Overview

Child-Initiated Play and Learning shows how a creative approach to learning that allows for spontaneous adventures in play through child-led projects can lead to rich learning experiences that build on children’s own interests. This second edition has been fully updated in light of policy and curriculum changes and features new material to help practitioners make informed decisions around digital technology and how children engage with it. Including scenarios and provocative questions for reflective practice, this book looks at planning and considers the possibilities that should be encouraged when playing alongside young children. Drawing on practice from Reggio Emilia, New Zealand, Scandinavia and in settings in the UK, the book covers all aspects of planning including: how to enable and empower children to lead projects; organisation of indoor and outdoor materials and space; inclusive practice and contemporary research; learning through managing risks and adventurous play; working with parents and carers; challenging teams to explore what they actually believe about possibilities of play. In a busy setting it can be difficult to adopt a flexible, creative approach to planning that embraces the unexpected rather than relying on templates or existing schemes of work. This book will give readers the confidence to adopt a flexible approach to planning that will better meet the needs of the children in their care. The authors are experienced lecturers, practitioners, advisors and managers. Working with students, visiting placements, training teachers and early years professionals, they provide a sense of real purpose in their optimistic writing and enjoyment in the themes made explicit throughout this book.

Full Product Details

9781138688193

Table of Contents

Reviews

Yasmin Stefanov-King, University of Hull, UK This is a really interesting book which does a great job of covering all the different areas of early years provision, and examining the ways in which practitioners need to think about how they can enable children to be more empowered – its strength is in recognising that staff need to be empowered too! There are a range of excellent anecdotes to support the theories, and the text is generally accessible to students. It is a text which I would feel confident to recommend to my students, knowing that whatever role they take on in the future, there will be something in here that will support them – even if they step outside of the sector altogether. Michelle Rogers, University of Worcester, UK Interesting and easy to access text. The chapters in general ‘welcome’ you in to read them, when you do they are insightful, current and challenge the audience to explore what it is they actually believe about possibilities of play. Strengths/advantages – easy accessibility. Titles of the chapters are enticing, introduction of the chapters and how they support each other is liked by the students. The only weaker area I think is the non-embedded consideration of technology. Clare Boucher, Greenwich Community College, UK Yes there is a real need for this book in order to support those studying and practicing within Early Years Settings, schools and those studying to work as Early Years Practitioners. I recommend that you should publish the second Edition of this book. This book provides innovative research into the area of child-initiated play and national and international approaches, highlighting contemporary and play-based practice incorporating child-led planning.

Yasmin Stefanov-King, University of Hull, UK This is a really interesting book which does a great job of covering all the different areas of early years provision, and examining the ways in which practitioners need to think about how they can enable children to be more empowered - its strength is in recognising that staff need to be empowered too! There are a range of excellent anecdotes to support the theories, and the text is generally accessible to students. It is a text which I would feel confident to recommend to my students, knowing that whatever role they take on in the future, there will be something in here that will support them - even if they step outside of the sector altogether. Michelle Rogers, University of Worcester, UK Interesting and easy to access text. The chapters in general 'welcome' you in to read them, when you do they are insightful, current and challenge the audience to explore what it is they actually believe about possibilities of play. Strengths/advantages - easy accessibility. Titles of the chapters are enticing, introduction of the chapters and how they support each other is liked by the students. The only weaker area I think is the non-embedded consideration of technology. Clare Boucher, Greenwich Community College, UK Yes there is a real need for this book in order to support those studying and practicing within Early Years Settings, schools and those studying to work as Early Years Practitioners. I recommend that you should publish the second Edition of this book. This book provides innovative research into the area of child-initiated play and national and international approaches, highlighting contemporary and play-based practice incorporating child-led planning.

Author Information

Annie Woods has recently retired from Nottingham Trent University where she held a number of roles as an early years lecturer, programme leader and academic team leader. She developed a number of programmes and routes to early years qualifications and has been an external examiner in three universities. Prior to working in higher education, Annie taught in foundation stage and has been an assistant head teacher.

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