Movement-play, put simply, is encouraging physical activity in a child-led manner for the benefit of children′s health, learning and wellbeing. This book looks at the theory behind the importance of movement and: how movement play links with all the areas of early childhood development physical activity guidelines for young children practical advice and photos to support implementation in settings how to assess your own setting how to best work with parents on this topic comprehensive guidance on writing a physical development policy The early years is one of the critical periods in the establishment of physical behaviours and physical development is also one of the prime areas of the EYFS as well as other, global, curricula. A must-read for students on Early Childhood and Early Years courses and Early Years practitioners to improve their practice and understanding of psychical development for the benefit of young children.
This book introduces an intriguing juxtaposition of "caring" alongside "effective", and it is a thought-provoking book. Including examples of early years leaders on their own reflective learning journeys, it provides a rich source of ideas for relational leadership that are firmly based in research and professional experience.′ - Professor Margaret Carr, University of Waikato, New Zealand Effective and caring leadership is an essential part of raising standards and increasing the quality of learning in early childhood settings. This book explains leadership practices that can make a positive difference to the provision offered and improve outcomes for both children and families. With theoretical, practical and research-informed perspectives, this book: Uses case studies to provide examples of effective leadership Integrates education and care with key practices in effective leadership Explores directional, collaborative, empowering and pedagogical leadership Offers readers opportunity to reflect upon their own leadership practices This is a key text for anyone studying Early Childhood, existing and aspiring leaders, graduate Early Years Leaders and those training to work in settings, schools and children’s services. Professor Iram Siraj is Professor of Early Childhood Education at the Institute of Education, University of London. Dr. Elaine Hallet is a Lecturer in Early Childhood Education at the Institute of Education, University of London.
This book demystifies the research process and shows how to select methods which are appropriate for working with young children in early childhood settings or at home.
Social class is often seen as an intractable barrier to success, yet a number of children from disadvantaged backgrounds still manage to show resilience and succeed against the odds. This book presents the findings from fifty Child and Family Case Studies (CFCS) conducted with 13-16 year olds. The authors look specifically at the roles that people and experiences - at home, in schools and in the wider community - have played in the learning life-courses of these children; how these factors have affected their achievement; and explanations and meanings given by respondents to the unique characteristics, experiences and events in their lives. Featuring the voices of real parents and children, and backed up by a decade of quantitative data, this is a compelling record that will help readers to understand the complex nature of social disadvantage and the interplay between risk and protective factors in homes and schools that can make for a transformational educational experience.
This book provides clear evidence and practical guidance on how to develop young children's emerging language, especially those children who have English as an additional language, and how to generate, activate and assess curriculum for diversity. The book focuses on all children's learning for cultural diversity. Practical advice, real examples and staff activities bring the book to life.
This publication takes as its background the radical reforms to services for children following the passing, in England, of The Children Act of 2004 and subsequent Government white paper, Every Child Matters: Change for Children. It argues that the fundamental requirements for leadership for learning in the early years should be provided by considering social contexts, adopting a commitment to collective working, and focusing on improving children's learning outcomes. It is based on the analysis of a wide range of literature on leadership in the early years and information taken from effective early years settings.
The Early Childhood Environmental Rating Scale - Extension (ECERS-E) has been developed by Kathy Sylva, Iram Sraj-Batchford and Brenda Taggart as an instrument to measure quality in literacy, numeracy, science and diversity, as observable in pre-school settings. The scales are in accord with the United Kingdom1s Foundation Stage Curriculum. ECERS-E complements the Early Childhood Environmental Rating Scales-Revised (ECERS-R), an internationally recognised measure of quality in education and care. Although originally devised as a research tool, the scales have been used by early years practitioners during self audits to determine quality of provision. This practical handbook will be of interest to all those concerned with providing a quality environment in which young children1s learning can flourish.
This book shows how information and communications technology (ICT) can contribute to children's learning, how it can be integrated into a play based curriculum and how it relates to key areas of learning such as collaboration, communication, exploration and socio-dramatic play. It outlines the ICT requirements in the UK Foundation Stage Curriculum Guidance, and it examines the international relevance and implications of ICT for young children. [Back cover].
Noting that racism is inherent--often in hidden ways--in all aspects of British society and is damaging to all children, this book provides thoughtful and practical support for early childhood workers to help children develop a sense of self-worth and to ensure equality of opportunity for all children. The book identifies the many ways in which young children experience racism; discusses good practice in language development, curriculum development, and working with parents; and identifies the importance of policies that are implemented, and of training and resources to take these policies forward. Sections 1 and 2 of the book are informative and intended to build confidence and understanding of what racism is and how to deal with it positively through day-to-day practice with children. Section 3 is concerned with understanding the British national initiatives that support or hinder equality. The final chapter is a practical discussion of training and should be read in conjunction with the first two sections. The individual chapter titles are: (1) "Young Children and Racial Difference"; (2) "Understanding Racial Inequality"; (3) "Language, Learning and Multilingual Development"; (4) "Creating a Curriculum and Ethos for Racial Equality"; (5) "Parental Involvement: Fostering Confidence and Communication"; (6) "Antiracism: Policy Developments in the Early Years"; (7) "The State in Three Acts" (on institutional racism and reform legislation); and (8) "Training and Resources: The Way Forward." The book concludes with a listing of useful sources and resources for racial equality. Contains 127 references. (HTH)
First published in 2015, The SSTEW Scale has been widely used in early childhood education and care, in all sectors across the world, to enhance the quality of education, and monitor and assess practice. It explores pedagogy and practice that improve children’s social-emotional development, self-regulation, language, and critical thinking. The SSTEW Scale is an innovative method of assessing the process quality of an early years education environment and pedagogy. It promotes practice where staff provide sensitive, responsive relationships and high-quality interactions, which includes supporting children’s social, emotional and communication skills. This scale also helps educators to engage children in thinking deeply, problem solving and reasoning, including items which support the four competencies: critical thinking, creativity, communication and collaboration, all identified as life-long skills needed for all children in the 21st century by the World Economic Forum in 2016. This new edition includes updated information about the evidence-base for SSTEW and children’s development and learning as well as the expansion of examples and supplementary information accompanying the indicators. In addition, there is a stronger focus on formative assessment and new additions to the assessment section. The SSTEW Scale can be used to support research, auditing and practice uplift. It is a key text for the sector to assess and improve the quality of provision during audits, and for educators seeking professional development by improving their knowledge of excellent practice.
This revised new edition of The Movement Environment Rating Scale (MOVERS) offers a brand-new method of measuring the quality of environment and pedagogy in which young children are encouraged to move and be physically active. As physical development is a key component of an educational curriculum, MOVERS offers practitioners the opportunity to accurately assess the quality of a child’s physical experiences, and the environmental and pedagogical quality of these experiences. The MOVERS is placed firmly in the family of CLIQRS – Curriculum, Leadership and Interaction Quality Rating Scales, which includes the Early Childhood Quality Rating Scale – Emergent Curriculum (ECQRS-EC), the Sustained Shared Thinking and Emotional Well-being Scale (SSTEW) and the Pedagogical Leadership in the Early Years (PLEY) scale, all of which have a similar format to previously mentioned scales, making it easy for educators already familiar with these well-established scales to adopt them and adapt them to their own unique settings. MOVERS has four sub-scales: - curriculum, environment and resources for physical development - pedagogy for physical development - supporting physical activity and critical thinking - parents/carers and staff. This book will be an invaluable tool for research, self-evaluation and improvement, audit and regulation. With additional notes derived using the feedback from extensive use of this resource by practitioners in hundreds of settings and early years specialists around the world, it has also been rigorously updated according to latest research, practice and policy.
This is the third edition of the "ECERS-E", formerly called "Assessing Quality in the Early Years: Early Childhood Environment Rating Scale" ("ECERS-E"). The ECERS-E is an instrument for measuring quality in literacy, numeracy, science and diversity as observable in pre-school in relation to child cognitive and social/behavioural developmental outcomes for children age 3-5. This new update of the 2003 publication has more extensive notes, derived from feedback from extensive use of the instrument by practitioners in hundreds of settings and from local authority early years specialists. The ECERS-E complements the Early Childhood Rating Scales-Revised (ECERS-R), an internationally recognised measure of quality in education and care. Originally devised as a research tool, the scales are used increasingly by Local Authorities during audits to determine and improve the quality of provision, and by practitioners seeking to improve their practice through professional development. This practical handbook offers detailed guidance on providing a quality environment in which young children and their learning can flourish. Kathy Sylva is Professor of Educational Psychology at University of Oxford. She has researched extensively in the education and care of young children. Iram Siraj-Blatchford is Professor of Early Childhood at the Institute of Education, University of London. Her research interests include early childhood curriculum and pedagogy. She has published widely on issues of Early Childhood quality and equality. Brenda Taggart is the Research Co-ordinator of the Effective Pre-school, Primary and Secondary Education (EPPSE) project at the Institute of Education, University of London. Her background is in primary education and research.
An examination of educational research aimed at those critical post-graduate research students and researchers who have completed research methods courses, but who have yet to take on the challenge and responsibilty of justifying their knowledge claims rigorously. A significant contribution to the scant literature available on research methods and their implications for social justice.
Reflecting the multidisciplinary nature of much early childhood research, this book covers a wide range of conventional and newer methods including observation. It explains clearly how to set up research projects which are theoretically grounded, well-designed, rigorously analysed, feasible and ethically based.
A systematic introduction to research with young children, covering both qualitative and quantitative methods, and dealing with the specific challenges of working with young children and their families.
The Effective Provision of Pre-school Education (EPPE) Project is a longitudinal national research study that follows developmental progress of more than 3,000 children across England. Technical Paper 10 discusses children at the Foundation Stage, which covers provision for children aged 3-5 years old.
The Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16) project is a large scale, longitudinal, mixed-method research study that has followed the progress of 3000+ children since 1997 from the age of 3 to 16+ years. A continuing question for EPPSE was whether pre- and primary school experiences or children's early home learning environment (HLE) could reduce inequality. The study aimed to examine the differences between poor, average and excellent teachers, and how their teaching practices could be linked to the effectiveness of schools. While the original studies found that parents' socio-economic status (SES) and qualifications were significantly related to child outcomes, they also found that the quality of the early HLE was important. Also important, and particularly relevant to this study, was the extent to which educational influences (pre-school and primary school quality and effectiveness) also shaped children's educational outcomes. During the primary phase (EPPE 3-11) of the longitudinal study the research team conducted contextualised, value-added analyses for all primary schools in England across three years (2002-2004) from Key Stage 1 to Key Stage 2. These analyses, based on multi-level modelling, considered children's progress and attainment while controlling for a range of background factors (e.g. gender).
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