New Releases by Sally Featherstone

Many of the wild flowers that used to enrich our fields have gone. Herbicides, pesticides and artificial fertilisers have destroyed them, damaging too the insects, birds and animals that depend on them for food and shelter. The hope is that this book will encourage the enjoyment of traditional hay meadows and involvement in their preservation.

Translating research about child neuroscience into practice in education is a daunting prospect for most practitioners. In fact, many see it as fraught with difficulties and risky. However, the importance of this research has never been more important. The context of the early years in the UK, has seen considerable changes within recent years, with a raft of government regulation and guidance, and a national move to free childcare entitlement at increasingly earlier ages. Combined with a mounting pressure for accountability in ''Closing the Gap'' between disadvantaged children and those more fortunate, these pressures make it fundamental that those working with young children understand what neuroscience is telling us, and more important, what it is not. Practitioners, teachers managers, and governors in settings and schools will not only be called to account for the attainment of their children, as measured in tests, but in the way children are prepared for lifelong earning, which will support them for the rest of their school lives and beyond. This book is a comprehensive position statement for practitioners that highlights: where we are now; what we know; what we don''t know; what research developments mean for practitioners and setting, and how this fits in with the government expectations within the EYFS framework. Sally Featherstone covers the current thinking in educational research and neuroscience, how some of this has been misinterpreted by ''early adopters'' or ''over-enthusiastic promoters'', and how new information can help practitioners to be more effective in their work with young children.

An Anthology of Educational Thinkers provides an excellent introduction to the major groups of educational thinkers. Each thinker''s views and theories are explained in detail in a format that is accessible to those currently practising and those who are still in training. However, this book goes beyond just explaining the theory, it shows practitioners how to put these theories into practice! It is filled with explanations of how theories are linked to the EYFS, examples of how these figures worked and, most importantly, demonstrates the way they influenced how most early years practitioners work today.

Neste livro, as autoras apresentam diversas propostas práticas sobre como aplicar os resultados das pesquisas atuais em ciência cognitiva à aprendizagem de crianças de até 5 anos. Entre outros tópicos, a obra traz atividades para: • Desenvolver a autoestima e a inteligência emocional; • Ensinar as crianças a fazerem mapas mentais; • Maximizar a aprendizagem por meio de música e movimento; • Promover bons relacionamentos com pais e cuidadores.

Messy play is at the heart of the early years curriculum, supporting creativity and imagination, and giving children opportunities to experiment with tactile materials. This book will offer 50 ideas working with natural resources, simple household items and recycled resources for low cost inspiration. Practitioners and teachers in the early years are always looking for new ideas for messy and ''hands-on'' play, and this book will give children many opportunities for exploration and investigation through sensory play.

The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Exploring and investigating familiar objects and places gives children real experiences to think, plan and get involved in both indoors and outside. This book gives a variety of ideas for investigations, some of which will extend far beyond the simple initial starting points.Simple observations can turn into early science, technology and creative thinking. Using familiar and easily found objects, the investigations will involve and encourage children to develop these thoughts.

This practical book offers a scientific framework for the early years that is divided into four key areas: biological science, physical science, earth science and environmental science. Topics covered include life, nature, environmental care, sustainability, and biodiversity - with links throughout to the EYFS. A Sense of Wonder is an easy-to-read guide for educators looking to implement play-based science learning and inspire children of all ages in the Early Years Foundation Stage.

Help early learners develop their writing skills through these fun and stimulating activites. Remember writing is not just for indoors - expand your writing environment both inside and out! These activites are easy to source and cost-effective for every Early Years setting.

This book starts you off on the serious job of investigating materials, processes, objects and events. Investigation is a key scientific skill and this book enables you to support young investigators.

Give your sand and water sessions a new lease of life with this fully updated Little Book. Split into two sections, it offers a range of activities for sand and water play that link to the early learning goals and which are accompanied by a list of suggested resources, useful vocabulary and related songs and stories to take the theme further.

Following the success of the Little Book of Investigations, this book goes one step further in size, scale and scope. It covers explorations indoors, outside and in the local community, from the water in the tap, the dust on the floor, the mud in the garden, to exploring connections, constructions and other early technological experiments. The natural world, minibeasts, weather, growth, change over time and making changes to materials and the environment are included in this easy to use book. The inventive activities will all also provide opportunities for children to sustain their thinking with other children and adults while using the skills of observation and experiment.

Hundreds of ideas for role play, grouped so you and the children can incorporate linked themes into your setting and develop role play in more than one place. Resources, vocabulary lists, literacy and numeracy links are provided for each situation.

Children learn best by doing, making, singing and exploring. This Little Book is jam packed with activites of all kinds for exploring phonics, with a seperate collection for each letter of the alphabet.

Inspiring Play Spaces is designed to encourage and inspire early childhood educators in all settings to create open-ended play spaces that will provide opportunities for children to develop a sense of who they are and an understanding of the world. Written by Australian authors

We encounter mathematics on a regular basis in one form or another. For some people, maths is ''scary'' and not something they feel confident about. Even though many educators and parents attempt to provide good mathematics experiences, there is still a high level of anxiety about the teaching and learning of mathematics. This book presents a broad range of concepts and aims to widen the narrow view that maths for young children is just about numbers and shapes. The content includes pattern (early algebra), counting, number, early operations, measurement, shape and spatial awareness (geometry), matching, sorting, data analysis and the introduction of chance (statistics and probability). This book is intended for educators and parents who would like to explore and investigate maths concepts to enrich children''s experiences and extend their current thinking and learning.

Yuka and Max like different things. Yuka likes riding her bike fast, but Max likes riding slowly. Max likes loud music, but Yuka likes quiet. Yuka likes the pet fish, but Max prefers the guinea pig. Despite their differences Max and Yuka find lots of ways to play together and be friends! Each of the simple stories in the Dealing with Feelings series, beautifully illustrated by Melissa Four, explores a familiar childhood experience. These stories help children to process and understand a variety of emotions, while helpful tips at the back of the book suggest ways for parents and practitioners to build on the understanding in many creative and fun ways.

Sunita''s baby sister stays at home when Sunita goes to playgroup. The baby is noisy when Sunita has to be quiet. The baby stays up late when Sunita has to go to bed. Sometimes Sunita doesn''t like having a baby sister but when the baby smiles, Sunita loves her sister very much indeed! Each of the simple stories in the Dealing with Feelings series, beautifully illustrated by Melissa Four, explores a familiar childhood experience. These stories help children to process and understand a variety of emotions, while helpful tips at the back of the book suggest ways for parents and practitioners to build on the understanding in many creative and fun ways.

This book will help you to understand what works for the growing brain, and (even more important) what doesn''t! It is more and more evident that HOW children learn is much more important then WHAT they learn. Babies are born with a drive to learn, but as babies become children this drive can falter. What are the keys to keeping the momentum going, so children are ready for each stage of their childhood as they reach it? We can influence the quality of learning, without buying specialist DVDs, choosing expensive toys or becoming a ''helicopter adult” hovering over children and controlling everything they do. Busy parents and practitioners can make sure that the times they have with children are both enjoyable in the present and useful in the future. This book introduces you to some of the things that affect children''s learning, explains these in readable terms, and gives you simple ways of making sure that children get the best start in their lifelong learning journey.

The Dealing With Feelings stories explore very simple, familiar childhood experiences. They help children to process and understand a variety of emotions, while helpful tips at the back suggest ways for parents and practitioners to build on this understanding with practical activities and ideas to discuss

Gregory is having a bad day. It''s raining and he can''t go outside to play. Nothing is going right ... until the sun comes out. Maybe Gregory will have some fun today, after all!

The weather is a constant source of wonder, excitement, enjoyment and frustration for children and the adults who live and work with them. The unpredictable nature of our current weather puts pressure on planning and preparing activities in advance, often meaning that children cannot go out of doors, or may have their usual activities curtailed. This book offers you 50 ideas for simple activities to do in the rain, wind or snow (and in fog, frost, mist and sunshine ). The ideas may not all be new to you, some are revivals of old favourites, but they are all easy to prepare, mostly using resources readily at hand on your home or setting, collected in one place and ready for you to use.

Practitioners are still uncertain of exactly how to manage assessment. This book takes them through the process step by step. It explains the terminology, shows them how to turn observation into assessment and in the final chapter sets out how to manage and interpret all the information they have gathered.

Making dens and shelters is a favourite childhood activity and has always been so. Dens and shelters provides a wealth of den making ideas which involve children in active learning and creative thinking. Each activity gives suggestions on how the activity can be set up to suit the different development stages of the children in your care.Dens give children the space and time to explore their creativity - a magical place for children to role play and let their imaginations run wild. Dens and shelters also provide a child with a place to rest and reflect when the noise and activity of a busy setting gets too much.The Baby&Beyond series takes simple activities or resources and shows how they can be used with children at each of the EYFS development stages, from birth to 60+ months. Each activity is laid out so that you can see progression at a glance.

Tell Me a Story helps practitioners to build progression into a favourite part of the day for all children. Matched to the development stages of the EYFS. Each page features ''activity boxes'' labelled for each age group showing how each area can be approached by children at different stages of development. The format makes it easy to select the level of activity appropriate for each child making these books ideal for groups of mixed ages. When returning to the same areas later the user can choose another activity to support progression and extend learning.

The differences between boys and girls, in development and attitude to learning are well documented, and a formalised early curriculum emphasises these differences. The abilities of most girls to meet goals for learning at an earlier age may result in a tendency to focus on trying to teach boys to learn like girls, instead of recognising their unique gifts and abilities. If we are to help boys to become strong, competent learners from an early age, we must resist the temptation to feel sorry for them. We must dispel the myths about ''under-achievement'', challenge stereotypical views of gender, and recognise the unique strengths and abilities of young boys.

What are schemas and why do they matter? Again! Again! provides an introduction to understanding and supporting schemas and schema play in young children. Practitioners will find an overview of schemas with guidance on where they fit within the EYFS. There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development. The intention is to help early years practitioners identify schemas and to understand both how important they are and the vital role they play in the growing child''s learning. The aim is to help the reader understand how they can develop, plan and resource activities which support children''s learning through experiment and play.

Heuristic Play is a tightly described, but freely accessed activity, using a specific range of ''found'' or everyday objects, and, in its pure sense, is only really applicable to a specific age range (from 12 months to about two and a half). However, there is now plenty of evidence that heuristic play has continuing value for children throughout the Foundation Stage and well into the primary years. Collections of objects, carefully selected and offered in both adult-led and child-initiated sessions, indoors and outside, can build on the experience of treasure baskets In this informative and helpful book you will find further information on the process of using both treasure baskets and heuristic play with babies and young children. You will also find chapters which explore the benefits of heuristic play with objects for children throughout the early years from six months to seven years. Of course, the materials, the provision and the adult role will develop and change as children mature, so this book also gives guidance on how heuristic play itself should change to meet the needs of children at different stages of development.

Why is it that, when children play, some behave like butterflies, flitting around among the flowers of the activities on offer, landing for a moment before moving on to the next attractive flower (activity) while others behave with the single minded concentration of bees? As children grow and learn, they acquire skills through play and practical activities. This recently acquired learning is tenuous and is secured through practice, repeating the skills in different contexts, with different people. Only then will learning be ''hard wired'' for life. It is now evident that where children are able to select resources, play companions and activities for themselves, they can practise emerging skills and concepts by selecting the resources they need and using them in ways which are unique to them. This book, written by a group of experts in early years practice, explores the place and purpose of child-intitiated learning in high quality early years practice. Child-initiated learning is a key feature of the Early Years Foundation Stage.

The control of large and fine muscles and the ability to feel, copy and continue a steady beat are all essential for learning, and particularly for learning to read. Baby and Beyond Movement and Beat gives practitioners ideas for supporting the progression of these vital skills at all ages of development in the EYFS.Each page has a series of ''activity boxes'' that are labelled for each age group showing how each area can be approached by children at different stages of development. The format makes it easy to select the level of activity appropriate for each child making these books ideal for groups of mixed ages. When returning to the same areas later the practitioner can choose another activity to support progression and extend learning.

Mark Making: Progression in Play for Babies and Children gives ideas for introducing and extending mark making activities and experiences for babies and young children. Each page contains a range of experiences and a selection of ideas for each of the six stages in Development Matters (Revised EYFS 2012). The experiences with mark making materials described in this book encourages development and learning through active play using all the senses. Enhancing experiences of mark making from babyhood will encourage children''s independence and involvement in communication through meaningful marks.