The transition from primary to secondary school can often be a difficult time for children, and managing the transition smoothly has posed a problem for teachers at both upper primary and lower secondary level. At a time when 'childhood' recedes and 'adulthood' beckons, the inequalities between individual children can widen, and meeting the needs of all children is a challenge.

Bridging the Transition from Primary to Secondary School offers an insight into children's development, building a framework for the creation of appropriate and relevant educational experiences of children between the ages of 10-12. Based on the five 'transition bridges' - administrative, social and personal, curriculum, pedagogy, and autonomy and managing learning - this book is a complete guide to the primary-secondary transition.

Chapters cover:

• A review of the issues and challenges of transition and school transfer;
• Management of physical, intellectual, social and emotional changes;
• Issues of changing self-identity;
• Approaches to ensure curriculum progression and continuity;
• Ways to develop cooperation between primary and secondary schools;
• Alternatives to traditional primary-secondary systems and pedagogy.

This book will be essential reading for all trainee teachers, undergraduate and postgraduate education students, and those working with children over the transition. The contributors offer a wealth of guidance and insight into meeting the educational and social needs of children through early adolescence.

"At the time of beginning my own therapy, I was teaching drama and theatre studies and became fascinated by the analogies between theatre and therapy, especially by how these set-apart space/times affect the behaviour of meaning-making and the seeming immensity of the therapist's power.' '... as a trainee psychotherapist, discovering the writings of Winnicott, I realised that his theory of transitional phenomena and his vision of "playing" ... provided a theoretical underpinning to the bond between theatre and therapy, bringing together the three parts of this book." --From the IntroductionThe motif of time and space runs as a continual thread through "The Who You Dream Yourself." Val Richards examines the relationship between psychotherapy and the theatre, as underpinned by Winnicott's writings. She supplements her theories with Jung's ideas on self, the writings of Lacan and the prose, drama, and poetry of Yeats--an unusual blend between diverse and often opposing schools of thought. The book itself is divided into three parts. Part one focuses on the workings of language, space, and meaning-making in the settings of infancy, therapy, and theatre. Part two looks at the "struggle between masks," which are used as a metaphor for self and the representation of self. Richards considers how the phenomenon of theatrical "forced masks and free masks" serves as an analogy for the range of positions inadequately covered by the True and False Self dichotomy of Winnicott. Part Three looks at signs and times by showing that space and linear time are one and indivisible: disturbance in one means disturbance in the other. This point is illustrated with an in-depth examination of Yeats's Purgatory. Elsewhere in the book case studies are used to illustrate formulations. This book is highly recommended for analysts, therapists, and trainees, in particular child and Winnicottian therapists, and anyone with an interest in the role theatre plays in the wider world.

This is the second monograph to be published under the auspices of Winnicott Studies, the Squiggle Foundation's renowned series of publications on contemporary applications of Winnicott's thought. Like its predecessor, which concentrated on the True and False Self, this volume focuses on a single topic: Winnicott's treatment of fathers. The volume includes a reprint of Winnicott's 1965 paper, "A child psychiatry case illustrating delayed reaction to loss", which is followed by John Forrester's "On holding as a metaphor", which expands and comments on many of the issues which Winnicott raises. John Fielding then provides an insight into Shakespeare's treatment of father-figures; Graham Lee outlines a new approach to the Oedipus complex in the light of Winnicott's insights; and Val Richards concludes with some clinical and theoretical thoughts. Taken together, these papers provide an intriguing composite picture of Winnicottian thought today, on a topic which is of increasing social and cultural interest.

The starting point for this book is the Winnicott paper 'Ego distortion in terms of True and False Self' which is reprinted here. The contributors include: Frances Tustin on autism; Ken Wright on personal selfhood; Nina Coltart with insights from philosophy and Buddhism; and Katherine Cameron on Winnicott and Lacan.

The transition from primary to secondary school can often be a difficult time for children, and managing the transition smoothly has posed a problem for teachers at both upper primary and lower secondary level. At a time when 'childhood' recedes and 'adulthood' beckons, the inequalities between individual children can widen, and meeting the needs of all children is a challenge.

Bridging the Transition from Primary to Secondary School offers an insight into children's development, building a framework for the creation of appropriate and relevant educational experiences of children between the ages of 10-12. Based on the five 'transition bridges' - administrative, social and personal, curriculum, pedagogy, and autonomy and managing learning - this book is a complete guide to the primary-secondary transition.

Chapters cover:

• A review of the issues and challenges of transition and school transfer;
• Management of physical, intellectual, social and emotional changes;
• Issues of changing self-identity;
• Approaches to ensure curriculum progression and continuity;
• Ways to develop cooperation between primary and secondary schools;
• Alternatives to traditional primary-secondary systems and pedagogy.

This book will be essential reading for all trainee teachers, undergraduate and postgraduate education students, and those working with children over the transition. The contributors offer a wealth of guidance and insight into meeting the educational and social needs of children through early adolescence.

The health and well-being of children is integral to learning and development but what does it actually mean in practice? This textbook draws on contemporary research on the brain and mind to provide an up-to-date overview of the central aspects of young children's health and well-being - a key component of the revised EYFS curriculum. Critically engaging with a range of current debates, coverage includes early influences, such as relationships, attachment (attachment theory) and nutrition the role of the brain in health and well-being the enabling environment other issues affecting child development To support students with further reading, reflective and critical thinking it employs: case studies pointers for practice mindful moments discussion questions references to extra readings web links This current, critical and comprehensive course text will provide a solid foundation for students and practitioners on a wide range of early childhood courses, and empower them to support and nurture young children's health and well-being.