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Sustained Shared Thinking in the Early Years

Sustained Shared Thinking in the Early Years Author Kathy Brodie
ISBN-10 9781317684589
Release 2014-05-30
Pages 132
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Used as a measure of quality in the ground-breaking Effective Provision of Pre-School Education (EPPE) project, Sustained Shared Thinking is fundamental to good early years practice. It costs nothing, yet research has shown that it improves outcomes for children by supporting their holistic development. This book clearly explains what Sustained Shared Thinking is and examines the skills and expertise needed to initiate, encourage and facilitate it. The book explores the attitudes, knowledge and understanding that a practitioner must adopt in order to start or develop successful Sustained Shared Thinking. Combining theory with practical guidance, it demonstrates how it can be achieved, covering all aspects of early years practice including the Characteristics of Effective Learning, the Prime and Specific Areas of learning development, the role of the practitioner, the environment and working with parents. Features include: boxed links to key theory and research; practical strategies highlighted in the text; consideration of children at different ages and stages of development; links throughout to the Early Years Foundation Stage. Written by a leading consultant who regularly delivers training on Sustained Shared Thinking, this will be an essential text for students on foundation degree and childhood studies courses as well as early years practitioners.



Sustained Shared Thinking in the Early Years

Sustained Shared Thinking in the Early Years Author Kathy Brodie
ISBN-10 9781317684596
Release 2014-05-30
Pages 124
Download Link Click Here

Used as a measure of quality in the ground-breaking Effective Provision of Pre-School Education (EPPE) project, Sustained Shared Thinking is fundamental to good early years practice. It costs nothing, yet research has shown that it improves outcomes for children by supporting their holistic development. This book clearly explains what Sustained Shared Thinking is and examines the skills and expertise needed to initiate, encourage and facilitate it. The book explores the attitudes, knowledge and understanding that a practitioner must adopt in order to start or develop successful Sustained Shared Thinking. Combining theory with practical guidance, it demonstrates how it can be achieved, covering all aspects of early years practice including the Characteristics of Effective Learning, the Prime and Specific Areas of learning development, the role of the practitioner, the environment and working with parents. Features include: boxed links to key theory and research; practical strategies highlighted in the text; consideration of children at different ages and stages of development; links throughout to the Early Years Foundation Stage. Written by a leading consultant who regularly delivers training on Sustained Shared Thinking, this will be an essential text for students on foundation degree and childhood studies courses as well as early years practitioners.



Sustained Shared Thinking in the Early Years

Sustained Shared Thinking in the Early Years Author Kathy Brodie
ISBN-10 0415713439
Release 2014-05-23
Pages 123
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Used as a measure of quality in the groundbreaking Effective Provision of Pre-School Education (EPPE) project, Sustained Shared Thinking is fundamental to good early years practice. It costs nothing, yet research has shown that it improves outcomes for children by supporting the most important parts of a child's development - social, emotional, personal, language and cognitive. This book clearly explains what Sustained Shared Thinking is and examines the skills and expertise needed to initiate, encourage and faciliate it. The book investigates the attitudes, knowledge and understanding that a pracitioner must adopt in order to start or maintain successful Sustained Shared Thinking. Combining theory with practical guidance it demonstrates how it can be achieved covering all aspects of early years practice including the characteristics of effective learning, the prime and specific areas of learning, the role of the practitioner, the environment and working with parents. Features include: Boxed examples focusing on children at different stages of their development Links throughout to the Early Years Foundation Stage Case studies and vignettes to show Sustained Shared Thinking in action Practical strategies and activities Written by a leading consultant who regularly delivers training on Sustained Shared Thinking, this will be an essential text for students on Foundation Degree and Childhood Studies courses and early years practitioners.



Assessing Quality in Early Childhood Education and Care

Assessing Quality in Early Childhood Education and Care Author Iram Siraj
ISBN-10 1858566584
Release 2015-02-27
Pages 62
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The sustained shared thinking and emotional well-being (SSTEW) scale is designed to consider some of the intentional and relational pedagogical strategies strongly associated with child outcomes. It considers practice that supports children aged between two and five years of age in developing skills in sustained shared thinking and emotional well-being, as well as developing strong relationships, effective communication and aspects of self-regulation. It is designed to be used for research, self-evaluation and improvement, audit and regulation.Using the SSTEW scale alongside other environment scales (including ECERS-E, ECERS-R or ITERS-R) gives users a more complete picture of what high-quality early childhood education and care can look like. It is aspirational in that it considers high quality pedagogy and practice. It can be used by researchers, heads of centres, managers, teaching staff and practitioners, as well as advisory staff and in professional development.



Sustaining Shared Thinking

Sustaining Shared Thinking Author Jenni Clarke
ISBN-10 9781408195093
Release 2013
Pages 88
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What are thinking skills? How do they develop? Where do they 'fit' into the curriculum and what should adults do to help children acquire them? Sustaining Shared Thinking contains a rich mixture of practical experience, research and relevant government guidance, brought to life with examples and suggestions. It brings together theories and ideas related to thinking skills, explains what these thinking skills are and why they are important, and shows how they link with current curriculum guidance. This book addresses some of the major challenges facing early years settings and primary schools, and shows what opportunities and experiences for developing shared thinking skills may look like in individual settings. The aim is to provide sound,clear advice and to help practitioners and teachers deliver the objectives of Every Child Matters.



Talking and Learning with Young Children

Talking and Learning with Young Children Author Michael Jones
ISBN-10 9781473952591
Release 2015-11-18
Pages 216
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Children learn to talk through interaction including involvement in many thousands of conversations with adults and other children. These conversations provide the framework for exploring relationships, understanding the world, and learning – in its widest sense. This book explores how children learn to communicate using language, how they use language to learn and the role of adults in the process. It examines how adults can support children to learn by involving them in positive interactions, meaningful conversation and by helping them play, explore and talk with each other. The book includes: examples of children and adults talking and learning together case studies of successful approaches that support language and learning in early years settings points for reflection and practical tasks Informed by the author’s own experience working with young children, families and practitioners, and from his involvement in the England-wide Every Child a Talker (ECaT) project, it links key research findings with successful practice to inspire practitioners to develop skills when talking with children, influence how adults plan for talk in settings and gain insight into how language develops in the home.



Inclusion in the Early Years

Inclusion in the Early Years Author Cathy Nutbrown
ISBN-10 9781446289532
Release 2013-04-22
Pages 208
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This insightful text shows how the attitudes of adults in early years settings can influence practice. The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. The book shows how the lives of practitioners, parents and children have been affected by inclusive and exclusionary practices. This new and revised edition includes an increased focus on: - inclusion as a political issue - social class - poverty - children's rights - gay and lesbian parents and staff This text is essential for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and devleop their own inclusive practices. Cathy Nutbrown is Professor of Education and Director for Research at the University of Sheffield. Peter Clough is Honorary Professor of Education at the University of Sheffield Frances Atherton is Head of Department of Early Childhood Studies, at the University of Chester.



Creating and Thinking Critically

Creating and Thinking Critically Author Di Chilvers
ISBN-10 1907241361
Release 2012-10-01
Pages 64
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One of our new series 'Learning and Teaching in the Early Years', exploring the EYFS Characteristics of Effective Early Learning. Creating and Thinking Critically provides an in-depth look at how babies and young children think, develop and learn, exploring the connection between theory and practice. It discusses what creating and thinking critically looks like and how it can be supported.



Playful Teaching and Learning

Playful Teaching and Learning Author Glenda Walsh
ISBN-10 9781526413253
Release 2017-03-13
Pages 240
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Every early years practitioner should be able to captivate and maintain the interest of young children in their setting, through the provision of a playful learning experience. Covering age ranges 3-8 years, this textbook explores the importance of infusing playfulness throughout the entire early years day, and includes chapters that: establish the core principles underpinning playful teaching and learning help students and practitioners understand how playfulness can be applied to all aspects of the early years curriculum including mathematics, literacy, outdoor environments, science & technology, and ICT explore core issues in early years provision including observing, planning & assessment, and how they relate to playful learning emphasise the role and qualities of the playful professional. This is a fantastic resource for any student or practitioner looking to enrich the lives of young children through meaningful playful learning experiences.



Key Persons in the Early Years

Key Persons in the Early Years Author Peter Elfer
ISBN-10 9781136642555
Release 2012-02-07
Pages 176
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Key Persons in the Early Years aims to explain what a Key Person is, the theory behind the approach and the practicalities of implementation. Practical in its approach and containing case studies as examples of reflective practice, this second edition details the role of the Key Person across all ages in the early years. This new edition has been fully updated in line with the EYFS and features a new chapter on the Key Person approach with 3-5 year olds. The book offers guidance on: making the Key Person approach work in your setting with realistic strategies; the benefits of this approach for children's well being, for their learning and to ensure equal chances for all children; potential challenges and problems and how to overcome them drawing on accounts from practitioners of their journey in implementing this approach. This book will be an essential text for practitioners and students who wish to fully understand the Key Person role and how it can benefit children, parents and their setting.



Young Children s Play and Environmental Education in Early Childhood Education

Young Children s Play and Environmental Education in Early Childhood Education Author Amy Cutter-Mackenzie
ISBN-10 9783319037400
Release 2014-01-18
Pages 88
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In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy. In the book ‘Beyond Quality in ECE and Care’ authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children’s play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Canada



Young Children s Thinking

Young Children s Thinking Author Marion Dowling
ISBN-10 9781446272633
Release 2012-11-12
Pages 200
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'This is a book to be treasured. This deeply respected pioneer brings together major research literature, theoretical understanding and practical help. She does so in a way that demonstrates her love and commitment in working with young children and helping them to have rich lives intellectually and with personal fulfillment' -Professor Tina Bruce CBE 'What comes through is weighty warmth. The weight of research and experience coupled with the warmth of the fascination of children's development over Marion's professional and personal lifetime' -Professor Mick Waters, Wolverhampton University 'This highly knowledgeable yet accessible book will be hugely valuable for all those who care deeply about young children's learning and development' -Liz Roberts, Editor, Nursery World 'A tour de force which has the potential to change practice and thinking about early childhood' -Helen Moylett, Early Learning and Consultancy, President of Early Education Clearly linking theory and practice, this highly accessible book will be valuable to practitioners, teachers and students. The author explores the development of children's thinking from 0-7 years, and how this affects home, Early Years settings and schools. The book includes: - case studies - professional checkpoints to help reflection - practical suggestions - guidance on involving parents - suggested reading - questions for discussion. It will be a great asset for students on Early Years Foundation Degrees, Initial Teacher Education and Early Childhood Studies courses. The reader can access additional web resources here Marion Dowling works as a trainer and consultant in the UK and overseas, and is Vice President of Early Education, a national charity.



Loose Parts

Loose Parts Author Lisa Daly
ISBN-10 9781605542744
Release 2014-10-28
Pages 232
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550+ color photographs showing how loose parts are used in early childhood settings and how they help children learn



Planning in the Moment with Young Children

Planning in the Moment with Young Children Author Anna Ephgrave
ISBN-10 9781351625227
Release 2018-01-29
Pages 170
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Young children live in the here and now. If adults are to make a real difference to their learning they need to seize the moments when children first show curiosity, and support their next steps immediately. This book embraces the concept of planning "in the moment" and emphasises the critical role of the adult in promoting child-led learning, giving early years practitioners the confidence and insight to work and plan in the moment, and enabling the children in their care to live, learn, play and develop in the here and now. Planning in the Moment with Young Children maintains a strong link to practice, providing numerous examples of how practitioners can integrate spontaneous planning and rich adult–child interactions into their everyday practice and early years curricula. From timetabling to setting clear rules, creating enabling environments, keeping records and making use of a variety of materials, the book demonstrates the multitude of ways in which practitioners can encourage child autonomy and respond to the unique needs of each child. Examples from practice are rooted in theory, fully contextualised, and exemplified by original documentation sourced from the author’s own experiences and from a wide variety of settings. ? Key features include: over 180 full colour photographs to illustrate practice; photocopiable pages including planning sheets, documentation and activity sheets; advice on working with parents, individual children and groups; tailored guidance on working with children at different stages of development from birth to age 6 years; relevance to a range of settings, including childminders, pre-schools, nurseries and schools. When children are allowed to select where, with what, and how to play, they are truly invested in their play, they become deeply involved and make dramatic progress. This book is an outstanding testament to a responsive and child-led way of working in early years environments. Practitioners will be guided, inspired and supported to work spontaneously and reactively – planning as they go and celebrating the results!



Playing and Exploring

Playing and Exploring Author Anni McTavish
ISBN-10 190724137X
Release 2013
Pages 74
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Playing and Exploring has been writing in one form or another for most of life. You can find so many inspiration from Playing and Exploring also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Playing and Exploring book for free.



Reflective Practice and Early Years Professionalism 3rd Edition Linking Theory and Practice

Reflective Practice and Early Years Professionalism 3rd Edition  Linking Theory and Practice Author Jennie Lindon
ISBN-10 9781471866128
Release 2016-05-23
Pages 224
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Ensure your students link theory with practice with this updated version of the authoritative and accessible series from Jennie Lindon Linking Theory and Practice has helped thousands of students make the right connections between their lectures and the real settings that they go on to work in. This latest edition of Reflective Practice and Early Years Professonalism provides a useful overview of the subject in straightforward language that allows novices to access the more complicated concepts. Jennie Lindon's trademark approach provides a trusted and authoritative voice for a wide range of courses, including undergraduate and foundation degrees in Early Years and Early Childhood, PGCEs and BEd programmes. · Provides detailed references for further reading with descriptions of 'key texts' for each chapter · 'Pause for reflection' feature provides numerous opportunities to think about the impact of their own role. · Ensures the latest thinking and research is covered in full.



The Theory and Practice of Online Learning

The Theory and Practice of Online Learning Author Terry Anderson
ISBN-10 9781897425084
Release 2008
Pages 472
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Neither an academic tome nor a prescriptive 'how to' guide, The Theory and Practice of Online Learning is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education. Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0. The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.