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Fully reflecting the content of the Foundation Stage's Early Learning Goals (DfEE 1999), this text is written for all practitioners working in Early Years settings, as well as those pursuing Qualified Teacher Status for the 3-5 year age group.
Praise for 3rd edition: 'Experienced practitioners and students will find a host of new ideas to help them create interesting environments and starting points to promote young children's learning.' - Early Years Update, April 2009 'Planning for Children's Play and Learning includes practical guidance and ideas on creating stimulating learning environments indoors and outdoors, planning exciting learning experiences.' - Early Years Update, September 2009 This new edition of Planning for Children’s Play and Learning has been fully updated to reflect the revised Early Years Foundation Stage and in line with current policy and practice. It recognises the importance of play as a context for teaching, learning and assessment and links theory with practical examples to show practitioners how they can best support the children in their care. With new material on learning stories, language development, ICT and the home learning environment, the book includes practical guidance and ideas on: • creating stimulating learning environments indoors and out • planning exciting focus activities and experiences • responding to children’s individual interests and supporting personalised learning • sound observational practice and how to assess children’s learning and development within the EYFS framework • developing genuine partnerships with parents and learning links with home. Incorporating ‘Key Points for Good Practice’ within each chapter, and direct links to the EYFS, this is a key text for all practitioners working with children in the later stages of the EYFS. It is also ideal for students pursuing Qualified Teacher Status in the Early Years and EYT Status, and for those enrolled in courses in Early Childhood Studies and Foundation Degrees in Early Years.
Practitioners need help keeping up to speed with the latest developments in the Early Years. Updated in line with current policy and practice, this new edition fully reflects the Early Years Foundation Stage themes, principles, commitments and guidance and recognises the importance of play as a context for teaching, learning and assessment. With explicit links to the EYFS learning and development grids and the early learning goals, it includes practical guidance and ideas on: creating stimulating learning environments indoors and out planning exciting focus activities and experiences responding to children's individual interests and supporting personalised learning sound observational practice and how to assess children's learning and development within the EYFS framework developing genuine partnerships with parents and learning links with home. Incorporating 'Key Points for Good Practice' within each chapter, and direct links to the EYFS 'Principles into Practice' cards as well as EYP standards, this is a key text for all practitioners working with children in the later stages of the Early Years Foundation Stage. It is also ideal for students pursuing Qualified Teacher Status in the Early Years and Early Years Professional Status, and for those enrolled in courses in Early Childhood Studies and Foundation Degrees in Early Years.
Praise for 3rd edition: 'Experienced practitioners and students will find a host of new ideas to help them create interesting environments and starting points to promote young children's learning.' - Early Years Update, April 2009 'Planning for Children's Play and Learning includes practical guidance and ideas on creating stimulating learning environments indoors and outdoors, planning exciting learning experiences.' - Early Years Update, September 2009 This new edition of Planning for Children’s Play and Learning has been fully updated to reflect the revised Early Years Foundation Stage and in line with current policy and practice. It recognises the importance of play as a context for teaching, learning and assessment and links theory with practical examples to show practitioners how they can best support the children in their care. With new material on learning stories, language development, ICT and the home learning environment, the book includes practical guidance and ideas on: • creating stimulating learning environments indoors and out • planning exciting focus activities and experiences • responding to children’s individual interests and supporting personalised learning • sound observational practice and how to assess children’s learning and development within the EYFS framework • developing genuine partnerships with parents and learning links with home. Incorporating ‘Key Points for Good Practice’ within each chapter, and direct links to the EYFS, this is a key text for all practitioners working with children in the later stages of the EYFS. It is also ideal for students pursuing Qualified Teacher Status in the Early Years and EYT Status, and for those enrolled in courses in Early Childhood Studies and Foundation Degrees in Early Years.
Planning is central to the role of any early years practitioner and involves careful consideration of resources and the learning environment, learning outcomes, observation and assessment and the unique abilities of individual children. This is a big ask and in a busy setting it can be a challenge to adopt a flexible, creative approach to planning that embraces the unexpected rather than relying on templates or existing schemes of work. This book takes a fresh look at planning to consider the possibilities that should be encouraged when playing alongside young children. It shows how a creative approach that allows for spontaneous adventures in play through child-led projects leads to rich learning experiences that build on children's own interests. Drawing on practice from Reggio Emilia, New Zealand, Scandinavia and settings in the UK, the book covers all aspects of planning including: using observations of children to enable them to lead projects; organisation of indoor and outdoor learning environments; inclusive practice; learning through risk taking and adventure play; working with parents and carers; encouraging the team to consider different ways of working. Including encounters from authentic settings and provocative questions for reflective practice, this timely new text aims to give students and practitioners the confidence to adopt a flexible approach to planning that will better meet the needs of the children in their care. The authors are experienced lecturers, practitioners, mentors and assessors. Working with students, visiting placements, training teachers and early years professionals, they provide a sense of real purpose in their writing and enjoyment in the themes made explicit throughout this book.
This practical text supports early years students and practitioners to build confidence in planning for learning across all stages of the EYFS and in the many different contexts in which it is delivered.
Written for early years practitioners and students, Planning Play and the Early Years provides full-colour, fully illustrated guidance through the process of planning and providing play opportunities for children aged 0-5 years.
Planning for learning in the EYFS is not a simple task. Planning can be daunting, time consuming and ineffective. It is easy to fall into the trap of planning for activities and topics, rather than planning for learning. Be better, more confident and effective at planning for learning in the EYFS with this book. *Explore the wider context of children′s learning *Make professional, informed decisions to support all children *Use statutory and non-statutory guidance appropriately *Be responsive to children′s individual needs *Capitalize on learning opportunities as they arise *Be an advocate for child-centred planning
Operating on two levels, this book aims to help students and practitioners understand how to plan and use time effectively within the foundation stage setting. The book examines how children learn and play at different times of day, how they fiction when they might be tired or hungry and how best to organize the learning day with this in mind. The authors discuss the issue of environment, how children relate to different areas within their own room, and what happens when routines of time and place are altered. The book also discusses how to develop children's understanding of time and how to incorporate the theme of time into children's play. The book includes: practical activities and examples that will allow children to fully comprehend the concept of time advice on how to create time for children to learn through play, inquiry and investigation sections on how time can be used to include parents, colleagues and the local community. This book provides in-depth analysis of how effective use of time can be beneficial for parents, children and staff in early years setting.
Discover why playing is school readiness with this updated guide. Timely research and new stories highlight how play is vital to the social, physical, cognitive, and spiritual development of children. Learn the seven meaningful experiences we should provide children with every day and why they are so important.
