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Challenges in Early Years and Primary Education focuses on the teaching and learning of children in early years and primary school settings and creates awareness and a deeper understanding of current and critical education issues.
Challenges in Early Years and Primary Education focuses on the teaching and learning of children in early years and primary school settings and creates awareness and a deeper understanding of current and critical education issues.
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Estelle Tarry is a lecturer at the University Centre South Devon, UK.
Inhaltsangabe
Introduction Estelle Tarry
Section A Children and the Curriculum
Chapter 1:Child Development and Neurodiversity: Every Classroom, Every Child and Every Family are Unique Anna Neale with Sabrina Connolly
Chapter 2: "I've Just Found Some Dragon Snot, Yay!": The Effect of Forest School Sessions on Children and Staff Jo Button
Chapter 3: More Than Just Dressing Up in a Sari: International schools in a Multicultural World Estelle Tarry
Chapter 4: 'Education is the Most Powerful Weapon Which You Can Use to Change the World' (Mandela): Global Education and Global Citizenship Katrina Perkins
Section B Professional Practice
Chapter 5: Walking the Online Learning Tightrope: Education Reimagined Through Pandemic Learning Cathie Burgess
Chapter 6:Harnessing Reflexive Practice for Professionals, Children and Settings: A Practical Guide for Greater Reflection Alison Milner
Chapter 7: Professionalism in Practice: A toolkit for Negotiating Professional Identity in Early Years and Primary Settings Lisa Rogers
Chapter 8: "Why Should I Worry...The SENCO Will Do It All": Recognising the Importance of the Special Educational Needs Coordinator (SENCO)in Our Schools in Readiness for a Post-Covid-19 World. Andy Smith
Section C Child Protection and Beyond
Chapter 9: ''What Are You Going to Do About It?'' Responsibility, Risks and Realities; Considerations for Safeguarding Children Caroline Knight
Chapter 10: Mental Health, Wellbeing, Resilience and Character: Helping Children to Flourish and Thrive Isabel Hallam
Chapter 11: Adverse Childhood Experiences (ACEs); How a Trauma Aware Classroom can Improve Outcomes for Children Kelly Laywood
Chapter 12: Why Do Good Children Do Bad Things and How We Can Help Them to Stop? Jodie Rossiter
Chapter 1:Child Development and Neurodiversity: Every Classroom, Every Child and Every Family are Unique Anna Neale with Sabrina Connolly
Chapter 2: "I've Just Found Some Dragon Snot, Yay!": The Effect of Forest School Sessions on Children and Staff Jo Button
Chapter 3: More Than Just Dressing Up in a Sari: International schools in a Multicultural World Estelle Tarry
Chapter 4: 'Education is the Most Powerful Weapon Which You Can Use to Change the World' (Mandela): Global Education and Global Citizenship Katrina Perkins
Section B Professional Practice
Chapter 5: Walking the Online Learning Tightrope: Education Reimagined Through Pandemic Learning Cathie Burgess
Chapter 6:Harnessing Reflexive Practice for Professionals, Children and Settings: A Practical Guide for Greater Reflection Alison Milner
Chapter 7: Professionalism in Practice: A toolkit for Negotiating Professional Identity in Early Years and Primary Settings Lisa Rogers
Chapter 8: "Why Should I Worry...The SENCO Will Do It All": Recognising the Importance of the Special Educational Needs Coordinator (SENCO)in Our Schools in Readiness for a Post-Covid-19 World. Andy Smith
Section C Child Protection and Beyond
Chapter 9: ''What Are You Going to Do About It?'' Responsibility, Risks and Realities; Considerations for Safeguarding Children Caroline Knight
Chapter 10: Mental Health, Wellbeing, Resilience and Character: Helping Children to Flourish and Thrive Isabel Hallam
Chapter 11: Adverse Childhood Experiences (ACEs); How a Trauma Aware Classroom can Improve Outcomes for Children Kelly Laywood
Chapter 12: Why Do Good Children Do Bad Things and How We Can Help Them to Stop? Jodie Rossiter
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