Alison Silby – författare

The educational provision for early years is growing and changing across many parts of the world, not least in the UK. While this book leans heavily on the mounting literature on early child development in its broadest sense – physically, emotionally, linguistically – its central focus lies squarely on the growth of children’s scientific thinking and activities. Written by educators, this book is based both on formal educational research and professional practice-in-action. The authors describe children’s science concept development; their curiosity-driven exploration; emergent ecological literacy; their learning through science play; the assessment of early learning; the role of parents and practitioners within early education contexts; and some question the very basis of the science being taught. Illustrations and examples of practice are not confined to the UK, though the messages to be derived from each chapter have application way beyond the immediate context. This book was originally published as a special issue of Early Child Development and Care.

The educational provision for early years is growing and changing across many parts of the world, not least in the UK. While this book leans heavily on the mounting literature on early child development in its broadest sense – physically, emotionally, linguistically – its central focus lies squarely on the growth of children’s scientific thinking and activities. Written by educators, this book is based both on formal educational research and professional practice-in-action. The authors describe children’s science concept development; their curiosity-driven exploration; emergent ecological literacy; their learning through science play; the assessment of early learning; the role of parents and practitioners within early education contexts; and some question the very basis of the science being taught. Illustrations and examples of practice are not confined to the UK, though the messages to be derived from each chapter have application way beyond the immediate context. This book was originally published as a special issue of Early Child Development and Care.

This practical textbook presents evidence-based Adaptive Teaching strategies, foundational knowledge and classroom approaches to support the learning of all children. Each chapter links to a Teachers' Standard and includes adaptable exemplar teaching activities, based on what we know works in classrooms.

This is a core text for primary teacher training, supporting new teachers to ensure their classrooms are truly inclusive for all children, including those with SEND.

This practical textbook presents evidence-based Adaptive Teaching strategies, foundational knowledge and classroom approaches to support the learning of all children. Each chapter links to a Teachers' Standard and includes adaptable exemplar teaching activities, based on what we know works in classrooms.

This is a core text for primary teacher training, supporting new teachers to ensure their classrooms are truly inclusive for all children, including those with SEND.

This practical textbook presents evidenced-based Adaptive Teaching strategies, foundation knowledge and classroom approaches to support the learning of all children. Each chapter links to a Teachers′ Standard and includes adaptable exemplar teaching activities, based on what we know works in classrooms.

This is a core text for primary teacher training, supporting new teachers to ensure their classrooms are truly inclusive for all children, including those with SEND.

This practical textbook presents evidence-based Adaptive Teaching strategies, foundational knowledge and classroom approaches to support the learning of all children. Each chapter links to a Teachers' Standard and includes adaptable exemplar teaching activities, based on what we know works in classrooms.

This is a core text for primary teacher training, supporting new teachers to ensure their classrooms are truly inclusive for all children, including those with SEND.