Originally published in 1980 The Verbal Games of Pre-school Children states that in the course of acquiring language, every child recognizes that verbal interaction is a powerful tool which can be used to interpret and manipulate the world. During the last previous two decades developments in the study of both language acquisition and linguistic theory had begun to illustrate that the acquisition of a first language involves considerably more than the mere learning of grammatical structure. This view of learning had led researchers gradually to see children as more than grammarians devising grammatical constructs. The tendency at the time was to see the child as an active partner in what are essentially games of communication and invention during which the rules of usage as well as the rules of grammar are discovered. This study is based on extensive and detailed observation of the verbal interaction of two pre-school children, and as such offers far-reaching ideas and conclusions concerning the manner in which all children determine the role of language in their lives, whilst simultaneously learning how to piece it together.

Originally published in 1991, First Episodes: Pupil Careers in the Early Years of School is based on a four-year longitudinal study of pupils from two different catchment areas from the first days of their entry to primary school. Using qualitative methodologies of depth interviewing and 'naturalistic' observation, it attempts to examine the social construction of pupil careers in the dynamics of classroom life. Particular attention has been given to the longitudinal and continuing process in the formation of pupils over the first four years of schooling, especially in looking at the moment-by-moment processes of formulation as episode follows episode in the rapid flow of classroom life. It is suggested that teachers operate fundamental distinctions between 'normal' and 'abnormal' pupils and, in the ongoing processes of classroom life, a distinction between the episodic and the trans-episodic in their constructions of reality. Central to the analysis has been the notions of 'relativity' in the placement of boundaries in interpersonal relations. It is suggested that the casting of pupils within the framework of role (i.e. Other-role) is a central process at both episodic and trans-episodic levels. The book recommends a move away from the more usual notion of rule-transgression and its related 'societal reactions' so prominent in the literature on deviance. It is suggested that it is the role rather than the rule which is critical to the perception of deviation and the formulation of pupils in early schooling. In looking for temporal processes of 'emergence' it is suggested that there is continuing tension between the episodic and the trans-episodic in teachers' formulation of children. It seems the construction of present reality as having continuity or discontinuity with previous 'realities' is critical.

For many years, increasing stress has been placed on the importance of giving the under-sevens a good start in mathematics. Originally published in 1991, Mathematics for Young Children shows how children as young as four and five and of all abilities can be encouraged to carry out their own mathematical explorations whilst covering the content of a prescribed curriculum. A substantial part of the book is taken up with actual case-studies of children working with Marion Bird in a reception classroom, fully illustrated with examples of the children's work. These case-studies are then analysed to show how a prescribed syllabus can be effectively covered through an investigational approach: a point which is of paramount importance to teachers concerned with the introduction of the National Curriculum. The role of the teacher, too, is examined carefully in order to identify those parts of a teacher's repertoire which seems to be particularly fruitful in encouraging young children's active mathematical thinking. Throughout, readers are encouraged to apply and amend ideas to suit their own particular circumstances.

Originally published in 1958, this reconstruction of the lives of young children of nursery age is an excursion into the past, from the Middle Ages to the opening years of the twentieth century. It tells of the methods, often extraordinary to our ideas, by which they were brought up from babyhood to about seven years old, their clothes, diet, the fearsome remedies that were inflicted on them in illness, their toys, games, books and first steps in education. It shows how the pristine simplicity of the child's nature, which hardly alters throughout the centuries, was moulded by the pressure of the adult society around them into some semblance of the accepted contemporary type. This story of the nursery is not only about young children, but about their parents too. There are parents in it who are stern, harsh, even cruel, and many more loving and careful ones; but one thing strikes us in these parents of former times: there is an air of unassailable confidence and certainty about them that the modern parent, versed in child psychology, would find it hard to achieve. As one seventeenth-century worthy put it, 'For that which always happens in a concerne so universall as breeding children must needs be provided for by a traditionell method of proceeding.'

*A step-by-step guide which leads teachers through the process of teaching children to read. *An accessibly written, research-based resource that teachers can pick up and get on with teaching. *Written by an experienced classroom teacher for teachers.

Putting Storytelling at the Heart of Early Childhood Practice is a brilliantly engaging and practical book that highlights the essential nature of storytelling in all walks of life, and how to best cultivate this in the early years classroom. The authors use a compelling Froebelian approach to explore the role of storytelling not just in the development of literacy but also in the development of communication and language and for maintaining good mental health and wellbeing. Drawing on primary and contemporary research, and presented by a range of experienced authors, this book covers important topics such as: The benefits of regularly practising storytelling Storytelling during play activities Group dynamics in constructing narratives The roles of props and fantasy concepts in storytelling This accessible guide is ideal for all early years practitioners looking to encourage literacy, communication and well-being in a supportive and creative environment, and for policymakers looking to develop best practice in the early years classroom.

How do we begin to understand diversity in early childhood in order to combat biases? There are many layers of diversity within families that are important to examine. We must consider ethnic diversity first and foremost as we engage in a conversation regarding diversity, as we know (or should know) the history of people of color in the US and the challenges and adversities that we have experienced. In the context of this book, understanding diversity begins with positioning a definition that encompasses the realities of many families particularly across the US such as immigration status, gender, family structure, sexual identity, class, and spiritual beliefs. We also see the importance to talking about race within the context of early childhood.

* Clearly shows how the work of each pioneer has directly impacted on practice today * Includes practical examples, questions for reflective practice and summary tables to help the reader engage with the text * The author is Italian and has accessed much of these women's original writing - the book provides fresh insights and has greater authority because of this * Fully updated in line with the revised EYFS and features a new chapter on Charlotte Mason.

Originally published in 1938, there were indications that the progress of nursery education in England would proceed rapidly in the next few years. The English Nursery School was written in response to the need, from people with a duty or interest in the area, for a single volume bringing together information relating to the growth, organization and function of the nursery school and nursery class as an integral part of our educational system. The author's interest in the nursery school movement was developed by her personal association with pioneers such as Margaret McMillan and Grace Owen who were still involved with shaping the course of future developments in the field, which can still be felt today. This reissue shows where it all began.

Originally published in 1935, Testing Children's Development from Birth to School Age highlighted the greatly increased interest in measuring the development of pre-school children by other means than the older, inadequate "intelligence tests". In the early part of the twentieth century the work done at the Psychological Institute of the University of Vienna under the general direction of Dr Karl Buehler had become favourably known throughout Europe and the United States. This was also especially true of the studies in child psychology directed by the authors Dr Charlotte Buehler and her one-time assistant, Dr Hildegard Hetzer. The book contains developmental tests for the first six years of life; techniques for testing small children; information on the construction of tests and the evaluation their results. Today it can be read and enjoyed in its historical context.

* 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.

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.

This exciting new book celebrates, interrogates and re-imagines the complex and demanding role of the Early Childhood Practitioner. Exploring the many different facets of the Early Childhood Practitioner's (ECP) role, it challenges normative constructions of practitioners and how they have been shaped by assumptions of history, culture and policy. Drawing on a range of theoretical presumptions and debates, the chapters champion the multidimensional power and potentiality of the ECP, arguing for greater respect and recognition for a role that supports and enables at a crucial time in a child's life. With opportunities for reflection, key topics include: The specialist pedagogical expertise of the ECP The key role that ECPs play in the child's holistic wellbeing The ECP as diplomat across many professional contexts, effectively communicating with families and professionals The creative ECP, pushing traditional, normative boundaries of practice The ECP as so much more than they are customarily perceived as being. This latest addition to the TACTYC series will be valuable reading for Early Years students - particularly on Masters level courses - as well as those working and researching in the Early Years sector.

* Cross-curricular teaching tool covering, literacy, oracy, maths and science, well-being and mental health, dance, drama and art * Unleash the power of poetry in your classroom * Contains activities, lesson plans and classroom resources

* Cross-curricular teaching tool covering, literacy, oracy, maths and science, well-being and mental health, dance, drama and art * Unleash the power of poetry in your classroom * Contains activities, lesson plans and classroom resources

This exciting new book celebrates, interrogates and re-imagines the complex and demanding role of the Early Childhood Practitioner. Exploring the many different facets of the Early Childhood Practitioner's (ECP) role, it challenges normative constructions of practitioners and how they have been shaped by assumptions of history, culture and policy. Drawing on a range of theoretical presumptions and debates, the chapters champion the multidimensional power and potentiality of the ECP, arguing for greater respect and recognition for a role that supports and enables at a crucial time in a child's life. With opportunities for reflection, key topics include: The specialist pedagogical expertise of the ECP The key role that ECPs play in the child's holistic wellbeing The ECP as diplomat across many professional contexts, effectively communicating with families and professionals The creative ECP, pushing traditional, normative boundaries of practice The ECP as so much more than they are customarily perceived as being. This latest addition to the TACTYC series will be valuable reading for Early Years students - particularly on Masters level courses - as well as those working and researching in the Early Years sector.

* 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

Among the welter of books on critical pedagogy, this volume will be especially valued for its direct focus on early years and elementary educators. Benefiting from the considered views of two veteran teachers of critical pedagogy, the volume is far more than a knowledge-rich resource, offering as it does vital support in applying the tenets of critical pedagogy to classroom practice. Alongside specific examples of teachers engaging in critical pedagogy in elementary and early-childhood classrooms, the material features close analysis and guidance that will help ease teachers into reflective practice in critical pedagogy that is based on praxis the point at which theory and practice meet and interact. Indeed, the authors move readers even further than this, showing how students as well as teachers can transform their experience of education through critical reflection.

After surveying the field of critical pedagogy, the authors discuss the core precepts that inform the classroom practice of critical pedagogues. They move on to discuss how vital these early and elementary years are in forging children s nascent identities. Other topics covered include discrimination, gender issues, the development of social justice projects, and the social transformations that critical pedagogy can manifest in the classroom. Finally, this resource explains how teachers can move forward in their classroom practice to enhance equity, justice and social responsibility. This book is essential reading for classroom practitioners in early and elementary education, whether neophytes or veterans, who are interested in deploying this powerful educational paradigm in their work.

After surveying the field of critical pedagogy, the authors discuss the core precepts that inform the classroom practice of critical pedagogues. They move on to discuss how vital these early and elementary years are in forging children s nascent identities. Other topics covered include discrimination, gender issues, the development of social justice projects, and the social transformations that critical pedagogy can manifest in the classroom. Finally, this resource explains how teachers can move forward in their classroom practice to enhance equity, justice and social responsibility. This book is essential reading for classroom practitioners in early and elementary education, whether neophytes or veterans, who are interested in deploying this powerful educational paradigm in their work.

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Accessible and practical guide for all practising and training kindergarten and primary teachers Covers all aspects of online teaching for early years, such at platforms, classroom management, body language, class size, feedback, assessment, and activities Filled with tried-and-tested exercises, takeaways and reflective questions for teachers to use, adapt, and integrate into teaching practice Written in a structured, cumulative manner that allows readers to read chapters based on relevance and interest

Accessible and practical guide for all practising and training kindergarten and primary teachers Covers all aspects of online teaching for early years, such at platforms, classroom management, body language, class size, feedback, assessment, and activities Filled with tried-and-tested exercises, takeaways and reflective questions for teachers to use, adapt, and integrate into teaching practice Written in a structured, cumulative manner that allows readers to read chapters based on relevance and interest

The field of reading is a compelling one, characterised by many debates and discussions. It is also amenable to investigations through a range of theories and research studies. In this book, eight leading authorities provide a 'state-of-the-art' overview of reading, using perspectives that have informed their work. There are overviews from linguistic, psychological, sociological and literary viewpoints, as well as more hybrid ones from investigations of digital literacy and multi-modality. This book celebrates what has already been achieved by bridging research, scholarship and practice; it also suggests what still needs to be done to bring the positive rewards from reading to greater numbers of young people. It also recognises that the benefits of reading extend beyond the personal. Accomplished reading skills empower people to meet the challenges of everyday life: making decisions, solving problems, and dealing with unexpected events. The need to refresh and renew our knowledge of reading has gained further impetus in the 'information age'. New technologies for information and communication continually appear: manifestations of 'fake news', disinformation and conspiracy theories spread rapidly across the globe. The book underlines the importance not only of reading, but also the fact that reading between and beyond the lines is more important than ever, in print and across multiple media platforms. The chapters in this book were originally published as a special issue of Education 3-13: International Journal of Primary, Elementary and Early Years Education.

Learn how to effectively lead and make an impact in early childhood and primary school settings. The New Leader's Guide to Early Childhood Settings explores how to empower educators and caregivers, advocate for early intervention, promote culturally responsive teaching, and confront common fears and hurdles. Packed with helpful resources and strategies, chapters feature key tips about effective communication, leveraging technology, and questions for reflection. Practical and accessible, this engaging guidebook delivers quick, effective advice whether you're just starting out or are an experienced leader newly jumping into the early years.

-This textbook offers an accessibly-written, practical, and amply illustrated introduction to the science of elementary math learning, written for pre-service and in-service K-5 teachers and educators with little background in cognitive development. -Balances Science and Classroom sections, synthesizing the latest developmental research, and offering ready-to-use practical classroom activities for individual, small-group, and classroom settings. -Written by an author team drawing from decades of experience in cognitive research on mathematics learning, clinical psychology, classroom experience, and working with both teachers and children.

Dit stel ouers in staat om van vroeg af en te midde van 'n druk lewe alledaagse geleenthede om hulle te gebruik om hul kleingoed gemaklik in die wereld van wiskunde in te lei. En dit verg geen spesiale kennis of opleiding van ouers nie; net 'n positiewe instelling en 'n opskerping van hulle interaksie met hul kleingoed om hulle al spelenderwys vertroud te maak met wiskundebegrippe.

This volume reflects the multiplicity of perspectives in the theory and practice of creativity, while it is broadly accepted that the dynamism of humanity s responses to our evolving scientific, social and environmental needs depends on our creativity. It examines the central issues that animate the themes of creativity, talent development and excellence in schools and in the workplace, as well as analysing their related socio-cultural activities and processes. Forged in the workshops of a number of conferences and symposia, this collection represents in itself a creative partnership between European and Asian academics. Thus it includes contributions from various cultural and organizational settings, as well as chapters that enhance our conceptual models of creativity in both learning and teaching.

The contributing authors recognize that exploring the nature of creativity necessitates a new paradigm in research and praxis in which integration, collaboration, and the synthesis of knowledge and expertise are key factors. Their chapters detail the results of studies relating to to creativity, talent, school excellence, team and goal setting, innovation and organizational excellence, resilience, self-regulation, and personal epistemology. Clearly defined sections take on discrete aspects of the topic that include a vital assessment of the challenges that lie ahead in fostering the creativity, talent and excellence of the young and in doing so, allowing them to play a positive and innovative role in a variety of social contexts.