Case studies of individual children with different needs and the inclusive practice of the early years settings that care for them. Chapters include: - celebrating children's play choices - ways to work with parents - inspiring environments for inspirational play - the role of play in supporting key relationships - creative play for flexible learning Incorporating the voices of Early Years practitioners, this book takes the unique approach of analysing the academic theory, showing how this can be put into practice and then suggesting activities to facilitate reflective practice and professional development. A six-part series by Helen Moylett on how to promote communication skills in babies and young children, with an overview of the essentials of good early years practice and a focus on particular themes including bilingualism and working with parents. Chapters include: celebrating children's play choices; ways to work with parents; inspiring environments for inspirational play; the role of play in supporting key relationships; creative play for flexible learning Incorporating the voices of Early Years practitioners, this book takes. Michael Reed has a career that has involved senior positions in schools, developing and managing a large day nursery, and running a training and development consultancy. Carole has contributed to research in developing practice in working with fathers groups, as part of her Sector Endorsed Foundation Degree in Early Years. Her main research is in the area of children's empowerment in play and she is currently involved in research on developing children as autonomous learners.
She is a Senior Lecturer in Early Childhood and Learning and Teaching Fellow at the University of Worcester. A four-part series in which Marion Dowling explores aspects of children's personal development Observation and assessment of young children is the starting point for supporting their individual needs. Anne O'Connor and Anna Daly give expert advice on physical development. She has published a number of articles relating to professional development and the early years and has presented at national and European conferences. Case studies help to bring it all together.
It informs you about children's qualities, their expressions of interest, their likes and dislikes, how they explore and imagine, and how they learn. It sets out what to include in a core collection for everyday use. The pack includes further reading suggestions and discussion points. She was formerly Project Director of a large SureStart Local Programme and Children's Centre in Cornwall. Her background is in playwork and social work, particularly in supporting children to explore personal, social and emotional issues through play. Anne O'Connor explains the key elements in this four-part series. Julia Manning-Morton's series on the development and behaviour of two-year-olds.
She has taught across a variety of Early Childhood undergraduate and postgraduate programmes. Carole Ellis is a Family Support Worker with Herefordshire County Council. The phrase 'school readiness' is taking a high profile in Government reports and policy, but what does it mean, and how should early years practitioners respond? He has worked on projects for The Open University forming part of the course development and writing team for the Foundation Degree and written for a number of publications. By Pat Gordon-Smith An understanding of attachment is central to delivering the Positive relationships strand of the Early Years Foundation Stage. This 12-part series by Penny Tassoni, renowned early years expert, author and trainer, offers invaluable advice on all aspects of learning, development and behaviour of two-year-old children. Leading experts on the new Specific Areas of the Early Years Foundation Stage - Literacy, Mathematics, Understanding the World, and Expressive Arts and Design - and how to achieve best practice. Practitioners from Pen Green Nursery, Corby, share their observations of different children and the schemas that they are exploring.
In her role as part of a multi-professional team supporting community development and family engagement with local services, Carole uses a play-based approach to support children and their families. The focus is the importance of play which feels as if we have come full circle. On Perlego you have unlimited access to 200. Helen has a Sector Endorsed Foundation Degree in Early Years and her research interests include increasing public awareness of the importance of early years and the development of the children's workforce. She is an experienced practitioner with a background as a nursery nurse and senior teaching assistant, supporting children through play for more than twenty two years. Abstract: 'This book is a well conceived, carefully formulated, coherent and cohesive treatise on different aspects of playful pedagogy.
Play and Practice in the Early Years Foundation Stage. Ideas, support and information for best practice in outdoor provision and play in the Early Years Foundation Stage. Chapters include: celebrating children's play choices; ways to work with parents; inspiring environments for inspirational play; the role o play in supporting key relationships; creative play for flexible learning. David Whitebread and Sue Bingham look at perspectives that can inform planning for children's learning. Play and Practice in the Early Years Foundation Stage. The E-mail message field is required.
From considering the perspective of the chapters in the book I hope that you will examine the experiences you offer children through play, your own values about the importance of play, and how you approach play in practice. You can be part of that journey, but it is important not to hijack the route children take through play to new experiences and exploration. I would especially like to acknowledge Juliet Doswell for being my critical reader and for her constantly positive outlook and support, and Rachel Appleby for access to her dissertation on creativity. Enquiries concerning reproduction outside those terms should be sent to the publishers. The E-mail message field is required. Responsibility: edited by Natalie Canning.
An eight-part guide for early years practitioners on successfully implementing anti-bias practice, by Anne O'Connor. Chapters include: - celebrating children's play choices - ways to work with parents - inspiring environments for inspirational play - the role of play in supporting key relationships - creative play for flexible learning Incorporating the voices of Early Years practitioners, this book takes the unique approach of analysing the academic theory, showing how this can be put into practice and then suggesting activities to facilitate reflective practice and professional development. A series on how to support children who cannot stay in control - the ultimate challenge for practitioners. . She is based in a Children's Centre in South Herefordshire. Themes include enabling environments, planning for achievement, observation, listening to children, record-keeping and reporting and describing progress. She is dedicated to inclusive practice, which is intrinsic to her role working with families in the community as a Support for Families Worker specialising in Play and Portage at North Herefordshire Children's Centre.
Karen Appleby has a professional heritage in early years teaching. A three-part guide to supporting children to make a successful transition from the Early Years Foundation Stage to Key Stage 1, by Julie Fisher. A guide to all aspects of inclusive practice from early years consultant Mary Dickins. With a wealth of articles on all aspects of the outdoors, including forest schools, gardening and the best early years resources for your setting. This book investigates the values and beliefs that underpin play and demonstrates through case studies how play opportunities can be observed, planned and assessed in a meaningful context for the child. What is meant by continuous provision, and what does it require of early years practitioners? A guide to what practitioners need to be providing on a daily basis in every area of the early years setting to ensure they are offering a truly 'enabling environment'.