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Practical Guidance in the Early Years Foundation Stage Set [Multiple-component retail product]

(Formerly Canterbury Christ University, UK.), (Independent Chartered Educational Psychologist, UK), , (University of Cambridge, UK), , (Early Years Consultant, UK),
  • Formaat: Multiple-component retail product, 1112 pages, kõrgus x laius: 234x156 mm, kaal: 370 g, Contains 7 paperbacks
  • Sari: Practical Guidance in the EYFS
  • Ilmumisaeg: 30-Nov-2008
  • Kirjastus: Routledge
  • ISBN-10: 0415478626
  • ISBN-13: 9780415478625
Teised raamatud teemal:
Practical Guidance in the Early Years Foundation Stage SetSuurem pilt
  • Formaat: Multiple-component retail product, 1112 pages, kõrgus x laius: 234x156 mm, kaal: 370 g, Contains 7 paperbacks
  • Sari: Practical Guidance in the EYFS
  • Ilmumisaeg: 30-Nov-2008
  • Kirjastus: Routledge
  • ISBN-10: 0415478626
  • ISBN-13: 9780415478625
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780415478625.html
This highly practical series links fully and comfortably to the Early Years Foundation Stage making the implementation of the practice guidance within your setting easy. Each book provides a theoretical background on which good practice is based, helping practitioners provide children with a relevant, age appropriate, exciting and challenging curriculum in each area of learning. Each book includes:















Easy to implement practical ideas across all age groups





Suggestions for innovative use of everyday resources and/or popular books and stories





How to consider each area of learning within its broadest context.





The series is complemented by a planning book providing clear ideas on how to plan and deliver cross-curriculum activities throughout the EYFS, and how to use observation and assessment in a positive way to inform practice.

Arvustused

'These books provide a wonderful enhancement to a setting that is committed to providing quality provision. Relevant, clear and informative, the books explain the EYFS well and are very helpful. The books go into detail about certain theorists so they could also be useful for college students. They also have good examples of activities to do with different age groups.' - Tester, Practical Pre-School Awards 2009

Acknowledgements ix
Introduction 1(3)
A theoretical basis
4(1)
Language for communication and thinking: language acquisition and the development of speaking and listening skills
4(9)
Linking sounds and letters and reading: beginner and developing reader behaviours
13(9)
Writing and handwriting: beginner and developing writer behaviours
22(11)
Language for communication
33(20)
From birth-20 months
33(4)
From 16-36 months
37(4)
From 30-50 months
41(6)
From 40-60+ months
47(6)
Language for thinking
53(14)
From birth-20 months
53(4)
From 16-36 months
57(4)
From 30-60+ months
61(6)
Linking sounds and letters
67(14)
From birth-20 months
67(4)
From 16-36 months
71(4)
From 30-60+ months
75(6)
Reading
81(13)
From birth-20 months
81(3)
From 16-36 months
84(4)
From 30-60+ months
88(6)
Writing
94(15)
From birth-20 months
94(5)
From 16-36 months
99(4)
From 30-60+ months
103(6)
Handwriting
109(14)
From birth-20 months
109(8)
From 16-36 months
112(5)
From 30-60+ months
117(6)
List of key technical vocabulary 123(2)
References 125(18)
Acknowledgements x
Introduction 1(4)
Understanding how children think from a theoretical perspective
5(9)
Learning and noticing
5(1)
A historical perspective
6(1)
Piaget's theories of development
7(4)
Vygotsky's theories of development
11(3)
The development of problem-solving, reasoning and numeracy
14(7)
Problem-solving and reasoning
14(1)
Numeracy
15(1)
What is number?
15(1)
What do we mean by counting?
16(1)
The development of children's counting skills
17(1)
Numbers as symbols
18(1)
Why use ordinary and everyday materials?
19(1)
Why sing nursery rhymes?
19(1)
Nursery rhymes
20(1)
The role of the early years practitioner and the EYFS
21(4)
A critical look at the EYFS
21(1)
The tension between childcare and education
22(1)
The importance of encouragement
22(1)
When encouragement feels like pressure
23(1)
The role of the early years practitioner
24(1)
Learning tools and heuristic play
25(6)
What are concepts?
25(2)
Learning tools
27(1)
Heuristic play
28(2)
Some number concepts learnt through heuristic play
30(1)
Putting the principles of the EYFS into practice
31(3)
A unique child
31(1)
Positive relationships
31(1)
Enabling environments
32(1)
Learning and development
33(1)
Numbers as labels and for counting
34(38)
From birth-11 months
34(9)
From 10-20 months
43(8)
From 16-36 months
51(6)
From 30-50 months
57(7)
From 40-60 months
64(7)
The EYFS principles
71(1)
Calculating
72(31)
From birth-20 months
72(5)
From 16-36 months
77(10)
From 30-50 months
87(7)
From 40-60 months
94(8)
The EYFS principles
102(1)
Shape, space and measures
103(40)
From birth-11 months
103(5)
From 8-26 months
108(7)
From 22-36 months
115(8)
From 30-50 months
123(7)
From 40-60 months
130(12)
The EYFS principles
142(1)
References and further reading 143(35)
Acknowledgements ix
Introduction 1(3)
Theoretical basis
4(2)
Personal development
6(2)
Social development
8(2)
Emotional development
10(2)
The adult perspective
12(1)
What are Persona Dolls?
13(1)
Why story?
14(4)
Dispositions and attitudes: stories and activities
18(33)
From birth-20 months
18(6)
From 16-36 months
24(6)
From 30-60+ months
30(16)
Persona Doll story
46(3)
The EYFS principles
49(2)
Self-confidence and self-esteem: stories and activities
51(24)
From birth-20 months
51(5)
From 16-36 months
56(5)
From 30-60+ months
61(9)
Persona Doll story
70(4)
The EYFS principles
74(1)
Making relationships: stories and activities
75(25)
From birth-20 months
75(5)
From 16-36 months
80(5)
From 30-60+ months
85(11)
Persona Doll story
96(2)
The EYFS principles
98(2)
Behaviour and self-control: stories and activities
100(27)
From birth-20 months
100(4)
From 16-36 months
104(9)
From 30-60+ months
113(9)
Persona Doll story
122(3)
The EYFS principles
125(2)
Self-care: stories and activities
127(26)
From birth-20 months
127(5)
From 16-36 months
132(8)
From 30-60+ months
140(8)
Persona Doll story
148(3)
The EYFS principles
151(2)
Sense of community: stories and activities
153(25)
From birth-20 months
153(6)
From 16-36 months
159(5)
From 30-60+ months
164(9)
Persona Doll story
173(3)
The EYFS principles
176(2)
Further recommended reading 178
Acknowledgements x
Introduction 1(4)
A theoretical basis
5(6)
A competent learner
11(9)
Teaching and learning
20(4)
Exploration and investigation
24(1)
Design and making
25(3)
Information and communication technology (ICT)
28(2)
Time
30(2)
Place
32(2)
Communities
34(3)
Exploration and investigation
37(27)
From birth-11 months
37(4)
From 8-20 months
41(4)
From 16-26 months
45(4)
From 22-36 months
49(4)
From 30-50 months
53(4)
From 40-60 months
57(5)
The EYFS principles
62(2)
Designing and making
64(25)
From birth-11 months
64(3)
From 8-20 months
67(4)
From 16-26 months
71(4)
From 22-36 months
75(3)
From 30-50 months
78(5)
From 40-60 months
83(4)
The EYFS principles
87(2)
Information and communication technologies
89(19)
From birth-11 months
89(3)
From 8-20 months
92(3)
From 16-26 months
95(3)
From 22-36 months
98(3)
From 30-50 months
101(2)
From 40-60 months
103(3)
The EYFS principles
106(2)
Time
108(18)
From birth-11 months
108(2)
From 8-20 months
110(3)
From 16-26 months
113(3)
From 22-36 months
116(3)
From 30-50 months
119(3)
From 40-60 months
122(2)
The EYFS principles
124(2)
Place
126(16)
From birth-11 months
126(3)
From 8-20 months
129(2)
From 16-26 months
131(2)
From 22-36 months
133(3)
From 30-50 months
136(3)
From 40-60 months
139(2)
The EYFS principles
141(1)
Communities
142(19)
From birth-11 months
142(3)
From 8-20 months
145(3)
From 16-26 months
148(3)
From 22-36 months
151(3)
From 30-50 months
154(3)
From 40-60 months
157(3)
The EYFS principles
160(1)
Bibliography 161
Acknowledgements vii
Introduction 1(3)
A theoretical base
4(19)
Conclusion
23(1)
Being creative
24(30)
From birth-11 months
24(4)
From 8-20 months
28(3)
From 16-26 months
31(4)
From 22-36 months
35(6)
From 22-36 months
41(4)
From 30-50 months
45(4)
From 40-60 months
49(5)
Exploring media and materials
54(27)
From birth-11 months
54(4)
From 8-20 months
58(4)
From 16-26 months
62(4)
From 22-36 months
66(5)
From 30-50 months
71(4)
From 40-60 months
75(6)
Creating music and dance
81(28)
From birth-11 months
81(4)
From 8-20 months
85(3)
From 16-26 months
88(4)
From 22-36 months
92(4)
From 30-50 months
96(5)
From 30-50 months
101(3)
From 40-60 months
104(5)
Developing imagination and imaginative play
109(25)
From birth-11 months
109(3)
From 8-20 months
112(4)
From 16-26 months
116(4)
From 22-36 months
120(4)
From 30-50 months
124(5)
From 40-60 months
129(5)
Bibliography 134(7)
Acknowledgements viii
Introduction 1(1)
Context
2(3)
Physical development in particular
5(2)
EYFS
7(2)
Reading and resources
9(6)
Theoretical perspectives: what we currently know about how the body works
15(12)
Introduction
15(2)
The impact of research
17(1)
Physical development in particular
18(1)
What does `research' mean?
19(2)
Child development
21(1)
Personal research
22(5)
What physical development means for children
27(11)
Links to EYFS
27(1)
Introduction
28(3)
Brain plus body
31(1)
Schemas
31(1)
Actions becoming automatic
32(1)
The senses
33(5)
Balancing risk and challenge
38(14)
The EYFS principles
38(1)
Introduction
39(2)
Today's context
41(1)
The legal position
41(2)
Some other models
43(9)
Thinking about movement and space
52(11)
Introduction
52(3)
Motor and movement
55(1)
Play and space
56(2)
Space
58(1)
Parents
59(1)
Urban considerations
59(4)
Movement and space in practice
63(18)
The EYFS principles
63(1)
From birth-11 months
64(1)
From 8-20 months
64(5)
From 16-26 months
69(1)
From 22-36 months
69(4)
From 30-50 months
73(1)
From 40-60+ months
74(7)
Thinking about health and bodily awareness
81(9)
Introduction
81(3)
Stress
84(1)
Healthy eating
85(2)
Other considerations
87(3)
Health and bodily awareness in practice
90(21)
The EYFS principles
90(1)
From birth-11 months
91(1)
From 8-20 months
91(1)
From 16-26 months
92(5)
From 22-36 months
97(5)
From 30-50 months
102(1)
From 40-60+ months
102(9)
Thinking about using equipment and materials
111(10)
Introduction
111(2)
Leading from the children
113(1)
Small equipment
114(3)
Outside
117(4)
Equipment and materials in practice
121(20)
The EYFS principles
121(1)
From birth-11 months
122(1)
From 8-20 months
123(4)
From 16-26 months
127(1)
From 22-36 months
127(4)
From 30-50 months
131(1)
From 40-60+ months
132(9)
Appendices 141(3)
Further reading 144
List of acronyms
ix
Introduction 1(2)
To plan or not to plan
3(13)
Understanding development: planning for learning 1
16(24)
Understanding development: planning for learning 2
40(22)
The Statutory Framework: getting it to work for you
62(13)
Building a planning system
75(19)
Significant moments
94(15)
The Early Years Foundation Stage Profile
109(11)
A final word 120(1)
Bibliography 121(5)
Index 126
Angela D Nurse, Pamela May, Stella Louis, Sue Sheppy, Anita M. Hughes, Helen Bradford, Sandra Smidt