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Assessment in Early Childhood Settings : Learning Stories
`This is an invigorating and very thought-provoking text, that I would recommend to all early years professionals, parents and citizens interested in developing their understanding of early years philosophy in action, which is directly linked to a compelling research paradigm and deep reflection alongside a sound theoretical base' - Early Years`I would recommend this book to practitioners interested in reflecting on their own practice and approach to assessment.The insights provided are thought-provoking and promote a practical and positive approach to early years assessment' - Early Talk`This thoughtful book challenges the standard assessment process that is commonly employed within the context of early years provision.For any practitioners working in early years setting this is a powerful and exciting book that helps to remind us that the child must be placed centrally within the assessment process, not as a recipient but as a proactive contributor to the situation'- Child Language Teaching and Therapy`This is a highly relevant text as some UK early childhood educators become engulfed with avalanches of tick sheets!A most useful book which contributes to the current vital debate about when, what and how we should access young children's progress' - T.A.C.T.Y.C Newsletter`I found Margaret Carr's book fascinating… the ideas and arguments put forward are well worth mulling over' - Early Years Educator`This is an inspiring book from bilingual, bicultural New Zealand about revolutionizing the assessment of young children's learning and progress....I hope this book inspires United Kingdom practitioners to set out on learning story journeys' - Nursery World`This book manages to blend recognized theory and recent research with practice.I found it easy, and sometimes enjoyable, to read; it provided plenty of "food for thought" as well as references on "how to".I would recommend it to all early childhood practitioners, not just those considering their current assessment procedures, as the chapters focusing on the child as a learner are of value on their own' - Julia Browne, Goldsmiths Association for Early ChildhoodThis book shows that an early childhood setting can be described as a learning place in which children develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem-solving.These dispositions provide the starting point for life-long learning.The author asks: How can we assess and track children's learning in the early years in a way that includes learning dispositions and avoids the pitfalls of over-formal methods, whilst being helpful for practitioners, interesting for families, and supportive for learners?The book- describes a way of assessment that stays close to the children's real experiences and provides an alternative to mechanistic and fragmented approaches,- shows how practitioners can assess what really matters: those learning dispositions (interest, involvement and perseverance for example) that provide a foundation for life-long learning. The book is about weaving theory and practice: theorizing development and learning as reflected in assessment practice.The author also argues that unless we find ways to assess complex outcomes in early childhood they will be excluded from the teaching and the learning.Simple and low level outcomes and goals will take their place.The theoretical ideas and arguments are illustrated throughout by transcripts and stories of children in a range of early childhood settings.At every turn in the journey it asks: How is this reflected in a real life context?It documents the voices of children, practitioners and parents as the learning story develops.
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Food Information, Communication and Education : Eating Knowledge
Food Information, Communication and Education analyses the role of different media in producing and transforming knowledge about food. ‘Eating knowledge’, or knowledge about food and food practice, is a central theme of cooking classes, the daily press, school textbooks, social media, popular magazines and other media.In addition, a wide variety of actors have taken on the responsibility of informing and educating the public about food, including food producers, advertising agencies, celebrity chefs, teachers, food bloggers and government institutions. Featuring a range of European case studies, this interdisciplinary collection advances our understanding of the processes of mediatization, circulation and reception of knowledge relating to food within specific social environments.Topics covered include: popularized knowledge about food carried over from past to present; the construction of trustworthy knowledge in today’s food risk society; critical assessment of nutrition education initiatives for children; and political and ideological implications of food information policy and practice.
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ASPIRE to Wellbeing and Learning for All in Secondary Settings : The Principles Underpinning Positive Education
This truly accessible resource shows secondary school practitioners how to help make every child and young person feel like they really matter when they are in school, so they can develop confidence, resilience, love of learning, a positive sense of self and healthy relationships. Sue Roffey shows how to create a learning environment where all pupils can thrive and make progress in learning, and where wellbeing for everyone is at the heart of every school.By using the unique evidence-based ASPIRE principles of Agency, Safety, Positivity, Inclusion, Respect and Equity in practice, this insightful book shows teachers how to redress the balance in ways that maximise a love for learning, build a positive sense of self, construct healthy relationships, foster resilience and help young people make good choices.This resource features a chapter for each principle which explores what this means, why it matters and how it can be applied across secondary schools.Although visionary, the book is based on both substantial evidence and good practice, with each chapter supported by case-studies across the world. The book demonstrates the positive difference each principle makes to children in secondary school settings as well as teachers, parents and the overall community.It is a must-read for secondary school teachers, tutors, school leaders, psychologists, parents and anyone who wants an education system that is inclusive, holistic and effective for all students.
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Individual Psychological Therapies in Forensic Settings : Research and Practice
From the ‘nothing works’ maxim of the 1970s to evidence-based interventions to challenge recidivism and promote pro-social behavior, psychological therapy has played an important role in rehabilitation and risk reduction within forensic settings in recent years. And yet the typical group therapy model isn’t always the appropriate path to take. In this important new book, the aims and effectiveness of individual therapies within forensic settings, both old and new, are assessed and discussed.Including contributions from authors based in the UK, North America, Europe, Australia and New Zealand, a broad range of therapies are covered, including Cognitive Behavioural Therapy, Mentalisation Based Therapy, Schema Therapy, Acceptance and Commitment Therapy and Compassion Focussed Therapy.Each chapter provides: an assessment of the evidence base for effectiveness; the adaptations required in a forensic setting; whether the therapy is aimed at recidivism or psychological change; the client or patient characteristics it is aimed at; a case study of the therapy in action. The final section of the book looks at ethical issues, the relationship between individual and group-based treatment, therapist supervision and deciding which therapies and therapists to select. This book is essential reading for probation staff, psychologists, criminal justice and liaison workers and specialist treatment staff.It will also be a valuable resource for any student of forensic or clinical psychology.
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'Which settings?'
The settings refer to the environment or location in which a story takes place. This can include physical locations such as a city, a forest, or a school, as well as more abstract settings like a dystopian society or a magical realm. Settings play a crucial role in shaping the mood, atmosphere, and overall tone of a story, and can also influence the actions and interactions of the characters within that setting.
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Which settings?
The settings refer to the specific environment or context in which a story or event takes place. These settings can include physical locations such as a city, a forest, or a school, as well as more abstract settings like a time period or social atmosphere. The settings help to establish the mood, tone, and overall atmosphere of a narrative, providing important context for the characters and plot development.
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Why is the AirPods information not visible in the settings?
The AirPods information is not visible in the settings because AirPods do not have their own settings menu on iOS devices. Instead, the settings for AirPods are integrated into the Bluetooth settings of the device they are connected to. This means that users can manage their AirPods settings, such as renaming them or adjusting double-tap functions, through the Bluetooth settings menu on their iPhone or iPad.
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What are proxy settings?
Proxy settings are configurations that allow a device to connect to the internet through a proxy server instead of directly connecting to websites. This can help improve security, privacy, and network performance by acting as an intermediary between the device and the internet. Proxy settings can be manually configured on devices to route internet traffic through a specific proxy server, which can also be used to bypass geo-restrictions or access blocked websites.
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Provocations for Learning in Early Years Settings : A Practical Guide
Full of practical guidance and easy-to-implement strategies on how to provoke learning and creativity in early years settings, allowing children to freely explore their environment and develop their ability to critically think.
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Principles of Self-Talk in Sport Settings : Theory, Research, and Practice
This book examines the theory and practice of self-talk in sports performance, with a special emphasis on approaches that move beyond linear, cognitively-focused understandings of self-talk. Self-talk generally begins when children are 2-3 years of age and continues into adulthood, as people talk to themselves both internally and out loud.Self-talk has drawn the interest of sport psychology professionals, researchers, athletes, and coaches who are eager to understand the origins and correlates of self-talk, how self-talk affects them, and how self-talk can be used to enhance sport performance. Starting from a strong theoretical foundation and addressing self-talk in sport myths, this volume moves on to one of the greatest challenges in sport self-talk literature, the crisis of validity of self-talk measurement tools, and provides direction and examples of valid and reliable tools for sport self-talk research.Chapters bring together authors from diverse theoretical backgrounds and fields, and offer tools for coaches and mental health providers to measure self-talk, and examine different approaches to self-talk, including ecological and embodied cognition, and draw important links between self-talk and other areas of cognitive functioning, such as emotion regulation.
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Music and Social Inclusion : International Research and Practice in Complex Settings
How do we develop social inclusion through musical activities?What is the power of music in enhancing individual inclusion, group cohesion, and cross-community work in post-conflict environments?How can we investigate social music programmes and interventions?This comprehensive volume offers new research on these questions by an international team of experts from the fields of music education, music psychology, ethnomusicology, and community music.The book celebrates the rich diversity of ways in which learners of all ages participate in social music projects in complex settings.Contributions focus broadly on musical and social processes, considering its conceptualisation and practices in a number of contexts.The authors examine how social music projects can be fostered in complex settings, drawing examples from schools and community settings.These critical chapters will inspire readers to think deeply about social music interventions and their development.The book will be of crucial interest to educators, policymakers, researchers, and students, as it draws on applied research from across 14 countries, of which ten are in the Global South.
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The Librarian’s Guide to Learning Theory : Practical Applications in Library Settings
This book will help library and information professionals better understand how people learn in order to improve support for instruction in their library. From book clubs to media facilities, libraries support learning in numerous ways.In this accessible handbook, Medaille unchains the field of learning theory from its verbose and dense underpinnings to show how libraries can use concepts and principles to better serve the needs of their users. Readers will discover:concrete ways to improve library instruction, spaces, services, resources, and technologiessuccinct overviews of major learning theories drawn from the fields of psychology, education, philosophy and many moresummaries of the most relevant aspects of each theory and instructional methods, showing how the various theories interact and support each other. This book will be useful for library and information professionals seeking to better understand their community and service users.
Price: 45.00 £ | Shipping*: 0.00 £
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Are there better settings?
The concept of "better" settings is subjective and depends on individual preferences and needs. Some people may prefer urban settings with access to amenities and cultural activities, while others may prefer rural settings with natural beauty and tranquility. It ultimately comes down to what each person values and desires in their living environment. It's important to consider factors such as cost of living, job opportunities, access to healthcare and education, and overall quality of life when determining the "better" setting for oneself.
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Which settings are better?
The better setting depends on the specific context and the individual's preferences. Some people may prefer a quiet and peaceful setting, such as a secluded beach or a serene mountain cabin, to relax and unwind. Others may thrive in a bustling and lively setting, such as a vibrant city or a lively festival, where they can feel energized and engaged. Ultimately, the better setting is the one that aligns with the individual's needs and desires at that particular moment.
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Can settings be transferred?
Yes, settings can be transferred from one device to another. This can be done by using backup and restore features, syncing settings across devices, or manually transferring settings by copying configuration files or settings data. Transferring settings can help users maintain a consistent experience across different devices and save time by not having to set up preferences individually on each device.
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What settings burden Spyro?
Spyro is burdened by settings that are dark, gloomy, and filled with obstacles. He struggles in environments that are filled with enemies, traps, and difficult terrain. Additionally, settings that restrict his ability to fly and explore freely can also burden Spyro. Overall, any setting that limits his ability to move and explore with ease can be a burden to him.
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