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This 'Funny' themed anthology of poems is written by various
authors. The anthologies in this series are updated and revised
versions of previously published titles, each with several brand
new poems in them. There's an anthology for every place and topic.
Make sure you've always got a verse rehearsed! Roaring dinosaur
rhymes, silly school rhymes: even some revolting rhymes to get you
groaning. You can rap or rhyme them, mime them out or tackle
fiendish tongue-twisters. Heaps of rib-tickling rhymes to send you
poetry potty, and it all supports the school curriculum. A matching
Teacher Resource Book, written by Paul Cookson, features
workshop-style lessons based on different poetry types/genres. Each
lesson focuses on a specific poem from one of the anthologies.
Investigating children's learning through dance and
drawing-telling, Dance-Play and Drawing-Telling as Semiotic Tools
for Young Children's Learning provides a unique insight into how
these activities can help children to critically reflect on their
own learning. Promoting the concept of dance and drawing-telling as
highly effective semiotic tools for meaning-making, the book
enlivens thinking about the extraordinary capacities of young
children, and argues for the incorporation of dance and drawing in
mainstream early childhood curriculum. Throughout the book,
numerous practice examples show how children use movement, sound,
images, props and language to imaginatively re-conceptualize their
everyday experiences into bodily-kinesthetic and spatial-temporal
concepts. These examples illustrate children's competence when
given the opportunity to learn through dance and drawing-telling,
as well as the important role that teachers play in scaffolding
children's learning. Based on award-winning research, this
insightful and informative book makes a sought after contribution
to the field of dance education and seeks to reaffirm dance as a
powerful learning modality that supports young children's
expressive non-verbal communication. Encouraging the reader to
consider the significance of multi-modal teaching and learning, it
is essential reading for researchers in the dance, drawing and
education spheres; postgraduate students taking courses in early
childhood; play and dance therapists; and all early childhood
teachers who have a specific interest in arts education.
Investigating children's learning through dance and
drawing-telling, Dance-Play and Drawing-Telling as Semiotic Tools
for Young Children's Learning provides a unique insight into how
these activities can help children to critically reflect on their
own learning. Promoting the concept of dance and drawing-telling as
highly effective semiotic tools for meaning-making, the book
enlivens thinking about the extraordinary capacities of young
children, and argues for the incorporation of dance and drawing in
mainstream early childhood curriculum. Throughout the book,
numerous practice examples show how children use movement, sound,
images, props and language to imaginatively re-conceptualize their
everyday experiences into bodily-kinesthetic and spatial-temporal
concepts. These examples illustrate children's competence when
given the opportunity to learn through dance and drawing-telling,
as well as the important role that teachers play in scaffolding
children's learning. Based on award-winning research, this
insightful and informative book makes a sought after contribution
to the field of dance education and seeks to reaffirm dance as a
powerful learning modality that supports young children's
expressive non-verbal communication. Encouraging the reader to
consider the significance of multi-modal teaching and learning, it
is essential reading for researchers in the dance, drawing and
education spheres; postgraduate students taking courses in early
childhood; play and dance therapists; and all early childhood
teachers who have a specific interest in arts education.
This feisty collection of poems is a celebration of the
achievements of women and girls throughout history. Reaching the
Stars is complied by national Poetry ADay Ambassadors and includes
poems about Malala Yousafzai, Rosa Parks, Margaret Hamilton, Ada
Lovelace, Helen Keller, Mary Shelley, Edith Cavell and many more.
Packed with wonderfully diverse poems, this is the perfect gift for
young history or poetry fans.
Musical Childhoods is a culmination of more than a decade of
research driven by the fact that music has been neglected in early
childhood programs in favour of literacy and numeracy. Recent
research has identified a connection between academic performance
and musical programs and this has given music a renewed status in
many schools. This book promotes the idea of children's competence
in the use of the language of music and argues that all children
have a right to participate in musical discovery and celebrates
children's engagement with meaningful and disparate experiences in
music. Written by leading practitioners and researchers in the
field, this book seeks to reaffirm children's communicative
competence when exposed to high quality musical experience, provide
new perspectives on children's ability to engage with music in many
diverse forms and explore and promote the role of the musician as
an artist and teacher. The book is structured into three parts: The
theoretical overview The children, the musicians and the music The
research through the eyes of the protagonist and looking into the
future Early childhood students, researchers and academics with a
specific interest in music and musicality will find this an
insightful read.
Musical Childhoods is a culmination of more than a decade of
research driven by the fact that music has been neglected in early
childhood programs in favour of literacy and numeracy. Recent
research has identified a connection between academic performance
and musical programs and this has given music a renewed status in
many schools. This book promotes the idea of children's competence
in the use of the language of music and argues that all children
have a right to participate in musical discovery and celebrates
children's engagement with meaningful and disparate experiences in
music. Written by leading practitioners and researchers in the
field, this book seeks to reaffirm children's communicative
competence when exposed to high quality musical experience, provide
new perspectives on children's ability to engage with music in many
diverse forms and explore and promote the role of the musician as
an artist and teacher. The book is structured into three parts: The
theoretical overview The children, the musicians and the music The
research through the eyes of the protagonist and looking into the
future Early childhood students, researchers and academics with a
specific interest in music and musicality will find this an
insightful read.
This book explores the narratives of a group of four-year-old
children in a composition project in an Australian early learning
centre. The participants, centre staff and a composer, Stephen
Leek, contributed a number of music sessions for the children,
including five original songs. The book showcases young children's
communicative ability and sensitivity to wider issues. The staff in
the centre have a strongly voiced philosophy that is enacted
through arts-based pedagogy and incorporates significant themes
including a respect for Aboriginal culture and custodial
responsibility towards a sustainable future for the earth. Examples
of adult and children's ideas are illustrated through music making,
singing, dancing, words, drawings and paintings, which provide
insights into a world where children are viewed as active citizens
and the arts have rights. The book describes the context of the
centre, the history of projects and details one project as an
example of "lifeworthy learning".
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