The five-and six-year-olds in my class have invented a new game they call suicide. I have never seen a game I hate so much in which all the children involved are so happy. So begins Under Deadman's Skin, a deceptively simple-and compellingly readable-teachers' tale. Jane Katch, in the tradition of Vivian Paley and Jonathan Kozol, uses her student's own vocabulary and storytelling to set the scene: a class of five-and six-year-olds obsessed with what is to their teacher hatefully violent fantasy play. Katch asks, 'Can I make a place in school for understanding these fantasies, instead of shutting them out?' Over the course of the year she holds group discussions to determine what kind of play creates or calms turmoil; she illustrates (or rather the children illustrate) the phenomenon of very young children needing to make sense of exceptionally violent imagery; and she consults with older grade-school boys who remember what it was like to be obsessed by violence and tell Katch what she can do to help. Katch's classroom journey-one that leads her to rules and limits that keep children secure-is an enabling blueprint for any teacher or parent disturbed by violent children's play.

In her new book, Jane Katch explores the painful problems of bullying, teasing, and exclusion. Why, she wonders, does a young child, just becoming aware of the existence of the group, feel such a strong need to keep another child out? And is it possible to teach children to create social groups that aren't defined by excluding others? With her acute eye and deft pen, Katch watches her class of four- and five-year-olds begin to form exclusionary groups and tells us what happens as she tries to intervene. Talking with her brother, who teased her as a child; with high school kids; and, as always, with her class, Katch comes to new understandings of why some kids bully and scapegoat, how other kids get through the experience, and how she as a teacher might intervene. They Don't Like Me is at once a fascinating, absorbing look into the social lives of children and a book for teachers and parents who are trying to understand how to prevent exclusion and how to support children who are being teased and bullied.

For most of his life, Igor and his family have been on the run. Danger lurks around every corner--or so he's always been told. . . . When Igor was five, his father witnessed a terrible crime--and ever since, his whole family has been hunted by a foreboding figure bent on revenge, known only as the Lizard Man. They've lived in so many places, with so many identities, that Igor can't even remember his real name. But now he's twelve years old, and he longs for a normal life. He wants to go to school. Make friends. Stop worrying about how long it will be before his father hears someone prowling around their new house and uproots everything yet again. He's even starting to wonder--what if the Lizard Man only exists in his father's frightened mind? Slowly, Igor starts bending the rules he's lived by all his life--making friends for the first time, testing the boundaries of where he's allowed to go in town. But soon, he begins noticing strange things around them--is it in his imagination? Or could the Lizard Man be real after all? Iain Lawrence is a winner of Canada's Governor General's Children's Literature Prize and the California Young Reader Medal. In Deadman's Castle, he brings readers a mystery filled with intrigue and moments of heart-stopping danger. A Junior Library Guild Gold Standard Selection

“A sassy heroine . . . [Henrie O] says what she thinks (when it serves her purposes) and pulls no punches.”—Chicago Sun-Times When arrogant media magnate Chase Prescott is nearly killed by a box of cyanide-laced candy, he dials his long-ago lover, retired newshound Henrietta O’Dwyer Collins, with a simple request: He’ll assemble all the suspects if Henrie O will kindly point out the would-be murderer. It’s a case—her first—that fills Henrie O with grave misgivings, especially when she arrives on Chase’s private island off the South Carolina coast to meet the players in this deadly drama. Among Prescott’s unstable young wife, his sullen stepson, and his toady of a secretary, she has trouble narrowing the field of suspects—even when a second attempt is made on Chase’s life. As Henrie O unearths a will and fascinating new evidence, a killer hurricane sweeps up from Cuba, threatening to maroon them in this vacation hell . . . where the trappings of luxury are put to lethal use and the secrets of the past have the power to engulf them all.

Storytelling in Early Childhood is a captivating book which explores the multiple dimensions of storytelling and story acting and shows how they enrich language and literacy learning in the early years. Foregrounding the power of children’s own stories in the early and primary years, it provides evidence that storytelling and story acting, a pedagogic approach first developed by Vivian Gussin Paley, affords rich opportunities to foster learning within a play-based and language-rich curriculum. The book explores a number of themes and topics, including: the role of imaginary play and its dynamic relationship to narrative; how socially situated symbolic actions enrich the emotional, cognitive and social development of children; how the interrelated practices of storytelling and dramatisation enhance language and literacy learning, and contribute to an inclusive classroom culture; the challenges practitioners face in aligning their understanding of child literacy and learning with a narrow, mandated curriculum which focuses on measurable outcomes. Driven by an international approach and based on new empirical studies, this volume further advances the field, offering new theoretical and practical analyses of storytelling and story acting from complementary disciplinary perspectives. This book is a potent and engaging read for anyone intrigued by Paley’s storytelling and story acting curriculum, as well as those practitioners and students with a vested interest in early years literacy and language learning. With contributions from Vivian Gussin Paley, Patricia ‘Patsy‘ Cooper, Dorothy Faulkner, Natalia Kucirkova, Gillian Dowley McNamee and Ageliki Nicolopoulou.

Reflecting contemporary theory and research in early art education, this volume offers a comprehensive introduction to new ways of thinking about the place of art, play, and aesthetics in the lives and education of young children. Enlivened by narratives and illustrations, 16 authors offer perspectives on the lived experience of being a child and discovering the excitement of making meaning and form in the process of art, play, and aesthetic inquiry.

Curriculum in Early Childhood Education: Re-examined, Reclaimed, Renewed critically and thoroughly examines key questions, aims, and approaches in early childhood curricula. Designed to provide a theoretical and philosophical foundation for examining teaching and learning in the early years, this fully updated and timely second edition provokes discussion and analysis among all readers. What influences operate (both historically and currently) to impact what happens in young children's classrooms? Whose perspectives are dominant and whose are ignored? What values are explicit and implicit? Each chapter gives readers a starting point for re-examining key topics, encourages a rich exchange of ideas in the university classroom, and provides a valuable resource for professionals. This second edition has been fully revised to reflect the current complexities and tensions inherent in curricular decision-making and features attention to policy, standardization, play, and diversity, providing readers with historical context, current theories, and new perspectives for the field. Curriculum in Early Childhood Education is essential reading for those seeking to examine curriculum in early childhood and develop a stronger understanding of how theories and philosophies intersect with the issues that accompany the creation and implementation of learning experiences.