Teaching Early Years Foundation Stage by
The Early Years Foundation Stage (EYFS) came into force in September 2008 and established a framework for providing learning, development and care for children from birth to five. This book examines the EYFS within the context of Achieving QTS and is a core text for primary trainees covering this stage of children's learning. It links the principles and commitments of the EYFS with the new standards for QTS while covering all required content. The book examines the continuous nature of learning from birth to five, the inter-relatedness between care, learning and development, and the importance of sensitive transitions.
Call Number: 372.21 BAS + eBook
Publication Date: 2008
Approaches to Creativity by
This book offers an accessible introduction and a comprehensive guide to a range of ideas on creativity in education. The book provides an overview of the major theories related to creativity and explores the implications for policy and practice. The popular topic of creativity has given rise to a large number of theoretical positions, sometimes contradictory or contested. This book clarifies and organises these approaches so that teachers understand where particular pedagogical and curricular practices originate and can develop them coherently. Topics covered include: Creativity in a social context Creativity and technology Creativity and curriculum planning Assessment and creativity Group creativity Managing creativity Tools of creativity The creative learner Creativity and cognition Creativity as expression Approaches to Creativity is an invaluable resource for those who wish to reflect on creativity and explore and engage in the modern discourse of education. It will be of value in teacher education, postgraduate studies, curriculum design and administration. "I'm thrilled to see a book aimed at helping teachers deepen their understanding of creativity and, at the same time, offering practical insights for how teachers might nurture creativity in their everyday curriculum." Professor Ronald A. Beghetto, Associate Dean and Associate Professor of Education, University of Oregon, USA "At a time when many books designed to help us rethink big issues distract by their priestly tone and their pretensions to having found a solution, this is refreshingly clear, new and open." Professor John Onians, Emeritus Professor of World Art History, University of East Anglia, England "It is a rare book which manages to combine deep scholarship with readability. This one achieves that goal while also being timely and relevant. It should be read by all busy teachers who are concerned to apply research about creativity into their teaching practice." Professor John Panter, Ex-Head of Academic Staff Development, University of Wollagong, Australia "This excellent overview of creativity is consistent with what the social and behavioral sciences tells us about creativity but is an easy read and perhaps more than anything else is enormously practical. Approaches to Creativity is, in short, accessible yet grounded in science. It presents both the broad context for creativity as a part of human effectiveness, as well as the nuts-and-bolts fine points that will allow everyone to learn something about themselves and about fulfilling creative potentials." Mark A. Runco, PhD Torrance Professor, Creative Studies & Gifted Education Editor, Creativity Research Journal "As an educationalist and policy-maker, I am pleased to recommend this comprehensive and exciting book which clearly outlines international developments in creativity education, including in particular, the Russian contribution to the field." Professor Nadezhda Shaidenko, Deputy Chair of the Education Committee of the Duma of the Russian Federation "This book takes the complexity of creativity research and breaks it down into readable and interesting prose. Teachers - and everyone else - will enjoy and learn from this valuable contribution." Professor J.C.Kaufman, Professor of Psychology, California State University, USA "If it is possible to pin down the lightning flash of creativity then this book is the best attempt I have read so far." Mark Patrick Hederman, OSB Abbot of Glenstal Abbey, Murroe, Co. Limerick, Ireland
Call Number: 371.102 CAR + eBook
Publication Date: 2012
Creativity in Schools by
Creativity in schools is changing, with greater emphasis being placed on creative skills across the curriculum than ever before. This shift has thrown up some challenging questions which this book tackles head-on in order to better understand the implications of this change and the effects on pedagogy and policy. The questions raised include: What is creative learning? How does it relate to creative teaching? How do we organize the curriculum to nurture creativity? What pedagogical strategies support creativity? How is creative learning different to effective learning? What responsibilities do schools have for stimulating creativity in relation to society, ethics and the wider environment? Laying out the key concepts in the current debate on creativity and placing them in a broader context based on practice, policy and research, this volume sets the agenda for future discussion and suggests practical ways to encourage pupils creative development in a new and more thoughtful way."
Call Number: 370.157 CRA
Publication Date: 2005
Supporting Creativity and Imagination in the Early Years by
The aim of this book is to use real life examples of young children's development and their growing competence to show the richness of their creativity and imagination. Duffy also discusses ways of planning and assessing children's progress. This second edition has been updated throughout.
Call Number: 372.5 DUF + eBook
Publication Date: 2006
How Children Develop Social Understanding by
This book provides a critical review of research into how children come to understand the social world, an area often known as children′s "theories of mind". Takes an integrated approach to the development of children′s social understanding Brings out the connections between mental state understanding and children′s understanding of language, social skills, morality and emotions.<br /> Sets research within a historical and theoretical context Contributes unique insights and perspectives, particularly in its discussions of Piaget and Vygotsky, and in its Wittgensteinian focus on the role of language.
Call Number: 155.418 CAR
Publication Date: 2006
Unlocking Creativity by
Showing how creativity can be developed across the curriculum, this book offers advice on how to develop children's capacity for creative thinking and achievement and use creativity to increase levels of motivation and self-esteem. Combining the latest research with practical ideas and tasks, this multidimensional book is a must for teachers, students, and educators who wish to know more about creativity in teaching and learning.
Call Number: 370.118 FIS + eBook
Publication Date: 2005
Thinking and Learning Through Drawing by
'The text is clear and accessible and gives a fascinating overview of how drawing can help children to learn and understand the thinking of others...It is highly recommended for all students and practitioners interested in understanding more about how children express their ideas and theories about the world' - Early Years Update 'This book is an invaluable resource for anyone who recognises the potential of 'drawing' as an essential element for developing thinking and learning in the Primary Classroom...and a 'must read' for those who are sceptical!....This is a fascinating read that invokes a variety of feelings including a sense of wonder and curiosity about the many facets of drawing, which leaves you with a thirst to try out more and explore ways of releasing the untapped potential of 'drawing' in your own classroom' - thinkingclassroom.co.uk Children use drawing as a means through which they create, develop, communicate and record their thoughts and ideas. Whether it's to play, or to express feelings and meaning, drawing enables them to learn about the world, explore their imaginations, and to invent and present new ideas. With an extensive background in teaching and researching children's uses of drawing, Gill Hope describes the ways in which multiple forms of drawing are used by Primary school children. She explains why it should be actively promoted as a means of supporting thinking and learning across a wide range of subject areas, and provides practical support for teachers. Demonstrating the importance of drawing, and combining a thematic approach with practical guidance, this informative and enjoyable book: - widens teachers' understanding of the multiple uses of drawing; - shows how children can be guided to use it to support thinking and learning; - explores the range of applications in which drawing can be used across all areas of the curriculum; - looks to the future and at the ever increasing importance of graphic literacy. Providing a fresh insight into the uses of drawing as a powerful tool which supports children's thinking and learning, this book will be of interest to everyone involved in the development of children's capabilities, including teachers, student teachers and teaching assistants.
Call Number: 372.13 HOP + eBook
Publication Date: 2008
Creative Learning in the Primary School by
Creative Learning in the Primary School uses ethnographic research to consider the main features of creative teaching and learning within the context of contemporary policy reforms. In particular, the authors are interested in the clash between two oppositional discourses - creativity and performativity - and how they are resolved in creative teacher practice. The book complements previous work by these authors on creative teaching by giving more consideration to creative learning. The first section of the book explores the nature of creative teaching and learning by examining four key features: relevance, control, ownership and innovation. The authors devote a chapter to each of these aspects, outlining their properties and illustrating them with a wide range of examples, mainly from recent practice in primary schools. The second section presents some instructive examples of schools promoting creative learning, and how creative primary schools have responded to the policy reforms of recent years. The chapters focus specifically on: how pupils act as a powerful resource for creative learning for each other and for their teachers; how teachers have appropriated the reforms to enhance their creativity; and how one school has moved over a period of ten years from heavy constraint to high creativity. The blend of analysis, case-study material and implications for practice will make this book attractive to primary teachers, school managers, policy makers, teacher educators and researchers.
Call Number: 372.1102 JEF
Publication Date: 2009
Creative Thinking and Arts-Based Learning by
Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133400107. In Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade, 6/eJoan Packer Isenberg and Mary Renck Jalongo show future and current early childhood educators how to integrate children's creativity, play, and the arts into their curriculum in a way that fosters learning and growth and meets accountability measures, by emphasizing the use of technology to enhance creativity and the arts, with myriad suggestions to differentiate instruction and make adaptations for diverse learners across the art forms. Organized into four main parts, the text covers the foundations of creative thought; examines children's play, games, and inventions; addresses the subject areas that are traditionally associated with the creative arts; delves into the teacher's role-supporting creative expression and play, assessing creative processes and products, and working with diverse families and communities; and discusses effective design and use of environments, materials, and resources. Unique boxed pedagogical features make the text more practical, readable, and helpful to the early childhood educator. Written for prospective and practicing early childhood educators who are expected to teach in accordance with an increasing number of state, local, and national benchmarks, this proven and adaptable text will best prepare the early childhood educator for creative thinking in the classroom and beyond. The Enhanced Pearson eText features embedded video. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.
Call Number: 372.21 ISE
Publication Date: 2013
The Cambridge Handbook of Creativity by
The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, 'Basic Concepts', is designed to introduce readers to both the history of and key concepts in the field of creativity. The next section, 'Diverse Perspectives of Creativity', contains chapters on the many ways of approaching creativity. Several of these approaches, such as the functional, evolutionary, and neuroscientific approaches, have been invented or greatly reconceptualized in the last decade. The third section, 'Contemporary Debates', highlights ongoing topics that still inspire discussion. Finally, the editors summarize and discuss important concepts from the book and look to what lies ahead.
Call Number: 153.35 KAU
Publication Date: 2010
Desirable Literacies by
What are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research. This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy. Explored in the book are: - the relationship between play and literacy; - the role environmental print has in early literacy development; - the language and literacy development of young bilinguals; - ideas, suggestions and justifications for the use of poetry; - a two-year research project, funded by Creative Partnerships; and - key issues relating to family literacy.
Call Number: 372.41 MAR + eBook
Publication Date: 2008
Creative Development in the Early Years Foundation Stage by
The Practical Guidance in the Early Years Foundation Stageseries will assist practitioners in the smooth and successful implementation of the Early Years Foundation Stage. Each book gives clear and detailed explanations of each aspect of Learning and Development and encourages readers to consider each area within its broadest context to expand and develop their own knowledge and good practice. Practical ideas and activities for all age groups are offered along with a wealth of expertise of how elements from the practice guidance can be implemented within all early years settings. The books include suggestions for the innovative use of everyday ressources, popular books and stories. The clear and practical information in this book will help practitioners in supporting and developing the natural curiosity of children, helping them explore and express their own ideas through a variety of activities including music art and dance. The author explores the balance between the necessary freedoms of choice that creativity requires and the control which thoughtful practitioners must exert and offers ideas for building children's imaginations through play.
Call Number: 372.21 MAY
Publication Date: 2009
Developing Thinking; Developing Learning by
Offers a comprehensive introduction to thinking skills in education and provides guidance on how teachers can support cognitive development in their classrooms. This book discusses how thinking programmes, learning activities and teachers' pedagogy in the classroom can fundamentally affect the nature of pupils' thinking.
Call Number: eBook
Publication Date: 2007
Children's Drawing and Writing by
Children's everyday drawing and writing are paradoxical: charmingly engaging, yet seemingly unremarkable in their ordinariness. This book takes a very close look at what passes by largely unnoticed at home and in school: copying, texts fleetingly present then gone, a picture drawn after the valued work of writing has been completed. Examining features of children's text making that are commonly disregarded because of their very ordinariness, or dismissed as mistakes because they are flawed or lacking, the book examines features such as shading, arrangement and forms of shorthand, and uncovers an intensity of effort in the making of meaning. In decisively shifting the focus away from insufficiency to what children can do and to the 'work' they invest in the texts they make, the lens taken here reveals resourcefulness and purposiveness. The unremarkable turns out to be remarkable. This has the most profound implications for what takes place at school, and beyond.
Call Number: 305.231 MAV + eBook
Publication Date: 2010
Art and Human Development by
This interdisciplinary volume explores art, its development, and its role in the construction of knowledge. Presenting theory and research on artistic development as a cultural and creative endeavor, contributors examine the origins of human art during the Paleolithic cultural revolution, as part of a modern cultural transformation, in the growth of a creative artist, and in developing children. Target chapters expressing the disciplinary perspectives of psychology, archaeology, communications, education, and the performing arts are followed by commentaries from internationally acclaimed scholars of human development. Part 1 explores how cultures harness and exploit the arts to give expression to values, social practices, and traditions. This section traces the emergence of new art forms that arose during social unrest, including the symbolization of spiritual beliefs expressed on the walls of Paleolithic caves, and the racial identity and cultural values expressed in the media of the hip-hop generation. Part 2 examines the journeys of a composer and a group of students to highlight the process of becoming an artist and the role education plays in its development. The book concludes with a focus on the development of aesthetic appreciation and artistic activity in childhood and adolescence, including, for example, how a child's developing theory of mind affects appreciation for the arts, and how developing empathy and emotional regulation contribute to the cognitive and affective underpinnings of acting in adolescence. As a whole contributors explore the developmental, sociocultural, and evolutionary processes that make the creation and experience of art possible. Intended for researchers and advanced students in both human development and the arts, this book will also serve as a textbook for advanced courses on psychology and the arts and/or special topics courses in cognitive and/or human development.
Call Number: 153.35 MIL + eBook
Publication Date: 2009
Early Years Foundations by
With so many challenges facing early years professionals, there are continual dilemmas arising between doing what one knows is essentially ‘right’ for birth-to-five-year-olds from all backgrounds and conforming to the demands made by government and policy makers. This exciting and original book supports practitioners in thinking through their roles to meet some of the many issues they encounter. Using the new Early Years Foundation Stage principles as its framework, the contributors support early years professionals in dealing with issues and challenges in a sensitive and professional manner, with particular emphasis upon the need for practitioners to personalise the requirements for each child in their care and to reflect closely upon their own and children’s experiences. The writers are all experienced and avid early years advocates. Their topics include: the changing landscape of early childhood, culture, identity and diversity, supporting playful learning, outdoor learning, documenting children’s experiences, developing independence in learning, the meaning of being creative, play and mark-making in maths, and literacy. Each section is introduced with some background research and information to provide evidence and guidance upon which practitioners can make their own decisions. Individual chapters include questions for reflection, points for discussion and suggestions for additional reading. Early Years Foundations: Meeting the Challenge is essential reading for the full range of practitioners working and playing with birth-to-five-year-olds. Contributors: Deborah Albon, Pat Broadhead, Liz Brooker, Naima Browne, Elizabeth Carruthers, Tricia David, Dan Davies, Jackie Eyles, Hilary Fabian, Rose Griffiths, Alan Howe, Paulette Luff, Rod Parker-Rees, Theodora Papatheodorou, Emmie Short, David Whitebread, Marian Whitehead and Maulfry Worthington.
Call Number: eBook
Publication Date: 2007
The Excellence of Play by
Play as a successful learning and teaching experience remains key to early education. The new edition of this popular book continues to clearly illustrate key play theories in practice. It has been comprehensively revised to include the latest research and practice in the field. Key features include: Contributions from leading experts in the field who are passionate about the excellence of play Helpful features in every chapter including practical examples, boxed chapter summaries, cameos and end of chapter questions References and further reading The new edition includes: A new Foreword by Wendy Scott, President of TACTYC 10 new chapters that reflect the latest thinking in play and early years curriculum practice This book is essential reading for everyone working or training to work in the early years. Contributors Angela Anning, Pat Broadhead, Tina Bruce, Tricia David, Dan Davies, Bernadette Duffy, Aline Wendy Dunlop, Hilary Fabian, Jan Georgeson, Kathy Goouch, Rose Griffiths, Justine Howard, Alan Howe, Helen Jameson, Neil Kitson, Sara Knight, Janet Moyles, Theodora Papatheodorou, Rod Parker-Rees, Jane Payler, Linda Pound, Sacha Powell, Wendy Scott, David Whitebread, Marian Whitehead
Call Number: 372.21 MOY + eBook
Publication Date: 2010