History in the Early Years is an innovative and accessible guide to helping young children explore the past through their environment, family history and story. This fully revised edition includes guidance on introducing children to the past at the Foundation Stage in school and pre-school settings. Throughout it shows how the requirements of the early years curriculum can be met in innovative ways, and is fully illustrated by case study examples of children's learning and also supported by recent research. The book will support both new and experienced early years practitioners in developing young children's sense of identity through history. It encourages practitioners to ensure that history is a significant dimension of early years education and will be essential reading for all teachers in the early and primary years.

This book begins with an overview of the first months of a child's life, with an indication of the major movement milestones which all children should reach before they enter the pre-school phase. The rest of the book gives information about developing children's physical skills in dance, games and gymnastics throughout the pre-school and infant school phase. It also addresses many of the contemporary issues surrounding the delivery of the PE curriculum in schools including the assessment of pupil's performance. This book will help students, teachers and curriculum leaders deliver a sound PE education to children aged 3-7, and will also prove useful to all those involved in early years education. Pauline Wetton is currently a lecturer in education and an assistant director of sport at the University of Durham. The Teaching and Learning in the First Three Years at School series is edited by Joy Palmer.

In this unique and original book, Jamel Carly Campbell and Sonia Mainstone-Cotton come together to have an open and honest conversation about developing positive and responsive relationships in the early years. The book is divided into three main chapters - building positive relationships with children; with other professionals; and with families and the wider community - and each conversation explores a range of key themes, from building trust and listening to the voice of the child, to diversifying practice and creating a setting that represents the wider community. These discussions encourage the reader to consider the connections we make every day, to rethink and empower their practice, and to place a much higher value on their position as an early years advocate. With reflective questions included to allow the reader to think about their own practice, as well as suggested further reading to explore the themes in more depth, this engaging and accessible book is a must-read for all early years professionals - and, importantly, encourages every practitioner to begin new conversations of their own.

Combining literacy lessons with wellbeing, this accessible guide, full of practical lesson plans and photocopiable activities is the ideal resource for the busy primary school teacher. The book is divided into five chapters, each one focused on an area that creates positive foundations for mental health and wellbeing: relationships, emotional literacy, sense of self, skills for learning and understanding how our brain effects our learning and our behaviour. Popular children's books are used to develop a series of lesson plans that link to the literacy curriculum and include activities that focus on wellbeing to compliment the literacy work being undertaken. Using a range of teaching techniques that develop the key areas that impact mental health and wellbeing, this is the perfect resource for KS2 teachers looking to incorporate wellbeing into the literacy curriculum.

Combining literacy lessons with wellbeing, this accessible guide, full of practical lesson plans and photocopiable activities is the ideal resource for the busy primary school teacher. Using popular children's books to explore themes such as relationships, friendship, listening, anxiety, sadness, resilience and confidence, each book focuses on the key areas shown to impact mental health and wellbeing to enable children to explore and think about difficult things. Divided into five chapters, each chapter focuses on an area that creates positive foundations for mental health and wellbeing: relationships, emotional literacy, sense of self, skills for learning and understanding how our brain effects our learning and our behaviour. Developed into a series of lesson plans for teachers and links to the literacy curriculum, each story contains a range of teaching techniques that develop the key areas impacting mental health and wellbeing. This invaluable recourse will enable KS1 teachers to focus and develop their knowledge, skills and understanding to incorporate wellbeing into the literacy curriculum.

The book presented here describes an outstanding attempt, not only to include children's views but to partner with children to develop the concept of well-being and to study the phenomenon as the children understand it. The authors do this by placing the concept of children's well-being within the existing discourses on the topic and by developing their unique theoretical approach to the concept. Then, and based on what children told them, the authors identify different domains and dimensions of children's well-being and touch upon its multifaceted nature. The book concludes with drawing research and policy implications from an integrated summary of the study's findings and lists indicator concepts that present an alternative framework and conceptualisation of well-being from a child standpoint.

While the research on bullying and peer victimization has increased considerably over the past 20 years, a number of studies are emerging that document mixed results of bullying and prevention programs. During the last decades, several special issues devoted to research on bullying and victimization have been published in national and international scholarly journals. Based on the increase of published articles on bullying and victimization in journals, textbooks, government reports, and documents in professional organizations, it is timely for a special volume on research on bullying and victimization to appear in the series on Contemporary Perspectives in Early Childhood Education. The purpose of this volume is to share a collection of research strands on bullying and victimization of young children. It describes the historical roots and suggests anti?bullying programs and strategies to decrease bullying and victimization. The bullying and victimization volume can be a valuable tool to researchers who are conducting studies in that area. It focuses on important historical and contemporary issues on bullying and victimization in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps on research on bullying and victimization.

Infants and toddlers-the so?called "touchscreen generation"-are living in a screen mediasaturated world. They are the target market for ever?growing numbers of apps, TV shows, electronic toys, and e?books. Making sense of the complex issues associated with screen media in the lives of children under 3 can be challenging for the adults who care for them. There is a strong need among teachers (and parents) of infants and toddlers for guidance related to the appropriate role of screen media in early care and education. Unlike most other books about technology in early childhood, this book focuses specifically on infants and toddlers. It explores why and how infant and toddler teachers need to be techwise in order to understand the implications of screenmedia for children's learning and development. The book serves as a single, accessible resource to relevant research findings from the fields of pediatric medicine, child development, developmental psychology, social and behavioral sciences, and brain science. It provides infant/toddler teachers with a comprehensive approach and strategies to guide their decisionmaking and promote practices that are evidence?based, family?centered, culturally responsive, and collaborative. It is a call for teachers to think carefully and act wisely when making decisions about screen media-both the technology that they are encountering now and the technology they will encounter in the future-in order to optimize the learning and healthy development of infants and toddlers.

As top-down educational reform policies at local and national levels increasingly isolate teachers from their own professional and instructional agency, and stultify children's passion for learning, new techniques are needed for understanding and transforming educational practices. Narrative Inquiry in Early Childhood and Elementary School: Learning to Teach, Teaching Well facilitates meaningful change in early years education by providing early childhood and elementary school teachers with methods to incorporate narrative into their instruction and inquiry. This book offers practical strategies for incorporating narrative tools and structures into the classroom, and encouraging effective conceptual, pedagogical, and personal avenues for engaged teaching and learning across languages and cultures. The book's chapters promote a lively discussion of central tenets of narrative inquiry and illustrative examples of teachers at work with narrative and inquiry for improving their practice and children's learning.

Many primary school teachers feel that they do not have sufficient knowledge or understanding of scientific subjects, simply because they are not science specialists. Written in clear jargon free style, this book takes a step-by-step approach to all the topics of the National Curriculum for science at Key Stages 1 and 2. Throughout, it gives useful illustrations and real life examples to demonstrate the ideas being raised.

This book provides a reconstruction of Aristotelian character education, shedding new light on what moral character really is, and how it can be highlighted, measured, nurtured and taught in current schooling. Arguing that many recent approaches to character education understand character in exclusively amoral, instrumentalist terms, Kristjansson proposes a coherent, plausible and up-to-date concept, retaining the overall structure of Aristotelian character education. After discussing and debunking popular myths about Aristotelian character education, subsequent chapters focus on the practical ramifications and methodologies of character education. These include measuring virtue and morality, asking whether Aristotelian character education can salvage the effects of bad upbringing, and considering implications for teacher training and classroom practice. The book rejuvenates time-honoured principles of the development of virtues in young people, at a time when 'character' features prominently in educational agendas and parental concerns over school education systems. Offering an interdisciplinary perspective which draws from the disciplines of education, psychology, philosophy and sociology, this book will appeal to researchers, academics and students wanting a greater insight into character education.

Developing Natural Curiosity through Project-Based Learning is a practical guide that provides step-by-step instructions for PreK-3 teachers interested in embedding project-based learning (PBL) into their daily classroom routine. The book spells out the five steps teachers can use to create authentic PBL challenges for their learners and illustrates exactly what that looks like in an early childhood classroom. Authentic project-based learning experiences engage children in the mastery of twenty-first-century skills and state standards to empower them as learners, making an understanding of PBL vital for PreK-3 teachers everywhere.

As top-down educational reform policies at local and national levels increasingly isolate teachers from their own professional and instructional agency, and stultify children's passion for learning, new techniques are needed for understanding and transforming educational practices. Narrative Inquiry in Early Childhood and Elementary School: Learning to Teach, Teaching Well facilitates meaningful change in early years education by providing early childhood and elementary school teachers with methods to incorporate narrative into their instruction and inquiry. This book offers practical strategies for incorporating narrative tools and structures into the classroom, and encouraging effective conceptual, pedagogical, and personal avenues for engaged teaching and learning across languages and cultures. The book's chapters promote a lively discussion of central tenets of narrative inquiry and illustrative examples of teachers at work with narrative and inquiry for improving their practice and children's learning.

Often referred to as a laboratory from which the general early childhood education community can learn, Head Start has benefited from more than 45 years of experience. Its unique blend of early childhood practices, assessments, and monitoring, along with a social service style approach, contribute to Head Start standing out as a premiere early childhood program. This book is designed to be a teaching tool for workshops and courses as well as an on-site resource for current and future Head Start teaching staff and others in early childhood education. By presenting background information, vignettes, research, and classroom activities, this book on school readiness combines best practices in early childhood education with relevant applications. Topics, written by experts in their fields, include: .Approaches to learning and teaching strategies .Assessments .Behavior management .Classroom set up .Curriculum and lesson plans .Early language, literacy, math, science, social studies, and creative arts .Physical health and development (gross and fine motor skills) .Social and emotional development .Teaching young children with disabilities and dual language learners .Tips for involving parents in their children s education

The Early Childhood Education sector around the world is constantly changing, whether because of the unprecedented demand for ECE services globally, accelerated social change, or the introduction of pedagogical and regulatory practices. Based upon empirical inquiry, Early Childhood Education Management examines the somewhat controversial concept of operating an early childhood service as a business. It challenges the assumption that an early childhood manager does not require specialist knowledge or skill and discusses which attributes an effective manager should possess. In this book, which brings together management theory and practice, Moloney and Pettersen address core issues at the heart of the management role, including the relationship between early childhood policy and broader legislative enactments, as well as issues related to the challenges and development of management skills. The book also draws upon real-life examples from practice in order to offer insight into some of the most common topics and challenges related to management practice in Early Childhood Education, such as business acumen and entrepreneurship, recruitment and selection, financial management and budgeting, supervision, mentoring, staff development, curriculum management, collaborative working, and change management. Written by leading academics with practice experience, the book should be of great interest to researchers, academics and postgraduate students in the field of education, specifically those working in early years and education policy and management. It should also be essential reading for managers working in Early Childhood settings.

Family Engagement in the Digital Age: Early Childhood Educators as Media Mentors explores how technology can empower and engage parents, caregivers and families, and the emerging role of media mentors who guide young children and their families in the 21st century. This thought-provoking guide to innovative approaches to family engagement includes Spotlight on Engagement case studies, success stories, best practices, helpful hints for media mentors, and "learn more" resources woven into each chapter to connect the dots between child development, early learning, developmentally appropriate practice, family engagement, media mentorship and digital age technology. In addition, the book is driven by a set of best practices for teaching with technology in early childhood education that are based on the National Association for the Education of Young Children (NAEYC) and Fred Rogers Center joint position statement on Technology and Interactive Media. Please visit the Companion Website at http://teccenter.erikson.edu/family-engagement-in-the-digital-age

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

How can teachers improve what they do in the primary classroom? Which teaching methods will help you and your pupils to perform effectively? These are the questions that every teacher will be asking him or herself in today's climate of targets and tables. Much research over recent years has focused on the role of the teacher and how effective classroom practice is achieved. The book discusses many areas of topical importance including: teaching methods motivating learners and matching work to children how to structure children's learning classroom control and organisation teaching literacy teaching children with special education needs working with parents. It also looks at the increasing role of the teacher as a researcher and how colloborative practices are providing a way for teaches to appraise both their own progress and that of their colleagues. This book should be of particular interest to the classroom teacher who is looking for ways to develop his or her teaching but has limited time to explore the research. It sets out to translate the findings of research into practical terms which teachers can easily use.

Have you ever wondered about the origins of the kindergarten and the influence of Froebel on early years practice? What did Froebel mean by a garden for children? Why did he believe that play is central in young children's learning? Bringing the Froebel Approach to your Early Years Practice looks at the founder of the kindergarten and his profound influence on provision and practice for young children today. The Froebelian approach is not a method but includes distinctive principles which shape and guide practice. This new edition has been fully updated in line with the revised EYFS and includes: extra material on using the approach with children of different ages and the role of the adult a discussion of key Froebelian principles such as play, imagination, creativity, learning through self-activity and making connections an examination of block play and how this can be developed in contemporary settings Froebel's ideas on nature and outdoor play and why these are fundamental to young children's learning how Froebel used movement, song, rhythm and rhyme to provide key learning experiences With examples of innovative practice and ideas for reflection, this convenient guide will help practitioners and students fully understand what the Froebel approach can offer their setting and children.

This book provides global perspectives on assessment and evaluation practices with young children in contemporary times within early childhood education systems. It critiques and evaluates current evaluation and assessment goals and tools in early childhood settings. The book also compares the different approaches to educational evaluations from different countries in early childhood education and care. It provides insights into different approaches, techniques as well as perspectives of micro and macro-levels of analysis. This book aims to create an international understanding about the thematic conceptions of assessment for early childhood education and care.

`This book is useful for students and lecturers of early childhood. It provides concise overviews of relevant research of early childhood development, theories of play and can be utilised as a contemporary, reference book by a range of professionals' - Debate `The chapter on young children becoming symbol users make a valuable contribution to the literature, and I shall be inspired and haunted in equal measure by the plea that epitomises this book and its story' - Marian Whitehead, Early Years `It's an excellent and easy-to-read text to read, blending theory and research with practice. Each chapter format is clear, with the key themes outlined at the beginning the main body, followed by useful and thought-provoking questions for good practice to ponder and relevant further reading at the end' - Nursery World ` Tina Bruce clearly loves children and delights in their development. She has produced an academic work which is both sensitive and stimulating but decidedly unpreachy' - Kirsty Wark, Broadcaster This book shows how adults can support children and actively help them develop their learning in early childhood. Drawing on traditional approaches as well as recent research and theories, Tina Bruce shows the need for balance in early years education and care between the biological and socio-cultural aspects of the development of learning. The book includes a wide range of examples from practitioners, including nursery teachers, health visitors, and community workers. Features include: - what does it mean to develop learning ? - learning by doing real things - how language helps - creativity and imagination - diversity and inclusion. This book is essential for students, practitioners and tutors of Foundation Degrees and Early Childhood Studies Degrees. The 0-8 series edited by Tina Bruce, deals with essential themes in early childhood, which concern practitioners, parents and children. Titles in the 0-8 series Marian Whitehead: Developing Language and Literacy with Young Children Second Edition Rosemary Roberts: Self-Esteem and Early Learning Second Edition Cath Arnold: Child Development and Learning 2-5 - Georgia's Story Pat Gura: Resources for Early Learning Chris Pascal and Tony Bertram: Effective Early Learning: Case Studies in Improvement Mollie Davies: Movement and Dance Second Edition John Mathews: Drawing and Painting Second Edition

The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism explores how processes of marketisation and privatisation of ECEC have impacted understandings of children, childcare, parents, and the workforce, providing concrete examples of resistance to commodification from diverse contexts. Through processes of marketisation and privatisation, neoliberal discourses have turned ECEC into a commodity whereby economic principles of competition and choice have replaced the purpose of education. The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism offers new and alternative understandings of policy and practice. Written with co-authors from diverse countries, case studies vividly portray resistance to children as human capital, to the "consumentality" of parents, and to the alienation of the early childhood workforce. Ending with messages of hope, the authors discuss the demise of neoliberalism and offer new ways forward. As an international book with global messages contributing to theory, policy, and practice regarding alternatives to a neoliberal and commodified vision of ECEC, this book offers inspiration for policy makers and practitioners to develop local resistance solutions. It will also be of interest to post-graduate students, researchers, educators, and pre-service educators with an interest in critical pedagogy, ECEC policy, and ECEC practice.

Posthuman research playspaces: Climate child imaginaries addresses the need for new forms of climate change education that are responsive to the rapidly changing material conditions of children's socioecological worlds. The book provides a comprehensive understanding of how posthumanist concepts and methods can be creatively developed and deployed in collaboration with children and young people. It connects climate change education with posthumanist studies of childhood in the social sciences and environmental humanities. It also offers opportunities for readers to encounter new theoretical and methodological approaches for collaborative art, inquiry, and learning with children. Drawing on three years of participatory research undertaken with 135 children in the Climate Change and Me (CC+Me) project, it takes children's creative and affective responses to climate change as the starting point for the co-production of knowledge, community engagement, and the transformation of pedagogy and curriculum in schools. Thinking through process philosophy, and in particular, the works of Whitehead and Deleuze, the book develops new concepts and methods of creative inquiry which situate children's learning, aesthetic production, and theory-building within a more-than-human ecology of experience. The book presents a series of generative openings and propositions for future research in the field of climate change education, while also offering wide-ranging applications for graduate students and researchers in childhood and youth studies, the environmental arts and humanities, cultural studies of science and technology, educational philosophy, and environmental education.

There is strong social and political interest in active citizenship and values in education internationally. Active citizenship requires children to experience and internalize moral values for human rights, developing their own opinions and moral responsibility. While investment in young children is recognised as an important factor in the development of citizenship for a cohesive society, less is known about how early years teachers can encourage this in the classroom. This book will present new directions on how teachers can promote children's learning of moral values for citizenship in classrooms. The research provided offers important insights into teaching for active citizenship by: * providing an analysis of educational contexts for moral values for active citizenship * highlighting teachers' beliefs about knowing and knowledge (personal epistemologies) and how these relate to children's learning and understanding about social and moral values * discussing the impact of teachers' beliefs on teaching practices. Evidence suggests that investment in the early years is vital for all learning, and specifically for developing an understanding of active citizenship for tolerant and cohesive societies. This book will be essential reading for the professional education of early years teachers interested in teaching for active citizenship.

The provision of early childhood educational and psychological services has been an area of considerable growth over the past 25 years. As a result of far-reaching trends in both public policy and clinical practices, there is a growing need for professionals appropriately trained to address the assessment and intervention issues involved in early childhood programming. To take advantage of current opportunities for extending their role and to meet the challenge of early childhood service delivery, school psychologists must expand their professional skills and broaden their knowledge base. With the publication of this volume, the Advances in School Psychology Series changes to adopt a specific thematic focus and include reviews directly related to a common theme. This volume studies the subject of early childhood education and treatment directions. The chapters address a range of specific topics and research representing advances in the field of early childhood services for school psychology -- allowing school psychologists to examine and integrate current information from multiple perspectives -- educational and sociological as well as psychological. Topics that collectively represent important developments for school psychology include current early childhood education program models, preschool handicapped children, parental involvement, peers and socialization, stress and coping, and computers and young children. To date, more efforts have been directed toward devising and validating instruments that predict failure or success among preschoolers than on designing and evaluating approaches for treating them. Although assessment is critical for meeting individual needs, the primary emphasis of this volume is on fostering cognitive, academic, social, and emotional growth of young children.