Annie White - Böcker

Clementine has her eye on only one thing when the Queen comes to tea - a sparkly royal necklace! When the jewel goes missing, everyone, including Clementine!, searches high and low to find it.

Clementine runs away to escape a bath. Not a BATH! thinks Clementine. She hides under the bed, behind the curtains and even in Baby's toybox. Can her family find her in time to give her a bath?

Clementine is intent on finding someone (anyone!) to take her for a walk, but everyone is just too busy. When it is finally time to go for a walk, Clementine is nowhere to be found.

It’s Christmas Day at Clementine’s house. The tree is trimmed, the gifts are all wrapped, and the family is full of excitment. But when it’s time to open the presents, something isn’t right. What has Clementine got up to?

Clementine has her eye on only one thing when the Queen comes to tea - a sparkly royal necklace! When the jewel goes missing, everyone, including Clementine, searches high and low to find it. Selected as a CBCA Notable Book 2023.

Learning Stories and Teaching Inquiry Groups is a practical text focused on how ECE practitioners can establish teacher inquiry and reflection groups and integrate the use of learning stories to strengthen their assessment, teaching practices, and knowledge of child development. Drawing on relevant research and the authors’ direct work with teachers, the book focuses on describing ways the authors have adapted the framework of the learning stories approach from New Zealand to specific US educational contexts via examples from several urban and rural ECE contexts. The book provides practical examples of novice through veteran early childhood teachers engaging and collaborating in onsite and cross-site inquiry and reflection with a focus on learning stories. This text will be useful for infant, toddler, and preschool teachers taking courses at the AA, BA, and MA levels, as well as teachers engaged in onsite professional development. This text will help early childhood educators learn to write learning stories as an observational and assessment approach to document young children’s learning experiences and to deepen teachers’ understanding of the role of narrative in linking child development knowledge with effective environmental design, high-quality curricular approaches, and socially and culturally inclusive relationship practices. The text will support early childhood educators’ professional development through easily understood instructions and case study samples of inquiry work with learning stories through community of practice. Educators will learn how linking learning stories with regular, systematic forms of teacher inquiry, documentation, and reflection promotes a new image of children as holistic learners.