Nicola Stobbs – författare

The conceptualisation and practice of play is considered core to early childhood pedagogy. In this essential text, contributors from a range of countries and cultures explore how play might be defined, encouraged and interpreted in early childhood settings and practice.

Rethinking Play as Pedagogy provides a fresh perspective of play as a purposeful pedagogy offering multi-layered opportunities for learning and development. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection and editorial provocations, this volume will help students engage critically with a variety of understandings of play, and diverse approaches to harnessing children’s natural propensity to play. Considering the role of the learning environment, the practitioner, the wider community, and policy, chapters are divided into four key sections which reflect major influences on practice and pedagogy:

Offering in-depth discussion of diverse perceptions, potentials and practicalities of early childhood play, this text will enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.

The conceptualisation and practice of play is considered core to early childhood pedagogy. In this essential text, contributors from a range of countries and cultures explore how play might be defined, encouraged and interpreted in early childhood settings and practice.

Rethinking Play as Pedagogy provides a fresh perspective of play as a purposeful pedagogy offering multi-layered opportunities for learning and development. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection and editorial provocations, this volume will help students engage critically with a variety of understandings of play, and diverse approaches to harnessing children’s natural propensity to play. Considering the role of the learning environment, the practitioner, the wider community, and policy, chapters are divided into four key sections which reflect major influences on practice and pedagogy:

Offering in-depth discussion of diverse perceptions, potentials and practicalities of early childhood play, this text will enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.

This key text recognises the importance of upskilling students and practitioners to understand children’s holistic needs and to develop new ways of working therapeutically that support their wellbeing and resilience.

The book outlines why therapeutic approaches are necessary, considers the range of approaches that are available and the evidence behind them and shows how these can be used to support children and families in an increasingly challenging practice landscape. Placing an emphasis on self-care, it celebrates the role of the practitioner as an inspirer of hope and architect of resilience and self-efficacy. Each chapter in the book:

This informative and practical book will be essential reading for students in a range of disciplines, including early years professional practice and early childhood degrees, as well as education, health, social care and community services. It will also be a valuable resource for early years and primary practitioners, trauma-informed schools and organisations supporting children and families.

This key text recognises the importance of upskilling students and practitioners to understand children’s holistic needs and to develop new ways of working therapeutically that support their wellbeing and resilience.

The book outlines why therapeutic approaches are necessary, considers the range of approaches that are available and the evidence behind them and shows how these can be used to support children and families in an increasingly challenging practice landscape. Placing an emphasis on self-care, it celebrates the role of the practitioner as an inspirer of hope and architect of resilience and self-efficacy. Each chapter in the book:

This informative and practical book will be essential reading for students in a range of disciplines, including early years professional practice and early childhood degrees, as well as education, health, social care and community services. It will also be a valuable resource for early years and primary practitioners, trauma-informed schools and organisations supporting children and families.

A ONE STOP SHOP of accessible information for all early years students to help you succeed in your degree, increase your employability skills and develop as an ethical and critically reflective practitioner.

Part one gives guidance for students about learning in HE specifically in the context of early childhood education and care, including course requirements, academic skills and core knowledge. Chapters cover students roles and responsibilities, safeguarding, understanding policy, and professionalism and ethical practice. The second part of the book looks explicitly at applying this knowledge and understanding in the workplace before tackling the final research project.

A ONE STOP SHOP of accessible information for all early years students to help you succeed in your degree, increase your employability skills and develop as an ethical and critically reflective practitioner.

Part one gives guidance for students about learning in HE specifically in the context of early childhood education and care, including course requirements, academic skills and core knowledge. Chapters cover students roles and responsibilities, safeguarding, understanding policy, and professionalism and ethical practice. The second part of the book looks explicitly at applying this knowledge and understanding in the workplace before tackling the final research project.