This resource is focused on children's transition to school, including the transition to school age care (or out of school hours care), and the ways in which early childhood services utilising the framework documents The Early Years Learning Framework and Framework for School Age Care and the National Quality Standard can work with children, families, other educators and professionals, as well as communities, to promote positive transitions for all children." -- page 3.
Learning and teaching is an integrated process, and theory and practice cannot be separated. As in the previous Australasian edition, Educational Psychology 3e continues to emphasise the educational implications and applications of child development, cognitive science, learning and teaching. Recurring themes throughout the text include ideas about education; social and socio-cultural aspects of education; schools, families and community; development, learning and curriculum; and effective teaching. Author Kay Margetts incorporates Australasian perspectives and applications using the work of Australasian researchers and teachers. Numerous examples, case studies, guidelines and practical tips from experienced teachers are used in the text to explore the connections between knowledge, understanding and practice.
Young children are fascinated by the world around them. They have high levels of natural curiosity and a compelling desire to explore and experience EVERYTHING! As children develop the skills of language and communication it is talk that helps children to make sense of those experiences by asking questions and talking about their thoughts. Talk not only plays a pivotal role in helping children to understand the world around them, it also enables them to learn how to make sense of the role that they play within in it. After all, talk is just the thoughts that you have in your head coming out of your mouth. If you haven't got many thoughts in your head then you won't have much to talk about. Alternatively, if you don't have very much experience of language and talk, you will not be able to express your thoughts. Our role as practitioners is to create a wealth of learning opportunities and experiences that will fill children's heads with thoughts and questions and then support them in acquiring the language to be able to communicate those thoughts to make sense of their world and be understood.
For nation-states, the contexts for developing and implementing policy have become more complex and demanding. Yet policy studies have not fully responded to the challenges and opportunities represented by these developments. Governance literature has drawn attention to a globalising and network-based policy world, but politics and the role of the state have been de-emphasised. This book addresses this imbalance by reconsidering traditional policy-analytic concepts, and re-developing and extending new ones, in a melded approach defined as systemic institutionalism. This links policy with governance and the state and suggests how real-world issues might be substantively addressed.
This series of books offers ideas for a range of focused activities which encompass the EYLF learning outcomes and are designed to get children thinking and playing creatively.
A great resource for exploring a wide range of traditional and modern stories, songs and nursery rhymes. An essential tool for developing children's memory and creative listening skills.
Develops children's sense of drama through simple drama games such as freeze framing, mime and progressing to more character-based and role playing drama.
A practical and imaginative guide brimming with ideas and activities to help early years practitioners develop young children's self-expression through dance and movement, while keeping them fit and healthy through these energetic exercises.
This book develops the theoretical perspective on visuospatial reasoning in ecocultural contexts, granting insights on how the language, gestures, and representations of different cultures reflect visuospatial reasoning in context. For a number of years, two themes in the field of mathematics education have run parallel with each other with only a passing acquaintance. These two areas are the psychological perspective on visuospatial reasoning and ecocultural perspectives on mathematics education. This volume examines both areas of research and explores the intersection of these powerful ideas. In addition, there has been a growing interest in sociocultural aspects of education and in particular that of Indigenous education in the field of mathematics education. There has not, however, been a sound analysis of how environmental and cultural contexts impact visuospatial reasoning, although it was noted as far back as the 1980s when Alan Bishop developed his duality of visual processing and interpreting visual information. This book provides this analysis and in so doing not only articulates new and worthwhile lines of research, but also uncovers and makes real a variety of useful professional approaches in teaching school mathematics. With a renewed interest in visuospatial reasoning in the mathematics education community, this volume is extremely timely and adds significantly to current literature on the topic.
The Strategy of Preventive Medicine by Geoffrey Rose, first published in 1993, remains a key text for anyone involved in preventive medicine. Rose's insights into the inextricable relationship between ill health, or deviance, in individuals and populations they come from, have transformed our whole approach to strategies for improving health. His personal and unique book, based on many years research, sets out the case that the essential determinants of the health of society are to be found in its mass characteristics. The deviant minority can only be understood when seen in its societal context, and effective prevention requires changes which involve the population as a whole. He explores the options for prevention, considering them from various viewpoints - theoretical and scientific, sociological and political, practical and ethical. The applications of his ideas are illustrated by a variety of examples ranging from heart disease to alcoholism to road accidents. His pioneering work focused on a population wide approach to the prevention of common medical and behavioral disorders has become the classic text on the subject. This reissue brings the original text to a new generation involved in preventive medicine. Kay-Tee Khaw and Michael Marmot retain the original text intact, but have added their own perspective on the work. They examine what relevance Rose's ideas might have in the era of the human genome project and other major scientific advances, they consider examples of how the theory might be applied and generalised in medicine and beyond, and discuss what implications it holds for the future. There is also an explanation of the population perspective, clarifying the often confused thinking and arguments about determinants of individual cases and determinants of population incidence. Rose's Strategy of Preventive Medicine will ensure that this seminal work continues to be read by future generations.
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