New Releases by John Siraj-Blatchford

This is the only early years guide available to combine ICT pedagogy and practice; perfect for starting children off to computing technology; and a user-friendly and completely accessible text. This book will show practitioners how they can cover the foundation stage curriculum for ICT and prepare the children for the new computing curriculum for KS1. It will provide pedagogical clarity and show schools and pre-schools what it is that they need to be doing to demonstrate outstanding practice. Computational thinking will also be extended beyond the use of computers, and its relevance to supporting the child''s wider cognitive development and learning will be emphasised.

"Throughout this booklet, we provide illustrations of good practice drawn from work carried out by SchemaPlay in association with the UK''s Kent County Council in 2016/17. The project involved six pre-schools in developing training materials for Education for Sustainable Citizenship ... This booklet is intended to provide guidance in support of further training and development of ESC within and beyond the Kent context. We include summary guidance on the nature and rationale behind ESC, an account of the key concepts and learning objectives illustrated by some of the individual children and adult learning journeys that were supported in the project."--Pages 2-3.

Information communications technologies (ICTs) such as television, computers, digital cameras, programmable toys, mobile phones, are playing an increasingly prominent role in young children’s lives, but the effects on children can be negative if these are used inappropriately. This timely new book draws on recent research to provide guidance, support, and examples of good practice for all those working with young children on how technology can be used to stimulate language, collaboration, independence and creative play in young children. Written by leading experts in the field, the book looks at the role of television, graphics, programmable toys, adventure games and virtual learning environments in early years settings and suggests practical activities and approaches to extend children’s thinking and develop their vocabulary through: • a play-based curriculum • sustained-shared thinking • parent partnership Including case studies and questions for discussion, this book is essential reading for students and practitioners that want to ensure they are using ICT appropriately and in a way that has a positive impact on outcomes for young children.

A step-by-step guide on how to teach young children a variety of ICT in a meaningful and creative way. This title, written by ICT experts in the early years, Prof. John Siraj-Blatchford and Dr. Alex Morgan, is a step-by-step guide on how to teach children under 8 a variety of ICT. This book is designed to be easy to follow by even the most technophobic of readers and contains practical advice on the following: * How to create engaging and creative activities for children in the early years using a range of ICT * A guide to the different types of ICT available, from Bee-Bots to white boards * How to take ICT out of the classroom, with activities to use in outdoor play sessions * How to use ICT in role play to promote children''s creativity and imagination * What ICT skills the EYFS and Welsh Foundation Phase require early years practitioners to deliver * Ideas and case studies on best practice in using sustained shared thinking with young children This is a must-buy for anyone wanting meaningful and child-friendly ways of approaching ICT with children under 8.

This title covers adaptable activities for using common ICT equipment to improve literacy skills in the primary phase. ICT offers exciting new ways of inspiring and engaging pupils in reading and writing, through a variety of methods including group and paired discussion. This book includes tried-and-tested activities along with a cross-curricular mapping grid to show how the activities can be used across a range of subjects. Each activity includes: a suggested age range, although each exercise is easily adaptable; an introduction to the approach, exploring why it enhances teaching and learning; exercises and templates, with suggestions for developing the activity; and, ideas for differentiation. Some activities involve the students using the available technology, while others encourage you to incorporate ICT equipment and resources into your teaching. All the activities use commonly available software and are available online so that you can make them your own and display them on your interactive whiteboard. A number of step-by-step task sheets are also available online to help students with little experience of using ICT, as well as a quick confidence boosting guide if you need help using the ICT in your classroom.

This book shows how information and communications technology (ICT) can contribute to children''s learning, how it can be integrated into a play based curriculum and how it relates to key areas of learning such as collaboration, communication, exploration and socio-dramatic play. It outlines the ICT requirements in the UK Foundation Stage Curriculum Guidance, and it examines the international relevance and implications of ICT for young children. [Back cover].

"This book is an excellent resource for gaining understanding about the fundamental principles of ICT in the Foundation Stage curriculum... [The] principles of good practice in this book will not be outdated by new products or trends. The book is a well-balanced blend of theory and application. It has certainly helped to provoke and resolve ideas about the use of ICT in our settings." - Nursery World This book helps readers understand how very young children (from birth to six) develop an early awareness, and subsequently develop their knowledge, skills and understandings of information and communication technologies (ICTs). The rapid growth of ICT has prompted concerns among parents, educators and policy-makers over the suitability of many educational applications, and electronic toys, for young children. However, evidence is presented to show that the use of ICT by young children is compatible with the principles of a developmentally appropriate curriculum (DAC). In fact the authors argue that used imaginatively, many applications of ICT can make a significant and unique contribution to children''s social and cognitive development. This is a significant book for students, parents,carers, teachers, and other professionals who want to provide a rich learning environment in education, and in teaching and supervising research in the early years.

Schooling The Innocents

While providing a practical guide to the implementation of the 1995 National Curriculum Orders for Design and Technology, this book seeks to inform the development of a design and technology education suited to the 21st century. It shows how in the development of integrated designing and making activities, sustainable global perspectives, appropriate technology, mutual interdependence and equality may be prioritized. In emphasizing the value of work contributing to the development of children''s understanding of products and applications the book also contributes towards a realignment of the subject away from the vocational craft emphasis of the past. The book thus also explores the broad theme of technological literacy and should provide teachers with a useful introduction to the subject. An approach focusing upon the formative assessment of children''s capability in designing and making is elaborated, reference is made to the development of schemes of work, and specific help is provided in structuring progression. The role of play is explored and a number of practical examples of projects provided. These include activities developed to teach principles of structures through practical work on the built environment and a means of developing children''s understandings of electricity. Teachers should find this book useful in its guidance on the curriculum and classroom organization of design and technology in the primary school. The author has had experience in implementing the National Curriculum for Design and Technology and of co-ordinating the subject in primary schools.