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Calling All Superheroes highlights the enormous potential of superhero play in supporting learning and development in early childhood. Using examples from practice, it provides guidance on how to effectively manage and implement superhero play and set appropriate boundaries in early years settings and schools. Illustrated with engaging photographs and case studies, the book gives ideas about how superhero play can be used to promote positive values and teach children essential life skills. Offering practical strategies and questions for reflection designed to facilitate further development, chapters address important topics and challenges such as: Child development, the characteristics of effective learning and the benefits of superhero play, including making sense of right and wrong and increasing moral awareness How to broach difficult themes like death, killing, weapons, aggressive play and gender-related issues Supporting children to recognise everyday heroes and how to find heroic abilities within themselves The role of the adults in managing superhero play, engaging parents and creating effective learning environments Written by a leading expert with 20 years’ experience in the early years sector, this book is an essential resource for early years teachers, practitioners and anyone with a key interest in young children’s education and learning.
Evolved through conversations with key early childhood education experts, Schemas in the Early Years focuses on the value of ‘repeated patterns’ of action or ‘schemas’ in young children’s play. It stimulates readers to ask questions of themselves, to watch children closely, and to create a dialogue with parents and other educators as well. Contributors to this fascinating book discuss their observation of children in naturalistic situations when they are deeply involved in play and identify topics or themes that can be linked to and inspire professional development opportunities. This book provides an antidote to beginning with the curriculum rather than the child and really considers children as learners. Each chapter focuses on young children and schemas, considering a wide age range from babies to children attending statutory schooling. Schemas in the Early Years is an accessible and inspiring text and serves as essential reading for educators wanting to think further and in more depth about schemas. Newcomers to schema theory or anyone currently using schema theory to understand children will also find these enquiries useful. All royalties from the sale of this book will be donated to Shelter – the housing and homelessness charity.
Have you ever wondered why children behave the way they do or why they can become overwhelmed with emotions so quickly? This practical resource has been created to help educators effectively support their children’s behaviour and better understand their emotions. The book focuses on the idea that all behaviour is a form of communication and explores central areas such as self-regulation and attachment, offering strategies that can be used to support challenging behaviour. Each chapter includes examples of practice, reflective questions and an activity for the reader to help consolidate their learning and encourage them to become ‘behaviour detectives’. Key topics discussed include: • Attachment theory, adverse childhood experiences and the importance of feeling safe and secure in the home and setting. • Characteristics of children during conflict situations or moments of challenging behaviour. • Developmentally appropriate expectations for children, and why it is vital that expectations are realistic. • Emotion coaching and the significance of acknowledging and validating feelings. • Linking behaviour with schematic play. Written from first-hand experience and filled with practical advice as well as recommendations for further reading and resources, Supporting Behaviour and Emotions in the Early Years is an essential read for early years educators.
Care and caring are key to early childhood education and yet love can be viewed as a taboo word within early childhood settings. This book guides practitioners through the potentially problematic area of loving the children they care for. It shows where a loving pedagogy can fit within professional practice and how this can enrich experiences for children and educators. The book explores how educators can support their children by holding them in mind, valuing them and promoting their best interests. Focusing on how relationships, attachment and connections underpin our settings and practice, the chapters cover: the fundamentals of professional love appropriate touch in practice the different ways in which children feel loved the rights of the child empowering children through love working with parents and carers. Including case studies and questions for reflection, this is vital reading for practitioners wanting to develop a nurturing and loving pedagogy that places the child at the centre of their practice.
What is the role of early childhood practice in understanding the needs of parents and carers today? This book: *Considers the perspectives of those parents/carers marginalised by current practice *Provokes thinking about how settings can become more inclusive in their practice *Supports students to challenge their own assumptions about parents Each chapter considers a group of families that may be marginalised in practice. The book suggests respectful, co-productive ways for students and early childhood practitioners, across the sectors, to work together. Each chapter asks current and future practitioners to reflect on and challenge their current practice.
Nurturing Self-Regulation in Early Childhood explores how young children develop self-regulation and offers practical guidance on helping them to manage their feelings and behaviour. It considers the skills, attitudes and dispositions children need to be able to self-regulate and how their wellbeing and self-esteem can affect their ability to do this. Grimmer and Geens show how schools and settings can adopt an ethos where self-regulation permeates their whole provision. Considering the broad and multifaceted nature of self-regulation and how this key area of development shapes children and their learning, the chapters cover: developing empathy emotion coaching the practitioner as a co-regulator executive function and the sense of self and wellbeing international approaches to promoting self-regulation the role of the adult and environment in encouraging skills for self-regulation working effectively with parents and carers to ensure a consistent approach With a focus on developmentally appropriate expectations, this book is essential reading for all early childhood educators who want to develop their understanding of self-regulation and embrace an approach that underpins their practice and changes children’s lives.
Engage learners with this new and fully updated edition that covers core topics across all aspects of Early Years. This comprehensive full-colour textbook will build knowledge and understanding, from traditional theory to cutting-edge research, and from updated legislative and regulatory frameworks, to effective practice examples. - Benefit from the expert knowledge of authoritative contributors, skilfully edited by Dr Francisca Veale. - Content carefully matched to core modules offered on higher level early years programmes. - New and relevant material covering literacy, numeracy and digital literacy. Who is this book for? Early Years for Levels 4 & 5 and the Foundation Degree is an authoritative and accessible course textbook for anyone studying at Levels 4 and 5, whether a Foundation Degree, HNC/HND, the first year of an undergraduate programme or other higher vocational qualifications related to early years or early childhood studies. It is also relevant to those working towards Early Years Professional Status (EYPS) or Early Years Teacher Status (EYTS).
This second, thoroughly updated edition of The Routledge International Handbook of Children, Adolescents, and Media analyzes a broad range of complementary areas of study, including children as media consumers, children as active participants in media making, and representations of children in the media. The roles that media play in the lives of children and adolescents, as well as their potential implications for their cognitive, emotional, social, and behavioral development, have attracted growing research attention in a variety of disciplines. This handbook presents a collection that spans a variety of disciplines including developmental psychology, media studies, public health, education, feminist studies, and the sociology of childhood. Chapters provide a unique intellectual mapping of current knowledge, exploring the relationship between children and media in local, national, and global contexts. Divided into five parts, each with an introduction explaining the themes and topics covered, the Handbook features over 50 contributions from leading and upcoming academics from around the globe. The revised and new chapters consider vital questions by analyzing texts, audience, and institutions, including: media and its effects on children’s mental health children and the internet of toys media and digital inequalities news and citizenship in the aftermath of COVID-19 The Handbook’s interdisciplinary approach and comprehensive, current, and international scope make it an authoritative, state-of-the-art guide to the field of children’s media studies. It will be indispensable for media scholars and professionals, policy makers, educators, and parents.
War, weapon and superhero play has been banned in many early childhood settings for over 30 years. This book explores the development and application of a zero tolerance approach through the eyes of children and practitioners.
Everybody in Chicago has a "superhero sighting" story. So when a villain attacks editorial assistant Gail Godwin and she's rescued by superhero Blaze, it's a great story, and nothing more. Until it happens again. And again. Now the media has dubbed her Hostage Girl, nobody remembers her real name, and people are convinced that Blaze is just her boyfriend, Jeremy, in disguise. Gail's not so sure. All she knows is that when both Jeremy and Blaze leave town in the same week, she's probably doomed. Who will save her now? Yet, miraculously, the villains lose interest. Gail is able to return to her life … until she wakes up strapped to a metal table by a mad scientist who hasn't read the news. After escaping—now more than human herself—she's drawn into a secret underground world of superheroes. She'll have to come to terms with her powers (and weaknesses) to make it in the new society, and it's not easy. After all, there's a new villain on the rise, and she has her sights set on the one and only Hostage Girl.