Extending Thought in Young Children

A Parent-Teacher Partnership

Extending Thought in Young Children

`Thorough detail and clear insights into young children's action and thinking are presented in this important book, as is the case for provision of information for an involvement of parents' - OMEP `This is a detailed report on the difficult area of children's cognitive development within an early childhood education programme from 2-5 years. It is a clear example of a high quality programme demonstrating what excellence can achieve' - Early Education `This is a comprehensive book which forms an essential part of understanding children's learning and development and planning practical activities for them' - Perspective In this book the author provid

Extending Thought in Young Children

A Parent - Teacher Partnership

Extending Thought in Young Children

This second edition shows how teachers can advance professionally towards a greater knowledge of the young children’s thinking and learning.

Threads of Thinking

Young Children Learning and the Role of Early Education

Threads of Thinking

`The focus of Threads of Thinking is on children's patterns of learning and thinking, particularly schemas. However, the book as a whole is much more than that and provides material for reflection by anyone working with and for young children. Many of the examples discussed are ones considered in the First Edition, but the changes Cathy Nutbrown has made throughout the book bring it right up to date, including some speculation on the ideas of a "Foundation Stage" in England. There is much here that is valuable for reading alone, but also a lot that could be shared by groups of people, including those already working in the field as well as those in training' - International Journal of Early Years Education

Children's Mathematics

Making Marks, Making Meaning

Children's Mathematics

Drawing on their many years' experience of teaching children 3 to 8 years, the authors explain the development and range of young children's mathematical marks and representations.

Promoting Children's Learning from Birth to Five

Promoting Children's Learning from Birth to Five

This book supports early years professionals as they develop new practices to promote young children's learning. This edition successful focuses on literacy and mathematical development as key exemplars of promoting young children's learning, and considers new ways of working with parents, promoting inter-professional collaboration, and achieving sustainable, systematic change in children's services.

Readings for Reflective Teaching in Early Education

Readings for Reflective Teaching in Early Education

Readings for Reflective Teaching in Early Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for early years practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. Readings for Reflective Teaching in Early Education, the core text, Reflective Teaching in Early Education, and the website, provide a fully integrated set of resources promoting the expertise of early years professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.

The Role of the Adult in Early Years Settings

The Role of the Adult in Early Years Settings

This book focuses on clarifying the adult role in early childhood education & care amongst new initiatives in the current context.

Observing, Assessing and Planning for Children in the Early Years

Observing, Assessing and Planning for Children in the Early Years

This introductory text shows how, by observing children knowledgeably, practitioners can plan for and assess the young children in their care much more effectively. Observation as a 'tool for learning' has long been considered to be one of the most beneficial ways of teaching the very young, and this book introduces the work of people who have become famous for their skills as observers, exploring the theories behind their work and how this can be related to the day-to-day nursery environment. Sandra Smidt uses case studies throughout to explain in detail how young children's development can be matched to their exact needs and interests, creating a more positive learning experience for all.

A Child's Mind

How Children Learn During the Critical Years from Birth to Age Five

A Child's Mind


Young Children Learning Through Schemas

Deepening the dialogue about learning in the home and in the nursery

Young Children Learning Through Schemas

Young Children Learning Through Schemas is a creative and highly engaging text that shows how young children can learn through exploring repeated patterns in their actions. With contributions from a range of practitioners, this book examines the philosophical approaches underpinning constructivism and includes a variety of case studies of small children in order to demonstrate the universal explorations we all engage in as human beings. This approach from the contributors, which involves presenting observations of one or two young children per chapter, is engaging, inspirational and yet rooted in every day practice. Chapters include a variety of observations of young children at home, in nursery and in groups with their parents or carers, which continue the dialogue about early years practice and the roles of families and professionals. Containing a wealth of illustrative photos, any practitioner researching or working in the area of Early Years education and care will find this book essential reading.