Challenges in Early Years and Primary Education focuses on the teaching and learning of children in early years and primary school settings and creates awareness and a deeper understanding of current and critical education issues such as wellbeing, global education, online teaching, and teaching and learning in a multicultural society.
This book encourages the development of the underpinning knowledge and understanding of teaching and learning, recognising good mental health and the solid principles of working with children, families and other professionals. Through discussions on a range of interrelated factors that contribute to children’s development, and learning and progressive participation, expert contributors explore ways to respond to and ameliorate the effects of the pandemic and other possible challenges that education professionals and children might face in the future.
Challenges in Early Years and Primary Education is ideal reading for educational practitioners including teachers and anyone working in aligned educational settings, as well as students in the field of early years and primary education.
Table of Contents:
Introduction
Estelle Tarry
Section A Children and the Curriculum
Chapter 1: Child Development and Neurodiversity: Every Classroom, Every Child and Every Family are Unique
Anna Neale with Sabrina Connolly
Chapter 2: "I've Just Found Some Dragon Snot, Yay!": The Effect of Forest School Sessions on Children and Staff
Jo Button
Chapter 3: More Than Just Dressing Up in a Sari: International schools in a Multicultural World
Estelle Tarry
Chapter 4: ‘Education is the Most Powerful Weapon Which You Can Use to Change the World’ (Mandela): Global Education and Global Citizenship
Katrina Perkins
Section B Professional Practice
Chapter 5: Walking the Online Learning Tightrope: Education Reimagined Through Pandemic Learning
Cathie Burgess
Chapter 6: Harnessing Reflexive Practice for Professionals, Children and Settings: A Practical Guide for Greater Reflection
Alison Milner
Chapter 7: Professionalism in Practice: A toolkit for Negotiating Professional Identity in Early Years and Primary Settings
Lisa Rogers
Chapter 8: "Why Should I Worry…The SENCO Will Do It All": Recognising the Importance of the Special Educational Needs Coordinator (SENCO)in Our Schools in Readiness for a Post-Covid-19 World.
Andy Smith
Section C Child Protection and Beyond
Chapter 9: ‘‘What Are You Going to Do About It?’’ Responsibility, Risks and Realities; Considerations for Safeguarding Children
Caroline Knight
Chapter 10: Mental Health, Wellbeing, Resilience and Character: Helping Children to Flourish and Thrive
Isabel Hallam
Chapter 11: Adverse Childhood Experiences (ACEs); How a Trauma Aware Classroom can Improve Outcomes for Children
Kelly Laywood
Chapter 12: Why Do Good Children Do Bad Things and How We Can Help Them to Stop?
Jodie Rossiter
About the Author :
Estelle Tarry is a lecturer at the University Centre South Devon, UK.
