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Bringing the forest school approach to your early years practice
\"This easy-to-read series provides an introduction to some of the most important early years philosophies and shows how they can be incorporated into your setting. Each book provides:an outline of the background to the approachclear explanations of the relevance to contemporary thinkingsuggestions to help you plan a successful learning environmentexamples of what the individual approach can look like in practice.These convenient guides are essential to early years practitioners, students and parents who wish to fully understand what each approach means to their setting and children.How has Forest School helped to change attitudes about risk and challenge in the early years? What are the benefits of using this approach for children's development, health and overall wellbeing? Bringing the Forest School Approach to your Early Years Practice provides an accessible introduction to Forest School practice. It identifies the key issues involved in setting up, running and managing a Forest school environment and offers clear guidance on resources, staffing and space required for successful play and learning outdoors. Including links to the Early Years Foundation Stage and a wide range of case studies, the book covers:The beginnings of Forest School and how practice has developed Child centred play and learning that allows for risk taking and challenge Planning for children's individual needs, learning styles and schemas The learning environment The role of the adult including health and safety and children's welfare.Full of practical advice, this convenient guide will help practitioners to deliver new, exciting and inspiring opportunities for the children they care for\"-- Provided by publisher.
Book
Planning for Schematic Learning in the Early Years
What are schemas and why should you know about them? How can schemas be identified in young children? What does schematic learning look like and how does it meet the needs of individual children?
All children are different, they look different, sound different, behave in different ways and crucially they learn differently. It is a constant challenge in Early Years settings and Reception classes to provide opportunities that are relevant and valuable for all the children. Being able to recognise and identify schemas in young children enables practitioners to plan a play-based curriculum that allows for individualised learning based around each child's interests that will support the next steps of their development.
Drawing on current research, the book clearly explains what schemas are and how they can be identified in children. Looking at how settings can plan to incorporate schemas into their schemes and topics and providing real life examples of schematic learning in practice, features include:
Examples of schemas alongside descriptions of common behaviour patterns
A chapter on using schemas to support children with additional needs
Photocopiable key checklists to help identify different schemas
Guidance on developing schemas to support children in their next steps
Advice on using schemas to aid the transition to Key Stage 1
Including case studies and photographs to illustrate practice, this highly practical book aims to inspire practitioners, teachers and students to be creative in the way they work with children and ensure the best for those in their care.
eBook
Food manufacturers: challenges with managing pests in food handling facilities
If want you manage pests in your facility, firstly any food safety programme should have a comprehensive pest management system. This is designed to control hazards from pests at every operational step of the food handling process, including biological hazards such Salmonella. In the US, a large outbreak of Salmonellosis was caused by contaminated peanut products. Any pest management system will contain elements to control hazards from the pests themselves; particularly the hazard of cross-contamination, such as the microbiological contamination risks. The system will also contain elements to control the risk of chemical contamination from pesticides. Proofing against the ingress of flying insects and birds is arguably the easiest to achieve; screens, strip curtains, air curtains, swing doors and rapid-closing doors are all simple to install on windows and doors. While proofing is important in keeping the pests outside, pest-free raw materials are also required. Stored product pests, cockroach nymphs and even rodents can get into a facility in shipments of raw be materials.
Journal Article
Planning for schematic learning in the early years
Contents: Children learning through play -- Identifying schematic learning in young children -- Children with special educational needs and schematic learning -- Case studies -- Creating an appropriate curriculum -- Transition -- Conclusion.
Book
Transition
This chapter discusses the process of transition, both from a pre-school environment to a school, and from a reception class to a year 1 classroom. It looks at how the knowledge gained by practitioners can be passed on in an attempt to help the child settle quickly into their new location.
Book Chapter
Case studies
This is a chapter of case studies, written about four different children learning in pre-school and school settings. The studies highlight how the schemas were identified and how they were consequently planned for on a daily basis. In some cases there is clear evidence that the knowledge of schemas and of the child's own individual needs supported a smoother transition into the classroom. Each study highlights the importance of understanding the child and recording their preferences over a sustained period of time. It demonstrates a need for all staff in the setting to have a strong awareness of their own role in that child's development. The case studies are:
Hudson, the Connector;
Ellie, the Transporter;
Jenson and the Trajectory schema;
Madison, the Enveloper.
Book Chapter
Children learning through play
Play is the means through which children find stimulation, well being and happiness, and is the means through which they grow physically, intellectually and emotionally. Play is the most important thing for children to do.
Book Chapter
Conclusion
The purpose of this book is to focus on one small aspect of early years education that with some knowledge and willingness a practitioner can use to provide a programme of individualised learning across a range of settings. It has examined some of the theories behind the modern curriculum and challenged some of the ideas that these presented at the time of their publishing and which are still relevant today.
Book Chapter
Creating an appropriate curriculum
At the heart of the educational process lies the child. No advances in policy, no acquisition of new equipment have their desired effect unless they are in harmony with the nature of the child, unless they are fundamentally acceptable to him.
Book Chapter
Children with Special Educational Needs and schematic learning
This chapter sets out how schemas can be used to support children with Special Educational Needs (SEN). It is well known that children diagnosed with various learning difficulties have different learning needs to those who are learning in a more conventional way. Because of these differences, identifying schematic learning can be problematic and in some cases is not appropriate. By detailing a few of the most common difficulties and conditions this chapter will help you examine your own practice with this group of children.
Book Chapter