This gem is the ideal companion for the busy primary school teacher. Packed with timesaving resources for both the classroom and assembly, it provides a wealth of activities to develop key values and skills in your pupils. Using the power of stories, the authors champion a fresh and inspiring approach to inclusive education across the curriculum, integrating key values into classroom learning. The twelve themed tales stimulate reflection and discussion on such sensitive areas as: bullying prejudice physical disability as well as 'hidden' disabilities alternative lifestyles, cultures, and different appearances parental difference. Lively characters of various ethnic origins, who embody respect for diversity, enhance these multicultural stories. In addition, each session contributes to key skills learning in English, including speaking and listening, reflecting, reasoning and concentrating. Many of the activities also integrate coordination and art and craft skills, numeracy and science skills. The many photocopiable activity pages make this an essential tool for teachers or heads who wish to ensure that inclusion is genuinely working for all children throughout their school.

Everyone needs a little help from time to time, so it's important that children learn how to care for others. This charming book demonstrates to children how they can show they care, such as by helping out at home and saying please and thank you. It explains that all living things need caring for, including plants and animals.

Through simple-to-read text and delightful full-colour illustrations, Time to Care explores situations when caring for others is really important, such as when another person is hurt or upset. Sometimes, caring for someone might just mean watching and listening. This book will help children develop empathy and recognise a whole range of emotions.

From leading Early Years expert Penny Tassoni MBE, Time To... picture books use simple words and colourful illustrations to help young children understand all-important everyday skills. Featuring practical advice and tips for practitioners, carers and parents, these books will help you explore positive behaviour with children in a fun and friendly way.

Contents:
1. Introduction 2. Areas of Provision in the Early Years Settings 3. The Social and Cooperational Play Continuum 4. Using the Social Play Continuum 5. Scaffolding the Growth of Sociability and Cooperation 6. Literacy and Numeracy 7. Emotional Well-being, Making Choices, Time to Learn

This lively and informative text examines children's first experience of non-fiction during the pre-school and foundation years. Its careful consideration of different kinds of quality non-fiction, including books, posters, charts and computer software will provide a helpful framework from which Early Years teachers can work. With annotated lists, notes and suggestions for further reading, this is an ideal source of inspiration and stimulation for the busy classroom teacher, placing literacy teaching in a fresh, modern context.

The book offers a rich resource of information, with illustrative case studies and many examples of children's responses to non-fiction, providing:

* coverage of pre-school and foundation years for children up to 6 years of age
* references to research findings on the place of non-fiction in early years
* references to The National Literacy Strategy, Early Learning Goals and the National Curriculum for English
* an evaluation of the place of e-books, CDROMs and video-film in Early Years

The author's zest and expertise helps to give this book an infectious enthusiasm that will permeate the classroom, providing the nursery and primary school teacher, student teacher, or classroom assistant with an invaluable guide and resource tool.

Since 1994, there have been few attempts to address the theoretical and practical foundations of effective management in early childhood education (ECE) and the Foundation Phase in South African schools, yet the survival and success of ECE centres and schools depends on the ability of education managers to meet the needs of the children/learners, educators, parents and the community. Management in early childhood education provides a comprehensive overview of the management of ECE centres for children from birth to nine years old. This book is a resource and reference guide which includes amongst others Internet sources and templates such as inventories, financial planning, parents' newsletters and agendas of staff meetings. It focuses especially on the South African context by referring to appropriate examples and scenarios of real-life situations in this country as well as the newly introduced Curriculum Assessment Policy Statements (CAPS). It also offers practical applications for the many theoretical frameworks in South African schools. All the chapters in this third edition have been updated, and each one begins with learning outcomes and key terms. Management in early childhood education is aimed at student teachers, educators, administrators and child caregivers.

This book tells the amazing story behind seashells: how they are made by molluscs, used for protection and camouflage, and full of clues about all they've been through. Inspired by Next Time You See a Seashell, young readers will find these intricate objects even more fascinating when they discover their origins in slimy, snaily creatures. Awaken a sense of wonder in a child with the Next Time You See series from NSTA Kids. The books will inspire elementary-age children to experience the enchantment of everyday phenomena such as seashells and sunsets. Free supplementary activities are available on the NSTA website. Especially designed to be experienced with an adult-be it a parent, teacher, or friend-Next Time You See books serve as a reminder that you don't have to look far to find something remarkable in nature.

Neoliberal logics of government shaping childhood today produce market-based frameworks for understanding childhood risks. In this timely work, Nadesan argues that these frameworks encourage affluent parents to pursue individualized technologies of the self to reduce risks posed to their children's future success. In contrast, neoliberal market frameworks regard lower-income children as "risky," and therefore deploy targeted disciplines aimed at reducing economic and biopolitical risks to the nation. "Risks" posed by poor children abroad derive from, and legitimize, a new U.S. security discourse that governs primarily through strategic containment and normalization, yet doesn't hesitate to employ repression. The current global economic crisis points to the limits and paradoxes of the neoliberal logics governing populations, presenting future "risks" for twenty-first century childhood.

This concise guide offers an accessible introduction to the key theoretical perspectives and methodologies in developmental psychology. It integrates insights from typical and atypical development to reveal fundamental aspects of human growth and development, and common developmental disorders. The topic books in this series draw on international research in the field and are informed by biological, social and cultural perspectives, offering explanations of developmental phenomena with a focus on how children and adolescents at different ages actually think, feel and act. In this succinct volume, Stephen von Tetzchner outlines the main theoretical perspectives including psychodynamic psychology, behaviorism, logical constructivism, social constructivism, evolutionary psychology, ethological psychology, ecological psychology, information processing and critical developmental psychology. He provides a guide to methods of gaining knowledge about children and introduces child and adolescent disorders. Together with a companion website that offers topic-based quizzes, lecturer PowerPoint slides and sample essay questions, Typical and Atypical Child and Adolescent Development 1: Theory and Methodology is an essential text for all students of developmental psychology, as well as those working in the fields of child development, developmental disabilities and special education. The content of this topic book is taken from Stephen von Tetzchner's core textbook Child and Adolescent Psychology: Typical and Atypical Development. The comprehensive volume offers a complete overview of child and adolescent development. For more information visit www.routledge.com/9781138823396

Evolved through conversations with key early childhood education experts, Schemas in the Early Years focuses on the value of 'repeated patterns' of action or 'schemas' in young children's play. It stimulates readers to ask questions of themselves, to watch children closely, and to create a dialogue with parents and other educators as well. Contributors to this fascinating book discuss their observation of children in naturalistic situations when they are deeply involved in play and identify topics or themes that can be linked to and inspire professional development opportunities. This book provides an antidote to beginning with the curriculum rather than the child and really considers children as learners. Each chapter focuses on young children and schemas, considering a wide age range from babies to children attending statutory schooling. Schemas in the Early Years is an accessible and inspiring text and serves as essential reading for educators wanting to think further and in more depth about schemas. Newcomers to schema theory or anyone currently using schema theory to understand children will also find these enquiries useful. All royalties from the sale of this book will be donated to Shelter - the housing and homelessness charity.

Professionals in early years settings can use this book to focus on ways in which they can work collaboratively with colleagues, in order to help children with communication difficulties to understand and express themselves more fully. It brings together the most useful examples of good practice and draws on the work of reflective practitioners. There are many illustrative case studies provided and it discusses how to observe children's daily interactions, ways in which such observations can be used to improve communication skills; how play can be an important part of improvement; behavior management and support; and literacy development. The practical applications are highlighted throughout the book and the advice given comes directly from those working in early years settings. It should be of great interest to all nursery teachers, teaching assistants, speech and language therapists and parents wishing to play an active part in their children's development of language and communication skills.

Tractor Tales is a compilation of 36 four page true storys, and was created to assist the very youngest children learning to read. It is their book, they like tractors, animals and other kids, and as you read to them, pause and listen to their own tales and questions. Thats all you need to do; until tomorrow

This is the black and white gray-scale version of Tractor Tales. The text is exactly the same as the full color edition.

Also available is a coloring book version. The coloring book has no shading or gray-scales making it perfect for coloring.

I suggest you consider owning the kindle and or the full color edition to assist in color choices.

With 55% new material, the significantly revised second edition of this influential resource presents a refined coaching model and an expanded set of tools for helping K-12 students live up to their potential in school and beyond. The book describes how to provide evidence-based, individualized instruction and support for kids and teens with executive skills challenges. Guidelines are provided for partnering with students and improving their performance in such areas as time and task management, planning, organization, and impulse control. Adaptations for coaching students with disabilities are discussed. In a convenient large-size format, the book features over two dozen reproducible forms and handouts; coaches can download and print additional copies as needed. New to This Edition *Two new chapters on coaching 5- to 8-year-olds (K-3), and more material on younger students throughout. *Shows how to enhance coaching by incorporating motivational interviewing and cognitive rehearsal strategies. *Case example chapter, plus chapters on self-assessment for coaches and the building blocks of executive skills coaching. *Expanded content on goal setting, action planning, and progress monitoring. *Updated research and revised reproducible tools. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Today, nations throughout the world lack detailed information about the arrangements families make for the care or education of their pre-school aged children. The present volume addresses this problem by presenting information from Phase 1 of the IEA Preprimary Project, which conducted household surveys with representative samples of families with 4-year-olds in the following 11 countries: Belgium, the People's Republic of China, Finland, Germany, Hong Kong, Italy, Nigeria, Portugal, Spain, Thailand, and the United States. Using a jointly-developed 50-minute parent/guardian interview, researchers in each country collected information about what settings families choose for the care/education of their 4-year-old children, why families choose these particular settings, and what problems they encounter with the settings. Families were also asked how many out-of-home settings their child typically attends each week and how long the child spends in these settings. In addition, interviewers gathered data about the family background (e.g. parental education and occupation) and asked parents to describe their child's routine for a typical 24-hour period.

This volume of findings from the IEA Preprimary Project will be useful to early childhood professionals and researchers as well as to policymakers concerned with family and educational issues. One chapter presents information about group settings in various nations, including thier sponsorship, the auxiliary services they offer and the extent of home-setting communication. Since the study is cross-national, it is possible to examine each nation's findings within a broader context and thus perhaps see new options for program planning andoperation.

-Offers school-based mentors in Scotland a practical toolkit to develop their mentoring skills, giving them the guidance needed to effectively support trainee and newly qualified early years, primary, and secondary teachers. -Gives a broad overview of the mentoring process and of mentoring teachers for long-term career development, exploring the nature of the mentor-mentee role within the Scottish context, guiding the mentee through lesson planning, and offering strategies for observation and lesson analysis. -Includes lesson plans and feedback sheets, observation sheets, case studies, sample dialogues, and learning activities and exercise, giving mentors practical tools for use with teachers in a classroom setting. -Offers an online eResource offering downloadable resources and web-based training material.

This set reprints hard-to-find works of Friedrich Frobel, as well as key papers discussing the methods of this influential 19th-century pioneer in pre-school education.

This set reprints hard-to-find works of Friedrich Frobel, as well as key papers discussing the methods of this influential 19th-century pioneer in pre-school education.

Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opened up a space for early years practitioners - as insiders of this historically undervalued sector - to question the nature of their practice. The questioning leads to the second argument: the need for a new future for early years education marked by a 'critical ecology' of the profession. This is a future in which educators maintain an attitude of critical enquiry in all aspects of their role, assessing the genuine needs of the sector, factoring in the different political and cultural milieux that influence it, and acting to transform it.

In exploring the issues, this book begins by recording in detail the daily work of early years educators from six countries: Australia, England, Finland, Germany, New Zealand and Sweden. These case studies explore what it means to act professionally in a particular context; perceptions of what being a 'professional' in early childhood education means (including practitioners' self perceptions and external perspectives); and common features of practice in each context. It moves on to analyse the wider socio-political forces that affect this day-to-day practice and recommends that practitioners act as transformative agents informed by the political and social realities of their time.

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This text provides a description and analysis of play and its use in helping young children to reach their potential. It is aimed at professionals working with young children with special educational needs and from a range of cultural and linguistic backgrounds.;The authors have sought to make sense of play from theoretical and practical sources to promote an interactive perspective. Included in the book is the authors' model of Play Based Assessment, a framework that can be used to assess and mediate children's learning and development.

This collection brings together studies and essays which represent the best work being done in the area of qualitative research in early childhood settings. The research spans the full range of early childhood settings from infant-toddler and home day care programs to primary classrooms.

The volume is designed to appeal to scholars doing early childhood research and to graduate students and their instructors in general early childhood research courses, specialized early childhood qualitative research courses, and general qualitative research courses. Experienced scholars doing qualitative work related to early childhood will see the book as essential because, for the first time, a comprehensive treatment of this emerging area of inquiry is provided. Less-seasoned researchers will find the collection useful in providing fundamental knowledge and concrete examples to guide their scholarly development.

These pocket sized sets of flashcards, comparable in size and quality to a good pack of playing cards - are designed to support teaching and therapeutic input in the clinic, school and home. It introduces feelings in a simple and lively way. There are 18 different attitudes, each illustrated on two cards, in one card of the pair: a teddy shows the feeling. In the second it is a child, but teddy also appears in the picture. It includes: happy, frightened, loving, cold, tired, and strong. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

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.