Pat Broadhead – författare

This book draws on the work of Sheffield Children’s Centre, a well-known community cooperative which is recognized worldwide for its cutting edge approach and models of good practice that have emerged from community participation.

Gaining an insight into the work of the Centre contributes to a better understanding of the challenges, issues, difficulties and opportunities which confront integrated services for children and families. The authors illustrate how, through working closely with the local community and through hearing the voices of children and adults, service provision for children and families can meet needs and change lives.

The book:

Children, Families and Communities is ideal for researchers, policy makers, practitioners and students training to work with children and families from a range of disciplines such as education, health and social services, including those pursuing the NPQICL (National Professional Qualification for Integrated Centre Leadership) qualification and the EYPs (Early Years Professional Status).

This practical book provides an accessible framework for observing and assessing children''s learning through play. It will help early years practitioners to deepen their understanding of the links between intellectual development, the growth of language and the emotional well-being of young children.

Drawing on many years of research and working with teachers, Pat Broadhead has developed the Social Play Continuum, a unique observation tool and a means of monitoring and developing a child''s social progress through skills such as problem-solving, investigation and imagination discourse. This tool forms an integral part of this innovative text, offering practitioners in a wide range of early years settings a means of focusing their observations of play. In addition, the book:

Blending theory and practice this book is aimed at all early years'' practitioners concerned with quality provision for their pupils. It is also the ideal text to support student teachers, classroom assistants and undergraduates on early childhood studies degrees.

This practical book provides an accessible framework for observing and assessing children''s learning through play. It will help early years practitioners to deepen their understanding of the links between intellectual development, the growth of language and the emotional well-being of young children.

Drawing on many years of research and working with teachers, Pat Broadhead has developed the Social Play Continuum, a unique observation tool and a means of monitoring and developing a child''s social progress through skills such as problem-solving, investigation and imagination discourse. This tool forms an integral part of this innovative text, offering practitioners in a wide range of early years settings a means of focusing their observations of play. In addition, the book:

Blending theory and practice this book is aimed at all early years'' practitioners concerned with quality provision for their pupils. It is also the ideal text to support student teachers, classroom assistants and undergraduates on early childhood studies degrees.

This timely and accessible text introduces, theorises and practically applies two important concepts which now underpin early years practice: those of ‘playful learning'' and ''playful pedagogies''. Pat Broadhead and Andy Burt draw upon filmed material, conversations with children, reflection, observation, and parental and staff interviews, in their longitudinal study of outdoor and indoor play environments in an early years unit. This research-based text offers extensive insights into related theories, as well drawing on the authors’ skills and knowledge as researcher and as class teacher in order to provide opportunities for personal reflection and possibilities for practical application in early years classes and settings.

Discussing both indoor and outdoor environments, the text explores ideas surrounding ‘open-ended play’, and ‘the whatever you want it to be place’. It illustrates how the themes of children’s play reflect their interests, experiences, knowledge gained at home and in school, and their cultural heritages. By showing how children become familiar and skilful within open-ended play environments, the authors illustrate how the children’s co-operative skills develop over time as they become connected in communities of learners. Alongside the examples of children’s playful learning, the book also considers the implications for resourcing and organising playful settings through playful pedagogies that connect with the Early Years Foundation Stage curriculum (DfES 2007) and with the Tickell Review, ongoing as the book went to press.

Understanding Young Children''s Learning through Play uses children’s perspectives on their play to illustrate how rich their personal understandings are. It also includes parental reflections on what may initially appear a risky and unusual outdoor environment, and it draws attention to the importance of conflict resolution in play in order to extend children’s resilience and assertiveness.

This insightful text will be of interest to students of early years education, early years practitioners, academics and researchers.

This timely and accessible text introduces, theorises and practically applies two important concepts which now underpin early years practice: those of ‘playful learning'' and ''playful pedagogies''. Pat Broadhead and Andy Burt draw upon filmed material, conversations with children, reflection, observation, and parental and staff interviews, in their longitudinal study of outdoor and indoor play environments in an early years unit. This research-based text offers extensive insights into related theories, as well drawing on the authors’ skills and knowledge as researcher and as class teacher in order to provide opportunities for personal reflection and possibilities for practical application in early years classes and settings.

Discussing both indoor and outdoor environments, the text explores ideas surrounding ‘open-ended play’, and ‘the whatever you want it to be place’. It illustrates how the themes of children’s play reflect their interests, experiences, knowledge gained at home and in school, and their cultural heritages. By showing how children become familiar and skilful within open-ended play environments, the authors illustrate how the children’s co-operative skills develop over time as they become connected in communities of learners. Alongside the examples of children’s playful learning, the book also considers the implications for resourcing and organising playful settings through playful pedagogies that connect with the Early Years Foundation Stage curriculum (DfES 2007) and with the Tickell Review, ongoing as the book went to press.

Understanding Young Children''s Learning through Play uses children’s perspectives on their play to illustrate how rich their personal understandings are. It also includes parental reflections on what may initially appear a risky and unusual outdoor environment, and it draws attention to the importance of conflict resolution in play in order to extend children’s resilience and assertiveness.

This insightful text will be of interest to students of early years education, early years practitioners, academics and researchers.

By helping the reader to develop their understanding of the complex relationships between play and learning, this book examines current theoretical perspectives on play, alongside examples of recent and innovative play research from a range of disciplinary and methodological perspectives. With contributions from leading play scholars, it brings together theory, research, policy and practice in relation to play and learning in early years settings. The emphasis is on the relationship between play and learning, and play and pedagogy, and the need to understand these dimensions more substantially in order to teach with confidence.

Included are chapters on:

- the influence of play on thinking, problem-solving and creativity

- cooperative play and learning

- play, risk and outdoor learning

- learning to play in cultural context

There are chapter objectives, reflective points, reflective tasks and suggestions for further reading throughout, to facilitate critical thinking and encourage independent study. Suitable for early years practitioners, early childhood students at undergraduate and postgraduate levels, and all those who work with and care for young children, this is an exciting and thought-provoking book.

By helping the reader to develop their understanding of the complex relationships between play and learning, this book examines current theoretical perspectives on play, alongside examples of recent and innovative play research from a range of disciplinary and methodological perspectives. With contributions from leading play scholars, it brings together theory, research, policy and practice in relation to play and learning in early years settings. The emphasis is on the relationship between play and learning, and play and pedagogy, and the need to understand these dimensions more substantially in order to teach with confidence.

Included are chapters on:

- the influence of play on thinking, problem-solving and creativity

- cooperative play and learning

- play, risk and outdoor learning

- learning to play in cultural context

There are chapter objectives, reflective points, reflective tasks and suggestions for further reading throughout, to facilitate critical thinking and encourage independent study. Suitable for early years practitioners, early childhood students at undergraduate and postgraduate levels, and all those who work with and care for young children, this is an exciting and thought-provoking book.