Making Provision for High Quality Experiences in the Outdoor Environment with Children 3-7
Author: Jan White
Playing and Learning Outdoors shows early years practitioners how to get the very best from outdoor play and learning for the enjoyment, health and education of young children up to age seven. Fully updated to reflect the current status and understandings regarding outdoor provision within early childhood education frameworks across the UK, this new edition facilitates the development of rich and stimulating outdoor play provision in any early years setting. Through making best use of the special nature of being outside, practitioners will feel confident in offering wonderful play experiences for all children. Playing and Learning Outdoors offers achievable advice and support, aligned with research-based approaches that are appropriate and effective for young children’s all-round wellbeing and development. This invaluable resource gives sound practical guidance for providing: play with water, sand and other natural materials; experiences with plants, growing and living things; movement and physical play; construction, imaginative and creative play; explorations into the locality and community just beyond your garden. The full colour third edition of Playing and Learning Outdoors has become the essential practical guide to excellence in outdoor provision and pedagogy for all early years services. This lively, inspiring and accessible book will help every educator to develop a truly successful and satisfying approach to learning through play outdoors for every child.
In this book, members of the ChiLPA Project explore the children’s literature of several different cultures, ranging from ancient India, nineteenth century Russia, and the Soviet Union, to twentieth century Britain, America, Australia, Sweden, and Finland. The research covers not only the form and content of books for children, but also their potential social functions, especially within education. These two perspectives are brought together within a theory of children’s literature as one among other forms of communication, an approach that sees the role of literary scholars, critics and teachers as one of mediation. Part I deals with the way children’s writers and picturebook-makers draw on a culture’s available resources of orality, literacy, intertextuality, and image. Part II examines their negotiation of major issues such as the child adult distinction, gender, politics, and the Holocaust. Part III discusses children’s books as used within language education programmes, with particular attention to young readers’ pragmatic processing of differences between the context of writing and their own context of reading.