Play based Learning in the Primary School

This book demonstrates the value of play in all its different forms as a highly effective medium for teaching and learning across the curriculum.

Play based Learning in the Primary School

Play is an essential part of learning and development for children and is an increasingly important aspect of creative approaches to teaching and learning in primary education. This book demonstrates the value of play in all its different forms as a highly effective medium for teaching and learning across the curriculum. The authors explore how play can be used to increase engagement, motivation and fun in learning situations, examining the theoretical principles of play for learning, types of play for older children, planned and facilitating play-based learning, using thematic approaches when working with individuals, groups and whole classes, in addition to covering important teaching issues such as assessment, inclusion and transition out of primary education. This is recommended reading for students on primary initial teacher education courses including undergraduate (BEd, BA with QTS), postgraduate (PGCE, SCITT), and employment-based routes into teaching, and also for practicing teachers wishing to enhance their own teaching. Mary Briggs is Mathematics and Education tutor at the University of Warwick. Alice Hansen is an educational consultant who works within a number of educational settings and national bodies developing continuing professional development for teachers.

Learning Through Play

This book is centred around these two principles. Learning Through Play is an essential handbook for early-years practitioners on how to develop their understanding and practical applications in all early-years settings.

Learning Through Play

An essential handbook for all early years practitioners on how to develop their own understanding and practical applications of learning through play in their own work setting. Covering a wide range of areas including: professional development activities, examples of good practice and an overview of key research projects within the field.

Learning to Teach in the Primary School

ANNOTATED FURTHER READING Briggs, M. and Hansen, A. (2012) Play-
Based Learning in the Primary School, London: Sage. A theoretically argued,
practice-based account of why play-based learning matters, illustrated by
examples and ...

Learning to Teach in the Primary School

Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on: making the most of your placement play and exploration in learning behaviour management special educational needs phonics. With Masters-level reflective tasks and suggestions for research-based further reading, the book provides valuable support to trainee teachers engaged in learning through school-based experience and through reading, discussion and reflections as part of a teacher education course. It provides an accessible and engaging introduction to knowledge about teaching and learning that every student teacher needs to acquire in order to gain qualified teacher status (QTS). This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT) and employment-based teacher training courses (Schools Direct, Teach First), plus those studying Education Studies. This textbook is supported by a free companion website with additional resources for instructors and students and can be accessed at www.routledge.com/cw/Cremin.

Guidelines for Game based Learning

How to design effective learning opportunities? Why is learning by experience often more efficient than learning by studying? How to provide the learning experiences needed to respond to current challenges?

Guidelines for Game based Learning

Guidelines for Game-Based Learning is a contribution to a fast developing field of high interest to many educators: Make learning fun! This book is a result of joint research for the European project, "UniGame: Game-Based Learning for Universities and Life-long Learning". With the UniGame project, we tried to break completely from the tradition and start from a new concept: Motivation and fun dimensions were put in the middle and we started from the concepts of games and play-ing. The primary target-group of these guidelines is practitioners i.e. all pedagogues, teachers and trainers that want to implement game-based learning in their classes. The book will help them to systematically find commercial games and introduce them into their classes, or to implement their own ideas in the form of an educational game. Activities in-cluded in the chapters offer support in this proactive behaviour. Chapter one begins with key messages about game-based learning, and triggers first reflections on the place of this approach in higher education and training institutions. The theoretical background of game-based learning is outlined. In Chapter two a range of existing game classifications introduce the innovative 'UniGame' game classification that is based on learning goals, and relates games that help to achieve them. This classification offers guidance to practitio-ners in choosing an existing game to complement their classroom studies, and provides ideas for creating new educa-tional games. Chapter three describes the process of choosing and using a game for class use. A guide to introducing games into a course is outlined, for example, selecting and finding appropriate game, considering skills of tutors and students, tech-nical conditions, etc. Chapter four supports practitioners in defining their own educational game. Educational game design steps are outlined in detail. A freely accessible web platform called "UniGame: Social Skills and Knowledge Training" is presented.

Play Learning and the Early Childhood Curriculum

This book enables the reader to not only access, and engage with developing theories and ideas, but also provides practical ideas and examples that have been tried and tested in the classroom.

Play  Learning and the Early Childhood Curriculum

`An excellent overview of the development in thinking about play, based on research into different aspects of play...This book enables the reader to not only access, and engage with developing theories and ideas, but also provides practical ideas and examples that have been tried and tested in the classroom. This book should be compulsory reading for every teacher of young children who are interested in developing their practice to provide a stimulating, active and playful environment with their children in which effective learning and positive attitudes are developed' - Bernadette Hancock, Headteacher of Christ the King Primary School, Cardiff `One of the major strengths of the book is that it makes some complex theory highly accessible to its audience....This makes it an excellent introductory book for use on inservice and undergraduate programs' - Sue Rogers, Institute of Education `This book aims to improve the quality of play in "educational" settings. It will be valuable for a wide range of practitioners' - Nursery World `In this new and updated edition of an outstanding book, Wood and Attfield once again demonstrate how young children make meaning, and construct knowledge, through play. They combine an informed discussion of the 'ideological tradition' of the early childhood pioneers, which continues to underpin most contemporary provision, with a refreshing openness to the new insights provided by recent research, and the new opportunities offered by the Foundation Stage era. Their unrivalled explanation of the links between theorists, such as Vygotsky, and classroom provision for play, is now expanded through considerations of recent findings in neuroscience, and a renewed awareness of the sociocultural contexts of childhood, as well as by studies which acknowledge the importance of boisterous, rough-and-tumble, play activities for children's development. And throughout, they remind readers and practitioners of the important distinction between play as a spontaneous activity of children ('play as such'), and the play which educators offer as a medium for learning' - Elizabeth Brooker, Course Leader: MA in Childhood Studies, Institute of Education 'This book provides a thorough and up-to-date overview of the topical issue of teaching and learning through play. Chapters cover issues including assessment through play, the role of adults in children's play, the impact of play on social and emotional learning and how to develop a whole-school approach to learning through play. ...This book is theoretical and detailed but extremely interesting and there is certainly practical information to be found in it' - Early Talk This timely Second Edition explores recent developments which strongly endorse play as an integral part of the curriculum. The content has been fully revised to reflect contemporary thinking about the role and value of play in early childhood and beyond. A key focus is the provision of a secure theoretical and practical grounding for developing a pedagogy of play. In the first section, the authors provide an overview of recent developments in education policies, and reviews of research into different aspects of play. In the second section, the emphasis is on classroom practice, specifically: organizing and developing play with particular reference to the Foundation Stage and Key Stage 1; establishing progression and continuity with Key Stage 1; assessing children's learning through play; the role of adults in children's play; using the plan-do-review approach to integrate child-initiated and adult-directed play; the importance of socio-dramatic play for children's social and emotional learning; and developing a whole-school play ethos. This book enables practitioners to create unity between play, learning and teaching, and to improve the quality of children's learning. New material provided by practitioners has been added, to show how this unity can be successfully achieved. This is an essential text for students of education. It is highly recommended to those undertaking degrees in Childhood Studies and those on Initial Teacher Training programmes in early years and primary education.

Play Matters

Engaging Children in Learning the Australian Developmental Curriculum : a Play
and Project Based Philosophy Kathy ... Evelyn Primary School we have
embraced the challenge of implementing Developmental Play Based Curriculum
into ...

Play Matters

This new book provides information, examples and practical strategies for classroom teachers wishing to explore and implement a Developmental Curriculum (play and project based) into the learning environment. Play Matters highlights the way young children learn in the early years of school and explains that the required teaching and learning strategies are distinct and unique compared to the methods used for older children and adults.

International Handbook of Early Childhood Education

This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres.

International Handbook of Early Childhood Education

This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres. The first volume of the handbook addresses theory, methodology, and the research activities and research needs of particular regions. The second volume examines in detail innovations and longstanding programs, curriculum and assessment, and conceptions and research into child, family and communities. The two volumes of this handbook address the current theory, methodologies and research needs of specific countries and provide insight into existing global similarities in early childhood practices. By paying special attention to what is happening in the larger world contexts, the volumes provide a representative overview of early childhood education practices and research, and redress the current North-South imbalance of published work on the subject.

Playful Teaching and Learning

Informed by international research along with contrasting perspectives on different forms of play, this book emphasises the importance of play to children, and the opportunities that play provides for learning and development.

Playful Teaching and Learning

Informed by international research along with contrasting perspectives on different forms of play, this book emphasises the importance of play to children, and the opportunities that play provides for learning and development.

Thinking About Play

This edited collection aims to support practitioners in really 'thinking about play' not only in terms of their ideologies and philosophies in relation to play but in their pedagogical approaches, i.e. the way learning and teaching occurs ...

Thinking About Play

Play is an entitlement for children and needs to be well understood in all its forms by every early years practitioner. But more than that, practitioners need to explore in considerable depth their own actions, reactions and responses to children's play experiences: for example, what actual learning is taking place in different play episodes. This edited collection aims to support practitioners in really 'thinking about play' not only in terms of their ideologies and philosophies in relation to play but in their pedagogical approaches, i.e. the way learning and teaching occurs and the expectations we can (and cannot) have about children's play in educational contexts. The book is intended to promote practitioners' deep-level thinking on the provision they make for young children's play in classrooms and settings and learning that makes sense to children. This involves analysing and evaluating what makes quality play and learning experiences through considering how current research into play might impact on practice.This book encourages practitioners to explore in depth their own actions, reactions and responses to play experiences. It argues that practitioners need to fully understand the way learning and teaching occurs and the expectations we can (and cannot) have about children's play in educational contexts.

Early Childhood And Primary Education Readings And Reflections

The strengths of this book are that it develops the necessary understandings and skills and closes the gap between professionals working together to support children holistic development.

Early Childhood And Primary Education  Readings And Reflections

Early years and primary are often seen as very separate stages of development, although children are expected to progress from one key stage to another in a seamless way and the historical and philosophical ideas underpinning practice at the different stages are often the same or similar. To be fully effective professionals need to understand and reflect on both children’s experiences before and after the stage they are currently working in and the historical and current ideas and practice. The current drive is to equip professionals working with young children with higher level understandings and skills and this involves consideration of the key historical and current theories and the development of the conceptual and philosophical frameworks which positively impact on current practice. The strengths of this book are that it develops the necessary understandings and skills and closes the gap between professionals working together to support children holistic development. It also provides opportunities to engage in critical debate on current issues in professional practice, as identified in national and international reports and develop their skills through this engagement. It will be of benefit to a range of students on Initial Teacher Education, Education Studies and Early Childhood Studies programmes, as well as professionals working with children from birth to 11 years of age (from early career to leaders) and lecturers teaching HE courses.

The Thinking Child

' This new edition of The Thinking Child is fully updated with reference to the new Early Years Foundation Stage (EYFS) and Every Child Matters.

The Thinking Child

The book is packed with information about brain-based learning, but is easily accessible with great illustrations - it's a book that is full of life and humour. Like ALPS, there are loads of practical ideas and suggestions, backed up by the theory of why brain-based learning works. I wholeheartedly recommend this book for any early years practitioner or parent of a preschool child who wants to know more about how children learn.' This new edition of The Thinking Child is fully updated with reference to the new Early Years Foundation Stage (EYFS) and Every Child Matters. The book considers the most recent research into the brain and learning, and offers practical advice on how to reflect these findings across the whole range of early years provision in schools and other settings This new edition contains guidance on current challenges facing practitioners, such as dealing with stressed and over-scheduled children, the philosophy and benefits of including every child and how to address practical issues that might arise in different settings The authors offer practical advice on implementing statutory requirements, maintaining a balance between child-initiated and adult-led activities and making the most of existing resources

Developmental Education for Young Children

Like many other countries all over the world, the Dutch government struggles to
maintain high quality in Dutch schools. However ... This resulted in an approach
embodied in an evolving play-based curriculum for the primary school. A large ...

Developmental Education for Young Children

Developmental Education is an approach to education in school that aims at promoting children’s cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community. From the point of view of Cultural-historical Activity theory (CHAT), a play-based curriculum has been developed over the past decades for primary school, which presents activity contexts for pupils in the classroom that create learning and teaching opportunities for helping pupils with appropriating cultural knowledge, skills, and moral understandings in meaningful ways. The approach is implemented in numerous Dutch primary schools classrooms with the explicit intention to support the learning of both pupils and teachers. The book focuses especially on education of young children (4 – 8 years old) in primary school and presents the underpinning concepts of this approach, and chapters on examples of good practices in a variety of subject matter areas, such as literacy (vocabulary acquisition, reading, writing), mathematics, and arts. Successful implementation of Developmental Education in the classroom strongly depends on dynamic assessment and continuous observations of young pupils’ development. Strategies for implementation of both the teaching practices and assessment strategies are discussed in detail in the book.

Children Their World Their Education

Some primary schools are already extending the foundation stage into the later
years and finding that this pays dividends in ... not when children 'start school',
but when they move from play-based to subject-based or area-based learning.

Children  Their World  Their Education

'Children, Their World, Their Education' is more than a ground-breaking report. It is an unrivalled educational compendium. It assesses two decades of government-led reform. It offers a vision for the future. It goes to the heart of what education in a democracy is about.

The Times Index

The Times Index

Indexes the Times and its supplements.

Making it relevant

The conference organised by IPN and the University of York Science Education Group, Context-based science curricula, drew on the experience of over 40 science educators and 10 projects. The book is arranged in four parts.

Making it relevant

'Teaching in context' has become an accepted, and often welcomed, way of teaching science in both primary and secondary schools. The conference organised by IPN and the University of York Science Education Group, Context-based science curricula, drew on the experience of over 40 science educators and 10 projects. The book is arranged in four parts. Part A consists of two papers, one on situated learning and the other on implementation of new curricula. Part B contains descriptions of five major curricula in different countries, why they were introduced, how they were developed and implemented and evaluation results. Part C gives descriptions of three projects that are of smaller scale and their materials are used as interventions in other more conventional curricula. There is also a contribution on some fundamental research where modules of work are written to examine how best to design context-based curricula. Finally, Part D consist of two chapters, one summarising some of the findings that came out of the chapters in the three earlier parts and the second looks at the future.

The Datafication of Primary and Early Years Education

Recognising the shift in practice and priorities towards the production and analysis of attainment data that are compared locally, nationally and internationally, this important book explores the role and impact of digital data in the ...

The Datafication of Primary and Early Years Education

The Datafication of Primary and Early Years Education explores and critically analyses the growing dominance of data in schools and early childhood education settings. Recognising the shift in practice and priorities towards the production and analysis of attainment data that are compared locally, nationally and internationally, this important book explores the role and impact of digital data in the ‘data-obsessed’ school. Through insightful case studies the book critiques policy priorities which facilitate and demand the use of attainment data, within a neoliberal education system which is already heavily focused on assessment and accountability. Using an approach influenced by policy sociology and post-foundational frameworks, the book considers how data are productive of data-driven teacher and child subjectivities. The text explores how data have become an important part of making teachers’ work visible within systems which are both disciplinary and controlling, while often reducing the complexity of children’s learning to single numbers. Key ideas covered include: The impact of data on the individual teacher and their pedagogical practice, particularly in play-based early years classrooms The problems of collecting data through assessment of young children How schools respond to increased pressure to produce the ‘right’ data – or how they ‘play with numbers’ How data affect children and teachers’ identities International governance and data comparison, including international comparison of young children’s attainment Private sector involvement in data processing and analysis The Datafication of Primary and Early Years Education offers a unique insight into the links between data, policy and practice and is a crucial read for all interested in the ways in which data are affecting teachers, practitioners and children.

Creative Development

Helen Bromley has had particular success in bringing play back into the
curriculum for children of primary age, through small ... Some schools include
role-play areas in each class throughout the primary school in an attempt to raise
standards, ...

Creative Development

A complete guide to supporting physical development in the Early Years Foundation Stage (EYFS), promoting a holistic approach and drawing on examples of good practice. >

The Parliamentary Debates Hansard

Continuing play-based learning into primary schools and ensuring children
receive learning experiences appropriate to their age and circumstances and a
key feature of the new primary curriculum. Whether in reception classes, or in ...

The Parliamentary Debates  Hansard