* 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.

Many teachers use traditional counting and shape books in math class. But what would happen if we approached any story with a math lens? How might mathematizing children's literature give learners space to ask their own questions and make connections between stories, their lives, and the world around them? These are the questions Allison Hintz and Antony T. Smith set out to explore in this book as they invite us to consider fresh ways of using interactive read-alouds to nurture students as both readers and mathematicians. Inside Mathematizing Children's Literature, you'll learn how to do the following: Select picture books according to the goals of the read aloud experience. Plan and facilitate three kinds of read aloud discussions-Open Notice and Wonder, Math Lens and Story Explore. Utilize Idea Investigations-experiences that invite students to pursue literacy and math-focused ideas beyond the pages of the-read aloud. Connect with students' families and communities through stories. Along the way, Allison and Antony offer a wide range of picture book suggestions and appendices that include ready-to-use planning templates, a note-taking form, and a bookmark of guiding questions. Mathematizing Children's Literature is a practical resource you'll find yourself referring to frequently.

From the best-selling author of How Are You Feeling Today?, this thoughtful picture book teaches children how to find new ways of expressing themselves. 'Why am I losing my temper?' 'Why am I being grumpy?' This important book prompts children to question certain behaviours and why they happen. Addressing common situations in a sympathetic and humorous way, What Makes Me Do The Things I Do? answers key behavioural concerns and encourages children to self-reflect, consider how their actions affect others and manage their emotions. This book is ideal for sharing with young children, or to give to older children to read independently. Written in child-friendly language, this picture book explores 12 typical behaviours that children engage in - such as temper tantrums, telling lies or cheating - and offers 12 constructive behaviours to consider instead, like staying calm, being honest or playing fairly. There are fun, colourful illustrations by Sarah Jennings throughout and helpful notes for parents and carers at the back of the book, with tips for encouraging positive behaviour early on.

Strongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young children's learning and development. Kinaesthetic or hands-on active learning is extremely important for young children's personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of early childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for young children, as well as authentic classroom data. Written by leading experts in the field, this book shares authentic, appropriate classroom strategies for implementing kinaesthetic learning with young children and will be essential reading for researchers as well as pre- and in-service educators.

Understanding Research in Early Childhood Education: Quantitative and Qualitative Methods prepares readers to be informed consumers of early childhood research. Rather than following the traditional format of covering quantitative and qualitative methods separately, this innovative textbook offers side-by-side coverage and comparison about the assumptions, questions, purposes and methods for each, offering unique perspectives for understanding young children and early care and education programs. Understanding Research in Early Childhood Education is broadly based across the major research paradigms, and numerous examples are offered throughout the text. Through the use of this book, students will be able to more knowledgeably read, evaluate, and use empirical literature. These skills are becoming more important as early childhood educators are increasingly expected to use evidence-based research in practice and to participate in collecting and analyzing data to inform their teaching.

The world of education is an amazing and rewarding world to be in, but there is a sense among many that work within it that there is something not quite right, that all is not well. In this book, Greg Bottrill explores how he ensures that, in his Early Years setting, continuous provision enables children. He shares his Early Years pedagogy through the '3Ms' and explains how to apply these in the classroom. Greg also explores the definition of play - what it is and what it isn't - and the challenging role of the Early Years teacher. This book shares good practice in: early reading and the joy of reading early writing development boys writing the nature of outdoor play and how to make this truly 'outdoor' the role of parents in child development mathematics in play when and how to do intervention work with children how to get Headteachers and centre managers on board.

First Published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

Applied Behavior Analysis in Early Childhood Education provides a basic introduction to applied behavior analysis and the highly beneficial role that it can play in early childhood education for both typically developing children and those with special needs. The objective is to provide future and current early childhood professionals with the tools that they need to positively impact the lives of young children. Specifically, the book will describe and provide useful examples related to the following: Implementing effective techniques for changing behavior; Strategies for every day challenges both in the classroom and at home; Strategies for addressing less frequent issues; Suggestions for how to consult and correspond with parents and caretakers. Applied Behavior Analysis in Early Childhood Education is written for professionals preparing for-or those already in-careers in child development, behavior analysis, early childhood education, developmental therapy, counseling, special education, and other helping professions. A Companion Website featuring additional information and resources for students and instructors can be accessed at www.routledge.com/cw/casey.

Applied Behavior Analysis in Early Childhood Education provides a basic introduction to applied behavior analysis and the highly beneficial role that it can play in early childhood education for both typically developing children and those with special needs. The objective is to provide future and current early childhood professionals with the tools that they need to positively impact the lives of young children. Specifically, the book will describe and provide useful examples related to the following: Implementing effective techniques for changing behavior; Strategies for every day challenges both in the classroom and at home; Strategies for addressing less frequent issues; Suggestions for how to consult and correspond with parents and caretakers. Applied Behavior Analysis in Early Childhood Education is written for professionals preparing for-or those already in-careers in child development, behavior analysis, early childhood education, developmental therapy, counseling, special education, and other helping professions. A Companion Website featuring additional information and resources for students and instructors can be accessed at www.routledge.com/cw/casey.

The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism explores how processes of marketisation and privatisation of ECEC have impacted understandings of children, childcare, parents, and the workforce, providing concrete examples of resistance to commodification from diverse contexts. Through processes of marketisation and privatisation, neoliberal discourses have turned ECEC into a commodity whereby economic principles of competition and choice have replaced the purpose of education. The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism offers new and alternative understandings of policy and practice. Written with co-authors from diverse countries, case studies vividly portray resistance to children as human capital, to the "consumentality" of parents, and to the alienation of the early childhood workforce. Ending with messages of hope, the authors discuss the demise of neoliberalism and offer new ways forward. As an international book with global messages contributing to theory, policy, and practice regarding alternatives to a neoliberal and commodified vision of ECEC, this book offers inspiration for policy makers and practitioners to develop local resistance solutions. It will also be of interest to post-graduate students, researchers, educators, and pre-service educators with an interest in critical pedagogy, ECEC policy, and ECEC practice.

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. Every year, an increasing number of children enter the Early Years setting either new to English or with English as an additional language (EAL), which can be daunting, not just for the child but for the practitioner too. How can Early Years practitioners ensure that the right support is in place for the child and themselves? What practical ideas can be used successfully to enrich an EAL child's understanding of a new language, while, at the same time, allowing that child to bond with their peers? 50 Fantastic Ideas for Children with EAL is an invaluable resource to help integrate children with EAL into the classroom with fresh, exciting and engaging activities that are easy to resource, require little preparation and are fun to carry out. The activities include simple speak-and-repeat games, visual ideas to support learning new words and phrases and activities that evoke feelings of being at home, allowing the children to feel welcomed and part of the school's diverse community. Traditional games are also featured to help children with EAL play with their peers, as well as feel that they can contribute to the learning of others. Perfect for promoting inclusion and self-esteem, 50 Fantastic Ideas for Children with EAL is ideal for supporting children as they navigate the ups and downs of having English as an additional language.

This book is about Gabby, an inquisitive girl who leads her own learning very effectively with support from the adults in her life. The author, her grandmother, draws on seven years of data from diaries, photos and Gabby's own writing to consider her development and learning when cared for by both her parents and grandparents. Gabby builds on her experiences with her Latvian mother, English father and her elder sister as she faces and deals with transitions as she grows up. The chapters are presented in a chronological order as a 'running record' going from 0-1 year right through to 6-7 years and can be analysed through a range of theories and frameworks. With chapters considering theory and the data separately the reader can reach their own conclusions on child development before exploring the author's analyses. Each chapter also considers the relevance of Ofsted's Intent, Implementation and Impact framework and other theories and schemas. This book about one child's early development and learning is a fascinating insight into how young children learn for those studying or working in the early years field. It includes access to an online learning centre of video clips to bring the descriptions to life and provide further insight into Gabby's development. "This book is a testament to the power of quiet, attentive observation and its application to a range of disciplines beyond the therapeutic. 'Observing Gabby' will be of interest to Early Years practitioners who are keen to provide a setting conducive to holistic education, and those interested in the links between emotional well-being and learning." Sarah Fielding, Infant Observation "This carefully structured text will be helpful for anyone teaching or studying child development particularly with the addition of video materials to view alongside the book." Mary Briggs FRSA, CMathTeach, APECS, SFHEA, FCCT, Principal Lecturer and Programme Lead for Childhood and Education (ECS and Ed Studies), Oxford Brookes University, UK "This rich account of Gabby's early childhood development takes the reader on an inspiring journey." Shirley Allen, School of Health and Education, Middlesex University "I would heartily recommend this book to any early years practitioner, who wants to better understand child development, improve the quality of their child observations and to develop their skill in linking the two seamlessly." Andrea Layzell, Project Lead and Tutor, Bradford Birth to 19 Teaching School Alliance Dr Cath Arnold has worked in the field of Early Childhood for over 40 years, as a practitioner/teacher, researcher, lecturer and author. Her particular interests include child study; schemas and parental involvement. This is her fifth book focussing on close observation of the spontaneous actions of young children.

In Intentional from the Start: Guiding Emergent Readers in Small Groups, Carolyn Helmers and Susan Vincent take a concentrated look at the often-underestimated reading and writing work that occurs during the emergent reading stages of literacy development (PreA-D) and the seemingly simplistic books we use to teach them in small-group guided reading. Though both may appear unsophisticated, these earliest readers and the texts we use to meet their needs are each unique and full of nuances that generally go overlooked. The authors explore how emergent readers learn best and position text levels appropriately in the service of students. They also turn their attention to a comprehensive exploration of the particular needs of emergent readers and how the work they do at text levels PreA-D lays a critical foundation necessary for them to continue growing successfully into text levels E and beyond. As they examine the needs of learners working at each emergent text level individually, Carolyn and Susan: Detail the specific demands the books in that text level require and how to best coach young readers working through them. Highlight instructional procedures for reading, writing, and word study that can be put to use immediately at your small group table. Suggest optimal schedules, techniques, and formats for efficient instruction at that level. Unpack the book characteristics specific to that level and demonstrate ways to capitalize on them to intentionally support emergent readers and writers. With plenty of useful classroom examples, as well as additional online resources with literacy center ideas that correlate directly with the work students are doing at particular levels, this book is a resource your emergent reading teacher heart will reach for again and again.

Relationship-Based Learning provides a helpful range of accessible strategies, approaches, practical ideas and guidance on how to implement 'behaviour for learning' for children with social, emotional and mental health issues, as well as those at risk of exclusion from school. This essential resource explores the conceptual framework of Ellis & Tod's highly effective 'behaviour for learning' conceptual framework, with each chapter featuring practical strategies and foundations that can be used at an organisational or whole-school level, as well as in the classroom. It includes tried-and-tested structures and strategies which have been proven to improve the learning and behaviour of children. The implementation of the 'behaviour for learning' framework has been evidenced to have a significant impact on the quality of teaching and learning with outstanding and, in some cases, exceptional outcomes for all learners. The strategies and approaches explored in this book are relevant for teaching children in any school or alternative provision, especially those with social, emotional and mental health needs. Relationship-Based Learning is a must-read for practitioners, senior leaders, teachers and support staff, outreach services and multi-agency staff who are committed to improving outcomes for children with social, emotional, and mental health needs.

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.

Have you ever wondered what the Reggio Approach is all about, why it works, and how it can be used to benefit the young children in your setting? The book describes how educators in Reggio Emilia work with young children, and looks at the connections between the Reggio Approach and the revised Early Years Foundation Stage framework. It provides practical examples involving children of different ages in a wide variety of settings, helping the reader to see the connection between practice and theory. This new edition has been fully updated to show the increasingly mirroring connections between the Reggio Approach and the principles and commitments of the recently revised Early Years Foundation Stage (EYFS) framework. Each chapter focuses on one important aspect of the Reggio Approach and includes: Practical examples involving children of different ages in a wide variety of settings, helping the reader to see the connection between practice and theory Questions to enable the reader to reflect on and develop his or her own practice in accordance with new statutory requirements References to sources of further reading and information. This convenient guide will help early years practitioners, students and parents to really understand what the Reggio Approach can offer their setting and children.

This guide to the Early Childhood Graduate Competencies, developed by the Early Childhood Studies Degrees Network to strengthen students' knowledge and skills for practice, in addition to boosting employability. Embedded into Early Childhood Studies and Early Years degrees, the nine competencies ensure that students are both academically and practically ready to work with young children and take the lead in any early childhood setting. With a focus on essential topics such as advocating for children's rights, inclusion, safeguarding, observation this book will help students to build a solid foundation on which to build their practice. Written in collaboration with students, this text offers a range of case studies and examples, activities, further readings and more to support students on their learning journey.

* There is no single book, which introduces readers to the Bronfenbrenner's model of development as a context for early years practice * Fully updated with one new chapter and broader coverage on transitions * Bronfenbrenner's theories on 'ecological systems' in human development are one of the most influential models in early childhood education - and yet many practitioners and researchers rely on his original work as the only source of guidance * Draws on practice-based research to identify and animate key elements of Bronfenbrenner's model and how it impacts on early educational pedagogy and practice. * In light of the important research data emerging from the neurosciences, Bronfenbrenner's bio-ecological model of development provides a rich framework in which to enhance understandings.

This second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, pre-schoolers, and early elementary-aged children to understand trauma as well as its impact on young children's brains, behavior, learning, and development. The book covers a range of trauma-responsive teaching and family engagement strategies that readers can use to create strength-based environments that support children's health, healing, and resiliency. Updates include a greater emphasis on resilience and collaborating with mental health specialists, a new chapter on developing children's sensory literacy and additional case studies to use in workshops or professional development. Supervisors and coaches will learn a range of powerful trauma-responsive practices that they can use to support workforce development and enhance their quality improvement initiatives.

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.

This book brings together a unique collection of chapters to facilitate a broad discussion on food education that will stimulate readers to think about key policies, recent research, curriculum positions and how to engage with key stakeholders about the future of food. Food education has gained much attention because the challenges that influence food availability and eating in schools also extend beyond the school gate. Accordingly, this book establishes evidence-based arguments that recognise the many facets of food education, and reveal how learning through a futures' lens and joined-up thinking is critical for shaping intergenerational fairness concerning food futures in education and society. This book is distinctive through its multidisciplinary collection of chapters on food education with a particular focus on the Global North, with case studies from England, Australia, the Republic of Ireland, the United States of America, Canada and Germany. With a focus on three key themes and a rigorous food futures framework, the book is structured into three sections: (i) food education, pedagogy and curriculum (ii) knowledge and skill diversity associated with food and health learning (iii) food education inclusivity, culture and agency. Overall, this volume extends and challenges current research and theory in the area of food education and food pedagogy and offers insight and tangible benefits for the future development of food education policies and curricula. This book will be of great interest to students, scholars, policymakers and education leaders working on food education and pedagogy, food policy, health and diet and the sociology of food.