"I hope this book will inspire early years practitioners, lecturers and trainers to stop and think in the hustle and bustle of daily practice, to take a fresh look at the play of these very young children. This book does not claim to have all the answers but seeks to challenge practitioners to observe closely and respond to babies as they begin to play."Elinor Goldschmied, author of People under Three: Young Children in Day Care This book focuses on the need to equip practitioners to meet the play needs of children in today’s early years settings. With babies and very young children increasingly being cared for in out-of-home care settings, it is essential for early years practitioners to be responsive and reflective to ensure that these young children’s needs are met in an appropriate way. Beginning to Play explores the young child’s right to a high quality, multi-sensory play environment where play really can begin. It builds on Goldschmied’s concept of Treasure Basket play, which involves a wide variety of everyday objects gathered together to stimulate all five senses of babies and young children. The book features detailed observations of babies beginning to play at and beyond the treasure basket. These observations support readers in offering rich play materials and experiences. Providing valuable insights and practical support, this reader-friendly book: Encourages practitioners to reflect on and review their own current practice. Supports readers in recognising and responding to babies’ signals and communication Emphasises the need for emotional well-being to enable babies and young children to begin to play and examines the effects of non-responsive care on babies and young children Beginning to Play is essential reading for practitioners working with children from birth to three, students on Early Childhood Studies courses, and other readers who are eager to increase their knowledge about children from birth to three.

The Most Complete Book of Games and Learning Activities for Babies & Preschoolers! Child development expert Penny Warner offers over 300 illustrated ideas for games and activities designed to stimulate your child's learning and development. For each game and activity, The Play & Learn Bundle includes: recommended ages, a list of the skills that your child learns through play, a detailed list of easy-to-find materials, step-by-step instruction, clear illustrations, variations for added fun and enhanced learning, and safety tips and other helpful hints. The Baby and Preschooler Play & Learn Bundle is designed to help children reach their full potential and have a good time along the way. It is a quick and easy reference guide full of new ideas for busy parents.

"This timely book will help teachers in KS1 to implement authoritative recommendations on transition from recent reviews of primary education, and convince senior managers and parents of the value of starting from the child. Its well-grounded arguments coupled with practical guidance will foster the development of principled and confident professional judgement." Wendy Scott, President, TACTYC "Julie is an excellent writer, leading her reader through the difficult arguments about what really matters in our work with young children. She explores the tensions around the different 'drivers' in Foundation Stage and Key Stage One teaching with sensitivity but with the same clear vision she shows in her earlier books. This is an important book for students, lecturers and teachers - and a must for heads and subject co-ordinators." Nick Swarbrick, Westminster Institute of Education, Oxford Brookes University, UK "Your common-sense, authoritative, warm and inspirational words...remind me beyond all doubt of why I went into teaching." Key Stage 1 teacher This practical book offers a series of strategies for promoting learning that meets the needs and interests of Key Stage 1 pupils, ensuring that the move from the Early Years Foundation Stage to Key Stage 1 is a positive one. It includes:Suggestions for implementing the recommendations of the Rose ReviewDescriptions and case studies of good practice that stem from established principles of learning and teachingReflective practice prompts at the end of each chapter Julie Fisher considers recent evidence about how children learn and questions whether current practice in Key Stage 1 optimises these ways of learning. Challenging the reliance on teacher-directed activity, she asks whether introducing more child-initiated learning could offer children a more appropriate balance of learning opportunities. Key issues include: The place of play in Key Stage 1Organising the learning day to include child-initiated activity Observation and assessmentPlanningThe role of the teacher This essential book is indispensable reading for students and practitioners in both the Early Years Foundation Stage and Key Stage 1.

Starting from the Child supports early years practitioners to be advocates for young children and their learning needs. In the fourth edition of this highly influential and inspirational book, Julie Fisher outlines the important theories and research which should underpin best early years practice. She takes a robust and principled stand against downward pressure to formalise young children’s learning too soon, and offers practical and meaningful ways to develop high quality learning and teaching in the early years. Starting from the Child challenges all early years practitioners to consider: How to build on children’s innate desire to learn and their competence and autonomy as effective early learners How to plan environments indoors and out that make learning irresistible How to plan for high quality child-initiated learning to take place seamlessly alongside learning that is adult-initiated The role of the adult in supporting and extending young children’s learning How daily observation of children informs and underpins planning for their individual and unique learning needs Revised and updated throughout, this fourth edition includes the latest research on early brain development and reference to recent government initiatives including the revised Early Years Foundation Stage. Starting from the Child is essential reading, not only for early years practitioners, but for all those who manage and make decisions about early learning. “Julie draws on her extensive work with practitioners to present the everyday realities and complexities of their practice, and to sound welcome notes of caution about the ways in which policy frameworks are used... The book also reflects deeply held convictions about the moral and ethical responsibilities we have to teach young children in ways that respect their extraordinary enthusiasm for learning.” Professor Elizabeth Wood, University of Sheffield, UK “The title says it all. Julie takes the reader by the hand and says ‘Look and listen, give these children your full and respectful attention and they will teach you how to be with them.’ All the practical ideas in the book support practitioners in using their skills and knowledge to recognise early childhood as valuable in its own right - to be relished and enjoyed, not to be rushed through or seen merely as preparation for the next stage.” Helen Moylett, Early Years Consultant and writer “Julie Fisher’s work has been a staple of Early Childhood Education since the first edition of Starting from the Child in 1996. Her fourth edition does not disappoint, and is a welcome development of her thinking... This is a book for students, teachers and other early years workers seeking to find their way through the conflicting needs of a rapidly changing area of work.” Nick Swarbrick, Programme Lead for the Undergraduate Modular Programme in the School of Education, Oxford Brookes University, UK

* What is 'interactive teaching' in primary classrooms? * What do primary teachers and children do to interact effectively? * Are there benefits in such interactions to both teaching and learning? A research partnership of tutors and teachers strives towards answers to these key questions. This book is the story of this intriguing and exciting research project. The authors examine the practical and theoretical aspects that are key to understanding and undertaking interactive teaching in primary classrooms. The project is unique in using its own interactive processes, 'Reflective Dialogues', to help teachers make sense of their own teaching. This process includes capturing and analysing classroom sessions on video; and cameos of these classroom interactions are discussed throughout the book. The research context is the Literacy Hour in Key Stages 1 and 2. This new title is key reading for academics, researchers, teacher educators, policymakers and primary school teachers.

This must-have resource provides 20 original poems that focus on long vowel sounds to support phonemic and phonological awareness in grades PreK–2. Each grade-level appropriate poem features a corresponding lesson that includes two cross-curricular connections and include phonemic matching, isolation, blending, substitution, and segmentation. Take-home activities encourage linguistic interaction with friends and family members, which is especially useful for English language learners. This book features digital resources that include activity pages, poems, family letters, and an audio recording of each poem. This resource is aligned to College and Career Readiness standards.

EASY VIOLIN HITS FOR BEGINNERS 25 Easy Hits to Learn to Play the Violin This book and streaming sheet music video's (YouTube) are all that you will ever need for getting started playing the most easy violin hits! The best way to practice and learn to play the violin Created and designed for beginners Teach yourself how to play easy violin hits Read music (book & streaming sheet music video's!) Create beautiful music & sound Copyright 2020, Antre Music