This accessible, hands-on guide offers practical advice for those working with young children on developing their empathetic practice and fostering empathetic settings. It explains how to use simple teaching methods, games and stories to promote empathetic behaviour in children.
Taking as its starting point that young children learn and develop in a network of relationships, this book emphasises that each relationship has its own specific features, functions and learning/teaching affordances (Thompson, 2005).
Aims to help trainee teachers develop an understanding of learning in the classroom, as well as helping them to develop practices, which can support learning. This book investigates the concept of learning, and book draws on evidence from interviews and observations, where both pupils and teachers reflect on what they understand by learning.
Presents an introduction to playwork values, principles and practice for those who work with children. This book recognizes that all have a need for play, and seeks to encourage the provision of time and space for all children to freely enjoy its benefits. It is suitable for playworkers and those who work with children.
This new series takes the very best ideas from the popular Featherstone Baby Books and turns them into a book jam packed with things you can do with babies, toddlers and pre-school children. Each actvity gives step-by-step instructions, tips and plenty of further ideas for children ready for more.
The 50 Fantastic Things series is a no nonsense, ideas bank ...no frills, just 50 examples of great ideas already in practice! Ideal for the busy practitioner they offer a 'dip in' approach to accessing ideas that they may not have thought of. Simple inspiring ideas is just what they need to reignite their enthusiasm.
This series of books uses fiction, non-fiction and poetry texts, as well as phonics, as a basis to help young children in the early years to develop their literacy skills. Each book presents structured activities based around suggested focus texts.
Based on research, and grounded in everyday classroom practice, this book explores important issues surrounding play in the early years curriculum. It presents children's views on, and response to their role-play environment, alongside examples of good classroom practice. It is useful for students on primary education undergraduate courses.
Exposes the consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. This book argues that we need to identify what the real problems are - and how much they matter.
War, weapon and superhero play has been banned in many early childhood settings for over 30 years. This book explores the development and application of a zero tolerance approach through the eyes of children and practitioners.
This book takes a broad look at the importance of play for children from birth to three and sets play within the framework of a child's whole development. The book combines theory and practice and is illustrated by many examples from direct observation of children.
This book is about the experiences of young refugee children and asylum seekers and their families in the UK. It describes how war and conflict can interrupt the development of young children as relationships and communities are destroyed and looks at how play can help to restore these children's lost childhoods.
This book is aimed at promoting practitioners to reflect deeply on the play provision they make for children in classrooms and settings and to think through their own values related to play and playful pedagogies.
Movement-play, encourages 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' works within settings along with practical advice on its implementation.
This captivating book illuminates how 3 and 4 year-old newcomers in early years classes learn rules for gendered behaviour from older children and develop their gender identities. A two year longitudinal research project casts new light on children's own understandings of gender in their imaginative and socio-dramatic play, and in the playground.