LEADER 05110oam 2200661 450 001 9910151594103321 005 20230803220828.0 010 $a1-292-00123-2 010 $a1-292-00102-X 035 $a(CKB)2550000001184844 035 $a(SSID)ssj0001117226 035 $a(PQKBManifestationID)12528378 035 $a(PQKBTitleCode)TC0001117226 035 $a(PQKBWorkID)11099484 035 $a(PQKB)10660512 035 $a(MiAaPQ)EBC5173482 035 $a(MiAaPQ)EBC5175803 035 $a(MiAaPQ)EBC5833938 035 $a(MiAaPQ)EBC5137586 035 $a(MiAaPQ)EBC6399408 035 $a(Au-PeEL)EBL5137586 035 $a(CaONFJC)MIL564222 035 $a(OCoLC)1015882049 035 $a(EXLCZ)992550000001184844 100 $a20210426d2014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGames, ideas, and activities for early years phonics /$fGill Coulson and Lynn Cousins 205 $aSecond edition. 210 1$aHarlow, England ;$aNew York, New York :$cPearson,$d[2014] 210 4$d©2014 215 $a1 online resource (405 pages) $cillustrations 225 1 $aClassroom Gems 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-292-00097-X 311 $a1-306-32971-X 320 $aIncludes bibliographical references and index. 327 $aCover -- Contents -- About the authors -- Introduction -- Part 1 Personal, social and emotional development -- Chapter 1 Tutti frutti -- Handa's Surprise -- Fruit salad -- Guess the fruit -- Fabulous fruit games -- Chapter 2 Same or different? -- Dressing up -- Name games -- Portraits -- Ring games -- Is it the same? -- Pants -- Part 2 Communication, language and literacy -- Chapter 3 Pirates -- Let's play pirates -- Hunt the treasure -- What's in the treasure chest? -- Stories, songs and rhymes -- Chapter 4 Nursery rhymes -- 'Hickory dickory dock' -- 'Miss Polly had a dolly' -- 'Incy wincy spider' -- 'Mary had a little lamb' -- 'Humpty Dumpty' -- . . . and any other rhyme -- Part 3 Problem solving, reasoning and numeracy -- Chapter 5 Boxes -- New shoes -- Postbox -- Take a large box . . . -- . . . and a teeny, tiny box -- My Cat Likes to Hide in Boxes -- Chapter 6 Explorers -- We're Going on a Bear Hunt -- Off we go! -- Whatever Next! -- Tricky times -- Counting rhymes -- Part 4 Knowledge and understanding of the world -- Chapter 7 Out for a walk -- Before we go -- When we are back -- Whatever the weather -- When shall we walk? -- Imaginary walks -- Chapter 8 Let's cook -- Pizza parade -- Vegetable soup -- Jelly on a plate -- Sandwich time -- Crispy cakes -- Part 5 Physical development -- Chapter 9 Round and round the garden -- Playtime -- Jasper's Beanstalk -- Art in the garden -- Noisy sounds -- Chapter 10 Outdoor fun -- Let's dance -- Listen! Who said that? -- Fun in the sun -- All join in -- Part 6 Creative development -- Chapter 11 Making and talking -- Goldfish -- High and wide -- The Great Wave -- Who's behind there? -- The Cholmondeley Sisters -- Chapter 12 It's showtime! -- Instrumental differences -- Jack and the Beanstalk -- The Three Little Pigs -- Shake it, baby! -- Goldilocks and the Three Bears -- Here comes the band! -- Songs. 327 $aLittle Red Riding Hood -- Part 7 Moving on to letters -- Chapter 13 Here we go! -- Race and write -- Here comes the postman -- Mog in the Dark -- How many letters? -- My mummy -- Captain Haddock -- Secret writing -- Don't forget the bacon -- Letters in a hoop -- My name begins with . . . -- Meg and Mog -- Lovely letters -- Sand writing -- Read and spell -- My Big Shouting Day -- What can you find? -- Musical reading -- Appendices -- 1 Treasure chest objects 1 -- 2 Treasure chest objects 2 -- 3 Phonemes to graphemes -- 4 Aims and learning objectives (Letters and Sounds) -- References -- Index of activities. 330 $aA collection of 150 unique games and activities to help support teaching of phonics in the primary classroom.   Designed with busy teachers in mind, the Classroom Gems series draws together an extensive selection of practical, tried-and-tested, off-the-shelf ideas, games and activities guaranteed to transform any lesson or classroom in an instant. Easily navigable, allowing you to choose the right activity quickly and easily, these invaluable resources are guaranteed to save you time and are a must-have tool to plan, prepare and deliver first-rate lessons. 410 0$aClassroom gems. 606 $aReading$xPhonetic method$xActivity programs 606 $aReading$xPhonetic method$xStudy and teaching (Early childhood) 615 0$aReading$xPhonetic method$xActivity programs. 615 0$aReading$xPhonetic method$xStudy and teaching (Early childhood) 676 $a372.465 700 $aCoulson$b Gill$01243581 702 $aCousins$b Lynn 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bUtOrBLW 906 $aBOOK 912 $a9910151594103321 996 $aGames, ideas, and activities for early years phonics$92884427 997 $aUNINA LEADER 02754nam 22004575 450 001 9910299547203321 005 20240628124322.0 010 $a9781137549372 010 $a1137549378 024 7 $a10.1057/978-1-137-54937-2 035 $a(CKB)4100000000882716 035 $a(DE-He213)978-1-137-54937-2 035 $a(MiAaPQ)EBC5086664 035 $a(Perlego)3489154 035 $a(EXLCZ)994100000000882716 100 $a20171002d2018 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPsychologized Language in Education $eDenaturalizing a Regime of Truth /$fby Zvi Bekerman, Michalinos Zembylas 205 $a1st ed. 2018. 210 1$aNew York :$cPalgrave Macmillan US :$cImprint: Palgrave Macmillan,$d2018. 215 $a1 online resource (XII, 212 p.) 311 08$a9781137549365 311 08$a113754936X 320 $aIncludes bibliographical references and index. 327 $a1. Introduction -- 2. Schooling in the Western World -- 3. Dualisms -- 4. Mind Blowing-Blowing Mind -- 5. Individuate, Divide and Reign -- 6. The Self (Intensive Adjective or Being) Authentic, Hiding or Material? -- 7. Identity -- 8. Emotion, Emotional Intelligence and Motivation -- 9. Culture, a Modern Cage? -- 10. Making Sense of Language -- 11. Meaning not exact -- 12. The Psychologized Approach Reviewed -- 13. The Materialist Critique -- 14. Learning/Knowledge and Schooling -- 15. Abandoning Our Fixation with the Individual Mind: The Path beyond Psychologized Language -- 16. The Work of Learning, the Learning of Work -- 17. Conclusion. . 330 $aThis book discusses how psychologized language has come to dominate education and schooling. It critically reviews some major constructs in education?e.g. the mind, the self, identity, emotion, emotional intelligence, motivation, culture, language and meaning?and their grounding in psychologized discourses and suggests some possible ways to overcome these psychologized discourses and remedy their consequences. The book invites readers to move away from static, reified conceptualizations to a more active, social understanding of what education is all about. . 606 $aLanguage and languages$xStudy and teaching 606 $aLanguage Education 615 0$aLanguage and languages$xStudy and teaching. 615 14$aLanguage Education. 676 $a407.1 700 $aBekerman$b Zvi$4aut$4http://id.loc.gov/vocabulary/relators/aut$0993126 702 $aZembylas$b Michalinos$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910299547203321 996 $aPsychologized Language in Education$92505949 997 $aUNINA