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The 130 pages of this re-worked and updated 3rd version of this
transformational publication blend theory, global research and
images, alongside many new case studies, which demonstrate how the
Communication Friendly Spaces Approach has been used in a wide
range of contexts to support informed environmental change. It will
help you to re-think your space and make sure that it's really
supporting children's communication skills, emotional well-being
and physical development."We need to challenge the historical
stereotypes that often exist around the way that learning
environments are set up for children, blending new understanding of
learning styles, how children really learn and their preferred
contexts so that our environments can be responsive and dynamic."
Elizabeth Jarman.
A highly visual and accessible resource for everyone working with
babies and very young children. The focus of the book is to
highlight the very real communication capabilities and preferences
of young babies and to help readers consider how opportunities for
communication can be provided very easily, without huge expense in
all sorts of early years environments. Specialist working practices
with very young babies do not currently take enough account of the
importance of early brain development and secure attachment with
adults as pre-cursors to effective global development - in
particular social, emotional and communication development. Babies
need to interact directly with other nurturing, responsive and
genuinely caring human beings, to hear people talking about what
they are seeing and experiencing in order for them to develop
optimal language skills.
The recent I CAN report suggests that over 50% of children in
England are starting school with some form of speech and language
disability. The EYFS states that 'the development and use of
communication and language is at the heart of young children's
learning.' This series considers the significant role that the
physical environment can play in supporting children's speaking and
listening skills; in supporting inquisitive, verbal
experimentation, not just answering questions! Outside is such a
preferred context for so many children and needs to be maximised!
The ideas in this book will inspire you to review your outside
spaces and make sure they are the kind of places where young
children will develop their language skills.
The recent I CAN report suggests that over 50% of children in
England are starting school with some form of speech and language
disability. The EYFS states that 'the development and use of
communication and language is at the heart of young children's
learning.' This book considers the significant role that the
physical environment can play in supporting children's speaking and
listening skills by encouraging inquisitive, verbal
experimentation, not just answering questions! Flexible spaces that
are easily set up and then stored away feature in this book. Lots
of ideas for babies through to teenagers are included, which
recognise the needs of children at different times of the day.
The recent I CAN report suggests that over 50% of children in
England are starting school with some form of speech and language
disability. The EYFS states that 'the development and use of
communication and language is at the heart of young children's
learning.' This book considers the significant role that the
physical environment can play in supporting children's speaking and
listening skills and in supporting inquisitive, verbal
experimentation. Not only providing examples of an 'instant' space
or an enclosed, child height space, this book also has action
points and useful resources to inspire all early years
practitioners.
The recent I CAN report suggests that over 50% of children in
England are starting school with some form of speech and language
disability. The EYFS states that 'the development and use of
communication and language is at the heart of young children's
learning.' This book is bursting with ideas about creating enabling
environments for children to talk within Children's centres. Those
working in children's centres will find this book inspirational as
they search for new and effective 'places to talk'.
The recent I CAN report suggests that over 50% of children in
England are starting school with some form of speech and language
disability. The EYFS states that 'the development and use of
communication and language is at the heart of young children's
learning.' This series considers the significant role that the
physical environment can play in supporting children's speaking and
listening skills; in supporting inquisitive, verbal
experimentation, not just answering questions! This book is full of
practical ideas that can make a positive difference to developing
speaking and listening skills in a KS1 classroom. It explains what
environmental factors should be considered in creating 'places to
talk' and the bright colour photos show you how you can make these
spaces in your classroom.
This is a highly visual and accessible resource for anyone working
with 2 year olds. It brings the work around the potential of the
learning environment by Elizabeth Jarman to life with case study
examples featuring a storyboard narrative and images illustrating
the rationale and thinking behind creating developmentally
appropriate places to talk for 2 year olds. The aim is to highlight
the communication capabilities and preferences of 2 year olds and
help readers consider how this knowledge can be used to offer areas
that trigger speaking and listening skills, emotional well-being
and physical development. The recent review of the Early Years
Foundation Stage (EYFS) has highlighted particular areas of skill
development and prioritised their importance - communication skills
is one such area. With a high number of our youngest children still
struggling with poor communication skills, this publication is
beautifully timed in responding to the new EYFS and its
recommendations.
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