around safeguarding and child protection safeguarding through inter-professional and multidisciplinary work the identification of neglect in early years children the consequential abuse that can occur as a result of parental behaviours safeguarding children's health and wellbeing safeguarding as a member of a team, and the importance of communication safeguarding against the misuse of technology. Safeguarding and Protecting Children in the Early Years has been written by a multidisciplinary team of academics from a breadth of UK universities, with a wealth of experience in safeguarding and child protection, the EYFS, health visiting, social work, the police and in leading and managing services for children and families. This second edition is essential reading for anyone working with or aspiring to work with children in the early years.

Young Children Playing and Learning in a Digital Age explores the emergence of the digital age and young children's experiences with digital technologies at home and in educational environments. Drawing on theory and research-based evidence, this book makes an important contribution to understanding the contemporary experiences of young children in the digital age. It argues that a cultural and critically informed perspective allows educators, policy-makers and parents to make sense of children's digital experiences as they play and learn, enabling informed decision-making about future early years curriculum and practices at home and in early learning and care settings. An essential read for researchers, students, policy-makers and professionals working with children today, this book draws attention to the evolution of digital developments and the relationship between contemporary technologies, play and learning in the early years.

Cognitive Development from a Strategy Perspective recognises the outstanding scientific legacy of Robert S. Siegler as a pioneer of modern research on cognitive development throughout the lifespan. This volume presents a collection of essays written by leading scholars in the field, using cutting-edge research to illustrate how Siegler's work and ideas lay the groundwork for much of the modern studies on cognitive development. The collection includes chapters which examine strategic aspects of lifespan cognitive development, change mechanisms underlying cognitive development, and numeracy acquisition with emphasis given to the application of new strategies for education. It explores conceptual and methodological frameworks to best study and understand development during childhood and adulthood, and the role of foundational core knowledge on development and acquisition. These foundational issues are examined from various angles and finally integrated in a concluding panoramic chapter written by Siegler himself. Cognitive Development from a Strategy Perspective offers valuable reading for graduates and researchers in cognitive development and mathematical cognition, as well as those at the interface of psychology and education.

Originally published in 1986. Deafness is not just a deprivation of sound, but a barrier to normal social interaction and learning. There are likely to be children with some degree of hearing loss in every primary classroom, so it is important that teachers know how to help them. This book gives a clear summary of the main causes of hearing loss (mild or severe), its identification, diagnosis and treatment, followed by an explanation of the impact it can have on a child's social and linguistic development. Considering normal development of literacy, the book then is concerned with the hearing-impaired child's strategies for reading, spelling and writing. It explores how teachers can give the most effective help, what the impact of a teaching programme is likely to be, and how to evaluate what the child has learnt. Specialist teachers of the deaf, advisers and psychologists, as well as class teachers and students of education will find this book very helpful.