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:

Being alongside children

Those who educate

Embedding families and communities

Working with systems

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:

Being alongside children

Those who educate

Embedding families and communities

Working with systems

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:Provides an overview of adversity, trauma and holistic wellbeingIncludes helpful case studies and practical examples, alongside reflective questions that can be used as discussion points in seminarsTakes a multi-disciplinary approach with contributions from specialists working directly with children and families across a range of settingsEquips students and practitioners with a wide range of models, tools and approaches to achieve their best outcomesOffers advice for developing a therapeutic relationship, and the skills and dispositions needed for practice.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:Provides an overview of adversity, trauma and holistic wellbeingIncludes helpful case studies and practical examples, alongside reflective questions that can be used as discussion points in seminarsTakes a multi-disciplinary approach with contributions from specialists working directly with children and families across a range of settingsEquips students and practitioners with a wide range of models, tools and approaches to achieve their best outcomesOffers advice for developing a therapeutic relationship, and the skills and dispositions needed for practice.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 book, written by educators with a wealth of expertise across all age phases, provides an accessible, informative and thought-provoking exploration of how practitioners might place the human-centred values of social pedagogy at the heart of their own education and care practice to enrich and transform the learning experience.A clear overview of why and how the underpinning principles of social pedagogy can benefit both the learner and the educator is provided, and answers to current educational challenges are offered. Chapters in the book cover topics including:supporting children with special educational needs and disabilitiesworking with marginalised families and communitiestackling bias in higher educationalternative approaches to education leadershipestablishing relationships within an online environmentThis book concludes by considering the value of social pedagogical approaches beyond the realm of education, in wider work with children and families. It discusses how this approach can build communities, offer hope and provide opportunities for all. Supplying a fresh and highly relevant perspective to help face the challenges in education today, this book will be key reading for policymakers, teachers and students in the field of education studies and beyond.

This book, written by educators with a wealth of expertise across all age phases, provides an accessible, informative and thought-provoking exploration of how practitioners might place the human-centred values of social pedagogy at the heart of their own education and care practice to enrich and transform the learning experience.A clear overview of why and how the underpinning principles of social pedagogy can benefit both the learner and the educator is provided, and answers to current educational challenges are offered. Chapters in the book cover topics including:supporting children with special educational needs and disabilitiesworking with marginalised families and communitiestackling bias in higher educationalternative approaches to education leadershipestablishing relationships within an online environmentThis book concludes by considering the value of social pedagogical approaches beyond the realm of education, in wider work with children and families. It discusses how this approach can build communities, offer hope and provide opportunities for all. Supplying a fresh and highly relevant perspective to help face the challenges in education today, this book will be key reading for policymakers, teachers and students in the field of education studies and beyond.

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:

Provides an overview of adversity, trauma and holistic wellbeing Includes helpful case studies and practical examples, alongside reflective questions that can be used as discussion points in seminars Takes a multi-disciplinary approach with contributions from specialists working directly with children and families across a range of settings Equips students and practitioners with a wide range of models, tools and approaches to achieve their best outcomes Offers advice for developing a therapeutic relationship, and the skills and dispositions needed for practice.

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:

Provides an overview of adversity, trauma and holistic wellbeing Includes helpful case studies and practical examples, alongside reflective questions that can be used as discussion points in seminars Takes a multi-disciplinary approach with contributions from specialists working directly with children and families across a range of settings Equips students and practitioners with a wide range of models, tools and approaches to achieve their best outcomes Offers advice for developing a therapeutic relationship, and the skills and dispositions needed for practice.

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 is a key text for all those undertaking placements or work-based learning (WBL) in early years settings. Taking a practical approach underpinned by theory and research, it guides student practitioners through their WBL to help them achieve an outstanding experience. There is a focus on the variety of child, parent and practitioner perspectives plus case studies involving the full range of ages from across the early years. While it is invaluable in answering key questions about placements it also encourages a reflective and critical approach throughout that develops and promotes professionalism. It is completely up to date with the latest Early Years Foundation Stage and includes reference to the Early Years Teachers' Standards.

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.

This is a key text for all those undertaking placements or work-based learning (WBL) in early years settings. Taking a practical approach underpinned by theory and research, it guides student practitioners through their WBL to help them achieve an outstanding experience. There is a focus on the variety of child, parent and practitioner perspectives plus case studies involving the full range of ages from across the early years. While it is invaluable in answering key questions about placements it also encourages a reflective and critical approach throughout that develops and promotes professionalism. It is completely up to date with the latest Early Years Foundation Stage and includes reference to the Early Years Teachers' Standards.

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.

This book, written by educators with a wealth of expertise across all age phases, provides an accessible, informative and thought-provoking exploration of how practitioners might place the human-centred values of social pedagogy at the heart of their own education and care practice to enrich and transform the learning experience.A clear overview of why and how the underpinning principles of social pedagogy can benefit both the learner and the educator is provided, and answers to current educational challenges are offered. Chapters in the book cover topics including: supporting children with special educational needs and disabilities working with marginalised families and communities tackling bias in higher education alternative approaches to education leadership establishing relationships within an online environment This book concludes by considering the value of social pedagogical approaches beyond the realm of education, in wider work with children and families. It discusses how this approach can build communities, offer hope and provide opportunities for all. Supplying a fresh and highly relevant perspective to help face the challenges in education today, this book will be key reading for policymakers, teachers and students in the field of education studies and beyond.

This book, written by educators with a wealth of expertise across all age phases, provides an accessible, informative and thought-provoking exploration of how practitioners might place the human-centred values of social pedagogy at the heart of their own education and care practice to enrich and transform the learning experience.A clear overview of why and how the underpinning principles of social pedagogy can benefit both the learner and the educator is provided, and answers to current educational challenges are offered. Chapters in the book cover topics including: supporting children with special educational needs and disabilities working with marginalised families and communities tackling bias in higher education alternative approaches to education leadership establishing relationships within an online environment This book concludes by considering the value of social pedagogical approaches beyond the realm of education, in wider work with children and families. It discusses how this approach can build communities, offer hope and provide opportunities for all. Supplying a fresh and highly relevant perspective to help face the challenges in education today, this book will be key reading for policymakers, teachers and students in the field of education studies and beyond.

This is a key text for all those undertaking placements or work-based learning (WBL) in early years settings. Taking a practical approach underpinned by theory and research, it guides student practitioners through their WBL to help them achieve an outstanding experience. There is a focus on the variety of child, parent and practitioner perspectives plus case studies involving the full range of ages from across the early years. While it is invaluable in answering key questions about placements it also encourages a reflective and critical approach throughout that develops and promotes professionalism. It is completely up to date with the latest Early Years Foundation Stage and includes reference to the Early Years Teachers' Standards.

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.

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:Being alongside children Those who educate Embedding families and communities Working with systemsOffering 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:Being alongside children Those who educate Embedding families and communities Working with systemsOffering 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 is a key text for all those undertaking placements or work-based learning (WBL) in early years settings in the UK. Taking a practical approach underpinned by theory and research, the book guides student practitioners through their WBL to help them achieve an outstanding experience. There is a focus on the variety of child, parent, and practitioner perspectives, plus UK case studies involving the full range of ages from across the early years. While it is invaluable in answering key questions about placements, the book also encourages a reflective and critical approach throughout that develops and promotes professionalism. It is completely up to date with the UK's latest Early Years Foundation Stage and includes reference to the Early Years Teachers' Standards. *** Librarians: ebook available on ProQuest and EBSCO (Series: Early Years) [Subject: Education]