Rosemary Roberts – författare

Focusing on the period from birth to school, this book is about babies' and young children's feelings, their learning; and the ways in which the adults in their lives can support their emotional, social and cognitive development. Looking at the perspectives both of the child and the adult, it presents thought-provoking ideas and questions on how adults can make the most of opportunities to support the children with whom they live and work. A story, in episodes embedded throughout the book, makes this an accessible and enjoyable read.

In this third edition, there are new and updated chapters on:

• Young children's transitions, with a particular focus on starting school

• Young children's positive 'learning dispositions'

• Brain research and its possible implications

• Further reading, signposting some enchanting children's books as well as important new texts.

The book explores the basis of the 'key person' relationship, looking at attachment 'in practice', and linking developmental issues with the early development of self esteem.

Written for students on early childhood courses and staff in early childhood care and education settings and integrated Children's Centres, the book will also be of interest to parents and carers.

What do we mean by wellbeing, and what does it look like as it takes shape in early childhood? What can we do to support the wellbeing of children at home and in settings?

This book provides some answers to these complex questions, in a straightforward, accessible way. PART 1: INTRODUCING WELLBEING describes the 'backdrop' for a new model of wellbeing, outlining research and policy background, and underpinning early childhood themes. PART 2: THE THEORY OF WELLBEING defines wellbeing itself, describing the new model and the mechanism of wellbeing development called companionable learning. PART 3: EVERYDAY WELLBEING contains ideas and examples from homes and settings of 'real-life' wellbeing. Chapter 6: 'All to play for' is rich with ideas and examples of "profoundly satisfying" wellbeing play. PART 4: INVESTING IN WELLBEING is about professional development. It covers observation, assessment and planning; the key person approach; 'when things go wrong'; and integrating services across settings and communities. The book ends with the importance of collective wellbeing, arguing that all young children need experiences of individual and collective wellbeing, in their families and their communities.

Essential reading for anyone studying early childhood, and for managers and practitioners working with young children and their families, this book is an inspirational guide to developing a framework for wellbeing from birth.

WHAT MATTERS? is a small book about a big subject: the long-term health and happiness of babies, young children, and their companions at home. Based on research evidence, it raises questions about what matters for all concerned. Not only parents but also grandparents, other family members, friends, and neighbours may be childcarers at home these days. WHAT MATTERS? describes a financially manageable and practical approach, with babies and young children centre stage. It explains the link between belonging and behaviour, illuminates how children learn, and suggests many companionable activities with babies and children, involving minimal expenditure. There is a focus on adults' wellbeing, especially for mothers during the first year, while looking ahead at the common ground between toddlers and teenagers. WHAT MATTERS? can make life easier for everyone, contributing to families’ long-term mental health and happiness.

What do we mean by wellbeing, and what does it look like as it takes shape in early childhood? What can we do to support the wellbeing of children at home and in settings?

This book provides some answers to these complex questions, in a straightforward, accessible way. PART 1: INTRODUCING WELLBEING describes the 'backdrop' for a new model of wellbeing, outlining research and policy background, and underpinning early childhood themes. PART 2: THE THEORY OF WELLBEING defines wellbeing itself, describing the new model and the mechanism of wellbeing development called companionable learning. PART 3: EVERYDAY WELLBEING contains ideas and examples from homes and settings of 'real-life' wellbeing. Chapter 6: 'All to play for' is rich with ideas and examples of "profoundly satisfying" wellbeing play. PART 4: INVESTING IN WELLBEING is about professional development. It covers observation, assessment and planning; the key person approach; 'when things go wrong'; and integrating services across settings and communities. The book ends with the importance of collective wellbeing, arguing that all young children need experiences of individual and collective wellbeing, in their families and their communities.

Essential reading for anyone studying early childhood, and for managers and practitioners working with young children and their families, this book is an inspirational guide to developing a framework for wellbeing from birth.

Here is a convincing reflection that changes our understanding of gender in Maoist culture, esp. for what critics from the 1990s onwards have termed its ‘erasure’ of gender and sexuality. In particular the strong heroines of the yangbanxi, or ‘model works’ which dominated the Cultural Revolution period, have been seen as genderless revolutionaries whose images were damaging to women. Drawing on contemporary theories ranging from literary and cultural studies to sociology, this book challenges that established view through detailed semiotic analysis of theatrical systems of the yangbanxi including costume, props, kinesics, and various audio and linguistic systems. Acknowledging the complex interplay of traditional, modern, Chinese and foreign gender ideologies as manifest in the 'model works', it fundamentally changes our insights into gender in Maoist culture.

Focusing on the period from birth to school, this book is about babies' and young children's feelings, their learning; and the ways in which the adults in their lives can support their emotional, social and cognitive development. Looking at the perspectives both of the child and the adult, it presents thought-provoking ideas and questions on how adults can make the most of opportunities to support the children with whom they live and work. A story, in episodes embedded throughout the book, makes this an accessible and enjoyable read.

In this third edition, there are new and updated chapters on:

• Young children's transitions, with a particular focus on starting school

• Young children's positive 'learning dispositions'

• Brain research and its possible implications

• Further reading, signposting some enchanting children's books as well as important new texts.

The book explores the basis of the 'key person' relationship, looking at attachment 'in practice', and linking developmental issues with the early development of self esteem.

Written for students on early childhood courses and staff in early childhood care and education settings and integrated Children's Centres, the book will also be of interest to parents and carers.