Discussing the role of observation in the early years environment, this title helps students and early years practitioners understand the principles and ethical guidelines of observation and assessment methods, and encourages them to take a critical stance on different observation methods. The content is linked to the main policies and services for children and draws on a number of methodologies from educational research methods and clinical psychology approaches to develop good practice in observing, evaluating and assessing young children. It successfully links theory and practice ...

Promoting Positive Development in Early Childhood: Building Blocks for a Successful Start

The formative years – ages three through five – are critical to building a solid foundation for children’s long-term success. And although the relationship between children and parents is central to healthy development, a variety of community members and institutions – schools, programs, neighborhoods – often make important and lasting contributions. 

Photographing Children and Babies: How to Take Great Pictures

This guide shows parents how to dramatically improve their baby photos and create beautiful, memorable albums without extensive experience, technical knowledge, or equipment. Featuring more than 150 striking examples of successful pictures, the book provides the skills and technique to create excellent portraits, action shots, group pictures and more.

33 Ways to Help with Writing: Supporting Children who Struggle with Basic Skills

Thirty-Three Ways to Help with Writing equips teachers and teaching assistants with a wide range of practical resources to help children who are having difficulties learning the basic skills of writing.

Offering a range of activities and games to engage children and encourage motivation in the classroom, this essential classroom companion provides ready-to-use material that doesn’t need lengthy forward preparation.

The Development of Independent Reading: Reading Support Explained

Listening to children read, both at home and at school, has long been regarded as a vital element in the teaching of reading. However, it is a practice which is rarely examined in any detail. This book shows why it is not enough just to 'Hear Readers' and demonstrates how adult interventions should change as children's reading develops through five distinct but overlapping stages.