Reprint of the original, first published in 1874.

In Poetic Sisters, Deborah Kennedy explores the personal and literary connections among five early eighteenth-century women poets: Anne Finch, Countess of Winchilsea; Elizabeth Singer Rowe; Frances Seymour, Countess of Hertford; Sarah Dixon; and Mary Jones. Richly illustrated and elegantly written, this book brings the eighteenth century to life, presenting a diverse range of material from serious religious poems to amusing verses on domestic life. The work of Anne Finch, author of "A Nocturnal Reverie," provides the cornerstone for this well informed study. But it was Elizabeth Rowe who achieved international fame for her popular religious writings. Both women influenced the Countess of Hertford, who wrote about the beauty of nature, centuries before modern Earth Day celebrations. Sarah Dixon, a middle-class writer from Kent, had a strong moral outlook and stood up for those whose voices needed to be heard, including her own. Finally, Mary Jones, who lived in Oxford, was praised for both her genius and her sense of humor. Poetic Sisters presents a fascinating female literary network, revealing the bonds of a shared vocation that unites these writers. It also traces their literary afterlife from the eighteenth century to the present day, with references to contemporary culture, demonstrating how their work resonates with new generations of readers.

This book offers a step-by-step guide to implementing a play-based curriculum in Year 1 while fully achieving the National Curriculum objectives. The authors explore the key barriers and common pitfalls that often arise around this crucial transition, and show teachers how to successfully lead children from the Reception stage through Year 1 and to the subject-based teaching beyond. Providing practical advice and guidance for busy teachers, the authors clearly and concisely illustrate their methods with theory, personal stories and colourful photographs from transitional stories they have been a part of. Let Me Be Five shows teachers how to plan the curriculum in a way that builds on children’s experiences in the Early Years Foundation Stage and gives them meaningful contexts for learning. Including real-life case studies and views from parents and teachers, this book will give you the knowledge and confidence to plan a play-based curriculum, based on children’s interests and developmental needs that will enable every learner to thrive.

This book gives you the historical sensation of coming face to face with the bodily expression and regulation of children's emotions over time. The study does this by encouraging you to look through the eyes of well-known artists, like Albrecht Dürer, Domenico Ghirlandaio, Jan Steen, Antony van Dyck, Rembrandt, and Titian in early modern Europe, and Jean-Baptiste Siméon Chardin, Thomas Lawrence,Jean-Honoré Fragonard, Philipp Otto Runge, Willem Bartel van der Kooi, Paul Gauguin, Auguste Renoir, and Jozef Israëls in the late 18th and 19th centuries. These sources are supplemented by works from less-famous artists, as well as popular emblem books, child-advice manuals, observations from the emerging child sciences, and personal documents. Jeroen Dekker observes children's emotions mainly in the child's world and in the domestic emotional space, and connects them with history's ongoing, underlying discourse on education and the emotions. This discourse was developed by theologians, philosophers, and moralists like Augustine, Aquinas, Erasmus, Descartes, Jacob Cats, John Locke and Jean-Jacques Rousseau, by Romantic educationalists like Friedrich Fröbel and Ellen Key, and by scientists like Charles Darwin and William James who emphasized the biological instead of the moral fundament of children's emotions. The story of children's emotions is told in the context of cultural movements like the Renaissance, Humanism, the Reformation, the Enlightenment, Romanticism, and the starting Age of Child Science. Children's Emotions in Europe, 1500 – 1900 crucially highlights the continuous co-existence of regulation-oriented and child-oriented educational views on children's emotions.