Fisher expertly describes and analyzes the growing non-governmental movement throughout the Third World in relation to the global issue of sustainable development, highlighted by the recent Rio Conference. An estimated 200,000 or more indigenous NGOs (non-governmental organizations) at both the grassroots and intermediary levels help fill the void created by the failure of governments to adequately address the escalating, intertwined crises of poverty, environmental degradation, and population. NGOs, a number of which Fisher examines in detail, address the myriad problems associated with dire poverty, environmental destruction, pervasive unemployment, and the grinding exploitation of women. The stimulus to action and group effort is typically the basic need for life's fundamentals--food, shelter, and safety. Fisher points out, however, that NGOs focusing on population have grown less rapidly than those concentrating on enterprise development and/or environmental degradation.Fisher identifies the core abilities within and among NGOs that help them develop effective short-term strategies and also enhance their institutional sustainability in the long run. She demonstrates that this grassroots movement is a vital, growing force in the vast majority of Third World countries, with the potential to undermine the politics of repression and inequality. The international importance of NGOs is increasingly evident, given their ability to network and support one another. Fisher offers a comprehensive, insightful, and substantive assessment of what may be the most hopeful institutional resource available for the sustainable development of the Third World and, therefore, our ultimate survival as a species.

The Road From Rio : Sustainable Development and the Nongovernmental Movement in the Third World

Business & Money

Fisher,Julie

Economics

Praeger

Fisher expertly describes and analyzes the growing non-governmental movement throughout the Third World in relation to the global issue of sustainable development, highlighted by the recent Rio Conference. An estimated 200,000 or more indigenous NGOs (non-governmental organizations) at both the grassroots and intermediary levels help fill the void created by the failure of governments to adequately address the escalating, intertwined crises of poverty, environmental degradation, and population. NGOs, a number of which Fisher examines in detail, address the myriad problems associated with dire poverty, environmental destruction, pervasive unemployment, and the grinding exploitation of women. The stimulus to action and group effort is typically the basic need for life's fundamentals--food, shelter, and safety. Fisher points out, however, that NGOs focusing on population have grown less rapidly than those concentrating on enterprise development and/or environmental degradation.
Fisher identifies the core abilities within and among NGOs that help them develop effective short-term strategies and also enhance their institutional sustainability in the long run. She demonstrates that this grassroots movement is a vital, growing force in the vast majority of Third World countries, with the potential to undermine the politics of repression and inequality. The international importance of NGOs is increasingly evident, given their ability to network and support one another. Fisher offers a comprehensive, insightful, and substantive assessment of what may be the most hopeful institutional resource available for the sustainable development of the Third World and, therefore, our ultimate survival as a species.

The Road From Rio: Sustainable Development and the Nongovernmental Movement in the Third World

In a practical and realistic way Starting from the Child? examines a range of theories about young children as learners and the implications of these theories for classroom practice. Julie Fisher acknowledges the competence of young children when they arrive at school, the importance of building on their early successes and the critical role of adults who understand the individual and idiosyncratic ways of young learners. The book addresses the key issues of planning and assessment, explores the place of talk and play in the classroom and examines the role of the teacher in keeping a balance between the demands of the curriculum and the learning needs of the child.

Starting from the Child?: Teaching and Learning from 4 to 8

Health, Fitness & Dieting

Psychology & Counseling

Open Univ Pr

Praise for the 1st Edition:"...Thank you Julie Fisher for a down to earth, easy to use, practical book." - Early Education"...offers realistic strategies for wedding a child-centred curriculum with the guidelines contained in the National Curriculum." - International Journal of Early Years EducationEarly years practitioners currently face a number of dilemmas when planning an education for young children. The imposition of an external curriculum seems to work in opposition to the principles of planning experiences which start from the child. Does this mean that the notion of a curriculum centred on the needs and interests of children is now more rhetoric than reality?In a practical and realistic way Starting from the Child examines a range of theories about young children as learners and the implications of these theories for classroom practice. Julie Fisher acknowledges the competence of young children when they arrive at school, the importance of building on their early successes and the critical role of adults who understand the individual and idiosyncratic ways of young learners. The book addresses the key issues of planning and assessment, explores the place of talk and play in the classroom and examines the role of the teacher in keeping a balance between the demands of the curriculum and the learning needs of the child.This is essential reading, not only for early years practitioners, but for all those who manage and make decisions about early learning.

Starting From the Child: Teaching and Learning From 4 to 8

Education & Teaching

Schools & Teaching

Open University Press

The introduction of the Foundation Stage for children age three to becoming six has had a profound impact on policy and practice in early education in the UK. The choice of the word 'foundation' to describe this first stage of learning has emphasised the importance of children's earliest experiences in underpinning all their subsequent attitudes and achievements. In this innovative and challenging book, Julie Fisher has brought together some of the country's leading early years specialists to explore how educators can establish firm foundations for young children's learning. The themes in the book are stimulated by the metaphor of 'foundations', with an introduction by an architect who explains the principles of establishing firm foundations for buildings. Each of these established engineering principles is then creatively explored from an educational perspective as the authors seek to question how the foundations laid for buildings can offer fresh insights into the principles for creating firm foundations for learning.

Foundations of Learning

The introduction of the Foundation Stage for children age three to becoming six has had a profound impact on policy and practice in early education in the UK. The choice of the word "foundation" to describe this first stage of learning has emphasized the importance of children's earliest experiences in underpinning all their subsequent attitudes and achievements. In this work, Julie Fisher has brought together some of the country's leading early years specialist to explore how educators can establish firm foundations for young children's learning. The themes in the book are stimulated by the metaphor of "foundations", with an introduction by an architect who explains the principles of establishing firm foundations for buildings. Each of these established engineering principles is then creatively explored from an educational perspective as the authors seek to question how the foundations laid for buildings can offer fresh insights into the principles for creating firm foundations for learning.

The Foundations of Learning

Open University Pres

How can early years practitioners build on children’s competence and autonomy as effective early learners? How do adults get to know children sufficiently well to plan effectively for their learning needs? How can early years practitioners plan for high quality child-initiated experiences alongside more focused adult-initiated learning? Early years practitioners continue to face the dilemma of planning for the needs of individual children whilst meeting the demands of targets and goals set by government. In such a pressurized climate, it can be all too easy to go with what is imposed, rather than stand up for what young children need and are entitled to. In a practical and realistic way, the third edition of Starting from the Child supports practitioners in the Foundation Stage to be advocates for young children and their learning needs. Julie Fisher outlines the important theories and research which should underpin decisions about best practice. She offers meaningful and inspirational ways of developing appropriate learning environments and experiences for Foundation Stage children. Revised and updated throughout, the new edition includes: Latest research impacting on our understanding of early learning Reference to recent government initiatives such as the Early Years Foundation Stage An extended explanation of how to plan for child-initiated learning alongside adult-initiated learning A completely revised chapter on ‘The place of play’, with a new focus on different types and contexts for play, cultural influences and the role of the adult in supporting play Two new chapters on the observation and assessment of children’s learning, and self-evaluation for practitioners Starting from the Child is essential reading, not only for early years practitioners, but for all those who manage and make decisions about early learning.

Starting from the Child

"This timely book will help teachers in KS1 to implement authoritative recommendations on transition from recent reviews of primary education, and convince senior managers and parents of the value of starting from the child. Its well-grounded arguments coupled with practical guidance will foster the development of principled and confident professional judgement." Wendy Scott, President, TACTYC
 "Julie is an excellent writer, leading her reader through the difficult arguments about what really matters in our work with young children. She explores the tensions around the different 'drivers' in Foundation Stage and Key Stage One teaching with sensitivity but with the same clear vision she shows in her earlier books. This is an important book for students, lecturers and teachers - and a must for heads and subject co-ordinators." Nick Swarbrick, Westminster Institute of Education, Oxford Brookes University, UK 
 "Your common-sense, authoritative, warm and inspirational words...remind me beyond all doubt of why I went into teaching." Key Stage 1 teacher
 "Julie Fisher's newest contribution to the debate on transitions in England is written in her usual clear and accessible style, and with the breadth and confidence which all readers have come to expect of her." Liz Brooker, Institute of Education, University of London, UK 
 This practical book offers a series of strategies for promoting learning that meets the needs and interests of Key Stage 1 pupils, ensuring that the move from the Early Years Foundation Stage to Key Stage 1 is a positive one.
 It includes:
<ul>
<li> Descriptions and case studies of good practice that stem from established principles of learning and teaching </li>
<li> Reflective practice prompts at the end of each chapter </li>
</ul>
 Julie Fisher considers recent evidence about how children learn and questions whether current practice in Key Stage 1 optimises these ways of learning. Challenging the reliance on teacher-directed activity, she asks whether introducing more child-initiated learning could offer children a more appropriate balance of learning opportunities.
 Key issues include: 
<ul>
<li> The place of play in Key Stage 1 </li>
<li> Organising the learning day to include child-initiated activity </li>
<li> Observation and assessment </li>
<li> Planning </li>
<li> The role of the teacher</li>
</ul>
 This essential book is indispensable reading for students and practitioners in both the Early Years Foundation Stage and Key Stage 1.

Moving On to Key Stage 1: Improving Transition from the Early Years Foundation Stage

"This timely book will help teachers in KS1 to implement authoritative recommendations on transition from recent reviews of primary education, and convince senior managers and parents of the value of starting from the child. Its well-grounded arguments coupled with practical guidance will foster the development of principled and confident professional judgement." Wendy Scott, President, TACTYC
 "Julie is an excellent writer, leading her reader through the difficult arguments about what really matters in our work with young children. She explores the tensions around the different 'drivers' in Foundation Stage and Key Stage One teaching with sensitivity but with the same clear vision she shows in her earlier books. This is an important book for students, lecturers and teachers - and a must for heads and subject co-ordinators." Nick Swarbrick, Westminster Institute of Education, Oxford Brookes University, UK 
 "Your common-sense, authoritative, warm and inspirational words...remind me beyond all doubt of why I went into teaching." Key Stage 1 teacher
 This practical book offers a series of strategies for promoting learning that meets the needs and interests of Key Stage 1 pupils, ensuring that the move from the Early Years Foundation Stage to Key Stage 1 is a positive one.
 It includes:
<ul>
<li> Descriptions and case studies of good practice that stem from established principles of learning and teaching </li>
<li> Reflective practice prompts at the end of each chapter </li>
</ul>
 Julie Fisher considers recent evidence about how children learn and questions whether current practice in Key Stage 1 optimises these ways of learning. Challenging the reliance on teacher-directed activity, she asks whether introducing more child-initiated learning could offer children a more appropriate balance of learning opportunities.
 Key issues include: 
<ul>
<li> The place of play in Key Stage 1 </li>
<li> Organising the learning day to include child-initiated activity </li>
<li> Observation and assessment </li>
<li> Planning </li>
<li> The role of the teacher</li>
</ul>
 This essential book is indispensable reading for students and practitioners in both the Early Years Foundation Stage and Key Stage 1.

Moving On to Key Stage 1

Starting from the Child supports early years practitioners to be advocates for young children and their learning needs. In the fourth edition of this highly influential and inspirational book, Julie Fisher outlines the important theories and research which should underpin best early years practice. She takes a robust and principled stand against downward pressure to formalise young children’s learning too soon, and offers practical and meaningful ways to develop high quality learning and teaching in the early years. Starting from the Child challenges all early years practitioners to consider:
<ul>
<li> How to build on children’s innate desire to learn and their competence and autonomy as effective early learners </li>
<li> How to plan environments indoors and out that make learning irresistible </li>
<li>How to plan for high quality child-initiated learning to take place seamlessly alongside learning that is adult-initiated </li>
<li> The role of the adult in supporting and extending young children’s learning </li>
<li> How daily observation of children informs and underpins planning for their individual and unique learning needs</li>
</ul> Revised and updated throughout, this fourth edition includes the latest research on early brain development and reference to recent government initiatives including the revised Early Years Foundation Stage. Starting from the Child is essential reading, not only for early years practitioners, but for all those who manage and make decisions about early learning.
 “In the fourth edition of this book, Julie Fisher once again demonstrates a comprehensive understanding of the history of early childhood education, and the enduring principles that continue to underpin practice. She has skilfully blended these principles with contemporary research and theory in order to provide readers with deep understanding of young children as capable, competent and eager learners. Julie draws on her extensive work with practitioners to present the everyday realities and complexities of their practice, and to sound welcome notes of caution about the ways in which policy frameworks are used. She offers vignettes to illustrate key issues, provocations and challenges to stimulate thinking, and questions to engage readers with contemporary issues and dilemmas. The book also reflects deeply held convictions about the moral and ethical responsibilities we have to teach young children in ways that respect their extraordinary enthusiasm for learning. 
 This book will be invaluable for students of early childhood education, especially those on professional development programmes such as Early Childhood Studies, Early Years Professional Status, and Post Graduate Certificate of Education.” Professor Elizabeth Wood, University of Sheffield, UK
 “The fourth edition of this classic text has been updated with recent research. This is very helpful in supporting readers but it’s the underpinning philosophy that makes this a continuing classic. The title says it all. Julie takes the reader by the hand and says ‘Look and listen, give these children your full and respectful attention and they will teach you how to be with them.’ All the practical ideas in the book support practitioners in using their skills and knowledge to recognise early childhood as valuable in its own right - to be relished and enjoyed, not to be rushed through or seen merely as preparation for the next stage. We owe it to our children to take heed.” Helen Moylett, Early Years Consultant and writer 
 “Julie Fisher’s work has been a staple of Early Childhood Education since the first edition of Starting from the Child in 1996. Her fourth edition does not disappoint, and is a welcome development of her thinking. She delves in more detail, for example, into brain development, and leads her readers further into the latest scientific thinking on how children learn. She is, as ever, insightful about how adults work with children, with helpful advice about how to observe (and record) children’s learning, and how to plan effectively. 
 Her inclusion of her own latest field work ensures that Julie’s advice on early years practice remains rooted in the everyday, while making accessible a range of theoretical and scientific perspectives. This is a book for students, teachers and other early years workers seeking to find their way through the conflicting needs of a rapidly changing area of work.” Nick Swarbrick, Programme Lead for the Undergraduate Modular Programme in the School of Education, Oxford Brookes University, UK

Starting From The Child: Teaching And Learning In The Foundation Stage

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