Planning Children's Play and Learning in the Foundation Stage: How to Meet the Introduction Standards (Early Years S). Este artículo no está disponible.Planning Children's Play and Learning in the Foundation Stage: How to Meet the Introduction Standards (Early Years S)

Fully reflecting the content of the Foundation Stage's Early Learning Goals (DfEE 1999), this text is written for all practitioners working in early years settings. It should also be of interest to undergraduate and postgraduate students pursuing QTS for the three to five age group and to those enrolled on degree and diploma courses in Early Childhood Studies. Jane Drake particularly recognises the importance of play as a context for young children's learning, offering practical ideas for creating a stimulating environment and planning exciting focus activities, all linked to the Early Learning Goals. There is much to interest learning support assistants, volunteer helpers and parents wishing to link the child's experiences at home and beyond with work and play in nursery, playgroup or reception class. All the suggested activities are tried and tested in the classroom. Many are illustrated with exemplar plans defining objectives, organization and resources (examples extend over all six areas of learning in ELGs). The author offers guidance on planning display as part of the curriculum and on observing, assessing and recording and reporting. The book takes full account of the variety of settings in which the Government's expansion of early childhood education will flourish.

Fully reflecting the content of the Foundation Stage's Early Learning Goals (DfEE 1999), this text is written for all practitioners working in early years settings. It should also be of interest to undergraduate and postgraduate students pursuing QTS for the three to five age group and to those enrolled on degree and diploma courses in Early Childhood Studies. Jane Drake particularly recognises the importance of play as a context for young children's learning, offering practical ideas for creating a stimulating environment and planning exciting focus activities, all linked to the Early Learning Goals. There is much to interest learning support assistants, volunteer helpers and parents wishing to link the child's experiences at home and beyond with work and play in nursery, playgroup or reception class. All the suggested activities are tried and tested in the classroom. Many are illustrated with exemplar plans defining objectives, organization and resources (examples extend over all six areas of learning in ELGs). The author offers guidance on planning display as part of the curriculum and on observing, assessing and recording and reporting. The book takes full account of the variety of settings in which the Government's expansion of early childhood education will flourish.