Dyspraxia is increasingly common in young children. This fully revised and updated edition of Christine Macintyre’s invaluable companion explains the difficulties faced by children with dyspraxia in growing up and offers suggestions as to how these might be alleviated. In this book the children themselves, along with their parents and teachers, talk about how the difficulties change as the transition is made from primary to secondary school. Children with dyspraxia are frequently beset by frustrations as a result of their differences, can be misunderstood both at home and at school, and are very often bullied. This practical guide considers: the issue of giving children labels strategies to reduce stress the value of movement programmes raising self-esteem the transition to secondary school particular challenges faced during Puberty/adolescence handwriting as an indicator of dyspraxia. Including practical activities with additional material for secondary pupils this book shows children how to articulate their differences using individualised explanations, and then go on to succeed having recognised where their talents lie. Dyspraxia 5-14 is essential reading for teachers, parents, SENCos, teaching assistants and trainee teachers who want to improve their understanding of dyspraxia and its implications for children in Key stages 1-3.
There are many more children with learning differences and difficulties in our schools today. Their needs are varied and complex and professionals must find appropriate ways to enhance their learning. The value of play is endorsed in policy initiatives including The Early Years Foundation Stage curriculum, so professionals can be reassured that âe~more time to playâe(tm) is in line with the latest thinking. Christine Macintyre emphasises the importance of creating an environment where children become confident, independent learners, increasingly able to use their imaginations, care for others and to take safe risks. This fully revised edition of Play for Children with Special Needs includes new research findings and explains their implications for practice. This book then enables those supporting children to: understand the benefits of play and how to adapt different scenarios to support children who do not find it easy to play observe children as they play so that any difficulties can be identified early analyse different play areas so that the different kinds of learning (intellectual, creative, motor, social and emotional) are appreciated. Play for Children with Special Needs, 2nd edition enables practitioners to appreciate the contribution that play makes to the education of all children, whether they have special needs or not. It is for parents, teachers, teaching assistants and nursery professionals as well as those who care for children at home.
Written to support early years professionals who are fascinated by the complexities and implications of early development, this fully updated second edition explains why children need to play and offers practical guidance on how best to support children’s development and learning through play. Based on a wealth of research in the field, this accessible and engaging book explores why children behave as they do at different ages and stages in their development and shows how play can complement and enhance their social, emotional, perceptual, motor and intellectual development. The author shows how detailed observations of children at play can lead to providing the most appropriate learning opportunities for children with different aptitudes and abilities. Topics discussed include: the learning potential within different play activities; how emotional intelligence and children’s self-esteem contribute to overall development; supporting children that find it difficult to play; gender bias; the nature versus nurture debate; using observations to ensure appropriate play experiences; ideas and strategies for carrying out small-scale research. With suggestions for practitioner activities, and for action research questions that can be used for continuing professional development, this text is ideal for practitioners and students wanting to fully understand how play can enhance children’s overall development.
What is it that makes some children bully and some become victims? What can you do if despite your best efforts, a child keeps on taunting another? What steps can you take before communicating with parents and what will you say? The practice of bullying endures in all schools today. Despite the implementation of bullying policies, parents and staff can be equally perplexed: not really understanding what they have or haven’t done to allow it to happen. Christine Macintyre explores this highly emotive topic, asking why as many as one in 12 school children are bullying victims, and will show in a highly practical way, what can be done to support the children and help staff improve their own practice. This book will provide help and guidance on: enhancing the self-esteem of the affected children, showing how new-found confidence will enable children to offset the effects of being bullied or indeed being a bully. how to tell parents their child is bullying or being bullied, and how to build up a meaningful and mutually supportive relationship with them. creating a learning environment that prevents the desire for children to bully. Based on case studies giving first hand accounts of real-life situations, and evaluations of strategies that have been tried and tested, this book suggests fresh and inspiring ways of tackling a problem faced by many practitioners today.
Review of the first edition: 'This book provides a very accessible approach to building a better understanding of young children and their development and will be an interesting and useful read for both experienced early years practitioners and for students who are just beginning to build their practical experience.' - Early Years Update This highly practical and fully updated new edition is full of case studies and helpful advice on how to enhance our understanding of very young children. Through working with many practitioners in different settings, Christine Macintyre offers down-to-earth strategies to enhance the learning of children in their care, and asks: What are the key influences in encouraging children to achieve their potential? Are the four aspects of children’s development equally important and how do they interact? Does the play - based curriculum truly cater for children with a range of abilities and interests e.g. gifted and talented children and those who need extra support? What new ways are there of enhancing learning? How can we be sure that parents appreciate how we support their children in all aspects of their development? With examples and case-studies drawn from a variety of real-life nursery practices, these interesting and thought-provoking scenarios will help enhance and develop the practice of all students and early years teachers.
Based on the lives of real children and typical situations in early years settings, early years practitioners will find this book invaluable in helping them care for and educate young children with additional learning difficulties.
Working with young children on the autistic spectrum and supporting them as they learn can be fascinating, challenging, often overwhelmingly difficult, but more than anything else, hugely rewarding. Strategies to Support Children with Autism and other Complex Needs bridges the gap between explaining what autism is and finding ways to interact through having a balance of play activities interspersed with more formal teaching of skills of everyday living. This highly practical text provides a bank of strategies that are specially designed to be matched to the developmental status of each child. These strategies are endorsed by academics who have monitored the children’s responses in communicating, pretending, playing, moving, and singing and describe how the children have responded positively over time. This book covers a variety of topics such as: The importance of play for enhancing learning for children with autism and other complex needs Evaluating different ways of developing communication Transferring learning from one environment to another to aid memorizing. Understanding the impact of sensory hypo and hyperactivity on children’s learning. Developing a ‘Theory of Mind’ The importance of movement, music and having fun Observation and assessment schedules are provided, along with clear and helpful evaluation forms which show staff in primary and early years settings how children on the autistic spectrum can be helped to make meaningful and encouraging progress. This text is an vital read for any practitioners working with children on the autistic spectrum or with complex learning difficulties.
Responding directly to current thinking in education, this book raises practitioners’ expectations, and shows you how to identify children in your class as gifted and talented. Essential reading for all primary teachers and teaching assistants.
Today there are more children than ever before in need of a variety of additional support needs, and many of these children have poor movement as a key contributory factor. Even in children with no specific ‘label’, movement is being found to be linked to learning, and educational professionals need to understand what is amiss and how to support children who do not meet their motor milestones at the correct time. The brand new topic areas featured in this comprehensive and practical new edition include: a discussion of terminology and labelling (in light of current inclusion guidelines) a range of age specific activities a section on the neurology of dyspraxia, showing the motor pathways that are energised and define motor competence a greater emphasis on balance, coordination and control examples from children of how movement is dependent on planning, sequencing and organising more practical activities that can form the basis of a programme to support the children. Practical strategies are provided throughout this authoritative book, so that teachers and other professionals can identify and understand movement difficulties, are empowered to support the children, and work effectively with the parents.
`This book achieves what it sets out to do - provide clear guidance to parents and professionals on key aspects of movement in the early years. The book however does more than that - it emphasises that movement in the early years is not the territory of experts, but through the use of this book, the assessment of movement development of activities and programmes are within the range of all - class teachers and parents. I strongly recommend that this book is available in every school′ - Educational Review `This book provides a good overview of issues in movement and development and learning, and will stimulate the interested reader to explore this topic further′ - Early Years `This book will be a useful addition to any primary staff room bookshelf. It is a practical book based on sound theory. It will provide ideas for the non-specialist teacher and for parents anxious to help. The suggestions will provide a good framework for the staged assessment and support for young children for whom there is a cause for concern′ - Support for Learning `For anyone involved in the development of any young child, this should be essential reading. The book is very informative and readable by parents, teachers and students and is simply illustrated with case studies′ - Dyslexia Contact `As a behaviour advisory teacher I will certainly be influenced by reading this, and I know our local occupational therapists would be overjoyed if she knew all teachers read books like this′ - Special Children `It is always good to be able to welcome a book on such a key factor as movement in early childhood development, and this text has been written to support parents and practitioners who wish to understand how movement contributes to all aspects of learning -intellectual, social and emotional, as well as physical′ - Marian Whitehead, Nursery World `This book is an excellent introduction for anybody trying to understand how movement affects child development. It clearly explains the importance movement has on how young children learn and feel. The information and insights in this book can be found elsewhere but I have yet to find such breadth and depth of information on supporting children with movement difficulties as clearly written and accessible as this book′ - Spare-Chair `The book is very informative and readable by parents, teachers and students and amply illustrated with case studies′ - Judith Stansfield, SEN ICT Consultant Movement is a key factor in young children′s development and it can affect how they learn and how they feel. Do you work with young children who have difficulties in this area? This book shows you how to observe a child as they move to allow for early identification of any problem and then tells you how to help. Dyspraxia (DCD) is on the increase in young children and less confident and easy movement can play a part in other specific learning difficulties such as dyslexia, attention deficit disorder (ADD) and with hyperactivity (ADHD). Included is advice on: } observing, analyzing and assessing movement development } building confidence } helping with handwriting } supporting mathematical development Why not ask the child to pop bubble paper as one way of promoting finger awareness? Carefully taught activities can be easy to plan and fun to carry out and there are lots of suggested activities set out in the book. Early years practitioners in nurseries, schools, playgroups and EYDCPs will find this book clear and useful; it also offers advice to parents. Christine Macintyre was formerly Senior Lecturer at Edinburgh University and is now a freelance consultant. Kim McVitty is a nursery school teacher.
I know there is something wrong, but what? How do I know if outside help for this child is needed? How do I tell parents that their child could have a learning difficulty? These are questions that most nursery workers will have to face during their careers, and questions which this new edition of Identifying Additional Learning Needs sets out to answer. Based on the experiences of real children and typical situations in early years settings, this book will be an invaluable companion for early years practitioners who care for and educate young children with additional learning needs. Attention Deficit Disorder, dyspraxia, dyslexia and autism are some of the difficulties explained in depth, with detailed suggestions to help support children with these special needs. Chapters in this fully revised new edition: explore the process of early identification; show how to make inclusion a reality in the nursery; tackle the complex issue of dealing with parents; discuss techniques for skilled and informed observation and assessment. Include developmental charts to allow a child’s progress to be monitored and celebrated. Each chapter has an explanation section supported by a set of practical strategies to support both the child and the practitioner. Throughout this lively and informative book, Christine Macintyre uses case studies to highlight the importance of listening to young children and shows how making time for listening is vital to providing exactly the right level of help and support.
First Published in 2000. Based on the real-life experiences of teachers and student teachers using action research for the first time, this introductory text demystifies the issues commonly faced by the novice researcher. In an accessible and user-friendly style, the author explains how: the principles of action research can be effectively applied; small scale classroom research can discover important cues to aid learning; to implement action research in different curricular areas, individually or in groups, and with children of different abilities; the whole endeavour can be structured to form an undergraduate or postgraduate thesis. This book, which is suitable for use in nursery, primary and secondary schools, will be invaluable to any education professional wishing to progress from observing what happens in the classroom, to actually explaining why.
Written for teachers, nursery nurses, students and parents by experienced nursery staff, this is an essential guide to organizing, resourcing and teaching in pre-school settings.
By highlighting the myriad of over-laps between learning difficulties, as well as questioning many assumptions about certain conditions, the authors of this book take a uniquely holistic angle on inclusive education.
This text is full of practical ideas to help all early years children enjoy developing their movement abilities. Each activity uses rhymes and jingles and some have music. This is to enhance the children's rhythmic ability, their listening skills and their phonological awareness. There are many activities that form the basis of lesson plans. The material shows how the learning outcomes fulfil the criteria set out in the Curriculum Guidance for the Foundation Stage and the 5-14 Guidelines (Expressive Arts). The activities will be great fun for all children, whether they find movement easy and are always on the look-out for challenges, or whether they are less confident. The book aims to support teachers in their work to help all children fulfill their potential, offering guidance on diagnosis and assessment of skills and weaknesses as well as observation and progression. Chapters include developing the basic movement patterns: gross movements, fine movements and manipulative skills; developing sensory integration; teaching and observing movement; and detailed lesson plans. All children, whatever their level of ability, can be helped to be more confident and competent movers - a process which often also results in improved self-esteem. Teachers and support staff in all early years settings will find much in this book to inspire and enthuse all children in their care.
The Artist and the Trinity' aims to create a Christian theology of work based on Dorothy L. Sayers' analogy of the Trinity to the process of artistic creation. Sayers' analogy gives us an account of the person that does not collapse into the atomismof the individual of modern liberal capitalism, but is fully relational. By putting Sayers into dialogue with Alasdair MacIntyre, the book develops a fully Trinitarian theology of work that accounts for the interdependence of human beings, and for the ethical requirements of caring for the weak, the young, and the old in a way that is gender neutral.
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The Artist and the Trinity' aims to create a Christian theology of work based on Dorothy L. Sayers' analogy of the Trinity to the process of artistic creation. Sayers' analogy gives us an account of the person that does not collapse into the atomismof the individual of modern liberal capitalism, but is fully relational. By putting Sayers into dialogue with Alasdair MacIntyre, the book develops a fully Trinitarian theology of work that accounts for the interdependence of human beings, and for the ethical requirements of caring for the weak, the young, and the old in a way that is gender neutral.
This edited volume provides an eco-socialist feminist analysis of the current social reproduction debate in South Africa, outlining existing and African alternatives to mainstream liberal feminism.
Creating classroom spaces that allow for increased learner participation and lowered anxiety levels allows for an inclusive learning environment. Continuing collaborative efforts to challenge theories and further test methodologies by drawing upon research studies helps researchers and educators to become more informed about individual learner preferences and classroom contextual factors and to foster meaningful learning environments across disciplines. Specifically, examining distinct learner contexts can allow educators to explore new avenues of pedagogical design to improve learning contexts. Taking into consideration diverse approaches to language pedagogies, distinct learning styles, and the growing need to develop intercultural competence in communities and professions across the globe, this book will serve to help educators transform classrooms into socially engaging environments, and explores innovative ways in which pedagogical performance and learning experiences can be improved. Drawing upon sociocultural theory, cognitive theory, and affective factors in foreign language learning, this study is based on doctoral research that explores the effects of interlocutor familiarity in group settings in two beginner-level language courses. Reflecting on diverse learner perspectives and individual learner factors can allow educators to increase learners’ connections to content and transform the way we approach pedagogical methods and diverse learner needs.
We live in a society surrounded by stuff and bombarded with advertisements that try to convince us that shopping will improve our lives. Sometimes our lives do improve, yet our purchases are more often motivated by an impulse to satisfy immediate desires rather than reflective deliberation about how our purchasing choices enable us to live the lives we want. Christian moral reflection often criticizes this conundrum as “mindless consumerism,” arguing that it pulls Christians away from loving God above all things. While such critiques often encourage Christians to focus their desire on God rather than material goods, we might still wonder how we can exercise such control over our desires. By attending to desire itself ─ how it arises, how it is shaped by social context, and its role in cultivating a virtuous life ─ we can learn how to desire and then act in ways that are more consonant with our conception of what it means to live well. Within the Christian tradition, Thomas Aquinas offers a compelling model of human desire that, when juxtaposed with Pierre Bourdieu’s theory of social practices, can help us make more considered judgments about how to navigate the consumer society in which we live.
Twentieth-century existential thinkers, critical of traditional, overly rationalistic approaches to ethics, sought to provide a better account of what it means to be human in the world. They articulated ethical views that respected the individual yet were fundamentally concerned with the Other and the ethical value of an authentic life. Their philosophy has often been dismissed as unsuccessful.
A major question regarding Islam in Europe concerns the religiosity of “Muslim youth” – a category currently epitomizing both the fears and hopes of multicultural Europe. How are Islamic traditions engaged and reworked by young people, born and educated in European societies, and which modes of religiosity will they shape in the future? Providing an in-depth ethnographic account from Norway, this book engages comparative research on Islam and young Muslims from across Europe, focusing on Islamic revitalization, Muslim identity politics, changing configurations of religious authority, and the formation of gendered religious subjectivities. The author discusses anthropological and other social science theorizing in order to examine religious continuities and discontinuities in a context of international migration, globalization, and secular modernity.
Directed motivational currents (DMCs) are goal-directed motivational surges in pursuit of a much-desired personal outcome. This book introduces the reader to cutting-edge theory and research in second language learner motivation and presents empirical research which investigates DMCs in the context of language learning. The studies explore the wider relevance of DMC theory from participants recruited worldwide, answering questions such as how many (and which) participants reported having experienced DMCs and what emerged as common triggers initiating such experiences. The studies also discuss the pedagogical implications of DMC theory, investigating whether it is possible to design and implement a project (specifically, a project ‘with DMC potential’) in such a way that it may be able to purposefully facilitate a group-DMC with learners in a second language classroom. The book’s accessible writing style makes it suitable for researchers and students who are interested in second language learning as well as for teachers and trainee teachers who are looking for classroom inspiration.
Drawing on wide-ranging literature from a variety of relevant disciplines, as well as their own extensive experience in teaching spoken English, the authors give a fascinating, comprehensive, and insightful account of the nature of second language speaking skills. The research and theory they survey then serves as the basis for the principles, strategies, and procedures they propose for the teaching of spoken English. This book will, therefore, provide an invaluable resource for teachers, teachers in training, and researchers, providing both a state-of-the-art survey of the field as well as a source of practical ideas for those involved in planning, teaching, and evaluating courses and materials for the teaching of spoken English"--
This book challenges mainstream Western IEJ (intergenerational environmental justice) in a manner that privileges indigenous philosophies and highlights the value these philosophies have for solving global environmental problems. Divided into three parts, the book begins by examining the framing of Western liberal environmental, intergenerational and indigenous justice theory and reviews decolonial theory. Using contemporary case studies drawn from the courts, film, biography and protests actions, the second part explores contemporary Māori and Aboriginal experiences of values-conflict in encounters with politics and law. It demonstrates the deep ontological rifts between the philosophies that inform Māori and Aboriginal intergenerational justice (IJ) and those of the West that underpin the politics and law of these two settler states. Existing Western IEJ theories, across distributional, communitarian, human rights based and the capabilities approach to IJ, are tested against obligations and duties of specific Māori and Aboriginal iwi and clans. Finally, in the third part, it explores the ways we relate to time and across generations to create regenerative IJ. Challenging the previous understanding of the conceptualization of time, it posits that it is in how we relate—human to human, human to nonhuman, nonhuman to human—that robust conceptualization of IEJ emerges. This volume presents an imagining of IEJ which accounts for indigenous norms on indigenous terms and explores how this might be applied in national and international responses to climate change and environmental degradation. Demonstrating how assumptions in mainstream justice theory continue to colonise indigenous people and render indigenous knowledge invisible, this book will be of great interest to students and scholars of environmental and intergenerational philosophy, political theory, indigenous studies and decolonial studies, and environmental humanities more broadly.
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