Julie Cigman uses a vast range of personal vignettes to explain best practice when encouraging boys to write. The theory is brought to life with these recollections, making this a very informative and enjoyable book to read. The ideas for working together with boys are beautifully simple and are tried and tested. This book would support both experienced practitioners and those who are just starting out, because it is so accessible and uses examples in such a delightful way - Kathy Brodie, Early Years Consultant, UKEarly Years Consultant, UK. Julie Cigman has given us a practical and principled way forward in supporting boys' writing. This book is shot through with rich examples of effective practice and deserves to be widely used. Young boys' writing is bought alive for us in these pages, and the groundedness in practice demonstrates how boys' achievement in writing can be appropriately supported from an early age. This is a book for everyone interested in promoting early literacy development. An excellent read and a practical compendium -Professor Cathy Nutbrown, School of Education, The University of Sheffield. How do we give young children a ‘writers’ voice’ and allow them to become creative and inspired writers? Supporting Boys’ Writing in the Early Years shows you how you can help boys to become confident and capable writers by supporting them to write in ways that make sense to them – on the move, outside and inside, in dens, in bushes, in mud, or sprawled on the floor dressed as superheroes. Drawing on four boys writing projects involving over 80 practitioners, the book reveals that a playful, child-centred approach can allow boys and girls to develop a writers’ voice and raise attainment in writing as well as enhancing all aspects of young children’s development. With a strong focus on observation-led assessment and planning, the book is full of practical ideas to improve the writing environment and provide writing opportunities that will be enjoyable and motivating for children. Featuring a wide range of case studies, it covers: the stages that children move through in learning to write; how you can change and develop your learning environments to give children inspiring resources and opportunities to write; helping children to find a purpose to write through their play; practical ways to create a partnership with parents that builds on their strengths as educators at home. This book will help you to create a truly enabling environment for writing and is essential reading for all those that want the children in their setting to become confident, motivated and creative writers.

This second edition of Supporting Boys’ Writing in the Early Years shows how you can help boys to become confident and capable writers by supporting them to write in ways that make sense to them – on the move, outside and inside, in dens, in bushes, in mud, or sprawled on the floor dressed as superheroes. The book reveals that a playful, child-centred approach can allow boys and girls to develop a writers’ voice, raise attainment in writing and enhance all aspects of young children’s development. This new edition includes: brand new examples, case studies and photographs from over 200 recent early writing projects; up-to-date references fully in line with the latest Early Years Foundation Stage (EYFS) documentation; a response to the increased focus in schools on handwriting, in particular on cursive handwriting; a questioning of the place of objective-led print in the classroom and a recommendation that environmental print should reflect learning rather than teaching; imaginative ideas for developing oral and written storytelling; a consideration of some of the ways in which challenging active play, such as superhero and weapon play, can be channelled into playful writing; a greater discussion and challenging of the emphasis placed on outcomes, over the process of learning and development. Supporting Boys' Writing in the Early Years will help you to create a truly enabling environment for writing and supports the belief that writing experiences should be EPIC: Everywhere, Playful and Purposeful, Inspirational and Contextualised. It is an essential read for all practitioners who want the children in their setting to flourish as motivated and creative writers.

Getting Boys Up and Running in the Early Years addresses the fact that boys do less well than girls in all areas of learning in the Early Years and continue to lag behind girls in assessments throughout their school careers. This book draws on current research to provide practical advice on ways in which Early Years practitioners can create positive learning environments for all children. It explores how best to match provision to all children’s learning styles, aiding their progress in personal, social and emotional development, communication and language, and physical development. Final chapters show how learning in all other curriculum areas can follow, in a carefully designed environment. Key points explored include: the environment we can create to enable both boys and girls to become confident and autonomous learners ways that practitioners can evaluate and enhance provision to improve levels of well-being and involvement physical development and the value of active, challenging and adventurous play practical ways to stimulate language development planned activities and rich experiences that support holistic learning in an inspiring environment. Giving clear guidance on helping boys to meet high expectations in a playful and creative way, Getting Boys Up and Running in the Early Years is an essential read for anyone working to create a positive foundation for boys in Early Years education.

A Guided Reader to Early Years and Primary English draws on extracts from the published work of some of the most influential education writers to provide insight, guidance and clarity about key issues affecting early years practitioners and primary English teachers. The book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. The extracts are accompanied by a summary of the key ideas and issues raised, questions to promote discussion and reflective practice, and annotated further reading lists to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters cover: Models of and approaches to early years and primary English; Speaking and listening in English lessons: story-telling, drama, ‘booktalk’ and debate; Reading and responding to texts in English lessons; Writing in English lessons: finding a ‘voice’; Knowledge about language: grammar, spelling, punctuation and handwriting; The rich landscape of children’s literature; Non-fiction in English lessons; Planning, assessing and recording children’s progress: the learning cycle. Aimed at trainee and newly qualified teachers, those working towards Masters level qualifications and all those involved in the teaching of early years and primary English, this accessible, but critically provocative text will be an essential resource for those that wish to deepen their understanding of early years and primary English education.

This book guides students and practitioners through the wealth of information on cognition and language development by breaking the area down into manageable chunks and drawing these together into a full understanding of the holistic nature of child development. Children with communication difficulties are at risk of poor outcomes educationally, socially and in employability. Whilst there may be a range of interventions which can help children, it is the practice of those working with them that is the key to success. Therefore a firm understanding of communication development and the ability to adapt teaching to support children’s individual needs are vital. The text offers a balanced approach to the theories and research into the development and acquisition of language and literacy in the early years. It examines how practice can be improved and the impact that language and literacy development has on learning outcomes. It also, importantly, addresses the particular pedagogy related to bilingual and multilingual learners. Carefully structured activities are provided and the text clearly relates theory to practice. Pedagogical features encourage a questioning, challenging and reflective approach, promoting critical thinking throughout.

This book explores boys’ underachievement in literacy in early years education in Malta, using the dual lens of children’s rights and postcolonial theory. The author confronts issues in literacy attainment, early literacy learning and transitions to formal schooling with a case study from Malta. The book includes the voices of young boys who experience formal education from the age of five and adds a fresh perspective to existing literature in this area. Drawing on empirical research, the book traces the impact of foundational ideas of gender and early childhood, and makes practical recommendations to help young children experience socially just literacy education. This timely text will be highly relevant for researchers, educators and policymakers in the fields of literacy education, early childhood education, postcolonial education and children’s rights.

How do we make sure children's first introduction to the world of non-fiction is enjoyable and life enhancing? What criteria do we use to ensure a collection of quality books for pleasure? Mallett sets out to answer these questions in this book.