My name is Macsen Lee, and this is my story. After one year on Earth, God brought me home to a magical place called heaven, and he granted me the gift of being everywhere! My family misses me, but I am with them every day. I am in the flowers in the garden and the soft breeze that dances around them as they walk outside. I am in lucky pennies and fishing boats. I am everywhere! And thanks to Jma, my grandma, my whole family knows it! I visited Jma one morning to tell her my story. I asked her to share it with you so that you will know the comfort of God’s magic. Life may change, but the ones you love never leave you—you just have to look for them and believe.
My name is Macsen Lee, and this is my story. After one year on Earth, God brought me home to a magical place called heaven, and he granted me the gift of being everywhere! My family misses me, but I am with them every day. I am in the flowers in the garden and the soft breeze that dances around them as they walk outside. I am in lucky pennies and fishing boats. I am everywhere! And thanks to Jma, my grandma, my whole family knows it! I visited Jma one morning to tell her my story. I asked her to share it with you so that you will know the comfort of God’s magic. Life may change, but the ones you love never leave you—you just have to look for them and believe.
Thinking about Play... cleverly brings together research-based chapters from experienced Early Years practitioners and academics who provide knowledge the field desperately needs to ensure young children can engage in play - laying their own meaningful foundations for their later education." Tricia David, Emeritus Professor of Education, Canterbury Christ Church University, UK This edited collection brings together play and reflective practice and supports practitioners in reflecting more deeply on the play provision they make for young children. This involves analysing and evaluating what makes quality play and learning experiences by considering how current research might impact on practice. Key features: Introduces the concept of 'playful pedagogies' and explains how it relates to practice Each chapter starts with an abstract so that readers can dip into issues of particular interest and concern Includes questions and follow-up ideas that can be used for CPD experiences and training This important book supports early years students and practitioners in developing their own thinking, ideologies and pedagogies. Contributors: Deborah Albon, Pat Beckley, Avril Brock, Stephanie Collins, Jane George, Jane Gibbs, Justine Howard, Pam Jarvis, Karen McInnes, Kevin Kelman, Linda Lauchlan, Paulette Luff, Estelle Martin, Theodora Papatheodorou, Marie Sprawling, Lynsey Thomas, Pauline Trudell, Rebecca Webster, Bryonie Williams, Maulfry Worthington
Available Open Access under CC-BY licence. How do environmental policies link to dynamic and relational family practices for children and parents? This Policy Press Short presents innovative cross-national research into how ‘environment’ is understood and negotiated within families, and how this plays out in everyday lives. Based on an ESRC study that involved creative, qualitative work with families in India and the UK who live in different contexts, this book illuminates how environmental practices are negotiated within families, and how they relate to values, identities and society. In doing so, it contributes to understanding of the ways in which families and childhood are constructed as sites for intervention in climate change debates. In an area that is increasingly of concern to governments, NGOs and the general public, this timely research is crucial for developing effective responses to climate change.
Play as a powerful learning and teaching experience remainskey to effective early childhood education. Retaining its popular approach and style, this new edition reflects the contemporary context of early childhood education and care as well emerging research on young children's development. The emphasis remains firmly on demonstrating the excellenceof play and its contribution to children's overall learning and development in the early years, and the role of adults in promoting inspirational playful pedagogies.It offers new coverage on topics such as brain development, gender, babies’ play, cultural diversity and inclusion, children as researchers, new technologies, outdoor play and international dimensions. Key features include: A chapter overview giving a brief outline of aims and purpose Lively and meaningful cameos to help bring the themes andissues to life Content drawing on the cameos to help link research, theory and practice Reflective questions to raise awareness of, and reflection on, the issues raised Useful websites and further reading This is a must-read book for all students studying early childhood at a range of levels and practitioners who are looking to deepen their understanding of play and playful practices. "Janet Moyles's 'The Excellence of Play' has become a corner-stone of Early Childhood Education and Care. Please, please someone, make this book compulsory reading for MPs and policy wonks." Tricia David, Emeritus Professor, Canterbury Christ Church University "'The Excellence of Play' is now in its 4th edition and this is testimony to how thought-provoking an edited collection it continues to be. This much anticipated new edition does not disappoint:in summary, this book is a valuable contribution to the field of Early Childhood Studies and should be considered essential reading for students and practitioners alike." Dr. Deborah Albon, London Metropolitan University "This new edition of a classic text offers encouragement as well as information to all working with young children and their families. It provides grounded evidence for the importance of play, spelling out the complex but crucial contribution it makes to self-regulation, motivation and well-being, which are under threat in current conditions. Readers will be equipped to affirm and disseminate the importance of ensuring that future generations benefit from meaningful play." Wendy Scott, President TACTYC "The book's contributors do justice to the delights, complexities, puzzles and imponderables of play and make a powerful case against the undue "schoolification" of childhood and for the "playification" of schooling." Colin Richards HMI(retired) Emeritus Professor of Education, University of Cumbria
Child Observation for Learning and Research is an exciting new text, providing a thorough grounding in the methodology, practice and interpretation of observing children. The authors draw on their experience and expertise in childcare, education, social work and research to introduce the fundamental principles and process of observation, preparing you for your first observation and building knowledge and confidence through a wide range of scenarios and activities. The book takes the unique approach of demonstrating how acquiring observational skills can serve as a key learning tool, not only helping you to understand children, but also to recognise, analyse and question theory, helping you make sense of your own learning.
This collection provides an introduction to the practical skills which all student teachers have to develop, as well as celebrating the unpredictability and excitement of working with interested and inquisitive children.
“This book offers a unique and critical approach to the theme of adults working in early years settings through a focus on seven key dimensions encompassed in the term 'the plural practitioner'. The discussion is strongly underpinned by a consideration of the two important principles of child centredness and social justice. The authors also draw on multiple perspectives, including the role of neuroscience and socio cultural perspectives, to consider who these early years professional are and the complexity of what they bring to their work.” Linda Miller, Professor Emeritus, Early Years, The Open University, UK This essential book focuses on the adult role within early years education and care. The book introduces the concept of the 'plural practitioner', which acknowledges that the role of the adult in early years settings is complex and entails many different responsibilities. The book argues that the ‘plural practitioner’ can create quality early years provision by implementing child-centred and socially just practices. The idea of the ‘plural practitioner’ is embedded in theory and research, providing a robust rationale and framework to help early years practitioners understand of a range of theories and relate them to their work with young children. The book includes: Discussion of the seven different dimensions of the adult role - to help practitioners reflect on the multiple and complex ways in which they work with young children including: The Critical Reflector, The Carer, The Communicator, The Facilitator, The Observer, The Assessor and The Creator Key questions at the end of each chapter to stimulate further reflection and reading Case study examples of real practitioner experiences The Role of the Adult in Early Years Settings will appeal to all students and practitioners either planning to or currently working in early years settings and aiming to develop their practice.
It seems entirely fitting that Maurice Sendak was born on the same day that Mickey Mouse first made his cartoon debut--June 10, 1928. Sendak was crazy about cartoons and comic books, and at twelve, after seeing Disney's Fantasia, he decided that he was going to become an illustrator. His love of childrens books began early: often sick and confined to bed, little Maurice read and read and read. Though many of his own stories were light and funny, the most important ones--Where the Wild Things Are, In the Night Kitchen, Outside Over There--dealt with anger, jealousy, abandonment, content that had never before been the subject of picture books. As well as covering career highlights, this easy to read, illustrated biography also describes the personal life of this genius. Who Was Maurice Sendak is perfect for kids wild about one of the most influential children's book artists of the twentieth century!
This bestselling textbook provides an introduction to the fundamentals of teaching and learning in early years and primary education. If you are training to work in schools or other educational settings, the book offers a wide range of practical and straightforward guidance, covering essential topics such as safeguarding; attachments and relationships; assessment; the indoor and outdoor environment; new technologies; behaviour management; and well-being. Thoroughly updated throughout and retaining its lively and engaging style, this new fifth edition extends your knowledge and understanding of working and playing effectively with young children. Enlivened by thought-provoking cameos and reflective questions, the book gives you the confidence to reflect upon, challenge and enhance your own pedagogies. Key features include: • Real life cameos drawn from schools and settings • Questions to promote thinking included in each chapter • Suggested further reading including a range of annotated references • Up-to-date research and issues that teachers may face Beginning Teaching, Beginning Learning is essential reading for student and newly qualified early years and primary teachers and practitioners, as well as those who educate and train them. "This outstanding book should a core text for beginning teachers working in the birth to 11 age range. It places Early Years and Primary education in the historical context and encourages new teachers to become reflective practitioners by adopting a questioning approach based on thoughtful comparative experiences. One aspect which makes this stand out from other similar texts is the focus it has on developing a deep understanding of the partnership between children’s learning and the beginner teacher. Contributors, many of whom have been teachers themselves, include experts not only in their specific fields of interest but also in teacher education more broadly so understand what is relevant for those on initial teacher education courses and those in the early stages of their teaching career." Jane Warwick, Primary PGCE Course Manager, University of Cambridge, UK "Beginning Teaching, Beginning Learning should be a core text on all birth to 11 years ITT courses. The book neatly combines grounded cameos of actual teaching experience with real life questions and dovetails these with a thoroughly referenced scholarly critique. Through its engaging style and approach the book speaks clearly and directly to the inquisitive, curious and professional novice teacher who wishes to be both thoroughly reflective and knowledgeable of the latest research. This book is hugely successful as it manages to be both very wide in its content whilst encouraging a questioning and in-depth critical thinking throughout". Guy Roberts-Holmes, MA Early Years Education Programme Director, UCL Institute of Education, UK
This indispensible guide uses a unique glossary format to explore some of the key themes in play in early childhood, many of which regularly arise for students, tutors, parents and practitioners. As well as covering key concepts, theories and influential figures in the field, the book considers important aspects of each construct and highlights the complexity of play in early childhood. Each section of the book: Outlines key aspects of a construct in relation to play Includes a wide range of references Summarizes research from an international perspective Offers insights from other well known figures with expertise in play This book takes the stance that play is vital to children’s holistic development, self-efficacy and well-being and that play, and playful learning and teaching, is the essential ingredient in order for children to develop enthusiastic dispositions to learning. This positive view of play draws on the author’s extensive experience and observations of children playing in preschool settings, early years classrooms, out in the park and in different home situations. This essential reference book is vital reading for all those working and playing with young children and students on early childhood courses. “Janet Moyles consistently provides informed and valuable insights in her writing about the contested world of play. Her work is guaranteed to be informed by watching and listening to children, by her understanding of what they say and think, as well as by her wide-ranging knowledge of significant research in the field. In this, A-Z of Play in Early Childhood, Janet demonstrates her encyclopaedic knowledge of the field which will be of enormous value to those studying play who are looking for explanations, references and cross references. Indeed, the introduction should be used as a base text for those beginning their studies of play. Janet writes in a brilliantly authoritative style as she draws in research and researchers who surround quite contentious and complex issues. This is a scholarly text and is to be trusted.” Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK “In this fascinating and engaging text, Janet Moyles does not attempt to define play. Rather, through a deceptively simple glossary, she illustrates and explores the complexity of play in early childhood. Each entry draws on theory and research from the UK and beyond in order to outline and summarise current thinking and to support further exploration of key ideas. This text will be invaluable to early childhood students and practitioners and to all those interested in extending their thinking about play.” Professor Trisha Maynard, Director, Research Centre for Children, Families and Communities, Canterbury Christ Church University, UK “Those of us who have prepared indexes know about the serendipity of insights gained and new connections made. Here Janet Moyles shares with us her understanding and reflection on play gleaned from many years of writing about (and indexing) play. This book certainly works a useful dictionary to remind us of what (for example) ‘epistemic play’ means, but I would advise readers to approach it more playfully. The innovative index-as-chapter-heading tempts you to flick across to other sections and Moyles’s explanations and discursive comments lead your thinking out from the particular entry into wider consideration of the importance of play. The imaginative use of photographs to illustrate entries, combined with illustrative examples, helps to make distinctions between the different types/aspects of play, and unobtrusive referencing is available for those who have been inspired to pursue particular interests further.” Dr Jan Georgeson, Research Fellow in Early Education Development, Plymouth University, UK “Janet’s brilliant idea - coupled with her characteristic meticulous application - has provided early childhood education and care with a rich treasure trove: a book to use for reference, as a starting point for reflection, a spark for debate and, importantly, a reiteration of the central role of play in the lives of children.” Tricia David, Emeritus Professor, Canterbury Christ Church University, UK
Reflective Teaching is the definitive textbook for reflective classroom professionalism. It offers support for trainee teachers, mentors, newly qualified teachers and for continuous professional development. This second edition has been revised and updated to enhance classroom use.
The author examines the development of young children with an ecological context that includes the family, the school, community, and society, as a whole. Major child development theories are discussed as they relate to every aspect of the young child's growth. Strong applications for those who work with young children. Features expanded multicultural coverage.
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