This accessible and practical book provides teachers with a tool-kit for observing and assessing children's play developed by the author during a decade of working in early years classrooms.
Table of Contents
Contents
Acknowledgements
Introduction
Background
Promoting practitioner research – beyond watching children
1 Areas of Provision in early years settings
Building on our heritage in the early years
The early years in a changing world
Illustrating Areas of Provision – some scenarios
Some emerging principles to underpin Areas of Provision
2 The Social Play Continum
Becoming sociable and cooperative
The headings and footing of the Continuum
A note about the research
3 Using the Social Play Continuum
Practitioners as researchers – insights into learning and teaching
The Social Play Continuum as a tool for research and pupil assessment
Observing children
Creating the time to watch, listen and learn
The emergence of the ‘whatever you want it to be place’
Allowing children to sustain and develop their play
Recognizing and nurturing play themes
Fostering friendships in young children
4 Scaffolding the growth of sociability and cooperation: Children as co-constructors of the early years curriculum
Links with planning in early years settings
A brief look at Vygotsky
Assessing children's progress as they play
Providing for boys and providing for girls – are their needs similar or different?
Areas of Provision – a positive impact on behaviour management
Scaffolding sociability and cooperation – some practical activities and suggestions
5 Literacy and numeracy: Harnessing emerging interests and skills and continuing to co-construct the curriculum
Co-constructing literacy and numeracy learning
…And on into Key Stage 1
Literacy and numeracy – returning to Areas of Provision
6 Emotional well-being, making choices, time to learn
Promoting emotional well-being for young children in early years settings
Little sadness, big sadness – needing friends and needing help
Heartland Primary School – the home corner
References
Index
