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The characteristics of effective learning - playing and exploring,
active learning and creating and thinking critically - underpin
young children's learning and development and are central to the
revised Early Years Foundation Stage. Practitioners need to be
confident of planning, observing and assessing characteristics of
effective learners and understand how they support children's
learning and development. The book explores what the
characteristics of effective learning look like and how
practitioners can create opportunities for children to express
them. It considers the ways in which they connect with children's
natural explorations, play, enjoyement and the environments created
by adults. Throughout the focus is on building on children's own
interests as practitioners plan for, observe and assess playing and
exploring, active learning and creativity and critical thinking.
Including encounters from authentic settings and provocative
questions for reflective practice, the book covers: children's
well-being and motivations creating effective learning
possibilities for all children engaging children's interests the
role of the adult and environment sustained shared thinking This
timely new text aims to help practitioners and students develop
their understanding of the charactersitics of effective learning
and show them how they can support young children in become
effective and motivated learners.
Providing a fresh approach to examining development in the early
years, this book draws together well-established ideas and theories
based on outdoor play experiences and connects them to spiritual
development in children. Elemental Play and Outdoor Learning
considers socio-cultural perspectives, guided participation and
mediated learning alongside playfulness as it looks at young
children's developing interest in the people around them, the
environment they experience and the ideas and objects that involve
them. Including rich encounters with young children and adults,
chapters cover: elemental play as an approach to observe and
support children's holistic development; the role of people in
developing effective exploratory and social skills; using the
concept of elemental play to consider the spiritual system as an
aspect of child development; imaginative play with raw, natural
materials and how prepared environments can encourage children's
natural exploration; an exploration of well-established constructs
of play and how elemental play can be integrated or
re-conceptualised with the other theories. Exploring current
thinking about natural experiences, interest in forest school
activity and fresh insight into dynamic ecological concepts, this
book will be essential reading for practitioners and students on
undergraduate and postgraduate early years and childhood studies
courses.
Examining Levels of Involvement in the Early Years studies the
theory and rationale behind using young children's levels of
involvement as a tool for enhancing their experiential learning in
diverse settings by exploring values, beliefs, ideology,
resourcefulness and environmental contexts. Drawing on Laevers'
process-oriented Self-evaluation Instrument for Care Settings and
the Leuven Involvement Scale for Young Children, this book examines
the theoretical constructs that underpin the development of these
instruments as well as the practical implications of how and why
practitioners may use the scales in their settings. More
importantly, it looks at children's deep level learning
capabilities and reflects on the engaging possibilities this
presents. Using encounters with children and adults from a range of
settings, it covers: * connecting levels of involvement with local,
national, international and theoretical approaches; * embracing
levels of involvement; * involving the environment; * levels of
outdoor involvement; * engaging with adult involvement; * nurturing
involvement through observation, assessment and planning. Including
contributions from experts in the field, this book will be
essential reading for students, trainee early years practitioners
and all those wanting to continue their professional learning.
The characteristics of effective learning - playing and exploring,
active learning and creating and thinking critically - underpin
young children's learning and development and are central to the
revised Early Years Foundation Stage. Practitioners need to be
confident of planning, observing and assessing characteristics of
effective learners and understand how they support children's
learning and development. The book explores what the
characteristics of effective learning look like and how
practitioners can create opportunities for children to express
them. It considers the ways in which they connect with children's
natural explorations, play, enjoyement and the environments created
by adults. Throughout the focus is on building on children's own
interests as practitioners plan for, observe and assess playing and
exploring, active learning and creativity and critical thinking.
Including encounters from authentic settings and provocative
questions for reflective practice, the book covers: children's
well-being and motivations creating effective learning
possibilities for all children engaging children's interests the
role of the adult and environment sustained shared thinking This
timely new text aims to help practitioners and students develop
their understanding of the charactersitics of effective learning
and show them how they can support young children in become
effective and motivated learners.
Child-Initiated Play and Learning shows how a creative approach to
learning that allows for spontaneous adventures in play through
child-led projects can lead to rich learning experiences that build
on children's own interests. This second edition has been fully
updated in light of policy and curriculum changes and features new
material to help practitioners make informed decisions around
digital technology and how children engage with it. Including
scenarios and provocative questions for reflective practice, this
book looks at planning and considers the possibilities that should
be encouraged when playing alongside young children. Drawing on
practice from Reggio Emilia, New Zealand, Scandinavia and in
settings in the UK, the book covers all aspects of planning
including: how to enable and empower children to lead projects;
organisation of indoor and outdoor materials and space; inclusive
practice and contemporary research; learning through managing risks
and adventurous play; working with parents and carers; challenging
teams to explore what they actually believe about possibilities of
play. In a busy setting it can be difficult to adopt a flexible,
creative approach to planning that embraces the unexpected rather
than relying on templates or existing schemes of work. This book
will give readers the confidence to adopt a flexible approach to
planning that will better meet the needs of the children in their
care. The authors are experienced lecturers, practitioners,
advisors and managers. Working with students, visiting placements,
training teachers and early years professionals, they provide a
sense of real purpose in their optimistic writing and enjoyment in
the themes made explicit throughout this book.
Child-Initiated Play and Learning shows how a creative approach to
learning that allows for spontaneous adventures in play through
child-led projects can lead to rich learning experiences that build
on children's own interests. This second edition has been fully
updated in light of policy and curriculum changes and features new
material to help practitioners make informed decisions around
digital technology and how children engage with it. Including
scenarios and provocative questions for reflective practice, this
book looks at planning and considers the possibilities that should
be encouraged when playing alongside young children. Drawing on
practice from Reggio Emilia, New Zealand, Scandinavia and in
settings in the UK, the book covers all aspects of planning
including: how to enable and empower children to lead projects;
organisation of indoor and outdoor materials and space; inclusive
practice and contemporary research; learning through managing risks
and adventurous play; working with parents and carers; challenging
teams to explore what they actually believe about possibilities of
play. In a busy setting it can be difficult to adopt a flexible,
creative approach to planning that embraces the unexpected rather
than relying on templates or existing schemes of work. This book
will give readers the confidence to adopt a flexible approach to
planning that will better meet the needs of the children in their
care. The authors are experienced lecturers, practitioners,
advisors and managers. Working with students, visiting placements,
training teachers and early years professionals, they provide a
sense of real purpose in their optimistic writing and enjoyment in
the themes made explicit throughout this book.
Providing a fresh approach to examining development in the early
years, this book draws together well-established ideas and theories
based on outdoor play experiences and connects them to spiritual
development in children. Elemental Play and Outdoor Learning
considers socio-cultural perspectives, guided participation and
mediated learning alongside playfulness as it looks at young
children's developing interest in the people around them, the
environment they experience and the ideas and objects that involve
them. Including rich encounters with young children and adults,
chapters cover: elemental play as an approach to observe and
support children's holistic development; the role of people in
developing effective exploratory and social skills; using the
concept of elemental play to consider the spiritual system as an
aspect of child development; imaginative play with raw, natural
materials and how prepared environments can encourage children's
natural exploration; an exploration of well-established constructs
of play and how elemental play can be integrated or
re-conceptualised with the other theories. Exploring current
thinking about natural experiences, interest in forest school
activity and fresh insight into dynamic ecological concepts, this
book will be essential reading for practitioners and students on
undergraduate and postgraduate early years and childhood studies
courses.
Examining Levels of Involvement in the Early Years studies the
theory and rationale behind using young children's levels of
involvement as a tool for enhancing their experiential learning in
diverse settings by exploring values, beliefs, ideology,
resourcefulness and environmental contexts. Drawing on Laevers'
process-oriented Self-evaluation Instrument for Care Settings and
the Leuven Involvement Scale for Young Children, this book examines
the theoretical constructs that underpin the development of these
instruments as well as the practical implications of how and why
practitioners may use the scales in their settings. More
importantly, it looks at children's deep level learning
capabilities and reflects on the engaging possibilities this
presents. Using encounters with children and adults from a range of
settings, it covers: * connecting levels of involvement with local,
national, international and theoretical approaches; * embracing
levels of involvement; * involving the environment; * levels of
outdoor involvement; * engaging with adult involvement; * nurturing
involvement through observation, assessment and planning. Including
contributions from experts in the field, this book will be
essential reading for students, trainee early years practitioners
and all those wanting to continue their professional learning.
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Thought-Forms (Paperback)
Annie Wood Besant, Charles Webster Leadbeater
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R484
Discovery Miles 4 840
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Ships in 10 - 15 working days
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Man and His Bodies
Annie Wood Besant
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R491
Discovery Miles 4 910
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Ships in 10 - 15 working days
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A Study in Karma
Annie Wood Besant
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R801
Discovery Miles 8 010
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Ships in 10 - 15 working days
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