The Routledge International Handbook of Early Childhood Playexplores these issues and more. It proposes the importance of adult participation in play, as adult guidance brings the possibility of moral, cultural and symbolic elements to children’s play, and enhances the educational opportunities in adult-child joint play. The book also examines the aesthetic dimension of play and its role in the development of imagination and creativity.
With contributors from many parts of the world, this unique handbook brings together the latest research and highlights practice which focuses on play. This is an essential and engaging read for all students, academics, teachers and practitioners with an interest in play.
Tina Bruce was formerly Director of the Centre for Early Childhood Education, University of Roehampton. She has a long and distinguished publishing career and was co-ordinator of the Early Years Ministerial Advisory Group for ten years, contributing to the ‘Curriculum Guidance for the Foundation Stage’, ‘Birth to Three matters’, and the English Early Years Foundation Stage.
Pentti Hakkarainenis Professor of the Department of Developmental and Educational Psychology at the Lithuanian University of Educational Sciences.
Milda Bredikyteis Associated Professor of the Department of Developmental and Educational Psychology and a coordinator of research and teaching activities of the Play Research Laboratory at the Lithuanian University of Educational Sciences.
Elemental Play and Outdoor Learningconsiders socio-cultural perspectives, guided participation and mediated learning alongside playfulness as it looks at young children’s developing interest in the people around them, the environment they experience and the ideas and objects that involve them. Including rich encounters with young children and adults, chapters cover:
elemental play as an approach to observe and support children’s holistic development;
the role of people in developing effective exploratory and social skills;
using the concept of elemental play to consider the spiritual system as an aspect of child development;
imaginative play with raw, natural materials and how prepared environments can encourage children’s natural exploration;
an exploration of well-established constructs of play and how elemental play can be integrated or re-conceptualised with the other theories.
Exploring current thinking about natural experiences, interest in forest school activity and fresh insight into dynamic ecological concepts, this book will be essential reading for practitioners and students on undergraduate and postgraduate early years and childhood studies courses.
Working with Children Aged 0–3 and Their Familiesexplores the challenges and responsibilities of working with young children and communicates the ‘Pen Green approach’. Pen Green has become a focal point for Early Years professionals due to its outstanding Early Years provision. The innovative approach chronicled in this book will encourage practitioners to research their own practice and use the outcomes to create a radical, unique and yet highly effective provision for infants, toddlers and their families.
The book will be of interest to Early Years professionals, foundation and undergraduate students, and early childhood educators.
Developing and emphasising the importance of concepts which have become overlooked within modern educational policy and practice, yet which remain key to our children’s development, this book considers how elements such as attachment and love; movement and exercise; and language and talk may be better integrated into early years practice via the three main vectors of parenting, the curriculum, and pedagogy. From a revised curriculum from birth to seven renamed Key Stage 1, to a greater emphasis on formative assessment, and the promotion of pedagogies including purposeful play, planning in the moment and attachment theory, chapters build on the principles set out in the ‘Start Right Report’ and take into consideration the research and reflection developed over the last quarter of a decade.
Reopening a vital debate and challenging governments, education providers, parents and professionals to re-define what young children need to grow, develop and learn in our contemporary society, this timely response to the ‘Start Right Report’ is essential reading for all those involved in early years research, education and care.
Now in its 5th edition, this trusted resource written by experienced and respected childcare author Tina Bruce has been updated to include the most recent theories and research, including new studies on language acquisition, attachment theory and self-regulation. Early Childhood Education 5th Edition is the perfect textbook for a wide range of Early Years and Childcare qualifications including BA Hons in Early Years Education and Early Childhood Studies, PGCEs and Foundation Degrees.
- Gives a detailed overview of education principles in early childhood, all outlined in Tina Bruce's clear writing style.
- Uses case studies to help learners understand how theories apply in real-world settings.
- Supported by highly illustrative photographs showing the key aspects of practice
This stimulating book brings together contributions from distinguished practitioners, who demonstrate how they have used educational methods advocated by Froebel in contemporary settings. Stressing the importance of outdoor play, they explore the Froebelian principles of:
- Learning through firsthand experience
- Parent partnership and community in early childhood
- Practitioners supporting children's interests and learning
- Finger rhymes and action songs
- The garden and forests
- Wooden blockplay
- Use of clay, paint, junk modelling, construction kits
The book emphasises how learning and the application of knowledge become possible through play. It contrasts the Froebel approach with the methods such as Montessori, Steiner and recent approaches to play such as post-Modern 'playfulness'. This book is relevant to undergraduate and postgraduate students of Early Childhood Education, as well as students following QTS and EYPS, PGCE, CPD and BEd courses.
Tina Bruce CBE is an Honorary Visiting Professor in Early Childhood at the University of Roehampton.
Written and edited by experts in the field, the book clearly explains theory through illustrations of good practice, with case studies, reflective exercises and suggestions for further reading. Additional case studies and reflective questions for student or lecturer's use can be found on the SAGE website.
Each chapter has been revised with an emphasis on encouraging reflective practice and there are new chapters on:
- personal, social, and emotional development
- health and safeguarding children
This brand new edition has also been updated in light of the new Early Years Foundation Stage, and addresses the needs of students working towards Early Years Professional Status (EYPS).
`The chapter on young children becoming symbol users make a valuable contribution to the literature, and I shall be inspired and haunted in equal measure by the plea that epitomises this book and its story' - Marian Whitehead, Early Years
`It's an excellent and easy-to-read text to read, blending theory and research with practice. Each chapter format is clear, with the key themes outlined at the beginning the main body, followed by useful and thought-provoking questions for good practice to ponder and relevant further reading at the end' - Nursery World
Tina Bruce clearly loves children and delights in their development. She has produced an academic work which is both sensitive and stimulating but decidedly unpreachy' - Kirsty Wark, Broadcaster
This book shows how adults can support children and actively help them develop their learning in early childhood. Drawing on traditional approaches as well as recent research and theories, Tina Bruce shows the need for balance in early years education and care between the biological and socio-cultural aspects of the development of learning. The book includes a wide range of examples from practitioners, including nursery teachers, health visitors, and community workers.
- what does it mean to develop learning ?
- learning by doing real things
- how language helps
- creativity and imagination
- diversity and inclusion.
This book is essential for students, practitioners and tutors of Foundation Degrees and Early Childhood Studies Degrees.
The 0-8 series edited by Tina Bruce, deals with essential themes in early childhood, which concern practitioners, parents and children.
Titles in the 0-8 series
Marian Whitehead: Developing Language and Literacy with Young Children Second Edition
Rosemary Roberts: Self-Esteem and Early Learning Second Edition
Cath Arnold: Child Development and Learning 2-5 - Georgia's Story
Pat Gura: Resources for Early Learning
Chris Pascal and Tony Bertram: Effective Early Learning: Case Studies in Improvement
Mollie Davies: Movement and Dance
John Mathews: Drawing and Painting