Christine Macintyre – författare

Written for teachers, nursery nurses, students and parents by experienced nursery staff, this is an essential guide to organizing, resourcing and teaching in pre-school settings.

Written for teachers, nursery nurses, students and parents by experienced nursery staff, this is an essential guide to organizing, resourcing and teaching in pre-school settings.

Can you recognize and tell the difference between gifted and talented children? Do you know how to provide the support they need?

Responding directly to current thinking in education, this book raises practitioners’ expectations, and shows you how to identify children in your class as gifted and talented.

Christine Macintyre addresses the nature/nurture debate in relation to gifted and talented children, and discusses related topics such as the norms of development and domains of learning.

Essential reading for all primary teachers and teaching assistants, this fascinating book is full of practical suggestions enabling you to:

A chapter on neurological development is included to confront questions such as "what is it that enables children to do well", and even "Is there a gene for genius?" Contrasting and conflicting answers are shared and debated.

Finally, the issue of gifted and talented children with a learning difference/disability is raised and examples are given of how this ASD (asynchronous development) can hinder the recognition of gifts and talents in these children.

Can you recognize and tell the difference between gifted and talented children? Do you know how to provide the support they need?

Responding directly to current thinking in education, this book raises practitioners’ expectations, and shows you how to identify children in your class as gifted and talented.

Christine Macintyre addresses the nature/nurture debate in relation to gifted and talented children, and discusses related topics such as the norms of development and domains of learning.

Essential reading for all primary teachers and teaching assistants, this fascinating book is full of practical suggestions enabling you to:

A chapter on neurological development is included to confront questions such as "what is it that enables children to do well", and even "Is there a gene for genius?" Contrasting and conflicting answers are shared and debated.

Finally, the issue of gifted and talented children with a learning difference/disability is raised and examples are given of how this ASD (asynchronous development) can hinder the recognition of gifts and talents in these children.

Many children experience difficulties which impact on their learning at home and school. Some children are considered to have a specific learning difficulty such as dyslexia or dyspraxia, but other children display a range of indicators which cross the boundaries of specific named ''conditions''. If teachers are to offer appropriate support, the authors of this highly practical book argue that they must look beyond the label to assess the whole child.

This is an informative book which:

* encourages teachers to consider children as individuals rather than attempting to match them to existing sets of indicators * pinpoints the overlap of indicators within different specific learning difficulties * considers the process of assessment* explains the implications of the children''s difficulties* offers tried-and-tested strategies to promote inclusive learning.

Teachers, teaching assistants, Special Educational Needs Co-ordinators and students undertaking teacher education courses will all find this a refreshingly accessible book.

Many children experience difficulties which impact on their learning at home and school. Some children are considered to have a specific learning difficulty such as dyslexia or dyspraxia, but other children display a range of indicators which cross the boundaries of specific named ''conditions''. If teachers are to offer appropriate support, the authors of this highly practical book argue that they must look beyond the label to assess the whole child.

This is an informative book which:

* encourages teachers to consider children as individuals rather than attempting to match them to existing sets of indicators * pinpoints the overlap of indicators within different specific learning difficulties * considers the process of assessment* explains the implications of the children''s difficulties* offers tried-and-tested strategies to promote inclusive learning.

Teachers, teaching assistants, Special Educational Needs Co-ordinators and students undertaking teacher education courses will all find this a refreshingly accessible book.

Dyspraxia is increasingly common in young children. This fully revised and updated edition of Christine Macintyre’s invaluable companion explains the difficulties faced by children with dyspraxia in growing up and offers suggestions as to how these might be alleviated.

In this book the children themselves, along with their parents and teachers, talk about how the difficulties change as the transition is made from primary to secondary school.

Children with dyspraxia are frequently beset by frustrations as a result of their differences, can be misunderstood both at home and at school, and are very often bullied. This practical guide considers:

Including practical activities with additional material for secondary pupils this book shows children how to articulate their differences using individualised explanations, and then go on to succeed having recognised where their talents lie.

Dyspraxia 5-14 is essential reading for teachers, parents, SENCos, teaching assistants and trainee teachers who want to improve their understanding of dyspraxia and its implications for children in Key stages 1-3.

Dyspraxia is increasingly common in young children. This fully revised and updated edition of Christine Macintyre’s invaluable companion explains the difficulties faced by children with dyspraxia in growing up and offers suggestions as to how these might be alleviated.

In this book the children themselves, along with their parents and teachers, talk about how the difficulties change as the transition is made from primary to secondary school.

Children with dyspraxia are frequently beset by frustrations as a result of their differences, can be misunderstood both at home and at school, and are very often bullied. This practical guide considers:

Including practical activities with additional material for secondary pupils this book shows children how to articulate their differences using individualised explanations, and then go on to succeed having recognised where their talents lie.

Dyspraxia 5-14 is essential reading for teachers, parents, SENCos, teaching assistants and trainee teachers who want to improve their understanding of dyspraxia and its implications for children in Key stages 1-3.

Today there are more children than ever before in need of a variety of additional support needs, and many of these children have poor movement as a key contributory factor. Even in children with no specific ‘label’, movement is being found to be linked to learning, and educational professionals need to understand what is amiss and how to support children who do not meet their motor milestones at the correct time.

The brand new topic areas featured in this comprehensive and practical new edition include:

Practical strategies are provided throughout this authoritative book, so that teachers and other professionals can identify and understand movement difficulties, are empowered to support the children, and work effectively with the parents.

Today there are more children than ever before in need of a variety of additional support needs, and many of these children have poor movement as a key contributory factor. Even in children with no specific ‘label’, movement is being found to be linked to learning, and educational professionals need to understand what is amiss and how to support children who do not meet their motor milestones at the correct time.

The brand new topic areas featured in this comprehensive and practical new edition include:

Practical strategies are provided throughout this authoritative book, so that teachers and other professionals can identify and understand movement difficulties, are empowered to support the children, and work effectively with the parents.

What is it that makes some children bully and some become victims?

What can you do if despite your best efforts, a child keeps on taunting another?

What steps can you take before communicating with parents and what will you say?

The practice of bullying endures in all schools today. Despite the implementation of bullying policies, parents and staff can be equally perplexed: not really understanding what they have or haven’t done to allow it to happen.

Christine Macintyre explores this highly emotive topic, asking why as many as one in 12 school children are bullying victims, and will show in a highly practical way, what can be done to support the children and help staff improve their own practice.

This book will provide help and guidance on:

Based on case studies giving first hand accounts of real-life situations, and evaluations of strategies that have been tried and tested, this book suggests fresh and inspiring ways of tackling a problem faced by many practitioners today.

What is it that makes some children bully and some become victims?

What can you do if despite your best efforts, a child keeps on taunting another?

What steps can you take before communicating with parents and what will you say?

The practice of bullying endures in all schools today. Despite the implementation of bullying policies, parents and staff can be equally perplexed: not really understanding what they have or haven’t done to allow it to happen.

Christine Macintyre explores this highly emotive topic, asking why as many as one in 12 school children are bullying victims, and will show in a highly practical way, what can be done to support the children and help staff improve their own practice.

This book will provide help and guidance on:

Based on case studies giving first hand accounts of real-life situations, and evaluations of strategies that have been tried and tested, this book suggests fresh and inspiring ways of tackling a problem faced by many practitioners today.

This text is full of practical ideas to help all early years children enjoy developing their movement abilities. Each activity uses rhymes and jingles and some have music. This is to enhance the children''s rhythmic ability, their listening skills and their phonological awareness.

There are many activities that form the basis of lesson plans. The material shows how the learning outcomes fulfil the criteria set out in the Curriculum Guidance for the Foundation Stage and the 5-14 Guidelines (Expressive Arts). The activities will be great fun for all children, whether they find movement easy and are always on the look-out for challenges, or whether they are less confident. The book aims to support teachers in their work to help all children fulfill their potential, offering guidance on diagnosis and assessment of skills and weaknesses as well as observation and progression.

Chapters include developing the basic movement patterns: gross movements, fine movements and manipulative skills; developing sensory integration; teaching and observing movement; and detailed lesson plans.

All children, whatever their level of ability, can be helped to be more confident and competent movers - a process which often also results in improved self-esteem. Teachers and support staff in all early years settings will find much in this book to inspire and enthuse all children in their care.

This text is full of practical ideas to help all early years children enjoy developing their movement abilities. Each activity uses rhymes and jingles and some have music. This is to enhance the children''s rhythmic ability, their listening skills and their phonological awareness.

There are many activities that form the basis of lesson plans. The material shows how the learning outcomes fulfil the criteria set out in the Curriculum Guidance for the Foundation Stage and the 5-14 Guidelines (Expressive Arts). The activities will be great fun for all children, whether they find movement easy and are always on the look-out for challenges, or whether they are less confident. The book aims to support teachers in their work to help all children fulfill their potential, offering guidance on diagnosis and assessment of skills and weaknesses as well as observation and progression.

Chapters include developing the basic movement patterns: gross movements, fine movements and manipulative skills; developing sensory integration; teaching and observing movement; and detailed lesson plans.

All children, whatever their level of ability, can be helped to be more confident and competent movers - a process which often also results in improved self-esteem. Teachers and support staff in all early years settings will find much in this book to inspire and enthuse all children in their care.

When do babies begin to learn and what exactly are they learning?

What are the key stages of a toddler’s development?

Do movements such as crawling really affect later learning?

How important is the environment to the under threes?

What can I do to give each child the best possible support?

Written to support early years professionals, this fascinating book explores the pre and post-natal development of children from conception to three. It outlines the key aspects of progression during these vital years, discussing how innate and external factors combine to influence a child’s well-being and abilities.

Based upon exhaustive research in the field, but written in a way that is relevant and lively to practitioners and students alike, the text is organised in a question-and-answer format for quick and easy referencing. Topics explored and demystified, include:

Other features include a helpful glossary of key terminology as well as suggestions for action research, making this book is an invaluable source of support for any practitioner involved in ongoing professional development.

This book will help those who work with children or who are studying formal qualifications in early years education to understand and engage with the complexities of early development, enabling them to facilitate the best possible development of the children in their care.