This best-selling text book provides a broad-ranging and up-to-date review of thinking and best practice within nursery and infant education. Written around the basic truth that an effective early years curriculum must start with the children, their needs and their potential, the contributors to this classic text acknowledge that learning must have a strong element of fun, wonder and excitement. Fully revised and updated in light of recent changes to the Early Years curriculum, with brand new chapters on assessment, communication, writing, creativity and diversity, the contributors address a range of fundamental issues and principles, including: an analysis of research into how children learn; discussions of issues such as classroom organisation, curriculum management, and assessment; a detailed section on play and language; chapters covering individual curriculum areas, including new chapters on music and PSHE. Each chapter combines a review of important principles with practical and inspiring classroom examples throughout. It is essential reading for all Foundations Stage and KS1 trainee teachers, their tutors and mentors, and serving teachers working in the 3-7 age range who wish to reflect upon and develop their practice.

Learning and Teaching in the Early Years provides a comprehensive, practical introduction to early childhood teaching in Australia.

Make learning visible in the early years Early childhood is a uniquely sensitive time, when young learners are rapidly developing across multiple domains, including language and literacy, mathematics, and motor skills. Knowing which teaching strategies work best and when can have a significant impact on a child’s development and future success. Visible Learning in Early Childhood investigates the critical years between ages 3 and 6 and, backed by evidence from the Visible Learning® research, explores seven core strategies for learning success: working together as evaluators, setting high expectations, measuring learning with explicit success criteria, establishing developmentally appropriate levels of learning, viewing mistakes as opportunities, continually seeking feedback, and balancing surface, deep, and transfer learning. The authors unpack the symbiotic relationship between these seven tenets through Authentic examples of diverse learners and settings Voices of master teachers from the US, UK, and Australia Multiple assessment and differentiation strategies Multidisciplinary approaches depicting mathematics, literacy, art and music, social-emotional learning, and more Using the Visible Learning research, teachers partner with children to encourage high expectations, developmentally appropriate practices, the right level of challenge, and a focus on explicit success criteria. Get started today and watch your young learners thrive!

A Co-Publication of Routledge and NAEYC Technology and Digital Media in the Early Years offers early childhood teacher educators, professional development providers, and early childhood educators in pre-service, in-service, and continuing education settings a thought-provoking guide to effective, appropriate, and intentional use of technology with young children. This book provides strategies, theoretical frameworks, links to research evidence, descriptions of best practice, and resources to develop essential digital literacy knowledge, skills and experiences for early childhood educators in the digital age. Technology and Digital Media in the Early Years puts educators right at the intersections of child development, early learning, developmentally appropriate practice, early childhood teaching practices, children’s media research, teacher education, and professional development practices. The book is based on current research, promising programs and practices, and a set of best practices for teaching with technology in early childhood education that are based on the NAEYC/FRC Position Statement on Technology and Interactive Media and the Fred Rogers Center Framework for Quality in Children’s Digital Media. Pedagogical principles, classroom practices, and teaching strategies are presented in a practical, straightforward way informed by child development theory, developmentally appropriate practice, and research on effective, appropriate, and intentional use of technology in early childhood settings. A companion website (http://teccenter.erikson.edu/tech-in-the-early-years/) provides additional resources and links to further illustrate principles and best practices for teaching and learning in the digital age.

Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships is an introduction for early childhood educators beginning their studies. Reflecting the fact that there is no single correct approach to the challenges of teaching, this book explores teaching through two lenses: teaching as inquiry and teaching as relating. The first part of the book focuses on inquiry, covering early childhood learning environments, learning theories, play pedagogies, approaches to teaching and learning, documentation and assessment, and the policy, curriculum and regulatory requirements in Australia. The second part explores relationships in early childhood contexts and covers topics such as fostering meaningful and respectful relationships with children, and working with families, staff and the wider community. Written by well-respected academics in the field, Learning and Teaching in Early Childhood is a vital resource for those entering the early childhood education and care profession.

Covering all routes to early years teaching, this essential textbook provides students and practitioners with everything they need to know to deliver outstanding Early Years practice. Previously titled Achieving Early Years Professional Status, this new edition is completely revised to include recent research and practice guidance for those studying: - Early Years Teacher Status - Teach First Early Years - Early Years Educator - Early Years PGCE New case studies, illustrating best practice, make this text highly relevant for experienced professionals teaching and leading practice in Early Years settings and schools, and anyone interested in helping Early Years children learn and develop. Denise Reardon, Dilys Wilson and Dympna Fox Reed will be discussing ideas from Early Years Teaching and Learning in Doing Your Early Years Research Project, a SAGE Masterclass for early years students and practitioners in collaboration with Kathy Brodie.

`This book is aimed at class teachers of Reception to Year 3 seeking ideas to develop their pupils′ speaking and listening skills. The author describes each activity in an easy-to-follow format with links to the relevant curriculum targets. The most valuable part of the book is the commentary from the author′s own teaching experience. This provides some useful insights, such as the fact that the flow of children′s ideas was improved while they had a discussion while engaged in drawing. The book is easy to read. It... provide[s] a practical guide to some tried and tested speaking and listening activities which may be useful for the beginning Foundation or Key Stage 1 teacher′ - Special! Do the children in your class need help with language and listening skills? Lots of ideas and suggestions for activities using and encouraging talk in the classroom make this book a lively, practical guide to encouraging young children to develop their verbal reasoning skills and to communicate more effectively. There is advice on how to tie in these activities with the various curriculum subjects and the following are covered: - setting up a talk corner - using story bags and story boxes - using Circle Time and playing games to encourage talk In each activity there are directions for helping children with Special Educational Needs, working with Teaching Assistants (TAs) and other adults in the classroom, planning and assessing work and finding suitable resources. A selection of photocopiable material is included and all the suggestions and ideas in the book have been tried and tested by the author in her own classroom. The focus of this book is on young children aged 5 to 8, but the activities can be adapted to suit those younger or older.