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| Description |
?This collection provides an excellent introduction to the practical skills which all student teachers have to develop but it also celebrates the unpredictability and excitement of working with interested, inquisitive children. [It] should inspire readers to see teaching, in universities as well as in classrooms, as the promotion of lively conversations between learners. ? ? Rod Parker-Rees, University of Plymouth "The second edition was invaluable and this is even better." ? Yvonne Yule, University of Aberdeen The third edition of this highly successful text sets out to explore some of the wider issues to be investigated by beginning teachers - and those who support them - when working with early years and primary age children, while at the same time, exploring some of the delight and enjoyment in the teaching role. The book is organised into four parts - Early Beginnings; Beginning to Understand Children?s Thinking and Learning; Organising for Teaching and Learning; Supporting and Enhancing Learning and Teaching - and reflects the current context of education and care by covering children from birth to 11-years. There are new chapters covering teaching assistants and interagency working, as well as children's independence and physical activity. Cameos and examples of practice in settings and classrooms help to illustrate the many different aspects of teaching. Comprehensively revised and updated throughout, this book is written in a lively style and offers guidance, encouragement and support for all those new to working in schools and other educational settings, and gives them the confidence to reflect upon, challenge and enhance their own learning and practices. Beginning Teaching Beginning Learning is essential reading for all students and newly qualified primary teachers. |
| Author Biography |
| Table of Contents |
Introduction Janet Moyles PART ONE: EARLY BEGINNINGS 1.Beginning at the Beginning Tricia David and Sacha Powell 2.Foundation Stage ? Expectations and Vision Nansi Ellis 3.Do we understand each other? Multi-disciplinary working in a Children?s Centre Karen McInnes 4.The First Days at School Hilary Fabian and Aline-Wendy Dunlop 5.The importance of partnerships with parents and carers Deborah Albon PART TWO: BEGINNING TO UNDERSTAND CHILDREN?S THINKING AND LEARNING 6.Inside the learning mind: primary children and their learning processes Roger Merry and Jenny Rogers 7.Exploration, Investigation and Enquiry Dan Davies and Alan Howe 8.Leaping oceans and crossing boundaries*: how oral story can develop creative and imaginative thinking in young children and their teachers Jane Hislam and Rajinder Lall 9.Mummy's face is green! Developing thinking and skills in art Gillian Robinson 10.ICT in the Primary School Nick Easingwood 11.Learning through physical activity Wendy Schiller and Jeff Meiners PART THREE: ORGANISING FOR TEACHING AND LEARNING 12.?It?s my birthday bridge?: multi-modal meanings through play Maulfry Worthington 13.What shall we do today? Planning for learning ? children and teachers Janet Moyles 14.Developing Young Children as Self-Regulating Learners David Whitebread and Penny Coltman 15.Getting it sorted! Organizing the classroom environment Janet Moyles 16.Teamwork in the primary classroom Wasyl Cajkler and Wendy Suschitzky PART FOUR: SUPPORTING AND ENHANCING LEARNING AND TEACHING 17.Assessing Children?s Learning Kathy Hall 18.Observing closely to see more clearly: Observation in the primary classroom Linda Hargreaves and Sylvia Wolfe 19.Understanding Challenging Behaviour Theodora Papatheodorou 20.Dialogue with difference: understanding race equality Alison Shilela and Alan Bradwell 21.Putting the Bananas to Bed! Becoming a Reflective Teacher Sian Adams 22.Conclusion Janet Moyles and others |
