"This thought-provoking book demonstrates that the application of technology in the delivery of the curriculum is so much more than this and should give early year’s educators confidence and encouragement to develop their own ideas in using ICT in innovative and imaginative ways." Lynn Kennington, Early Education newsletter How can computers and other ICT applications be most effectively used to support learning in early years settings? Why is it important that young children use ICT in ways which are playful, creative and explorative? What research has been carried out about young children using computers and ICT, and what does this tell us? ICT in the Early Years carefully considers the potential of ICT to provide opportunities for young children to learn through playful and creative activities, examining research and practice in relation to the educational uses of ICT with young children. The book raises important issues about teaching in the early years using ICT, such as giving pupils control, co-operative working, access and assessment. In addition, it: Recounts recent research evidence Provides practical ideas for early years teachers Provokes debate about the future of ICT in early years education The book’s focus is on research outcomes, viewed through discussion of practical classroom approaches, with the pupil viewed as a competent learner and assessor. Emphasis is placed on creative and playful aspects of ICT, with the child as an active agent authoring, experimenting, and creating, rather than passively receiving. ICT in the Early Years is essential reading for teachers and teachers in training, and is also of use to other associated professionals, such as classroom assistants, home educators and nursery teachers. Parents with an interest in the use of technology in education will also find the book of genuine interest.

"This book is an excellent resource for gaining understanding about the fundamental principles of ICT in the Foundation Stage curriculum... [The] principles of good practice in this book will not be outdated by new products or trends. The book is a well-balanced blend of theory and application. It has certainly helped to provoke and resolve ideas about the use of ICT in our settings." - Nursery World This book helps readers understand how very young children (from birth to six) develop an early awareness, and subsequently develop their knowledge, skills and understandings of information and communication technologies (ICTs). The rapid growth of ICT has prompted concerns among parents, educators and policy-makers over the suitability of many educational applications, and electronic toys, for young children. However, evidence is presented to show that the use of ICT by young children is compatible with the principles of a developmentally appropriate curriculum (DAC). In fact the authors argue that used imaginatively, many applications of ICT can make a significant and unique contribution to children's social and cognitive development. This is a significant book for students, parents,carers, teachers, and other professionals who want to provide a rich learning environment in education, and in teaching and supervising research in the early years.

Practitioners and students wishing to know how very young children develop an awareness of ICT will find this text invaluable. ICT has arguably one of the biggest impacts on every-day 21st century life, so its inclusion in the Early Years Foundation Stage curriculum reflects the need to encourage forward-looking practice in classrooms and nurseries. This book enables you to help young children develop their knowledge, understanding and skill in the use of ICT, with chapters from contributors with a wide range of practical experience. Full of ideas and new thinking, this practical guide shows you how to: promote independence in children's use of ICT through resources like digital cameras and role-play toys. explore the nature of creativity through ICT, using it to support the more traditional areas of art, music, dance and writing use ICT to enhance the physical and sensory aspects of outdoor learning experiences. harness the potential of ICT in reaching children with a variety of different learning needs, particularly those with profound and multiple learning difficulties, or autistic spectrum disorders. value children's home experiences of ICT and build on what they already know, and how to work with parents in developing their child's ICT capability. ICT can underpin all areas of learning for young children; this highly practical, inspirational and informative text is therefore relevant to all practitioners and students training in Early Years education.

This best-selling text book provides a broad-ranging and up-to-date review of thinking and best practice within nursery and infant education. Written around the basic truth that an effective early years curriculum must start with the children, their needs and their potential, the contributors to this classic text acknowledge that learning must have a strong element of fun, wonder and excitement. Fully revised and updated in light of recent changes to the Early Years curriculum, with brand new chapters on assessment, communication, writing, creativity and diversity, the contributors address a range of fundamental issues and principles, including: an analysis of research into how children learn; discussions of issues such as classroom organisation, curriculum management, and assessment; a detailed section on play and language; chapters covering individual curriculum areas, including new chapters on music and PSHE. Each chapter combines a review of important principles with practical and inspiring classroom examples throughout. It is essential reading for all Foundations Stage and KS1 trainee teachers, their tutors and mentors, and serving teachers working in the 3-7 age range who wish to reflect upon and develop their practice.

This book provides a timely overview of the revised Early Years Foundation Stage (EYFS) framework and explores what this means for early years' pedagogy and practice. As well as discussing the philosophy and rationale underpinning the changes, there are practical suggestions to support practitioners with the implementation of the revised framework, as well as insights from experienced professionals who share their knowledge and understanding and support you in reflecting on your own principles and practice. The book: Fosters deep understanding of the revised EYFS framework Provides a valuable source of reference for early years students and practitioners Promotes and helps develop good practice in early years Offers reflections and insights from experienced professionals into key areas of practice Makes links between the EYFS and current research, theory and practice The book draws on a wealth of expertise to provide an essential handbook for all early years students, practitioners and academics who are privileged to be involved with the care and education of young children. "This contemporary and relevant text explores, from multiple perspectives, the key challenges facing early years practitioners at a time of unprecedented change in education. It systematically explores and offers insights into the many agencies including education, health and social care that work together to enable high quality early years practice to be developed. By drawing on a range of professionals in the field, it challenges the reader to critically analyse the characteristics of effective early learning and to consider the key underpinning pedagogy that informs it. It is accessible to a wide audience including students, researchers, teacher trainers and practitioners. I would strongly recommend it as a set text on our Primary and Early Years PGCE course." Derval Carey-Jenkins, Principal Lecturer: PGCE Primary and Early Years Course Leader, University of Worcester, UK "This contemporary book focusing on the new Early Years Foundation Stage is an essential read for those studying and delivering early years curriculum and pedagogy. The book draws on theory, research, policy and practice and ensures that the chapters have significance to all early years practitioners. It challenges the reader to think reflectively about the EYFS and what is appropriate provision to support and develop young children's learning. The book is effectively organised into four relevant parts and is a very accessible read, often exemplifying high quality provision through interesting research observations, case studies and scenarios." Dr Avril Brock, Principal Lecturer in Early Childhood Education, Leeds Metropolitan University, UK Contributors: Jan Ashbridge, Pat Beckley, Emma Butcher, Elizabeth Carruthers, Liz Creed, Julie Kitchen, Rachel Sparks Linfield, Estelle Martin, Jane Murray, Jackie Musgrave, Kathy Ring, Anita Soni, Corinne Syrnyk

"I think a real strength of the book is the use of the case studies to ground the points made and to offer in-depth insights into practice." Jackie Marsh, University of Sheffield, UK This exciting book considers the nature of young children's lives and how this can, and should, inform early childhood education in practical ways. It examines: What is it like for young children to learn in the 21st century? How can we link this to new and innovative ways of providing relevant and engaging learning contexts for young children? What it means to be multiliterate in the 21st century The book explores how learning and engagement with ideas can be extended through the use of new technologies, describing how information and communications technologies enable young people to extend the boundaries of their learning and social interactions. These experiences have important implications for formal learning environments and the nature of the curriculum, including bold new approaches to teaching and learning which offer opportunities for children to investigate in new ways. This book provides examples of the ways in which early childhood teachers have extended opportunities for new types of learning for children by creating contexts in which they are able to explore and represent their ideas and thinking in multimodal formats using new technologies. This book represents a research-based discussion for rethinking learning in the 21st century and includes various case studies and scenarios to enable students and practising teachers to try out new ideas. Finally, it considers new ways of thinking about children's learning by creating a multiliteracies portrait, pedagogies and pathways profile that enables teachers to build on their strengths to plan for effective learning outcomes. Rethinking Learning in Early Childhood Education is key reading for students on Early Years courses or Primary Education pre-service teacher education programmes.

"It is rare for any research methodology book to cover so much ground, and contain so many different kinds of resources between two covers." Journal of Education for Teaching "As a guide for new and inexperienced researchers, it is second to none." British Journal of Educational Studies Doing Early Childhood Research demystifies the research process. An international team of experienced researchers shows how to select methods which are appropriate for working with young children in early childhood settings or at home. They provide a thorough introduction to the most common research methods used in the early childhood context. Reflecting the multidisciplinary nature of much early childhood research, they cover a wide range of conventional and newer methods including observation, small surveys, interviews with adults and children, action research, ethnography and quasi-experimental approaches. They explain clearly how to set up research projects which are theoretically grounded, well-designed, rigorously analysed, feasible and ethically based. Each chapter is illustrated with examples. Widely used by early childhood researchers in many countries, this second edition of Doing Early Childhood Research has been fully revised. It includes new chapters on beginning research, mixed methods research, interviewing children, and working with Indigenous children, and also new case study chapters. It is essential reading for novice, initial career and experienced researchers. Contributors Maria Assunção Folque, Sue Atkinson-Lopez, Mindy Blaise, Liane Brow, Margaret Coady, Audrey D’Souza Juma, Anne Edwards, Sue Emmett, Susan Grieshaber, Linda Harrison, Alan Hayes, Patrick Hughes, Glenda Mac Naughton, Karen Martin, Sharne A. Rolfe, Iram Siraj-Blatchford, John Siraj-Blatchford, Louise Taylor, Teresa Vasconcelos

A step-by-step guide on how to teach young children a variety of ICT in a meaningful and creative way. This title, written by ICT experts in the early years, Prof. John Siraj-Blatchford and Dr. Alex Morgan, is a step-by-step guide on how to teach children under 8 a variety of ICT. This book is designed to be easy to follow by even the most technophobic of readers and contains practical advice on the following: * How to create engaging and creative activities for children in the early years using a range of ICT * A guide to the different types of ICT available, from Bee-Bots to white boards * How to take ICT out of the classroom, with activities to use in outdoor play sessions * How to use ICT in role play to promote children's creativity and imagination * What ICT skills the EYFS and Welsh Foundation Phase require early years practitioners to deliver * Ideas and case studies on best practice in using sustained shared thinking with young children This is a must-buy for anyone wanting meaningful and child-friendly ways of approaching ICT with children under 8.

This book provides a handy compendium to support you as you train to become an Early Years Teacher. The eight Teachers' Standards (Early Years) underpin the core structure of the book, and there is strong linking throughout to the statutory and non-statutory framework and guidance for the Early Years Foundation Stage. Offering comprehensive coverage of theories of early learning and child development, this book: Brings together relevant knowledge and skills in a way that challenges you to think critically about key theories of early learning and development in your role as an Early Years Teacher Reflects on the nature of professionalism and offers activities to help you identify your own learning journey and develop your own professional identity Underpins practice with a focus and recognition of the need to identify and develop key communication skills that build positive professional relationships in the best interests of babies and children Includes practical examples and case studies to support reflection and inspire you to creative positive learning opportunities for babies and young children Importantly, the book concludes with valuable guidance on gathering assessment evidence of your personal practice, as well as demonstrating the ability to lead and support early years provision from birth to five years. This is an essential book to support all trainees in developing their role and skills as an Early Years Teacher. Contributors: Kelly Cooper, Fiona Dearman, Jo Elsey, Jessica Johnson, Daryl Maisey, Angela Maxey, Joanne McKibbin, Yasmin Mukadam, Vicky Mummery, Gemma Pawson, Denise Salter, Laltiha Sivalingam, Helen Sutherland. "Authoritative, scholarly and grounded in practice, this is surely destined to become the must-have practical handbook for all those seeking Early Years Teacher status." Geoff Taggart, Lecturer in Early Years, University of Reading, UK "Becoming an Early Years Teacher will prove valuable to all those working in the early years sector, and is an accessible and user friendly resource that promotes increased professional responsibility. Theoretical underpinning and the use of case studies, activities and links to observed practice, provide thought provoking material which recognises the importance of partnership working with families and wider community organisations. Emphasis is placed on the importance of reflection to question values and beliefs and to continually evaluate and challenge practice. This book aims to support inspirational practice that will enhance positive learning opportunities for all early years' children." Soraya Goni, HE Award Leader Childhood Studies, Kirklees College, UK "I am delighted to recommend this comprehensive, challenging and accessible power-pack of a book, which deserves to become essential reading for all Early Years Teachers in training and equally for those engaged in studying on Early Childhood Studies degrees. The team of contributors bring a wealth of both professional and academic knowledge and experience to their chapters and overall the book promotes critical thinking and reflexive practice. Whilst explicitly addressing the standards for Early Years Teacher Status the book avoids taking an instrumentalist approach and explores a range of perspectives and tensions related to professionalism within the early childhood world." Penny Holland, Early Childhood Consultant "This book provides essential, well-articulated, thought-provoking guidance for students working towards Early Years Teacher Status. Throughout the chapters, for each of the eight standards there are strong themes encouraging reflection, reflective practice, leadership and a commitment that in-depth knowledge of theory is closely linked to practice. Scenarios are presented to encourage extension of thought and knowledge whilst ensuring adherence to the statutory and non-statutory framework for the Early Years Foundation Stage. This approach helps to ensure that the students work towards leading continuous improvement in practice so that the babies and young children experience their learning and development through play and individual care needs. This is a very good book that I would recommend to all Early Years Teacher Status students." Tricia Johnson, Retired Lecturer in Early Years, UK

Helps readers understand how very young children (from birth to six) develop an early awareness, and subsequently develop their knowledge, skills and understandings of information and communication technologies (ICTs). This book is useful for students, parents, carers, teachers, and other professionals.