`The book takes a deeper insight into the role of the practitioner and provides invaluable information' - Nursery Education `I think the book would be good value for money for anyone working within a foundation stage team' - Foundation Stage File `The Foundation Stage Teacher in Action is one of the definitive texts on the foundation ......
`It is an easy read, and a really useful resource for all levels of early years staff, focusing on key areas such as social, language and self-esteem skills in young children. It is particularly useful, too, for anyone working in early years education who has no care experience' - Sure Start `there is much to draw on, especially references to the language that practitioners use, the importance of being reflective and conflict being seen as an opportunity for learning. This book... can be a useful reference for practitioners and Level 2/3 tutors to dip into' - Under 5 `This book will be invaluable for anyone wishing to improve or update their understanding of children's social and behavioural learning - whether experienced or newly qualified practitioners' - Early Education `This book would be a valuable training aid for those who deliver social and behavioural training in the early years' - Nursery World Do you need to help the young children in your care improve their social, emotional and behavioural skills? This user-friendly book will offer you suggested strategies and sensible advice, based on what is realistic and achievable in practice. The book offers guidance on the following: } social skills } language skills } self-esteem } offering both education and care within the OfSTED Framework } implementing relevant government legislation (Birth to Three Matters, the Foundation Stage Curriculum, the revised SEN Code of Practice, the Disability Discrimination Act) } delivering training - trainers' notes and photocopiable resources are included. Class teachers, nursery managers, playgroup workers, SENCOs, EYDCPs, early years students and every professional working with young children aged from 0 to five years in an education and care context will find this book useful.
`This text is recommended unreservedly; it should be on the bookshelves of all early childhood workers' - Curriculum This book focuses attention on current early childhood issues and examines them inlight of the United Nations Convention for the Rights of the Child. The book stresses the importance of national policy and highlights the responsibilities of all adults who work with children, in terms of enabling children to realize their rights. Practical issues are addressed, drawing on relevant theory and current research from the United Kingdon and overseas.
This is a fully revised and updated edition of the author's best selling book The Nursery Teacher in Action Second Edition. This book now includes an extended section on leadership, on managing the foundation stage and involving the team in monitoring and evaluating foundation stage practice. Curriculum, planning and assessment now reflect the new ......
Strategies from Addressing Challenging Behavior in Early Childhood Settings: A Teacher's Guide come to life in this DVD that provides footage of effective techniques to manage children with challenging behaviors.
`This is an important publication, which I urge colleagues to read and to consider carefully all the implications' - Early Years `... This provocative analysis with its clear examples is worth reading for its fresh look at where we could be headed come the 21st century'- Nursery Equipment Early childhood services in the UK have been badly neglected. The consequences are serious: chronic underfunding and increasing fragmentation; most staff poorly paid and trained; access often a matter of potluck and money; low aspirations and even lower expectations. Increasingly, young children are seen as important for what they may become rather than for what they are, and the case for early childhood services is made out in terms of later performance in school and adult life rather than the needs and rights of young children themselves. No current political vision redresses this undervaluing of early childhood or addresses the parlous state our early childhood services are in. Drawing on the rich early childhood tradition in the UK, going back to Robert Owen, and giving examples from current practice, Transforming Nursery Education offers a critique of the status quo, a vision of early childhood services and practical strategies for achieving it.The book covers a wide range of day care and education services and critical issues such as staffing, funding, curriculum, models of provision and the age at which children start compulsory schooling. Within this broad approach, the book focuses in particular on the history and current practice of nursery education. It argues that the present narrow approach to nursery education is neither appropriate to the needs of today nor inevitable. It answers a critical question: how can nursery education be transformed to play a leading role in the comprehensive, integrated and coherent early childhood service that today's families really need?
Designed to accompany The Carolina Curriculum for Infants and Toddlers with Special Needs (CCITSN), Third Edition, The Assessment Log's convenient recording system encourages data collection about a child's performance of hundreds of discrete skills in more than 20 developmental sub-domains.
The first book to capture the Head Start debates in all their complexity and diversity, this landmark volume brings together the research and personal experience of 52 top experts in a wide range of fields - including education, research, medicine, and social work.
This text examines the many purposes of assessment in early literacy development. Issues in early literacy assessment, assessment material, the purposes of literacy assessment, government policy, practice in schools, baseline assessment of literacy, and the need for new research measures of early literacy are all recurrent themes in the book. The author reviews and discusses three decades of policy and practice in assessing literacy development in the years three to five - from recognizing in the late 1960s that literacy in these years exists, to proposals in 1997 for official assessment of literacy at five years. "Recognising Early Literacy Development" reviews and evaluates a large number of existing texts and assessment instruments, and some LEA baseline assessment documents. The author considers the theoretical, political and educational purposes of literacy assessment, and discusses assessment practices as found in an original survey of assessment practice in one LEA. She explores the need for a new approach to measurement for research, which is more attuned to assessment for teaching, and the importance of appropriate approaches to finding out what young children know about literacy. The book includes the Sheffield Early Literacy Development Profile.
