Janet Moyles – författare

This bestselling textbook provides an introduction to the fundamentals of teaching and learning in early years and primary education. If you are training to work in schools or other educational settings, the book offers a wide range of practical and straightforward guidance, covering essential topics such as safeguarding; attachments and relationships; assessment; the indoor and outdoor environment; new technologies; behaviour management; and well-being.Thoroughly updated throughout and retaining its lively and engaging style, this new fifth edition extends your knowledge and understanding of working and playing effectively with young children. Enlivened by thought-provoking cameos and reflective questions, the book gives you the confidence to reflect upon, challenge and enhance your own pedagogies.  Key features include:• Real life cameos drawn from schools and settings• Questions to promote thinking included in each chapter• Suggested further reading  including a range of annotated references• Up-to-date research and issues that teachers may faceBeginning Teaching, Beginning Learning is essential reading for student and newly qualified early years and primary teachers and practitioners, as well as those who educate and train them.

"This outstanding book should a core text for beginning teachers working in the birth to 11 age range.  It places Early Years and Primary education in the historical context and encourages new teachers to become reflective practitioners by adopting a questioning approach based on thoughtful comparative experiences.  

One aspect which makes this stand out from other similar texts is the focus it has on developing a deep understanding of the partnership between children’s learning and the beginner teacher. Contributors, many of whom have been teachers themselves, include experts not only in their specific fields of interest but also in teacher education more broadly so understand what is relevant for those on initial teacher education courses and those in the early stages of their teaching career." Jane Warwick, Primary PGCE Course Manager, University of Cambridge, UK"Beginning Teaching, Beginning Learning should be a core text on all birth to 11 years ITT courses.  The book neatly combines grounded cameos of actual teaching experience with real life questions and dovetails these with a thoroughly referenced scholarly critique.  Through its engaging style and approach the book speaks clearly and directly to the inquisitive, curious and professional novice teacher who wishes to be both thoroughly reflective and knowledgeable of the latest research.  This book is hugely successful as it manages to be both very wide in its content whilst encouraging a questioning and in-depth critical thinking throughout".Guy Roberts-Holmes, MA Early Years Education Programme Director, UCL Institute of Education, UK

This bestselling textbook provides an introduction to the fundamentals of teaching and learning in early years and primary education. If you are training to work in schools or other educational settings, the book offers a wide range of practical and straightforward guidance, covering essential topics such as safeguarding; attachments and relationships; assessment; the indoor and outdoor environment; new technologies; behaviour management; and well-being.Thoroughly updated throughout and retaining its lively and engaging style, this new fifth edition extends your knowledge and understanding of working and playing effectively with young children. Enlivened by thought-provoking cameos and reflective questions, the book gives you the confidence to reflect upon, challenge and enhance your own pedagogies.  Key features include:• Real life cameos drawn from schools and settings• Questions to promote thinking included in each chapter• Suggested further reading  including a range of annotated references• Up-to-date research and issues that teachers may faceBeginning Teaching, Beginning Learning is essential reading for student and newly qualified early years and primary teachers and practitioners, as well as those who educate and train them.

"This outstanding book should a core text for beginning teachers working in the birth to 11 age range.  It places Early Years and Primary education in the historical context and encourages new teachers to become reflective practitioners by adopting a questioning approach based on thoughtful comparative experiences.  

One aspect which makes this stand out from other similar texts is the focus it has on developing a deep understanding of the partnership between children’s learning and the beginner teacher. Contributors, many of whom have been teachers themselves, include experts not only in their specific fields of interest but also in teacher education more broadly so understand what is relevant for those on initial teacher education courses and those in the early stages of their teaching career." Jane Warwick, Primary PGCE Course Manager, University of Cambridge, UK"Beginning Teaching, Beginning Learning should be a core text on all birth to 11 years ITT courses.  The book neatly combines grounded cameos of actual teaching experience with real life questions and dovetails these with a thoroughly referenced scholarly critique.  Through its engaging style and approach the book speaks clearly and directly to the inquisitive, curious and professional novice teacher who wishes to be both thoroughly reflective and knowledgeable of the latest research.  This book is hugely successful as it manages to be both very wide in its content whilst encouraging a questioning and in-depth critical thinking throughout".Guy Roberts-Holmes, MA Early Years Education Programme Director, UCL Institute of Education, UK

There has recently been an unprecedented focus on early years care and education, particularly on the impact of the various adults who work and play with children in the birth to five/six-years age range. Staff in early years settings have had to adapt to many changes and demands, locally and nationally, from local authorities and national government, and none more so than those who suddenly find themselves in a leadership and management role in increasingly complex small early years businesses and settings, often without formal training or qualifications.

The book is unique in providing not only a thorough analysis of the leader and manager’s role and presenting it as a typology, but also in offering a clear and in-depth view of that role. It also presents ways in which the leader and manager can undertake self-evaluation or work alongside a peer to understand their own strengths and challenges more readily.

The book conceptualises effective leadership and management as a tree, with the four key ‘branches’ of effective leadership and management defined as:

"This book provides an excellect collection of chapters which encourages early years practitioners to really get to grips with their own perceptions about, understanding of and beliefs in relation to play in early education settings. In so doing, they will also be well-supported in getting to grips with decisions to change and develop their playful practices for the benefit and pleasure both of children and of themselves. Janet Moyles has brought together a good number of well-respected writers in the field in a highly accessible and informative book. Professor Pat Broadhead, Leeds Metropolitan University, UK

This edited collection brings together play and reflective practice and supports practitioners in reflecting more deeply on the play provision they make for young children. This involves analysing and evaluating what makes quality play and learning experiences by considering how current research might impact on practice.

Key features:

Contributors: Deborah Albon, Pat Beckley, Avril Brock, Stephanie Collins, Jane George, Jane Gibbs, Justine Howard, Pam Jarvis, Karen McInnes, Kevin Kelman, Linda Lauchlan, Paulette Luff, Estelle Martin, Theodora Papatheodorou, Marie Sprawling, Lynsey Thomas, Pauline Trudell, Rebecca Webster, Bryonie Williams, Maulfry Worthington

This essential reference book is vital reading for all those working and playing with young children and students on early childhood courses.

“Janet writes in a brilliantly authoritative style as she draws in research and researchers who surround quite contentious and complex issues. This is a scholarly text and is to be trusted.”

Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK

“In this fascinating and engaging text, Janet Moyles does not attempt to define play...This text will be invaluable to early childhood students and practitioners and to all those interested in extending their thinking about play.”

Professor Trisha Maynard, Director, Research Centre for Children, Families and Communities, Canterbury Christ Church University, UK

“This book certainly works a useful dictionary to remind us of what (for example) ‘epistemic play’ means, but I would advise readers to approach it more playfully... The imaginative use of photographs to illustrate entries, combined with illustrative examples, helps to make distinctions between the different types/aspects of play, and unobtrusive referencing is available for those who have been inspired to pursue particular interests further.”

Dr Jan Georgeson, Research Fellow in Early Education Development, Plymouth University, UK

“Janet’s brilliant idea - coupled with her characteristic meticulous application - has provided early childhood education and care with a rich treasure trove: a book to use for reference, as a starting point for reflection, a spark for debate and, importantly, a reiteration of the central role of play in the lives of children.”

Tricia David, Emeritus Professor, Canterbury Christ Church University, UK

This essential reference book is vital reading for all those working and playing with young children and students on early childhood courses.

“Janet writes in a brilliantly authoritative style as she draws in research and researchers who surround quite contentious and complex issues. This is a scholarly text and is to be trusted.”

Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK

“In this fascinating and engaging text, Janet Moyles does not attempt to define play...This text will be invaluable to early childhood students and practitioners and to all those interested in extending their thinking about play.”

Professor Trisha Maynard, Director, Research Centre for Children, Families and Communities, Canterbury Christ Church University, UK

“This book certainly works a useful dictionary to remind us of what (for example) ‘epistemic play’ means, but I would advise readers to approach it more playfully... The imaginative use of photographs to illustrate entries, combined with illustrative examples, helps to make distinctions between the different types/aspects of play, and unobtrusive referencing is available for those who have been inspired to pursue particular interests further.”

Dr Jan Georgeson, Research Fellow in Early Education Development, Plymouth University, UK

“Janet’s brilliant idea - coupled with her characteristic meticulous application - has provided early childhood education and care with a rich treasure trove: a book to use for reference, as a starting point for reflection, a spark for debate and, importantly, a reiteration of the central role of play in the lives of children.”

Tricia David, Emeritus Professor, Canterbury Christ Church University, UK

With its questions for reflection and discussion, further reading and useful websites, Early Years Foundations is essential and informative reading for students studying any early years or early childhood course, or working towards Early Years Teacher Status.

Among the many challenges facing early years professionals, there are continual dilemmas arising between perceptions of good practice, the practicalities of provision and meeting OfSTED requirements. This exciting and innovative new edition supports practitioners in thinking through their responsibilities in tackling some of the many challenges they encounter, for example, that children are still perceived as 'deficit' in some way and in need of 'being school ready' rather than as developing individuals who have a right to a childhood and appropriate early education.

Chapters explore the rationale behind early years practice based on theory and research, covering important topics including:

"Early Years Foundations: Critical issues is a timely and valuable edition for the early childhood bookshelf, offering high quality scholarship combined with deep understanding of early childhood practice."Jane Murray PhD, Senior Lecturer, University of Northampton, UK

"This book stands out amongst the crowd for a number of reasons. In particular, the status of the three editing authors means that the content of the book is to be trusted to be both informed and thorough in its attention to detail, and this second edition has been carefully updated to incorporate recent reforms and initiatives. The editing authors' insistence on the creation of an early years text that centres on a critically reflective review of contemporary policy and research can only help to build the argument for a better future for young children's care and education."

Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK

"This book is not another bland 'how to do it' manual to accompany the EYFS, it goes much further in offering a truly challenging critique. This should be essential reading for experienced practitioners as well as Early Childhood Studies students."Denise Hevey, Professor of Early Years, University of Northampton, UK.

With its questions for reflection and discussion, further reading and useful websites, Early Years Foundations is essential and informative reading for students studying any early years or early childhood course, or working towards Early Years Teacher Status.

Among the many challenges facing early years professionals, there are continual dilemmas arising between perceptions of good practice, the practicalities of provision and meeting OfSTED requirements. This exciting and innovative new edition supports practitioners in thinking through their responsibilities in tackling some of the many challenges they encounter, for example, that children are still perceived as ''deficit'' in some way and in need of ''being school ready'' rather than as developing individuals who have a right to a childhood and appropriate early education.

Chapters explore the rationale behind early years practice based on theory and research, covering important topics including:

"Early Years Foundations: Critical issues is a timely and valuable edition for the early childhood bookshelf, offering high quality scholarship combined with deep understanding of early childhood practice."Jane Murray PhD, Senior Lecturer, University of Northampton, UK

"This book stands out amongst the crowd for a number of reasons. In particular, the status of the three editing authors means that the content of the book is to be trusted to be both informed and thorough in its attention to detail, and this second edition has been carefully updated to incorporate recent reforms and initiatives. The editing authors'' insistence on the creation of an early years text that centres on a critically reflective review of contemporary policy and research can only help to build the argument for a better future for young children''s care and education."

Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK

"This book is not another bland ''how to do it'' manual to accompany the EYFS, it goes much further in offering a truly challenging critique. This should be essential reading for experienced practitioners as well as Early Childhood Studies students."Denise Hevey, Professor of Early Years, University of Northampton, UK.

The emphasis remains firmly on demonstrating the excellenceof play and its contribution to children's overall learning and development in the early years, and the role of adults in promoting inspirational playful pedagogies.It offers new coverage on topics such as brain development, gender, babies’ play, cultural diversity and inclusion, children as researchers, new technologies, outdoor play and international dimensions.

Key features include:

This is a must-read book for all students studying early childhood at a range of levels and practitioners who are looking to deepen their understanding of play and playful practices.

"Janet Moyles's 'The Excellence of Play' has become a corner-stone of Early Childhood Education and Care. Please, please someone, make this book compulsory reading for MPs and policy wonks." Tricia David, Emeritus Professor, Canterbury Christ Church University

"'The Excellence of Play' is now in its 4th edition and this is testimony to how thought-provoking an edited collection it continues to be. This much anticipated new edition does not disappoint:in summary, this book is a valuable contribution to the field of Early Childhood Studies and should be considered essential reading for students and practitioners alike."Dr. Deborah Albon, London Metropolitan University

"This new edition of a classic text offers encouragement as well as information to all working with young children and their families. It provides grounded evidence for the importance of play, spelling out the complex but crucial contribution it makes to self-regulation, motivation and well-being, which are under threat in current conditions. Readers will be equipped to affirm and disseminate the importance of ensuring that future generations benefit from meaningful play."

Wendy Scott, President TACTYC

"The book's contributors do justice to the delights, complexities, puzzles and imponderables of play and make a powerful case against the undue "schoolification" of childhood and for the "playification" of schooling." Colin Richards HMI(retired) Emeritus Professor of Education, University of Cumbria

Divided into four parts, the book covers:

- children's learning cultures

- culture of pedagogy

- cultural perspectives on curriculum

- cultures of professional development

Chapters cover key topics such as:

- multi-sensory learning

- outdoor learning

- children's voice

- children as mentors

- literacy and mathematics

With expert contributors drawn from across the world, this book is vital reading for all those studying comparative education on early years courses.

Theodora Papatheodorou, PhD, is an early years educator and researcher.

Janet Moyles is Professor Emeritus at the Faculty of Education, Anglia Ruskin University and an early years consultant.

Divided into four parts, the book covers:

- children's learning cultures

- culture of pedagogy

- cultural perspectives on curriculum

- cultures of professional development

Chapters cover key topics such as:

- multi-sensory learning

- outdoor learning

- children's voice

- children as mentors

- literacy and mathematics

With expert contributors drawn from across the world, this book is vital reading for all those studying comparative education on early years courses.

Theodora Papatheodorou, PhD, is an early years educator and researcher.

Janet Moyles is Professor Emeritus at the Faculty of Education, Anglia Ruskin University and an early years consultant.