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Professional Development (9)

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These titles address current issues in the Early Years. They are of interest to practitioners, students and other Early Years professionals. This series includes 9 books.

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These titles address current issues in the Early Years. They are of interest to practitioners, students and other Early Years professionals.

This series includes 9 books titled:

Getting Ready For Phonics - (Sally Featherstone)
Everyone agrees that an understanding of phonics is essential to cracking the code for reading. Getting Ready for Phonics discusses early language development. It focuses on the phonics debate; and provides activities to support multi-sensory learning environments for the teaching of phonological development in the Foundation Stage and early Key Stage 1. 

Treasure Baskets and Heuristic Play - (Sally Featherstone)
Heuristic Play uses a specifi c range of 'found' or everyday objects, in adult-led and child-initiated sessions, indoors and outside. This book provides information on using treasure baskets and heuristic play with babies and young children and what needs to change to meet the needs of children at different stages of development. 

Getting it Right for Boys - (Neil Farmer)
This book by Neil Farmer, a highly respected and experienced early years consultant, will appeal to all practitioners and parents who are interested in how boys develop and how they give them the best possible start in life! 

The Cleverness of Boys (Sally Featherstone, Ross Bayley) 
The differences between boys and girls, in development and attitude to learning are well documented, and a formalised early curriculum emphasises these differences. The abilities of most girls to meet goals for learning at an earlier age may result in a tendency to focus on trying to teach boys to learn like girls, instead of recognising their unique gifts and abilities. If we are to help boys to become strong, competent learners from an early age, we must resist the temptation to feel sorry for them. We must dispel the myths about 'under-achievement', challenge stereotypical views of gender, and recognise the unique strengths and abilities of young boys. 

Learning to Learn (Sally Featherstone) 
How children learn is much more important than what they learn. Discover the keys to maintaining the drive to learn from birth onwards and preparing children for each stage of childhood. This book is an introduction to some of the things that affect children’s learning, explaining them in accessible terms with simple ways of ensuring children get the best start in their lifelong learning journey. 

Successful Leadership in the Early Years (June O'Sullivan)
This book acknowledges the problems of fi nding people who can lead effective teams in different types of settings. It provides ideas and suggestions to address the issues facing leaders so they receive the right amount of support in working on the government targets of reducing poverty among families with small children and increasing opportunities for children from disadvantaged backgrounds. 

The Revised EYFS in Practice (Ann Langston, Jonathan Doherty)
With the new EYFS in its infancy, this practical professional development title will take practitioners through the new policies and provide vital information and practical advice on how to implement it effectively. With their wealth of experience in the Early Years, Ann Langston and Dr Jonathan Doherty have all the expertise to make this an authoritative book that will be useful to anyone involved in Early Years education.

Supporting Child-Initiated Learning (Sally Featherstone)
Why is it that some children behave like butterfl ies, fl itting around among the fl owers of activities while others behave with the single-minded concentration of bees? This book, written by a group of experts, explores the place and purpose of child-initiated learning as a key feature of the EYFS. 

Understanding Schemas in Young Children. (Stella Louis, Clare Beswick, Sally Featherstone)
What are schemas and why do they matter? This book is an introduction to understanding and supporting schemas and schema play in young children, including guidance on where they fi t within the EYFS. It helps practitioners develop, plan and resource activities which support children’s learning through experiment and play. 

Additional Information

Additional Information

Publisher A&C Black
Cover Paperback
Fiction or Non-Fiction Non-Fiction
Interest Level No
Reading Level No

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