Looks at the history of reading and texts for children from an educational perspective. This book explores the act of reading itself, whether oral, silent or performative, whether for pleasure or instruction. It also considers the changing representations of childhood over three centuries and the influence of the visual on the acts of reading.

Based on high-quality pedagogy and developed for the use of teaching staff and managers, the Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale can be used alongside other environment scales (including ECERS-E, ECERS-R or ITERS-R) to give a more complete picture of what high-quality early childhood education and care can look like.

The link between a child's background and their chances of success at school and in later life is strong but it need not be the determining factor in attainment. The book shows how schools can and do make a real difference for children who are poor, from disadvantages groups, are bilingual or who have special educational needs.

This is a collection of views on children's literature and national identity answering question such as: how do young readers see themselves and "others" in the texts they are encouraged to read?; How are their sympathies recruited in tales of war and conflict? Where do their loyalties lie?

Studies from seven countries model how our inappropriately monolingual classrooms can be transformed into spaces where numerous languages thrive. Classroom-based research into the teaching of literacy and the role of children's literature in primary schools offers new conceptualizations of multilingual literacies and their pedagogical implications.

The writers, members of the European Institute for the Development of the Potentials of All Children (IEDPE), have presented these vignettes as first steps in sharing and explaining to others their common concern about early literacy.

Reading comprehension is so much more than just reading words, and this book explains how to develop all aspects of it for pupils aged 7-11. Written by top experts in the field, it includes eleven in-depth case studies - taken from real-life classrooms - of lessons on fiction and non-fiction, poetry and picture books, advertising and film.

This book engages with complex themes that link the role of education to identity and values. It challenges the current approaches to Islam and offers a new perspective for teachers and schools who are committed to developing an open and critical environment for learning.