When I was a little girl, I loved playing school and of course, being the teacher. I was a playmate's worst nightmare, as every time, we had to play school and I got to be the teacher. Relatives were definitely not exempt, including my baby brother. If I wasn't playing school, sometimes I enjoyed playing church. I did not assign myself the role of pastor, but rather church pianist and performing the occasional baptism at the local neighborhood "pool church." When the opportunity availed itself to teach at a Christian school, I was thrilled to be able to use my gifts for God's Kingdom glory. I remind myself often of how rewarded I am to look back at some of the things my former students have said or done or accomplished. A few students have kept in touch over the years, and I have received updates about the wonderful contributions they are making to our society. Kibbles from Kindergarten is a recording of the many memoirs that my kids have provided me over the span of several years.

Recent scholarship on children 's literature displays a wide variety of interests in classic and contemporary children 's books. While environmental and ecological concerns have led to an interest in ecocriticism, as yet there is little on the significance of the ecological imagination and experience to both the authors and readers young and old of these texts. This edited collection brings together a set of original international research-based chapters to explore the role of children 's literature in learning about environments and places, with a focus on how children 's literature may inform and enrich our imagination, experiences and responses to environmental challenges and injustice. Contributions from Australia, Canada, USA and UK explore the diverse ways in which children 's literature can provide what are arguably some of the first and possibly most formative engagements that some children might have with nature . Chapters examine classic and new storybooks, mythic tales, and image-based and/or written texts read at home, in school and in the field. Contributors focus on exploring how children 's literature mediates and informs our imagination and understandings of diverse environments and places, and how it might open our eyes and lives to other presences, understandings and priorities through stories, their telling and re-telling, and their analysis.

This book was originally published as a special issue of Environmental Education Research.

Monsters Under the Bed is an essential text focussing on critical and contemporary issues surrounding writing for early years children. Containing a critically creative and a creatively critical investigation of the cult and culture of the child and childhood in fiction and non-fictional writing, it also contains a wealth of ideas and critical advice.

This text dynamically explores the issue of picture books, literacy and writing for early years children with a wider view on child-centred culture, communication and media. Internationally recognised as an expert in the field, Andrew Melrose encourages academics, researchers and students to examine the fundamental questions in writing for and addressing early years children, through an exploration of text and images. Accessibly written and lively in its approach, this book includes:

• an accessible and critically important challenge to the latest international academic research and debates in the field of children 's literature and creative writing;
• an extensive investigation of early years writing and reading;
• a pathway to developing critical awareness of children 's literature, allowing students to develop their own critical ability and writing skills;
• constant checkpoints throughout, in which the reader is encouraged to reflect on critically creative and creatively critical development.

Providing a coherent and pedagogical approach, this compelling text will be an indispensable resource for critics, writers and students interested in children's writing, as well as those on Creative Writing, Children's Literature and English BA and MA programmes. It will also be of great interest to those in teacher training, PGCE students and for those studying at Doctoral and Post-Doctoral level.

More than half of the global and around eighty per cent of the western population grow up in cities. This text provides a vivid picture of children and youth in the city, how they make sense of it and how they appropriate it through their social actions.

Considering the causes and forms of social inequalities in relation to class, gender, ethnicity, sexuality, ability and geographical location, this book discusses specific issues such as poverty, homelessness and work. Each chapter draws on examples from both the developed and developing world, and throughout the chapters, the book:

• contrasts experiences of growing up in the city
• discusses how social inequalities, together with societal perceptions of childhood and youth, shape experiences of growing up in cities for different young people
• examines how young people appropriate the city through social and cultural practices
• considers contemporary movements towards the role of children and youths in planning processes.

Children, Youth and the City argues that young people must be recognized as urban social agents in their own right. This informative book deals with complex theoretical arguments and relates key ideas to this topical subject in a clear and coherent manner. The text is enlivened throughout with global case studies, photographs, discussion questions, suggested reading and websites. It is an excellent resource for students of Human Geography, Urban Studies and Childhood Studies.

The Evidence-based Parenting Practitioner's Handbook provides a comprehensive overview of the knowledge necessary to effectively deliver evidence-based parenting interventions within community and health settings. Using clear examples of how this knowledge can inform frontline work with parents, this practical handbook includes: * An overview of the policy context underpinning evidence-based parenting work in the US, UK, Australia and Norway * A discussion of how a robust evidence base is established and the ways in which practitioners can access information about good-quality research * An overview of how research in the field of child development has contributed to the development of evidence-based parenting interventions * An overview of how theories and research in the field of therapeutic practice have contributed to the development of evidence based parenting interventions * What research evidence suggests about the role of the practitioner in the delivery of evidence-based support * Outcome-focussed methods for establishing the evidence base of new parenting interventions * Outcome-focussed methods for commissioning evidence-based parenting services Emphasising the ways in which practitioners can evaluate and translate messages from research into applied work with parents and families, The Evidence-based Parenting Practitioner's Handbook is suitable for all those involved in the delivery of evidence-based parenting support, including frontline practitioners, service managers, parenting commissioners, heads of children's services and policy makers.

Returning to the origins of education, Becoming Pedagogue explores its role in today's society by reuniting philosophy with pedagogy. It investigates the aesthetics, ethics and politics of childhood, education and what a teacher really does, enabling educators to define and perform their profession as per its historical and intellectual roots. Reflecting on the practice, science and knowledge-tradition of pedagogy as well as abstract and formalist discourse at all levels, Olsson's work evokes real and free aspects of educational experiences and events. Through a close reading of French philosopher Henri Bergson's major works, historical and contemporary pedagogical resources as well as the pedagogy developed in the early childhood centres in Reggio Emilia, Italy, it develops a critical-cum-creative methodology that both analyses the present educational situation as well as creates new pedagogical alternatives. Using brand new perspectives as well as practical examples of what teachers do, Becoming Pedagogue will provide students, educators and researchers tools for critiquing simplified ideas of what a teacher is as well as giving them inspiration to experiment with alternative ways of teaching.

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.

Key Persons in the Early Years aims to explain what a Key Person is, the theory behind the approach and the practicalities of implementation. Practical in its approach and containing case studies as examples of reflective practice, this second edition details the role of the Key Person across all ages in the early years. This new edition has been fully updated in line with the EYFS and features a new chapter on the Key Person approach with 3-5 year olds.

The book offers guidance on:

• making the Key Persons approach work in your setting with realistic strategies;
• the benefits of this approach for children's well being, for their learning and to ensure equal chances for all children;
• potential challenges and problems and how to overcome them drawing on accounts from practitioners of their journey in implementing this approach.

This book will be an essential text for practitioners and students who wish to fully understand the Key Person role and how it can benefit children, parents and their setting.

The most rapid and significant phase of development occurs in the first three years of a child's life. The Supporting Children from Birth to Three series focuses on the care and support of the youngest children. Each book takes a key aspect of working with this age group and gives clear and detailed explanations of relevant theories together with practical examples to show how such theories translate into good working practice. It is widely known that babies and infants will flourish in an environment that supports and promotes their learning and development. But what constitutes an appropriate environment for children under three? Drawing on recent research, this book explores the concept of an appropriate environment, both within and beyond the early years setting. It sets this within the context of child development and practically demonstrates how a high quality environment can be created for babies and children under three that supports their learning and development. Features include: * clear explanation of relevant theories * case studies and examples of good practice * focus points for readers * questions for reflective practice Providing a wealth of practical ideas and activities, this handy text provides detailed guidance on how to develop an appropriate indoor and outdoor environment for babies and children under three to help practitioners ensure effective outcomes for the youngest children in their care.

Portfolios have often been used as a way for teachers to monitor and assess their students' progress, but this book picks up on the current trend of using portfolios to assess teachers themselves as part of their degree requirements. As a professional development tool, portfolios are also useful for classroom teachers in evaluating their practice, and in showcasing their skills and accomplishments for use in interviews. Veteran teacher educators Marianne Jones and Marilyn Shelton provide practical and comprehensive guidance specific to the needs of pre- and in-service teachers of young children. This thoroughly revised and updated new edition features: A flexible and friendly approach that guides students at varying levels of experience through the portfolio process. New material on the portfolio planning stage and additional coverage on the importance of developing a personal philosophy. A companion website with additional instructor materials such as printable templates, exercises for improving portfolio skills, and more. Both theoretical and practical, the book addresses issues and mechanics related to process and product, instruction and guidance techniques, the role of reflection, and assessment strategies. With concrete examples, rubrics, tips, and exercises, this book will provide a step-by-step guide to creating a professional teaching portfolio.

Play is a crucial component in the development of all children. In this fully updated and revised edition of his classic playwork text, Bob Hughes explores the complexities of children's play, its meaning and purpose, and argues that adult-free play is essential for the psychological well-being of the child. The book is divided into fourteen chapters that together examine the fundamentals of evolutionary play. Firstly, Hughes examines the very earliest ideas of playwork and its impact on brain growth and organization today. He then goes on to explore and explain the key theoretical concepts underlying playwork. These include discussions on free play and creating suitable play environments alongside more thorny issues such as safety and consultation. Finally, the book offers up some of Hughes' most recent research that reveals how his approach to play and playwork in global society has continued to evolve throughout his career to meet new challenges and needs. Throughout this book, Hughes has included his fellow practitioner Mick Conway's vivid observations of children at play to bring the facts and arguments in the text to life. This revised edition reflects important recent advances in our understanding of the evolutionary history of play and its impact on the development of the brain, of the role play in the development of resilience and of the impact of play deprivation. Evolutionary Playwork is still the only book to combine the reality of playwork practice with the fundamentals of evolutionary and developmental psychology, and it is still essential reading for all playwork students, practitioners and researchers.

When do babies begin to learn and what exactly are they learning?

What are the key stages of a toddler 's development?

Do movements such as crawling really affect later learning?

How important is the environment to the under threes?

What can I do to give each child the best possible support?

Written to support early years professionals, this fascinating book explores the pre and post-natal development of children from conception to three. It outlines the key aspects of progression during these vital years, discussing how innate and external factors combine to influence a child 's well-being and abilities.

Based upon exhaustive research in the field, but written in a way that is relevant and lively to practitioners and students alike, the text is organised in a question-and-answer format for quick and easy referencing. Topics explored and demystified, include:

• In-depth investigation of the nature versus nuture debate
• The importance of movement in supporting development
• The processes of attachment and bonding
• Early communication and the acquisition of language
• The learning process and brain development.

Other features include a helpful glossary of key terminology as well as suggestions for action research, making this book is an invaluable source of support for any practitioner involved in ongoing professional development.

This book will help those who work with children or who are studying formal qualifications in early years education to understand and engage with the complexities of early development, enabling them to facilitate the best possible development of the children in their care.

This book offers a step-by-step guide to implementing a play-based curriculum in Year 1 while fully achieving the National Curriculum objectives. The authors explore the key barriers and common pitfalls that often arise around this crucial transition, and show teachers how to successfully lead children from the Reception stage through Year 1 and to the subject-based teaching beyond. Providing practical advice and guidance for busy teachers, the authors clearly and concisely illustrate their methods with theory, personal stories and colourful photographs from transitional stories they have been a part of. Let Me Be Five shows teachers how to plan the curriculum in a way that builds on children's experiences in the Early Years Foundation Stage and gives them meaningful contexts for learning. Including real-life case studies and views from parents and teachers, this book will give you the knowledge and confidence to plan a play-based curriculum, based on children's interests and developmental needs that will enable every learner to thrive.

What should children and students read? This volume explores challenging picturebooks as learning materials in early childhood education, primary and secondary school, and even universities. It addresses a wide range of thematic, cognitive, and aesthetic challenges and educational affordances of picturebooks in various languages and from different countries. Written by leading and emerging scholars in the field of picturebook studies and literacy research, the book discusses the impact of challenging picturebooks in a comprehensive manner and combines theoretical considerations, picturebook analyses, and empirical studies with children and students. It introduces stimulating picturebooks from all continents and how they are used or may be used in educational settings and contexts. The chapters touch on subjects like reading promotion, second-language acquisition, art education, interdisciplinary learning, empathy development, minority issues, and intercultural competence. Moreover, they consider relevant aspects of the educational environments, such as the inclusion of picturebooks in the curriculum, the significance of school libraries, and the impact of publishers. Exploring Challenging Picturebooks in Education sheds new light on the multiple dimensions relevant to investigating the impact of picturebooks on learning processes and the development of multimodal literacy competencies. It thus makes a significant contribution to the growing area of picturebook research and will be key reading for educators, researchers, and post-graduate students in the field of literacy studies, children's literature, and education research.

'A fantastic addition to every bookshelf' - Kathy Brodie, Host and founder of Early Years TV, @kathybrodie The Muddy Puddle Teacher gives you everything you need to create an engaging, active and inclusive outdoor curriculum for your Early Years setting. Based on the well-loved Muddy Puddle Teacher Approach and following the Three Muddy M's - mother nature, mental health and getting more kids moving - this handbook is jam-packed with simple outdoor activities for every season. There are step-by-step instructions and full-colour photographs to demonstrate the activities. Whether you're a forest school enthusiast or just getting started in taking your teaching outside, there are plenty of inspiring ideas to benefit children and save you hours of preparation time. Using natural and upcycled materials, the activities in this book span key EYFS topics as well as PSHE themes, from muddy maths and literacy to muddy meditation and yoga. From making rhyming word strings with leaves to creating witches' kitchens and small world eco-villages, every activity is ideal for delivering a fun and effective session while inspiring a love of nature and raising environmental awareness. Perfectly adaptable to all outdoor spaces, this book will transform your Early Years practice in an affordable, sustainable way.

The professionalism of the early childhood sector has gained prominence on the policy agendas of many countries. National pedagogical frameworks or curricula and an upsurge of pathways to gaining or upgrading qualifications has led to a pervasive terminology of professionalism. Yet, despite the pervasiveness of this terminology, the question of what professionalism means in early years contexts remains open to debate.

This book draws together the work of an international group of scholars who have engaged with this question. They ask: How can professionalism be conceptualised in early childhood settings? How might one act professionally in increasingly diverse and changing social and cultural contexts? Do we have a common ground of understanding about these terms? Are there key concepts that can be agreed upon? Drawing on research and experience across a wide range of national contexts, this book seeks an understanding of early childhood professionalism in local contexts that might throw light on the global implications of this term.

This book was published as a special issue in the European Early Childhood Education Research Journal.

Professionalism and Leadership in Early Childhood Education and Care explores the tension between what early years practitioners are expected to achieve, and the level of expertise and understanding required to underpin this. It examines the impact of recent policies on the agency of individual practitioners, and the culture and ethos of their settings, and questions the driving factors behind reforms to curriculum and practice and where this locates practitioners and their provision. Bringing together the latest research and ideas on professionalism and leadership, the book explores how professional status is understood and acquired and what makes this problematic in ECEC. It explores the impact of different leadership approaches, what needs to be challenged and sets out how the workforce might assert its own identity and values and continue to advocate for the needs of young children. Including case studies to illustrate the lived experiences of individual practitioners as they worked towards becoming graduate professionals, this will be valuable reading for early years professionals engaged in undergraduate and postgraduate study and those researching policy development and professional identity within ECEC.

This book brings together an international group of researchers reporting on their work about play and early childhood education across 13 countries - Norway, Sweden, Denmark, England, Germany, Hong Kong, United States of America, India, The Maldives, Sri Lanka, Singapore, China and Australia. It contributes to growing international conversations about play and the role of play in early childhood education. Each of the chapters in this anthology reflects different directions in research as well as a range of approaches to reconceptualising play. Each researcher questions assumptions underpinning young children's play and early childhood education and explores the implications of these questions for further research, practice and policy. Chapters report a wide range of innovative and transformative research, focusing on areas such as the play of infants and toddlers, the role of values in play, the complexity of connections between play and learning, motivation, the role and understandings of early childhood educators in promoting children's play, risky play and the impact of Westernised approaches to play in different contexts. This book argues for the importance of children's play at a time when there is a great deal of pressure to increase the academic focus of early education and to eliminate play that could be deemed risky. Several authors note moves towards pedagogies of play and explore the potential links between play and learning in early education settings. The research reported in this book is a timely reminder of the value of play, for and of itself, as well as the learning potential of play. It provides a pathway into the debates about the role and value of play in early years' education for students, researchers and policy-makers.

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.

As the impact of climate change has become harder to ignore, it has become increasingly evident that children will inherit futures where climate challenges require new ways of thinking about how humans can live better with the world. This book re-situates weather in early childhood education, examining people as inherently a part of and affected by nature, and challenges the positioning of humans at the centre of progress and decision-making. Exploring the ways children can learn with weather, this book for researchers and advanced students, works with the pedagogical potential in children's relations with weather as a vital way of connecting with and responding to wider climate concerns.

The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting. Jamie Victoria Barnes, creator of The Childcare Guru, uses her wealth of knowledge to present an invaluable resource filled with activities that spark creativity and encourage development and learning in a natural environment, perfect for helping young children enjoy a healthy and balanced lifestyle. The benefits of rich outdoor learning experiences are second to none. Outdoor learning offers holistic development for every child and in a fast-paced world heavily focussed on technology, forest schools provide a stimulating and relaxed environment to learn in, away from time pressures and electric devices. 50 Fantastic Ideas for Forest School presents full-colour photographs and easy-to-follow activities from Forest School TV to natural art self-portraits to get young children outside and reconnecting with the natural world, supporting their emotional and spiritual wellbeing. With over 40 books in the 50 Fantastic Ideas series there's something for everyone - whether you're a practitioner looking for new ideas or you want to try out a popular well-loved activity with a new twist. Each book offers a wide range of fun and creative activities to carry out with children aged 0 - 5 years, with lists of resources, step-by-step instructions and information about the benefits for children.

This selective bibliography makes it easier than ever to find quality children's books that focus directly on religious themes or characters. Dole offers more than 675 critical evaluations of recently published (since 1990) materials appropriate for preschool through middle school students. Material is arranged alphabetically by author within subject-based chapters (e.g., God, Prayer, Christian Church History and Biography). Works covered range from age-appropriate reference materials to folktales, prose, poetry, plays, and picture books. Reflecting publishing trends, the largest sections of the book are those on Christianity and Judaism, but Islam, Hinduism, Buddhism, Sikhism, and African, Chinese, and Native American beliefs are also addressed. Useful as a ready reference and collection development guide, this book is an ideal reference and collection development tool for school, public, and church libraries.

Provides practical strategies for supporting students' social skills, relationship development, and mental health Features background information, real examples, case studies, and action steps for implementing SEL into early childhoold environments

* Offers accessible and effective methods to supplement elementary education using strengths children already possess: imagination, physical energy and a need for personal expression, which cumulate into the idea of dynamic play * Chapters provide music, art, and dance material in addition to activities, games, and creative physical activities * Research about the correlation of movement to brain activity is included to support the thesis that creative movement as an effective adjunct to learning