Beginning Teaching, Beginning Learning

4. Auflage 2011
ISBN: 978-0-335-24413-3
Verlag: Open University Press

Buch, Englisch, Format (B × H): 170 mm x 238 mm

"Whether you are a student about to start initial teacher education, an established early years or primary teacher or one of the many others involved in young children’s learning this book will help to keep your heart high in the current climate of educational change. Through well written chapters, cameos and questions to promote thinking it will help anyone who wants to make a difference in the lives of children to be able to do this imaginatively, sensitively and reflectively. This is a book to take new teachers into their training and beyond and to support others longer in the profession as their pedagogy evolves and develops."

Anna Cox, PGCE Early Years Education Route Leader, School of Education, University of Northampton, UK

"This book is an excellent starting point and source of reference for those new to the profession. It addresses the standards for QTS without being over-focussed on the National Curriculum. The authors, all experts in their field, give clear guidance and identify key texts for further reading. The cameos bring real challenges to life and provide valuable solutions. It is a book one can keep returning to and learning from and should be on every reading list."

David Little, Subject Group Leader - Childhood & Early Years, Leeds Metropolitan University, UK

"The book is stimulating, thought provoking, accessible, enlivened by rich cameos of real children and the professionals who work with them and is packed with a wide range of essential information and knowledge."

Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds, UK

The fourth edition of this highly successful text widens the scope and range of topics previously explored. The aim of the book is to support beginning teachers and other early years professionals in working and playing effectively with babies and young children as well as primary age children. The book explores a range of expanded topics to include issues such as safeguarding, attachments and relationships, assessment, indoor/outdoor environment, new technologies and empowering children.

Comprehensively revised and updated throughout, the book is written in a lively and interesting style and offers guidance, encouragement and support to all those new to working in schools and other educational settings. The book gives readers the confidence to reflect upon, challenge and enhance their own pedagogies. Key features of this new edition include:

- Real life cameos drawn from schools and settings

- Questions to promote thinking included in each chapter

- Suggested further reading

- Up-to-date research and issues that teachers may face

- Reflections of the revised QTS Standards and more links to Early Years Professional Status

Beginning Teaching Beginning Learning 4/e is essential reading for all students and newly qualified early years and primary teachers as well as those who educate and train them.

Contributors

Deborah Albon, Ann Burnett, Caroline Cable, Liz Chamberlain, Penny Coltman, Helen Clarke, Alison Closs, Jean Conteh, Aline-Wendy Dunlop, Jan Georgeson, Usha Goswami, Jacqueline Harrett, Rita Headington, Mary Cecilia Kellett, Rachael Levy, Elizabeth Marsden, Trisha Maynard, Karen McInnes, Janet Moyles, Theodora Papatheodorou, Pia Parry, Jane Payler, Karen Phethean, Sue Robson, Mary Scanlan, Gary Walker, Jane Waters, Carrie Weston, David Whitebread and Maulfry Worthington

Autoren/Hrsg.

Moyles, Janet

Georgeson, Jan

Payler, Jane

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen

Inhaltsverzeichnis

Introduction

Part 1: The context of education, birth to 11

Policy context and current issues

What cognitive neuroscience really tells educators about learning and development

Attachment and relationships

Learning about the teacher’s role in safeguarding

Part 2: Getting organized

Planning for learning

Assessment and accountability

Organizing the environment indoors and out

Creating a positive behaviour environment

Moving in, up and out: Successful transitions

Part 3: Ways of learning

Developing young children as self-regulating learners

From astronaut to problem solving: tracing children’s symbolic meanings

Encouraging enquiry: exploring the world around us

New technologies, new ways of learning

The relationship between physical development and learning in the early years and primary classrooms

The power of story

Part 4: Influences on children's learning

Social class and culture: building bridges

Empowering learners from 3-11 through language diversity and bilingualism

Accessing children’s voices and experiences

Promoting children's health and well-being in primary schools

Part 5: Working together

Reaching out: fostering partnership with parents

Education of children with long term health issues

Exploring leadership in the classroom

Beginning to work with other agencies

Endpiece

Über Autor(innen)

Janet Moyles is Professor Emeritus at Anglia Ruskin University and a play/early years consultant, UK.

Jan Georgeson is Research Fellow in Early Education Development at the University of Plymouth, UK.

Jane Payler is Senior Lecturer in Early Years Education at the University of Winchester, UK.