ASSESSING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE SUSTAINED SHARED THINKING AND EMOTIONAL WELL BEING SSTEW SCALE FOR 2 5 YEAR OLDS PROVISION
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The sustained shared thinking and emotional well-being (SSTEW) scale is designed to consider some of the intentional and relational pedagogical strategies strongly associated with child outcomes. It considers practice that supports children aged between two and five years of age in developing skills in sustained shared thinking and emotional well-being, as well as developing strong relationships, effective communication and aspects of self-regulation. It is designed to be used for research, self-evaluation and improvement, audit and regulation.Using the SSTEW scale alongside other environment scales (including ECERS-E, ECERS-R or ITERS-R) gives users a more complete picture of what high-quality early childhood education and care can look like. It is aspirational in that it considers high quality pedagogy and practice. It can be used by researchers, heads of centres, managers, teaching staff and practitioners, as well as advisory staff and in professional development.
‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: · understand how children learn and develop · engage with the curriculum and the practice of teaching · learn more about the structure and reality of early years provision and practice for children aged from 0–8 years · develop ways to reflect upon your practice · develop professional skills and attributes needed to take a leading role · understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.
This guide to understanding school readiness in young children is essential reading for early years practitioners. It explores the concept of school readiness by unpicking what the term means for children and how we can define it in the context of the characteristics of effective learning. This includes ideas for promoting playing and exploring, active learning and creating and thinking critically. The book also considers how we can ensure schools are ready to receive children and suggests ways in which preschools and nurseries can work collaboratively with schools and engage parents and carers to ensure a smooth transition.
In response to growing pressure on early years practitioners to adopt a ‘tick-box’ approach to recording children’s progress, Celebrating Children’s Learning sets out a bold, alternative vision for assessment in the early years. Drawing upon an inspiring collaboration between London nursery schools, this book explores and reconsiders the purpose of observation in early years settings. Contributors provide a range of examples to guide early years practitioners as they develop their own methods of observation. Play, social interaction, and cooperation with parents are shown to be valuable opportunities for keen observation. Chapters discuss: - moving beyond data-focussed assesment - Characteristics of Effective Learning - ensuring inclusive assessment - collaborating with parents from diverse backgrounds - outdoor learning – a Forest School approach. Inspiring and empowering, Celebrating Children’s Learning is essential reading for teachers, practitioners, and students involved in early education.
Author : Helen Sutherland
ISBN : 9781784505523
Genre : Education
File Size : 22.27 MB
Format : PDF, ePub, Docs
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Offering an in-depth exploration of the distinctive features of the play development and learning of toddlers, this book provides useful materials, strategies and tools that can be used by practitioners supporting toddlers at this significant age. The book explores the context and concepts of wellbeing and is ideal for early years practitioners, teachers and students working with toddlers. It sets out practical guidance on the following key factors: home, family, health, development and learning, voice and expressions, early language, meal times and early years settings. These factors are supported with case studies and examples of good practice from Norway, Spain and the UK and expanded upon with reflective thinking exercises and suggested strategies to implement.
Author : Carol Archer
ISBN : 1858567998
Genre : Education
File Size : 59.27 MB
Format : PDF, ePub
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Physical development is a key component of the curriculum in the great majority of countries. But so far there has been no valid means of assessing the quality of the child's physical experience or the pedagogy and environmental quality of those physical experiences. The Movement Environment Rating Scale (MOVERS) is a new method of measuring the quality of environment and pedagogy in which young children are encouraged to move and be physically active. It applies the methodology used in the ECERS-E and SSTEW rating scales, making it easy for educators already familiar with these well-established scales to adopt. MOVERS has four sub-scales: * Curriculum, environment and resources for physical development * Pedagogy for physical development * Supporting physical activity and critical thinking * Parents/carers and staff MOVERS is an invaluable tool for research, self-evaluation and improvement, audit, and regulation.
What are thinking skills? How do they develop? Where do they 'fit' into the curriculum and what should adults do to help children acquire them? Sustaining Shared Thinking contains a rich mixture of practical experience, research and relevant government guidance, brought to life with examples and suggestions. It brings together theories and ideas related to thinking skills, explains what these thinking skills are and why they are important, and shows how they link with current curriculum guidance. This book addresses some of the major challenges facing early years settings and primary schools, and shows what opportunities and experiences for developing shared thinking skills may look like in individual settings. The aim is to provide sound,clear advice and to help practitioners and teachers deliver the objectives of Every Child Matters.
Used as a measure of quality in the ground-breaking Effective Provision of Pre-School Education (EPPE) project, Sustained Shared Thinking is fundamental to good early years practice. It costs nothing, yet research has shown that it improves outcomes for children by supporting their holistic development. This book clearly explains what Sustained Shared Thinking is and examines the skills and expertise needed to initiate, encourage and facilitate it. The book explores the attitudes, knowledge and understanding that a practitioner must adopt in order to start or develop successful Sustained Shared Thinking. Combining theory with practical guidance, it demonstrates how it can be achieved, covering all aspects of early years practice including the Characteristics of Effective Learning, the Prime and Specific Areas of learning development, the role of the practitioner, the environment and working with parents. Features include: boxed links to key theory and research; practical strategies highlighted in the text; consideration of children at different ages and stages of development; links throughout to the Early Years Foundation Stage. Written by a leading consultant who regularly delivers training on Sustained Shared Thinking, this will be an essential text for students on foundation degree and childhood studies courses as well as early years practitioners.
The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale, ECERS-3, focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including: Cognitive Social-Emotional Physical Health and safety ECERS-3 also includes additional Items assessing developmentally appropriate literacy and math activities. Designed for preschool, kindergarten, and child care classrooms serving children 3 through 5 years of age, ECERS-3: Provides a smooth transition for those already using ECERS-R. Emphasizes the role of the teacher in creating an environment conducive to developmental gains. Is designed to predict child outcomes more accurately and with greater precision. Provides a stronger method of distinguishing between good and truly excellent programs. Offers a complete training program with ongoing support available at the Environment Rating Scales Institute (ERSI) website (www.ersi.info). ECERS-3 is appropriate for state and district-wide QRIS and continuous improvement; program evaluation by directors and supervisors; teacher self-evaluation; monitoring by agency staff; and teacher education. The established reliability and long term evidence of validity of the ERS family of instruments make this new version of ECERS particularly useful for RTTT-ELC accountability and research. Suitable for use in inclusive and culturally diverse programs, ECERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Literacy Learning Activities Interaction Program Structure
This revised and updated assessment tool focuses on the full range of needs of infants and toddlers up to 36 months of age and provides a framework for improving program quality. ITERS-3 assesses both environmental provisions and teacher-child interactions that affect the broad developmental milestones of infants and toddlers, including: language, cognitive, social-emotional and physical development as well as concern for health and safety.