Education Catalogue 2017

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6 +44 (0)20 7324 8703 +44 (0)20 7324 8700 ORDER TODAY DIGITAL TECHNOLOGIES AND LEARNING IN THE EARLY YEARS Edited by Lorna Arnott University of Strathclyde, Glasgow Mobile phones, tablets and many other digital devices feature in the lives of children from the moment they are born, but what is the place of these technologies in children's early years and learning experiences? In the age of the 'Techno-Tot', this edited collection focuses on exploring the potential of what children can do with technologies, rather than what technologies can do for children. With chapters written by a range of international authors, this book: • offers an evidence-based discussion of children's experiences with technologies in early years education • broadens our understanding of technologies in early years, beyond the typical focus on screen-based media • details the child's 'story' with technology • offers a range of case studies from the UK, USA, Australia and Europe. CONTENTS Part 1: The Early Years Technological Landscape – Framing Technological Experiences in the Early Years / Children's Technological Learning Journeys / Re-Imagining Play with New Technologies / Part 2: Children's Technological Experiences – Creative and Dramatic Play with Technologies / Technology in Outdoor Play / Young Children Developing Literacy and Numeracy Skills with Technology / Under 3s and Technology / Part 3: Supporting Playful Pedagogies with Technologies – Children's Responses to Working and Non-Working Digital Technologies / How Teachers Support Digital Play in the Early Years / Technologies, Child-Centred Practice and Listening to Children April 2017 • 190 pages Cloth (9781412962421) • £75.00 Paper (9781412962438) • £26.99 UNDERSTANDING MUSIC IN CHILDHOOD Exploring Children's Musical Worlds Mary Stakelum University of Reading This book poses some fundamental questions about music education and children's musical worlds to all those involved with music and young children. It explores key concepts such as form, meaning and value in music and shows how these can be used to underpin ideas about musical development and assessment of progress. Examples of children's music are provided which reveal their own musical thinking, as well as projects involving children at a variety of levels. This is supported by practical guidance for enriching music education. Key coverage includes: • encouraging positive musical self-identity • the importance of musical imagination in thought and practice • the concept of 'musical childhood'. This book is essential reading for those working with children, music educators and students on music education courses. CONTENTS Section 1: Key Concepts and Issues: Defining the Parameters – An Introduction to Music Education as a Field of Study / Musicality and its Development / Imagination, Creativity and the Young Musician / Section 2: Perspectives on Children's Musical Worlds – Music Created for Children / Music Created by Children / Music Created with Children / Section 3: Pathways for Development – New Directions in Teaching and Learning October 2017 • 192 pages Cloth (9781473914346) • £75.00 Paper (9781473914353) • £24.99 CHALLENGES FACING EARLY YEARS STUDENTS What are the top 3 things you find most challenging about your course and why? 1. Deciding who to believe as there are no clear cut answers! Early childhood is a very broad subject with many different people including: theorists, practitioners, parents, children and yourself, all holding unique perspectives. As a novice in the field this can be quite overwhelming. It is important to remember that the subject of early childhood is very much open to interpretation. As long as you have considered and evaluated the different perspectives, and ensure that the child is at the centre of any process, then you can be a successful professional in the early years sector. 2. To hold your knowledge lightly! The slightest detail or experience can change your perspective and it is really important to be open to ideas that challenge your own perceptions and cause you to question and explore a new way of thinking. Rigid thinking is not ideal in a profession that is ever-changing. 3. Even though you think you know who a 'child' is or what constitutes 'childhood', it becomes apparent that you encounter difficulties with any definition. Accepting there is no universal definition may be uncomfor table at first however, I believe it allows you, as a practitioner, to build relationships with the unique child with no preconceptions or expectations of who they are or where they come from. Early Years undergraduate at University of Worcester Catherine Catherine Catherine Catherine Catherine Early Childhood & Early Years

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