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Focusing on different aspects of play and relating them to various
contexts such as places that we visit and past times, this book is
packed with fun and exciting activities that enable the child to
make sense of the world that they live in and relate it to their
own experiences in order to enhance their personal and social
development.
The book includes: specific links to geography and history; proven
approaches to stimulating, supporting, and extending play; sections
on investigating the role of adults in stimulating learning through
play; ideas on how to choose contexts that will engage children's
enthusiasm; case-studies that translate theory into practice;
advice on ways to become competent and reflective practitioners.
This practical and accessible book explores ways of developing continuity and coherence in children's learning from three to seven years old. It is based around three case studies in which tutors on Initial Teacher Training courses worked with early years practitioners in three different pre-school settings, each linked to a primary school. The book describes how they successfully managed to plan and teach integrated themes across the age-range in the context of the requirements of the Foundation Stage and the National Curriculum.
Each case study has a different focus:
* science, design and technology *' the arts' - including an ICT strand * 'the humanities' - including a physical education strand
English and mathematics dimensions run through each theme.The book is alive with discussion of children's art, language, drama and music, captured as field notes, writing, drawing, and as video tape. Each chapter concludes with suggestions of ways in which readers can develop the ideas in their own contexts.
This book will be invaluable reading for students on Early Years courses, Early Years practitioners, and tutors and mentors in early childhood education.
Related link: http://www.routledgefalmer.com/textbooks< /a>
This book is unique as it focuses on pupils' perceptions of their
learning with trainee teachers in primary schools. It aims to raise
trainee teachers' awareness of the importance of considering
pupils' perceptions in evaluating their teaching and provides
frameworks for doing so. It enables teachers to make links between
theory, research and practice as part of their on-going
development.
The text includes:
*interviews with primary pupils
*examples of new teaching approaches
*case studies offering pupil insights into curriculum
subjects
*chapter summaries giving suggestions for teaching strategies,
discussions with mentors and tutors and further reading
First Published in 2001. Routledge is an imprint of Taylor and
Francis, an informa company.
This textbook gives you a broad overview of everything you will
need to know to prepare for your initial teacher training and
future career in the classroom. Covering practical issues including
planning and assessment, and thought-provoking topics such as
reflecting on your practice and developing critical thinking
skills, this textbook provides you with an insightful exploration
of the realities of teaching in primary schools. This fourth
edition has been comprehensively revised and includes five new
chapters on: * Teacher wellbeing * The Early Career Framework (ECF)
* Digital literacy and primary schools after the pandemic * Growth
mindset, dialogue and P4C * Learning outside the classroom This is
essential reading for all students on primary initial teacher
education courses including university-based (PGCE, BEd, BA with
QTS), and schools-based (School Direct, SCITT, Teach First) routes
into teaching. Hilary Cooper is Professor Emeritus of History and
Pedagogy at the University of Cumbria. Sally Elton-Chalcraft is
Professor of Social Justice in Education and also the Director of
the Learning Education and Development Research centre in the
Institute of Education at the University of Cumbria.
Contents: Part I: An Introduction to History: the Foundation Stage 1. Understanding Change Over Time 2. Interpretations of the Past 3. Deductions and Inferences from Sources Part II: History During the First Three Years of School 4. Teaching Children to Understand Concepts of Time and Change 5. Interpretations 6. Deductions from Sources Part 3: Organisation, Planning and Assessment 7. Long Term Planning 8. Planning a Unit of Study Part IV: Three Case Studies 9. Case Study 1: 'Toys and Games, Now and Then' 10. Case Study 2: Year 1 - 'Castles'
The fully updated second edition of Teaching History Creatively
introduces teachers to the wealth of available approaches to
historical enquiry, ensuring creative, effective learning. This
book clearly sets out the processes of historical enquiry,
demonstrating how these are integrally linked with key criteria of
creativity and helps readers to employ those features of creativity
in the classroom. Underpinned by theory and research, it offers
informed and practical support and is illustrated throughout with
examples of children's work. Key themes addressed include:
investigating sources using archives in your own research project
becoming historical agents and history detectives drama for
exploring events myths and legends communicating historical
understanding creatively. With brand new chapters from the Stone
Ages to the Iron Age, using prehistoric sources; The withdrawal of
the Romans and the conquest and settlement of Britain by the
Anglo-Saxons, in addition to many new case studies, this exciting
edition puts an emphasis on accessible, recent research, new
evidence and interpretations and encourages the creative dynamism
of the study of history. Teaching History Creatively provides vivid
and rich examples of the creative use of sources, of approaches to
understanding chronology and concepts of time and of strategies to
create interpretations. It is an essential purchase for any teacher
or educator who wishes to embed creative approaches to teaching
history in their classroom.
Why was the UK so unprepared for the pandemic, suffering one of the
highest death rates and worst economic contractions of the major
world economies in 2020? Hilary Cooper and Simon Szreter reveal the
deep roots of our vulnerability and set out a powerful manifesto
for change post-Covid-19. They argue that our commitment to a
flawed neoliberal model and the associated disinvestment in our
social fabric left the UK dangerously exposed and unable to mount
an effective response. This is not at all what made Britain great.
The long history of the highly innovative universal welfare system
established by Elizabeth I facilitated both the industrial
revolution and, when revived after 1945, the postwar Golden Age of
rising prosperity. Only by learning from that past can we create
the fairer, nurturing and empowering society necessary to tackle
the global challenges that lie ahead - climate change, biodiversity
collapse and global inequality.
This textbook gives you a broad overview of everything you will
need to know to prepare for your initial teacher training and
future career in the classroom. Covering practical issues including
planning and assessment, and thought-provoking topics such as
reflecting on your practice and developing critical thinking
skills, this textbook provides you with an insightful exploration
of the realities of teaching in primary schools. This fourth
edition has been comprehensively revised and includes five new
chapters on: * Teacher wellbeing * The Early Career Framework (ECF)
* Digital literacy and primary schools after the pandemic * Growth
mindset, dialogue and P4C * Learning outside the classroom This is
essential reading for all students on primary initial teacher
education courses including university-based (PGCE, BEd, BA with
QTS), and schools-based (School Direct, SCITT, Teach First) routes
into teaching. Hilary Cooper is Professor Emeritus of History and
Pedagogy at the University of Cumbria. Sally Elton-Chalcraft is
Professor of Social Justice in Education and also the Director of
the Learning Education and Development Research centre in the
Institute of Education at the University of Cumbria.
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