Hilary Smith – författare

This insightful book shows how prioritising loving relationships in the primary school between practitioners and children helps secure children’s emotional well-being, improves behaviour and leads to more successful learning. It identifies the fundamental values that underpin effective learning encounters and provides the practical tools and language to realise deep connections with children.

Combining theory with personal experience the authors present relationship-based practice as a robust and credible pedagogic approach to teaching and learning. The book offers unique features such as ‘Shared language’ to support and promote a rich, meaningful dialogue and ‘The lens of the authors’ offers practical and realistic contexts to help teachers apply theory and ideas from personal experience.

Giving educators the confidence to teach with the relational qualities of love, trust, respect, and empathy, this is essential reading for all teachers wanting to develop authentic relationships with the children they care for.

This insightful book shows how prioritising loving relationships in the primary school between practitioners and children helps secure children’s emotional well-being, improves behaviour and leads to more successful learning. It identifies the fundamental values that underpin effective learning encounters and provides the practical tools and language to realise deep connections with children.

Combining theory with personal experience the authors present relationship-based practice as a robust and credible pedagogic approach to teaching and learning. The book offers unique features such as ‘Shared language’ to support and promote a rich, meaningful dialogue and ‘The lens of the authors’ offers practical and realistic contexts to help teachers apply theory and ideas from personal experience.

Giving educators the confidence to teach with the relational qualities of love, trust, respect, and empathy, this is essential reading for all teachers wanting to develop authentic relationships with the children they care for.

When the behaviour of young children causes concern, practitioners often find it difficult to identify exactly what the child’s needs are or how to focus their support most effectively. This book helps meet this challenge. Its inclusive approach seeks to promote positive behaviour in all children. The book includes:

This book is an ideal resource for all early years practitioners working across a variety of settings for young children.

When the behaviour of young children causes concern, practitioners often find it difficult to identify exactly what the child’s needs are or how to focus their support most effectively. This book helps meet this challenge. Its inclusive approach seeks to promote positive behaviour in all children. The book includes:

This book is an ideal resource for all early years practitioners working across a variety of settings for young children.

This unique collection of 12 research projects carried out by experienced practitioners in the play sector in the UK and USA puts forward a range of perspectives on children''s play and adults'' relationships with it.

Drawing on a diverse range of research methodologies, the studies consider adults'' memories of play; the co-production of spaces where children can play (in adventure playgrounds, out of school clubs, children’s zoos, children''s museums and public space); therapeutic approaches to playwork; playwork and wellbeing; supporting the play of severely disabled children and young people; play and contemporary art practice; and children''s use of technology in a playground.

Offering a fresh look beyond the dominant singular voice of developmental psychology, this book is essential reading for anyone studying or working with children at play.

This unique collection of 12 research projects carried out by experienced practitioners in the play sector in the UK and USA puts forward a range of perspectives on children''s play and adults'' relationships with it.

Drawing on a diverse range of research methodologies, the studies consider adults'' memories of play; the co-production of spaces where children can play (in adventure playgrounds, out of school clubs, children’s zoos, children''s museums and public space); therapeutic approaches to playwork; playwork and wellbeing; supporting the play of severely disabled children and young people; play and contemporary art practice; and children''s use of technology in a playground.

Offering a fresh look beyond the dominant singular voice of developmental psychology, this book is essential reading for anyone studying or working with children at play.