Preface Acknowledgements Introduction: Understanding the child's brain Step 1: Let's meet a brain Step 2: Meeting the children in their settings Part One: Preparing the climate and context for learning Step 1: Addressing children's physical needs Step 2: Inclusion Step 3: Developing emotional intelligence Step 4: Providing children with the tools for learning Step 5: Managing behaviour positively Step 6: Fostering partnerships with parents and carers Part Two: Supporting independent learning Step 1: Making maximum use of the environment Step 2: Helping children to develop good attention skills Step 3: Helping children to stay on task Step 4: Talking the language of learning Part Three: Developing brain-based techniques Step 1: Teaching children to mind map Step 2: Adventures in play Step 3: Maximising learning through music Step 4: Teaching and learning through movement Step 5: The place for technology Part Four: Teaching for intelligence Step 1: Creative teaching for better learning Step 2: Fostering the beginnings of group work Step 3: Teaching through VAK Step 4: Engaging the multiple intelligences Step 5: Taking the time for learning Appendices Some principles for planning Key vocabulary Recommended reading Bibliography Some useful websites Endnotes
This fully-updated edition offers hundreds of practical hints and tips for implementing brain-based learning in early years settings for practitioners, students and parents.
Nicola Call grew up in England, where she loved to ride horses and
go for long walks with her dog. She later combined a successful
teaching career with writing the education books The ALPS Approach
and The Thinking Child. Nicola has a passion for children’s
literature, and is author of the Dealing With Feelings series. She
now lives in California, where she has three children and a
menagerie of pets.
www.nicolacall.com
@nicolajcall
An extremely practical, accessible guide to putting brain-based
research into action in foundation stage settings. Children taught
like this will be at a huge advantage in the acquisition of
literacy skills... indeed, in all their learning.
*Sue Palmer, Literacy Specialist *
Many of the ideas and suggestions in the book can be used to
support approaches and ways of working that are used in a wide
variety of different early years settings.
*Early Years Update*
"These are by no means tick lists, but thought-provoking ideas that
will move practitioners on in terms of fun, creativity and
innovation... It is an indispensable resource that no practitioner,
or those in training, should be without."
*Martine Horvath, Early Years Educator*
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