Developing Scientific Understanding of the World 3. The book is alive with discussion of children's art, language, drama and music, captured as field notes, writing, drawing, and as video tape. This vibrant, dynamic and interactive approach uses examples of real practice, along with a range of additional features tailored to support the reader in developing their knowledge, skills and understanding. The updated edition covers all core topics associated with developing effective professional practice, including leadership and management, personalised learning and continuing professional development. It aims to raise trainee teachers' awareness of the importance of considering pupils' perceptions in evaluating their teaching and provides frameworks for doing so. Includes sample mini-lessons on the mechanics of writing and classroom-proven methods to inspire beginning writers.
Each chapter concludes with suggestions of ways in which readers can develop the ideas in their own contexts. Becoming an Outstanding Primary Teacher will appeal to undergraduate and postgraduate students, including those on school-based programmes such as Teach First, as well as more experienced teachers seeking inspiration. By identifying the scientific and design-related concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. Topics covered include: - appropriate and lively ways of working with young children - developing subject knowledge - supporting children for whom English is an additional language - the role of adults when interacting with children to support learning - the place of information and communications technology - the transition between the Foundation Stage and Key Stage 1. Throughout it shows how the requirements of the early years curriculum can be met in innovative ways, and is fully illustrated by case study examples of children's learning and also supported by recent research. The research in each of the cases directly stems from educational practice in very particular contexts, indicating at once the variety and detail of practitioners' concerns and their common interests.
It is based around three case studies in which tutors on Initial Teacher Training courses worked with early years practitioners in three different pre-school settings, each linked to a primary school. The publication describes how they effectively controlled to devise and train built-in subject matters around the age-range within the context of the necessities of the basis level and the nationwide Curriculum. Readers can explore in-depth issues, and take ownership of them, by applying theory to real practice in schools and early years settings. It is written by a community of practitioners who are all e. It can be used to both promote xenophobia and to develop critical thinking, multiple perspectives, and tolerance. Throughout, Russell Grigg draws on theory, research and case studies of real classroom practice to discuss what it takes to become an outstanding primary teacher today. The book describes how they successfully managed to plan and teach integrated themes across the age-range in the context of the requirements of the Foundation Stage and the National Curriculum.
Theory and practice are interwoven. Throughout the study, the educators emphasized curriculum coherence and continuity. Chapter contents are directly linked to the Early Years Teacher Standards, providing a clear understanding of how the content relates to competencies and allowing readers to reflect critically on best practice. The book is alive with discussion of children's art, language, drama and music, captured as field notes, writing, drawing, and as video tape. Jeni Riley, Reader in Literacy in Primary Education, Institute of Education, University of London.
Key themes explored within the book include: - Play and playfulness in the curriculum - Child development in practice - Literacy development and subject pedagogy - Creativity and outdoor learning Packed full of learning features such as case studies, reflective questions and lesson plans, Teaching Early Years is an essential resource for both students and practitioners, and will enhance your knowledge of how young children think and learn. The book describes how they successfully managed to plan and teach integrated themes across the age-range in the context of the requirements of the Foundation Stage and the National Curriculum. In this book the authors argue that all aspects of historical enquiry leading to writing involve discussion and dialogue which permeate every aspect of 'doing history'. It presents the forms and contexts of drama pertinent to young children, and discusses modifications needed for diverse ages and stages. Reviewed by Edythe Margolin, California State University at Northridge. This book provides a rich-resource of ideas and approaches that will inspire all those who work with young children to explore the arts process with them. All early years students and practitioners will want to have this book to hand to guide them through the new guidance and to support them daily to implement successful practice.
Accordingly, this book critically examines complex issues and constructivist approaches that make history relevant to students' understanding of the modern world. History Education is a politically contested subject. The majority of chapters are written by both an academic and practitioner, reflecting a genuine theory and practice approach, and this helps the reader to set theoretical discussion in the context of real practice. From this perspective they set out a theoretical framework for understanding the role of talk and reading in developing pupils' critical thinking and confident re. What is meant by outstanding teaching? Bringing together research and practice in an accessible way, Kate Tucker provides an essential resource for all those who work with young children. Developing Professional Practice 0-7 is essential reading for anyone training to work in the early years, and an invaluable resource for all those already in the early stages of their careers. How do we leverage these benefits in the current age of accountability? Researching Visual Arts Education in Museums and Galleries brings together case studies from Europe, Asia and North America, in a way that will lay a foundation for international co-operation in the future development and communication of practice-based research.
Although the book focuses on art for primary and middle-school students from pre-school to grade eight, Teaching Art is also useful to art specialists at the high-school level who are looking for new strategies or project ideas to add to their established secondary programs. This vibrant, dynamic and interactive approach uses examples of real practice, along with a range of additional features tailored to support the reader in developing their knowledge, skills and understanding. It is based around three case studies in which tutors on Initial Teacher Training courses worked with early years practitioners in three different pre-school settings, each linked to a primary school. Organizing for School Change presents a unique variety of research-based results from studies conducted over the past twenty-five years. It provides a case for an integrated approach to the teaching of drama in primary and secondary schools that will help practitioners develop a theoretical rationale for their work.
This book is aimed at teachers at the Foundation Phase and Key Stage 1. 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. This book will be invaluable reading for students on Early Years courses, Early Years practitioners, and tutors and mentors in early childhood education. The book's authors address the major challenges that History Education faces in an era of globalisation, digital revolution and international terror, nationalism and sectarian and religious conflict and warfare. This fully revised edition includes guidance on introducing children to the past at the Foundation Stage in school and pre-school settings. Transition from 20 Teaching across the early years 3—7 nursery to reception class occurred within the same teaching area, and the social relationships between the children and the adults who worked with them were continuous. Throughout the book, you will find suggestions for extending and adapting art exercises to meet the needs of both your students and the curriculum.
Teacher educators and teachers of children 3 to 7 years old were brought together to plan a program around developmental phases, rather than rigid standards and testing. There were four levels of classes: Nursery School, Reception, Year 1, and Year 2. Kate Tucker is an early years teacher, trainer and writer based in Devon. Numeracy All Around: Developing Children's Mathematics through Role Play and Directed Daily Experience. Until recently, history was sometimes seen as being inappropriate for young children. By identifying the scientific and design-related concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. This book provides professional development for generalist primary teachers and student-teachers and also offers support to subject leaders charged with the responsibility for other colleagues.
The text is a valuable resource for both students and teachers, with guidance on how to implement the various arts practices in a school setting. It enables teachers to make links between theory, research and practice as part of their on-going development. This book will be of major interest to student teachers, teachers, lecturers and researchers. Firstly, the school and college had for many years worked in a partnership to support the work of trainee teachers placed in the school. Improving education is a key priority for governments around the world. What emerges is not an idealistic plan, but a realistic picture of what needs to be done if schools are to be made better. This book clearly sets out the processes of historical enquiry, demonstrating how these are integrally linked with key criteria of creativity and helps readers to employ those features of creativity in the classroom.