Sometimes mealtimes can be a battle with young children, especially when they don't want to try new foods. How can we best help children understand that it can take time to like a new food? And how can we develop their vocabulary so they can articulate how they are feeling about food? Penny Tassoni, leading Early Years education consultant, author and trainer, presents a picture book with simple words and delightful full-colour illustrations by Mel Four that encourages children to change their attitudes towards food through looking at shapes and colours, talking about textures and generally making food more interesting. In doing so, young children will build on their self-care skills, behaviour and routines when it comes to healthy eating. Time to Eat is the perfect book for putting a positive and fun spin on mealtimes and food. It also includes a page of practical advice and tips for practitioners, carers and parents on fussy eating.

This book presents a holistic view of child development that emphasises on being mindful of the child as well as his/her environment. It presents a history of the development of the early childhood education sector in Singapore. This book consolidates the more recent research work that has been done in early childhood education, specifically by researchers from the National Institute of Education, Singapore. It discusses topics focusing on child development and education, teacher training and wellbeing, and the development of culturally appropriate assessment. The content of this book center around the child, with a consideration of influences in the environment that can impact child development.

This book explores creative development in babies and shows how practitioners can support even the youngest child's natural curiosity and help them to develop their ideas, thoughts and feelings. It provides engaging, cost-effective and achievable activity ideas to support the developing creative mind, covering the outdoors; communication and language; and personal, social, emotional and physical development. Including discussion boxes, case studies and reflective points in every chapter, Day offers guidance and insight into key topics and well-known theories, including how and why to facilitate creativity, adult-baby relationships and attachment, the environment and resources that enable creativity and outdoor exploration and play. Discover Creativity with Babies is a wonderful guide for early years practitioners looking to support and cultivate the curious and creative side to every child, however they may choose to express it.

This book explores the contribution of and art and creativity to early education, and examines the role of the atelier (an arts workshop in a school) and atelierista (an educator with an arts background) in the pioneering pre-schools of Reggio Emilia. It does so through the unique experience of Vea Vecchi, one of the first atelieristas to be appointed in Reggio Emilia in 1970.

Part memoir, part conversation and part reflection, the book provides a unique insider perspective on the pedagogical work of this extraordinary local project, which continues to be a source of inspiration to early childhood practitioners and policy makers worldwide.

Vea 's writing, full of beautiful examples, draws the reader in as she explains the history of the atelier and the evolving role of the atelierista. Key themes of the book include:

processes of learning and knowledge construction

the theory of the hundred languages of childhood and the role of poetic languages

the importance of organisation, ways of working and tools, in particular pedagogical documentation

the vital contribution of the physical environment

the relationship between the atelier, the atelierista, the school and its teachers

This enlightening book is essential reading for students, practitioners, policy makers and researchers in early childhood education, and also for all those in other fields of education interested in the relationship between the arts and learning.

Have you ever wondered what High/Scope is, where it came from, and how it can be used with young children in your setting?

Bringing the High Scope Approach to your Early Years Practice provides an introduction to the High/Scope philosophy and its use in early years. This new edition has been fully updated to show how the High/Scope approach links with the Early Years Foundation Stage and contains new material on working with the under twos.

Features include:

• details about the High/Scope Wheel of Learning
• an explanation of Active Learning, including materials, manipulation, choice, language and support
• Plan-Do-Review activities
• planning and assessment methods.

This convenient guide will help Early Years practitioners, students and parents to really understand what the High/Scope approach can offer their setting and children.

First published in 1984, Integrated Programmes for Handicapped Adolescents and Adults explores the need to develop integrated programmes for adolescents and adults with developmental disabilities. Whilst the training models and concepts examined largely relate to formal areas of education, such as reading, mathematics, and writing, the book also pays close attention to social education skills, including home management, budgeting, meal preparation, and the development of positive familial relationships. Integrated Programmes for Handicapped Adolescents and Adults presents a number of projects from different parts of the world, with an emphasis on linking research and practice.

In this book are gathered together Jerome Bruner's major papers on the "psychology of knowing." Spanning virtually the entire range of knowledge acquired from infancy onwards, they present the complete spectrum of his research, theories, and ideas concerning perception, thought, skills (of the eye, hand, ear, tongue and mind) developed in childhood, mental representation and cognition, the process of discovery and the nature and techniques of education. This will be invaluable not only for students of psychology, but also for a wider readership including teachers, doctors, biologists, sociologists and all who are interested in child development.

Nursery World Professional Book of the Year 2022 Children are naturally mathematical in their play. They play with mathematics. Early years' practitioners often struggle to make mathematics relevant and engaging for their young learners. In their play, children are naturally mathematical yet practitioners are often unsure about how to build on this or how this observed play 'fits' in with the mathematics they teach. This Nursery World Award Winning Book: *Empowers early years teachers to see the learning in this play and to remain committed to play based practice *Outlines recent research on how children best learn mathematics *Supports early years practitioners to know why preparation works better than planning and why 'thinking space' matters more than you think

Early Childhood Matters documents the rapid development of early years education and care from the late 1990s into the new millennium. It chronicles the unique contribution of the EPPE research to our understanding of the importance of pre-school.

The Effective Pre-school and Primary Education (EPPE) project is the largest European study of the impact of early years education and care on children's developmental outcomes. Through this ground-breaking project a team of internationally-recognised experts provide insights into how home learning environments interact with pre-school and primary school experiences to shape children's progress.

The findings of this fascinating project:

• provide new evidence of the importance of early childhood experiences
• show how these experiences influence children's cognitive, social and behavioural development
• give new insights on the importance of early years education
• will be relevant to a wide audience who are interested in policy development, early years education and care, and 'effectiveness' research
• examine how the combined effects of pre-school, primary school and the family interact to shape children's educational outcomes.

This insightful book is essential reading for all those interested in innovative research methodology and policy development in early childhood education and care. It provides new evidence on good practice in early years settings and will have a wide appeal for students and those engaged in providing accredited courses of study at a range of levels in early childhood.

The Brain-Based Classroom translates findings from educational neuroscience into a new paradigm of practices suitable for any teacher. The human brain is a site of spectacular capacity for joy, motivation, and personal satisfaction, but how can educators harness its potential to help children reach truly fulfilling goals? Using this innovative collection of brain-centric strategies, teachers can transform their classrooms into deep learning spaces that support their students through self-regulation and mindset shifts. These fresh insights will help teachers resolve classroom management issues, prevent crises and disruptive behaviors, and center social-emotional learning and restorative practices.

Based on a rich seam of research evidence, this book leverages value in engaging with scientific enquiry to further understanding of young children's emotional experiences. Early childhood development has featured increasingly prominently on international policymakers' agenda in recent years. Yet whilst policy foregrounds economic imperatives including academic attainment, school readiness, and time-bound outcomes, similar attention has not been afforded to the potential value of nourishing affective engagements that may secure 'emotional capital' for infants and young children. This collection from the field of early childhood is therefore timely. Its chapters are based on empirical evidence derived from contemporary scientific studies, and address challenges and opportunities inherent in young children's emotional experiences in diverse twenty-first century early childhood education and care contexts. The authors provoke debate, discussion, and critique, and they ask significant questions of the policymakers, practitioners, and carers who may influence young children's lives and their emotional experiences. The findings that are presented in the chapters indicate overall that a test-based approach may detract from young children's emotional development as well as the positive affective experiences in early childhood which have potential to provide an important foundation for a fulfilling life. This book was originally published as a special issue of Early Child Development and Care.

There are many more children with learning differences and difficulties in our schools today. Their needs are varied and complex and professionals must find appropriate ways to enhance their learning. The value of play is endorsed in policy initiatives including The Early Years Foundation Stage curriculum, so professionals can be reassured that ?more time to play? is in line with the latest thinking.

Christine Macintyre emphasises the importance of creating an environment where children become confident, independent learners, increasingly able to use their imaginations, care for others and to take safe risks. This fully revised edition of Play for Children with Special Needs includes new research findings and explains their implications for practice.

This book then enables those supporting children to:

• understand the benefits of play and how to adapt different scenarios to support children who do not find it easy to play
• observe children as they play so that any difficulties can be identified early
• analyse different play areas so that the different kinds of learning (intellectual, creative, motor, social and emotional) are appreciated.

Play for Children with Special Needs, 2nd edition enables practitioners to appreciate the contribution that play makes to the education of all children, whether they have special needs or not. It is for parents, teachers, teaching assistants and nursery professionals as well as those who care for children at home.

The goals and purposes of kindergarten have been changing rapidly in recent years. Today, in addition to providing learning experiences that support the development of the whole child, kindergarten teachers are also held accountable for guiding their students towards mastery of the academic skills and content presented in their state's standards. The Learning-Centered Kindergarten is designed to help all kindergarten teachers - preservice, novice, and experienced - align their practices with the new expectations and prepare themselves for professional success in the kindergartens of today and tomorrow. The book's focus on a 'learning-centered' kindergarten brings together the established developmental kindergarten knowledge base, the current research on standards-based best practices in elementary school settings, and the newest findings on human learning to form a principled, practical, and effective approach that will help teachers improve their classroom practices and maximize student success.

Early Childhood Matters documents the rapid development of early years education and care from the late 1990s into the new millennium. It chronicles the unique contribution of the EPPE research to our understanding of the importance of pre-school.

The Effective Pre-school and Primary Education (EPPE) project is the largest European study of the impact of early years education and care on children s developmental outcomes. Through this ground-breaking project a team of internationally-recognised experts provide insights into how home learning environments interact with pre-school and primary school experiences to shape children s progress.

The findings of this fascinating project:

• provide new evidence of the importance of early childhood experiences
• show how these experiences influence children s cognitive, social and behavioural development
• give new insights on the importance of early years education
• will be relevant to a wide audience who are interested in policy development, early years education and care, and effectiveness research
• examine how the combined effects of pre-school, primary school and the family interact to shape children s educational outcomes.

This insightful book is essential reading for all those interested in innovative research methodology and policy development in early childhood education and care. It provides new evidence on good practice in early years settings and will have a wide appeal for students and those engaged in providing accredited courses of study at a range of levels in early childhood.

Growing Up with Technology explores the role of technology in the everyday lives of three- and four-year-old children, presenting the implications for the children's continuing learning and development.

Children are growing up in a world where the internet, mobile phones and other forms of digital interaction are features of daily life. The authors have carefully observed children's experiences at home and analysed the perspectives of parents, practitioners and the children themselves. This has enabled them to provide a nuanced account of the different ways in which technology can support or inhibit learning.

Drawing on evidence from their research, the authors bring a fresh approach to these debates, based on establishing relationships with children, families and educators to get insights into practices, values and attitudes.

A number of key questions are considered, including:

• Which technologies do young children encounter at home and preschool?
• What kind of learning takes place in these encounters?
• How can parents and practitioners support this learning?
• Are some children disadvantaged when it comes to learning with technology?

Growing Up with Technology is strongly grounded in a series of research projects, providing new ways of thinking about how children's learning with technology can be supported. It will be of great interest to undergraduate and postgraduate students on a range of courses including childhood studies, and those with a particular interest in the use of technology in education. Parents, practitioners and researchers will also find this a fascinating and informative read.

This book guides you through what you need to know about Early Years Teacher Status step by step. It explains how you can work to meet each of the Standards and assessment requirements. The author addresses trainees' common concerns about early years practice and study skills and meeting EYTS requirements and gives many examples of the strategies that trainees found most helpful. Each chapter explores each aspect of every Standard and indicator, with notes on theory, practical tips, case studies, activities and suggestions for further reading. This book helps you to: * understand all aspects of each Standard and indicator * link your practice to the Standards * understand the assessment requirements and how to strengthen your evidence * plan and track your evidence * complete your written assignments and create your portfolio with confidence * develop the skills needed to take on a leadership role This Second Edition has been updated to include new guidance on Standard 7 around the Prevent Agenda and the work of Channel. The text is also updated to include information on the 'Integrated review' at age 2.

This accessible guide supports school and education settings in co-producing SMART targets for education health and care plans, SEN support plans and Personal Education Plans. The book encourages educators to collaborate with children, young people and their caregivers to gain an in-depth understanding of their views, aspirations, strengths and areas of challenge, and to write purposeful, specific, measurable and achievable targets. Each chapter offers successful approaches to capture authentic voice, with a variety of contributors sharing their journey to improve child and family leadership by developing child-centred approaches in their contexts. The book includes case studies and reflective activities to further support the reader with creative and innovative approaches to SMART targets that are underpinned by the child's perspective. With contributions from a range of schools, and across age phases, this book encourages and enables collaboration with children, young people and their caregivers, and will be essential reading for SENCOs, designated leads for safeguarding, teachers and senior leaders in both mainstream and specialist settings.

Children's play throughout history has been free, spontaneous, and intertwined with work, set in the playgrounds of the fields, streams, and barnyards. Children in cities enjoyed similar forms of play but their playgrounds were the vacant lands and parks. Today, children have become increasingly inactive, abandoning traditional outdoor play for sedentary, indoor cyber play and poor diets. The consequences of play deprivation, the elimination and diminution of recess, and the abandonment of outdoor play are fundamental issues in a growing crisis that threatens the health, development, and welfare of children.

This valuable book traces the history of children's play and play environments from their roots in ancient Greece and Rome to the present time in the high stakes testing environment. Through this exploration, scholar Dr. Joe Frost shows how this history informs where we are today and why we need to re-establish play as a priority. Ultimately, the author proposes active solutions to play deprivation. This book is a must-read for scholars, researchers, and students in the fields of early childhood education and child development.

Children s play throughout history has been free, spontaneous, and intertwined with work, set in the playgrounds of the fields, streams, and barnyards. Children in cities enjoyed similar forms of play but their playgrounds were the vacant lands and parks. Today, children have become increasingly inactive, abandoning traditional outdoor play for sedentary, indoor cyber play and poor diets. The consequences of play deprivation, the elimination and diminution of recess, and the abandonment of outdoor play are fundamental issues in a growing crisis that threatens the health, development, and welfare of children.

This valuable book traces the history of children s play and play environments from their roots in ancient Greece and Rome to the present time in the high stakes testing environment. Through this exploration, scholar Dr. Joe Frost shows how this history informs where we are today and why we need to re-establish play as a priority. Ultimately, the author proposes active solutions to play deprivation. This book is a must-read for scholars, researchers, and students in the fields of early childhood education and child development.

In Between Teaching and Caring in the Preschool, John C. Pruit argues that preschool teaching is more than a set of roles and duties tied to institutional expectations. Drawing on two years of ethnographic fieldwork, twenty-three interviews and countless conversations with preschool teachers, and analysis of preschool documents, Pruit opens the black box of the preschool to show the complexity of the preschool teacher identity as it unfolds in everyday practices of teaching and caring. His analysis of preschool teachers' talk and interaction addresses pertinent sociological and early childhood education themes, including classroom management, social control, emotions, and identity construction. He demonstrates there is more going on in the preschool than teaching young children and caring for them. Through practices of classroom management and teaching language, preschool teachers socialize children into education contexts and exert social control in and through teaching practices. By managing emotions, preschool teachers also manage impressions of themselves and the preschool. He also shows how preschool teachers use resources like Montessori pedagogy and their lived experience to construct authenticity. Pruit concludes that institutions, such as ECE, shape identities within and away from the institution.

Growing Up with Technology explores the role of technology in the everyday lives of three- and four-year-old children, presenting the implications for the children s continuing learning and development.

Children are growing up in a world where the internet, mobile phones and other forms of digital interaction are features of daily life. The authors have carefully observed children s experiences at home and analysed the perspectives of parents, practitioners and the children themselves. This has enabled them to provide a nuanced account of the different ways in which technology can support or inhibit learning.

Drawing on evidence from their research, the authors bring a fresh approach to these debates, based on establishing relationships with children, families and educators to get insights into practices, values and attitudes.

A number of key questions are considered, including:

• Which technologies do young children encounter at home and preschool?
• What kind of learning takes place in these encounters?
• How can parents and practitioners support this learning?
• Are some children disadvantaged when it comes to learning with technology?

Growing Up with Technology is strongly grounded in a series of research projects, providing new ways of thinking about how children s learning with technology can be supported. It will be of great interest to undergraduate and postgraduate students on a range of courses including childhood studies, and those with a particular interest in the use of technology in education. Parents, practitioners and researchers will also find this a fascinating and informative read.

There are many more children with learning differences and difficulties in our schools today. Their needs are varied and complex and professionals must find appropriate ways to enhance their learning. The value of play is endorsed in policy initiatives including The Early Years Foundation Stage curriculum, so professionals can be reassured that more time to play is in line with the latest thinking.

Christine Macintyre emphasises the importance of creating an environment where children become confident, independent learners, increasingly able to use their imaginations, care for others and to take safe risks. This fully revised edition of Play for Children with Special Needs includes new research findings and explains their implications for practice.

This book then enables those supporting children to:

• understand the benefits of play and how to adapt different scenarios to support children who do not find it easy to play
• observe children as they play so that any difficulties can be identified early
• analyse different play areas so that the different kinds of learning (intellectual, creative, motor, social and emotional) are appreciated.

Play for Children with Special Needs, 2nd edition enables practitioners to appreciate the contribution that play makes to the education of all children, whether they have special needs or not. It is for parents, teachers, teaching assistants and nursery professionals as well as those who care for children at home.

This book is an exploration of how children, educators, and things become implicated in gendered caring practices. Drawing on a collaborative research study with early childhood educators and young children, the author examines what an engagement with human-and non-human relationality does to complicate conversations about gender and care. By employing a feminist material analysis of early childhood education, this book rethinks dominant Euro-Western individualist pedagogies in order to reposition them within a relationality framework. The analysis illuminates the political and ethical embeddedness of early childhood education and the understanding that gendering and caring emerge with/in a complex web of many relations.

This book captures information about early childhood education and care (ECEC) policies and practices in different countries and aims to question the degree to which these countries have managed to meet the needs of children, families, and the ECEC workforce. The book illustrates how different countries have adapted different strategies focusing on policy when it comes to quality ECEC. The goal of the book is twofold. First and foremost, it aims to present key findings and challenges for improving ECEC as a whole. Second, it aims to highlight problems and concerns which the field of ECEC faces, with respect to delivering high-quality care and education to all children. As neither "ECEC" nor "quality" are universal concepts - but are shaped by social-cultural values, as well as national, economic, and political contexts in which ECEC services are provided - this cross-country volume is extremely relevant for fully understanding issues in the field of ECEC. This book was originally published as a special issue of Early Child Development and Care.

This book provides an interdisciplinary framework for school intervention into child and adolescent maltreatment, highlighting the unique potential for schools to identify and mitigate the long-term impacts of childhood trauma on children's educational well-being. Contributors evaluate recent efforts to incorporate trauma-informed approaches into schools, including strategic planning by administrators, staff training, prevention programming, liaising with local youth service agencies, and trauma-sensitive intervention with affected students. Among the topics discussed:* The developmental impact of trauma* The role of schools and teachers in supporting student mental health* Prevention programming to prevent child and adolescent sexual abuse* Education policies to support students with traumatic histories* Responding to childhood trauma at both macro and microsystem levels Trauma-Informed Schools: Integrating Child Maltreatment Prevention, Detection, and Intervention is a valuable resource for child maltreatment researchers, educational and school psychologists, school social workers, students in early childhood and K-12 education, and education policy makers at all levels of government. It offers the necessary guidelines and insights to facilitate better learning for students who have experienced trauma, aiming to improve student well-being both inside and outside the classroom.