* Provides very accessible coverage of a complex topic. * Includes a wealth of open-ended activities, practical strategies and case studies. * Blends together theory and practice to increase the knowledge, understanding, skills and confidence of early years practitioners. * Covers a range of hot topics, considering how poverty, adversity, and mental health, all affect the developing child.

_______________ 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. _______________ A collection of 50 fun and effective activities to nurture kindness and inclusivity in your Early Years setting. Covering important topics such as gender, race, ethnicity, age and mental health with positivity and openness, this book gives practitioners the confidence to build an inclusive environment for all children. Following the belief that children can be active agents of change, the ideas encourage children to ask questions, challenge prejudice and celebrate diversity through a range of learning experiences including making clay diyas to celebrate Diwali, exploring the world on a magic carpet, learning about other cultures through food and learning Makaton.

This book is designed to support professionals with the sensitive and effective use of the storybook, Floss and the Boss, created to help young children understand about domestic abuse and coercive control. By defining domestic abuse and coercive control and exploring the effects upon children and their education, this guidebook puts the professional in a position to have important conversations with children about what to do if something at home does not feel right. When used with the storybook, it provides a vehicle for talking to children about staying safe and their emotional wellbeing. Key features of this book include: Page-by-page notes, with discussion topics and points for conversation around the Floss and the Boss story Activities for supporting children, safety planning strategies and guidance for taking on a key adult role A comprehensive list of helplines and organisations in place to support adult victims of domestic abuse This is a vital tool for teachers, social care staff, therapists and other professionals working with the Floss and the Boss story to teach young children about domestic abuse and coercive control.

* Explores the main factors that impact upon the lives of your children in the current safeguarding climate and offers a starting point to understand risks, and categories of abuse and neglect. * Takes a child-centred approach, which is the most empowering perspective from which to consider the needs of a child and ensure that they are kept safe and protected by those who work with them. * Reflections, case studies, scenarios, and the voices of multi-agency professionals and parents are woven throughout. * Challenges in the field of child protection are growing for the early years sector, and this book offers encouragement to be both confident and competent within their roles.

This text responds to the growing need for speech-language pathologists in school settings by asking how factors including people, work, pay, opportunities for promotion, and supervision impact the overall job satisfaction of school-based speech-language pathologists. Drawing on data from a quantitative study conducted in schools in the US, the text foregrounds the experiences and perspectives of speech-language pathologists working in the public school sector, and illustrates the critical role of effective and supportive educational leadership and administration in ensuring effective recruitment, retention, and job satisfaction amongst these much needed professionals. The text highlights growing responsibilities of speech-language pathologists in schools and considers recruitment and challenges in the sector can be remedied by greater understanding of how job satisfaction relates to speech-language pathologists' experiences and perspectives on pay, work, opportunities for promotion, and support from a supervisor. This short text is aimed at researchers, scholars, and administrators in meeting the growing needs of children and students with speech and language difficulties in Early Childhood, Elementary, and Secondary education settings . The text will be particularly valuable for school leaders looking to support speech-language pathologists in their setting.

--First of its kind, comprehensive handbook on waldorf education. --Contributions identify and describe the practices and philosophical underpinnings of this educational approach. --Discusses the fundamentals of Waldorf Education as a scientifically accessible concept within the core disciplines of education science.

Why do children need play? Play has the very real power to transform children's lives. It has a unique and profound impact on the neurological, emotional and physical development and wellbeing of children - from therapeutic play and overcoming anxiety, to positive behaviour, mental health and even life expectancy. This book brings together two hot topics - play and neuroscience - breaking them down in an accessible way and offering a new perspective and voice on the topic of play. Weaving theory and practical examples together, and based on over 30 years' experience of working with children, Ben presents a compelling argument that play is not merely an optional extra to childhood but a vital developmental process and one of the most important things a child ever does.

* Explores the main factors that impact upon the lives of your children in the current safeguarding climate and offers a starting point to understand risks, and categories of abuse and neglect. * Takes a child-centred approach, which is the most empowering perspective from which to consider the needs of a child and ensure that they are kept safe and protected by those who work with them. * Reflections, case studies, scenarios, and the voices of multi-agency professionals and parents are woven throughout. * Challenges in the field of child protection are growing for the early years sector, and this book offers encouragement to be both confident and competent within their roles.

- Each chapter will include case studies and vignettes - Focuses in depth on reading with children aged 0-3 years - Highlights research studies that outline the benefits of book reading for early childhood students and teachers

In this highly practical book, Rona Tutt and Paul Williams explore how schools and other educational settings can provide students with the right environment to support their emotional wellbeing and hence to maximise their learning potential. Encouraging collaboration between education and healthcare professionals, as well as other services, and with families, they show how to develop resilience in young people and provide them with the tools for coping with mental health issues. Based on a range of practical experiences from many different schools and practitioners, How to Maximise Emotional Wellbeing and Improve Mental Health discusses several crucial aspects of wellbeing in educational settings, including: Changing attitudes surrounding wellbeing and mental health Nurturing resilience, and its application Creating a healthy and constructive ethos and environment Providing extensive case studies, and featuring insightful conversations with school leaders and other professionals, this book will be an essential resource for staff in schools, including those leading in mental health, as well as trainee teachers and anyone with a wider societal concern about mental wellbeing in young people.

The perfect guide for students who need to get to grips with learning theories and how they relate to the early years, this book covers Early and Modern theorists and their theories, and how they apply today. Bursting with full colour photographs, case studies, activities and discussion points, each chapter explores the theorist and the theory; what the theory looks like in practice; the strengths and weaknesses of each theory; and its links to other theorists. This new edition includes: Three new chapters on Bowlby, Dweck and Claxton New reflective activities New critical questions following the case studies

This new and updated edition of Characteristics of Effective Early Learning focuses on how children learn which is just as important as what they learn. The book helps practitioners understand their key role in supporting children's self-regulation skills and learning power through playing and exploring, active learning and thinking creatively and critically. It includes new chapters on affirmative parenting practices and the crucial role of adult communication partners in supporting children's learning. The book: * Explains how emotional and cognitive self-regulation in the early years underpins lifelong learning * Investigates how children engage in learning through playing and exploring and are motivated through active learning * Explores how children become creative and critical thinkers, excited by their own learning power and able to review their own learning and thinking * Outlines how to approach observation, assessment and planning appropriately * Suggests how to continue the characteristics of effective learning into work with older children and staff teams Written by leaders in the field, based on research and rich in practical examples and case studies, this is an essential read for early years students and practitioners. The book will support those who want to find out more about how to encourage children in becoming self-regulated, playful, active learners who think deeply and creatively about their own learning and the world around them. "Whatever kind of early years setting you work in, this book is sure to inform, inspire and enthuse you and your staff." Sue Cowley, Early Years Teacher, Author, Presenter and Trainer "The publication provides academic evidence, practical guidance and support for undergraduates and the general reader." Michael Freeston, Director of Quality Improvement, Early Years Alliance "Such a wonderful range of chapter contributors ensures that this book remains essential reading for students and professionals at all levels." Dr Karen Boardman, Head of Early Years Education, Edge Hill University, UK Helen Moylett is an independent early years consultant and writer. She has been an early years teacher, a local authority adviser and a university lecturer as well as head of a nursery school and children's centre. Helen was centrally involved in developing the Early Years Foundation Stage and has received a Nursery World Lifetime Achievement Award.

* A dedicated teacher-friendly text to teaching grammar in K-2 classrooms with mentor texts, following the same model as Sean Ruday's popular books The Elementary School Grammar Toolkit and The Middle School Grammar Toolkit * Includes many practical resources, charts, tools, and guidance, including infographics, to help explain grammatical concepts * Features instructional practices to guide teachers * Standards- and grade-level aligned

Neoliberalism, with its worldview of competition, choice and calculation, its economisation of everything, and its will to govern has 'sunk its roots deep' into Early Childhood Education and Care. This book considers its deeply detrimental impacts upon young children, families, settings and the workforce. Through an exploration of possibilities for resistance and refusal, and reflection on the significance of the coronavirus pandemic, Roberts-Holmes and Moss provide hope that neoliberalism's current hegemony can be successfully contested. The book provides a critical introduction to neoliberalism and three closely related and influential concepts - Human Capital theory, Public Choice theory and New Public Management - as well as an overview of the impact of neoliberalism on compulsory education, in particular through the Global Education Reform Movement. With its main focus on Early Childhood Education and Care, this book argues that while neoliberalism is a very powerful force, it is 'deeply problematic, eminently resistible and eventually replaceable' - and that there are indeed alternatives. Neoliberalism and Early Childhood Education is an insightful supplement to the studies of students and researchers in Early Childhood Education and Sociology of Education, and is also highly relevant to policy makers.

Although most children learn language relatively quickly, as many as 10 per cent of them are slow to start speaking and are said to have developmental language disorder (DLD). Children with DLD are managed by a variety of different professionals in different countries, are offered different services for different periods of time and are given a variety of different therapeutic treatments. To date, there has been no attempt to evaluate these different practices. Managing Children with Developmental Language Disorder: Theory and Practice Across Europe and Beyond does just this, reporting on the findings of a survey carried out as part of the work of COST Action IS1406, a European research network. Law and colleagues analyse the results of a pan-European survey, looking at how different services are delivered in different counties, at the cultural factors underpinning such services and the theoretical frameworks used to inform practice in different countries. The book also provides a snapshot of international practices in a set of 35 country-specific "vignettes", providing a benchmark for future developments but also calling attention to the work of key practitioners and thinkers in each of the countries investigated. This book will be essential reading for practitioners working with children with language impairments, those commissioning services and policy in the field and students of speech and language therapy.

This new edition of From Birth to Sixteen outlines children's physical, social, emotional and cognitive development from infancy through to adolescence. In both its practical application of research and its contribution to the assessment of child development, this text provides essential reading for students and practitioners in nursing, health visiting, play work, youth work, early years education, teaching, social work and occupational therapy. This innovative and broad-ranging text is accessible and engaging, with case studies, tables, and references to relevant studies making links to professional practice throughout. Taking into account the diversity of ways in which children develop - including considerations of gender, ethnicity, social background, disability and resilience - it presents developmental models for the years from birth to sixteen under each of the following themes: children's rights and responsibilities relationships in the family relationships in day care, at school and with the peer group language and communication children and the media health and physical development mental health. This fully updated new edition offers additional content on topics such as attachment theory, the neuroscience of the brain, sleep patterns, multi-lingualism in childhood, disability, making the transition to young adulthood, and impact of war and other forms of adversity on emotional health and well-being. A companion website offers additional teaching and learning resources for students and lecturers. From the foundations of the subject through to its application in practice, From Birth to Sixteen provides an indispensable companion for those studying child development or working with children.

Bringing Hygge into the Early Years is a "how-to" guide for every early educator who wishes to bring more calmness and balance into their day, in turn, leaving them feeling empowered to teach and live well. Drawing from the author's experience of embracing the Scandinavian way of living well, "hygge," this book explores how this approach can have a positive impact across your early years setting, from improved mental health and wellbeing, to embracing child-led play and high-quality outdoor provision. With step-by-step guidance on how to embed the approach alongside examples of hygge from early educators around the world, the book is divided into four main parts: Re-balance you The hygge environment Slow teaching Embracing nature Throughout each chapter, case studies and activities provide the opportunity to reflect on existing practice and support you as you make positive changes to both your wellbeing and provision. This guide will be essential reading for all early years professionals, offering further support to improve mental health and wellbeing, as well as valuable tools to lead early years practice with confidence and joy.

'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.

With empirical evidence and theoretical critique, this book unveils the myths and debates (e.g., child-centeredness versus teacher-directedness) about early childhood curricula, revealing their unique social, cultural, and historical roots. Analyzing globally advocated early childhood curricula and ideologies, such as the developmentally appropriate practice, the child-centered approach, constructivism, and globalized childhood, this book argues that the direct adoption of these contextually bound approaches in local environments may be inappropriate if social and cultural compatibility is lacking. The authors then examine how early childhood curricula may be implemented in a hybrid form. Featuring case studies from American and Chinese contexts, this book offers insights and recommendations for the future development and redeployment of early childhood curriculum studies and practices in a post-truth era. This volume serves as a valuable resource for scholars and students of early childhood education and comparative education, as well as for key education stakeholders.

Originally published in 1981 to mark the twentieth anniversary of the birth of the Pre-school Playgroups Association, Parents and Playgroups brings together three wide-ranging reports which examine the role of the playgroup movement, its underlying philosophy and the contribution made by both playgroups and Mother and Toddler groups to the lives of thousands of mothers and children throughout Britain at the time. Formed following a letter to the Guardian in 1961, the PPA together with its sister organization the Scottish PPA had a membership of approaching 16,000 playgroups, serving nearly half a million children. Yet there had been very little research into the workings of the movement until 1975, when Barclays Bank funded a major research project which resulted in the three reports Parental Involvement in Playgroups, Mother and Toddler Groups and Patterns of Oversight published in this volume. The many questions explored and debated include: How should the playgroup movement develop in the 1980s and after? What do parents contribute to playgroups - and what do playgroups and Mother and Toddler groups offer in return? Should Social Service Departments take over the running of playgroups and Mother and Toddler groups? Do local authorities give playgroups enough support? Or does statutory 'oversight' inhibit flexibility and imaginative development? Are playgroups and Mother and Toddler groups too middle-class oriented - and do they work equally well in different kinds of neighbourhood? How do playgroups compare with nursery schools? As Lady Plowden writes in her Foreword, 'the three studies will serve as an introduction to the developed thinking of the association, and point to further areas of research. They describe something increasingly vital in our present society, which is so often rootless and purposeless, as the group studying parental involvement says "one of the greatest strengths of the playgroup movement is that overall it is a positive force in a largely negative society."' In the words of Max Patterson, President of the Scottish PPA: 'This is a valuable set of studies... There is a challenge in the material to those with power to effect change. The experience and hard-earned knowledge of the Playgroups Association raises important questions for all whose interest is family and pre-school child.'

Originally published in 1994, the aim of the authors was to provide a comprehensive introduction to recent advances in research which had been made in learning and teaching in the early years of schooling at the time. Emphasis is placed on how subject knowledge is constructed or acquired, and the organization of teaching to promote the learner's active construction of meaning through the integration of new knowledge with existing understanding. The National Curriculum is founded in subject knowledge, though little examination appears to have been made of this in terms of how subject matter is transformed into the content of teaching that young children can understand. It this remains for the teacher to develop instruction through the creation of a curriculum content and sequence which both reflects and advances the structure of existing forms of representation, problem-solving and knowledge which the child brings to the school. The whole thrust of the book challenges the conventional early years ideology with its emphasis on child-centred, concrete and empirical approaches to learning, with a view of teaching which is concerned with making sense of children's understanding, and allowing their active construction of knowledge and information-processing to develop expertise in context.

In its discussion of the three levels of teaching and learning - whole school philosophy, classroom policy and specific teaching frameworks - Educating Young Children, originally published in 1992, addresses the twin themes of teacher ethics and pedagogic theory. In developing their argument the writers draw on both empirical classroom research and philosophical analysis, as well as the work developed within the Roehampton Institute MA programme in which they were both tutors at the time.

A pioneer of nursery education in inner-city areas, Margaret McMillan changed the course of British educational history. While many are aware of the various social reforms she initiated, few are familiar with the life of the woman herself. Originally published in 1989, working from her own fresh collection of Margaret McMillan's letters and newspaper articles, Dr Bradburn tells in full the inspiring story of a cultured woman who found a new motivation. Born in America into a middle-class family in 1860, Margaret McMillan spent most of her life in Britain struggling to improve the lot of the poor and needy. Outraged by the living and working conditions of labourers in Victorian England, she turned her moral indignation into effective action by throwing herself into a campaign for a more just and compassionate society. She was a colleague of Keir Hardie, a founder member of the Independent Labour Party, and worked wholeheartedly from the 1890s for the betterment and advancement of the human race. J. B. Priestley, who knew Margaret McMillan when she was a member of the Bradford School Board, later described as 'one of those terrible nuisances who get things done and do more good than a load of bishops'. In the light of discussions on the urgent need for urban renewal and improvements in nursery education at the time of original publication, a review of the innovative work of Margaret McMillan was timely. This well-documented biography gives fascinating glimpses of a remarkable pilgrimage whose results have not been effaced by time.

Originally published in 1929, Nursery Life 300 Years Ago is about the childhood of a seventeenth-century Dauphin of France, taken from the journal of Dr. Jean Heiroard, physician-in-charge and other contemporary sources, which is used as a medium for describing the education, toys and other social aspects of childhood at that time. A fascinating glimpse into the historic study of children.