The Essence of Play

A unique companion to professional play practice! All play professionals are united in their belief that play is important for children’s development – and there are inherent characteristics of play that underpin professional play practice across contexts. Providing an overarching concept of play, drawing together the evidence base across disciplines and linking theory to practice, The Essence of Play is the ideal handbook for all those working with children. Play acts as a natural resource for children to meet physical, intellectual and emotional challenges and this book, unusually, considers play from the perspectives of children rather than adults. It provides a baseline of shared knowledge for all play professionals, exploring the fundamental value of play rather than a ‘how to’ approach to practice. It considers: <ul>
<li>the therapeutic potential inherent in play; </li> <li>how play reflects and promotes physical, emotional, intellectual, linguistic and social abilities; </li> <li>the emergence of different types of play skills and why these are important; </li> <li>cross-cultural patterns in play, gender, atypicality and adversity, highlighting the relevance of these issues to professional play practice; </li> <li>the benefits of utilising play for assessment and other professional practice issues such as ethical play practice, balancing risk with health and safety and the creation and management of boundaries. </li> </ul>
This text is designed for students and practitioners working with children across the helping professions, including early years education, play therapy, playwork, childcare, social care, nursing and allied health. Each chapter provides directed reading and small reflective tasks to encourage readers to digest key issues.

The Essence of Play: A Practice Companion for Professionals Working with Children and Young People

Health, Fitness & Dieting

Howard, Justine

McInnes, Karen

Psychology & Counseling

Routledge

Teaching Early Years: Theory and Practice

This textbook focuses on the main areas of teaching young children, covering the 3-7 years age range that spans the early years and primary phases. The majority of chapters are written by both an academic and practitioner, reflecting a genuine theory and practice approach, and this helps the reader to set theoretical discussion in the context of real practice. Key themes explored within the book include: - Play and playfulness in the curriculum - Child development in practice - Literacy development and subject pedagogy - Creativity and outdoor learning Packed full of learning features such as case studies, reflective questions and lesson plans, Teaching Early Years is an essential resource for both students and practitioners, and will enhance your knowledge of how young children think and learn.

Education & Teaching

Thomas, Amanda

Schools & Teaching

Sage Publications Ltd.

Operating on two levels, this book aims to help students and practitioners understand how to plan and use time effectively within the foundation stage setting. The book examines how children learn and play at different times of day, how they fiction when they might be tired or hungry and how best to organize the learning day with this in mind. The authors discuss the issue of environment, how children relate to different areas within their own room, and what happens when routines of time and place are altered. The book also discusses how to develop children's understanding of time and how to incorporate the theme of time into children's play. The book includes:  practical activities and examples that will allow children to fully comprehend the concept of time advice on how to create time for children to learn through play, inquiry and investigation sections on how time can be used to include parents, colleagues and the local community.  This book provides in-depth analysis of how effective use of time can be beneficial for parents, children and staff in early years setting.

Planning and Using Time in the Foundation Stage

Williams, Jill

David Fulton Publishers

Children's Social and Emotional Wellbeing in Schools: A Critical Perspective

Many theories of children’s well-being reduce the task of nurturing it to checking items off an objective list. Offering a more complex and nuanced view of the concept, Debbie Watson, Carl Emery, and Phil Bayliss argue here that well-being should be understood at the level of the subjective child and that schools should foster well-being by promoting positive relationships and greater inclusivity. Shedding new light on this critical but often taken-for-granted topic, Children’s Social and Emotional Wellbeing in Schools holds important lessons for policymakers, practitioners, students, and researchers.

Politics & Social Sciences

With *

Watson, Debbie

Emery, Carl

Bayliss, Phill

Boushel, Margaret

Social Sciences

Policy Press

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Books by McInnes, Karen