LEADER 04656nam 22007214a 450 001 9910821883303321 005 20200520144314.0 010 $a1-134-41226-6 010 $a1-280-10334-5 010 $a1-134-41227-4 010 $a0-203-46525-3 010 $a1-138-15568-3 024 7 $a10.4324/9780203465257 035 $a(CKB)1000000000249386 035 $a(EBL)181918 035 $a(OCoLC)829462253 035 $a(SSID)ssj0000294501 035 $a(PQKBManifestationID)11193026 035 $a(PQKBTitleCode)TC0000294501 035 $a(PQKBWorkID)10311829 035 $a(PQKB)10926695 035 $a(MiAaPQ)EBC181918 035 $a(Au-PeEL)EBL181918 035 $a(CaPaEBR)ebr10099910 035 $a(CaONFJC)MIL10334 035 $a(OCoLC)57046510 035 $a(OCoLC)52134584 035 $a(FINmELB)ELB150869 035 $a(EXLCZ)991000000000249386 100 $a20030421d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEarly years play and learning $edeveloping social skills and cooperation /$fPat Broadhead 205 $a1st ed. 210 $aLondon ;$aNew York $cRoutledgeFalmer$d2004 215 $a1 online resource (153 p.) 300 $aDescription based upon print version of record. 311 $a0-203-47505-4 311 $a0-415-30339-7 320 $aIncludes bibliographical references (p. [132]-137) and index. 327 $aEarly Years Play and Learning Developing social skills and cooperation; Copyright; Contents; Acknowledgements; Introduction; Background; Promoting practitioner research - beyond watching children; Chapter 1Areas of Provision in early years settings; Building on our heritage in the early years; The early years in a changing world; Illustrating Areas of Provision - some scenarios; Some emerging principles to underpin Areas of Provision; Chapter 2The Social Play Continuum; Becoming sociable and cooperative; The headings and footing of the Continuum; A note about the research 327 $aChapter 3Using the Social Play ContinuumPractitioners as researchers - insights into learning and teaching; The Social Play Continuum as a tool for research and pupil assessment; Observing children; Creating the time to watch, listen and learn; The emergence of the 'whatever you want it to be place'; Allowing children to sustain and develop their play; Recognizing and nurturing play themes; Fostering friendships in young children; Chapter 4Scaffolding the growth of sociability and cooperation: Children as co-constructors of the early years curriculum 327 $aLinks with planning in early years settingsA brief look at Vygotsky; Assessing children's progress as they play; Providing for boys and providing for girls - are their needs similar or different?; Areas of Provision - a positive impact on behaviour management; Scaffolding sociability and cooperation - some practical activities and suggestions; Chapter 5 Literacy and numeracy: Harnessing emerging interests and skills and continuing to co-construct the curriculum; Co-constructing literacy and numeracy learning; ...And on into Key Stage 1; Literacy and numeracy - returning to Areas of Provision 327 $aChapter 6Emotional well-being, making choices, time to learnPromoting emotional well-being for young children in early years settings; Little sadness, big sadness - needing friends and needing help; Heartland Primary School - the home corner; References; Index 330 $aThis practical book provides an accessible framework for observing and assessing children's learning through play. It will help early years practitioners to deepen their understanding of the links between intellectual development, the growth of language and the emotional well-being of young children.Drawing on many years of research and working with teachers, Pat Broadhead has developed the Social Play Continuum, a unique observation tool and a means of monitoring and developing a child's social progress through skills such as problem-solving, investigation and imagination d 606 $aPlay 606 $aEarly childhood education 606 $aSocial skills in children$xStudy and teaching (Early childhood) 615 0$aPlay. 615 0$aEarly childhood education. 615 0$aSocial skills in children$xStudy and teaching (Early childhood) 676 $a155.4/18 700 $aBroadhead$b Pat$f1951-$01760300 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910821883303321 996 $aEarly years play and learning$94204086 997 $aUNINA