Winston Wallaby Can’t Stop Bouncing

Winston Wallaby Can’t Stop Bouncing is a fun, illustrated storybook that will help children aged 5-10 with Attention Deficit Hyperactivity Disorder (ADHD), Sensory Processing Disorder (SPD) and/ or Autism Spectrum Conditions (ASC/ASD) to recognise their sensory needs and to develop tools to support them. To learn more about the book, who better to ask than its authors, K.I. Al-Ghani and Joy Beaney? Chatting to them, we learned a lot about hyperactivity in children, what to look out for and what can help. There’s even a downloadable activity sheet for teachers. Read on to find out more.adhd

What motivated you to write Winston Wallaby Can’t Stop Bouncing and who is the book for?

Joy and I have worked together in special education for many years. We noticed that there were not many books available that could explain hyper-activity to children in a story format.  We decided to collaborate on this project using Joy’s expertise in Sensory Processing Difficulties, my skills as a story teller and Haitham’s ability to bring it all to life, through his illustrations.
We think the book has something for everyone: It is a story all children can enjoy. A story in which, we hope, children with hyperactivity will be able see themselves in Winston.  They will learn that it is not their fault and instead of being the problem, they could learn to be part of the solution. Parents and educators will have tools and strategies they can use that can help the child to manage their hyperactivity and, if successful, perhaps avoid the need for medication.

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An interview with Debbie Garvey, early years education expert

Debbie Garvey

Hi Debbie, thank you for agreeing to answer some questions about your new book, and indeed on your growing collection of early years titles! What can readers expect from Nurturing Personal, Social and Emotional Development in Early Childhood and how does it differ from your previous work?

Well, I suppose the first major difference is that this book is about children, whereas the other books are about staff. This was always the book I wanted to write, it just took a little time to come to fruition, and I am so glad it did. The time in between first thinking about the PSED book, and starting to write it, meant time to develop ideas, read more research and really plan what themes I wanted to explore.

Another difference is perhaps that this book is a little more controversial as Dr Suzanne Zeedyk warns in the foreword, “It’s going to be a bit of a bumpy ride.” I didn’t set out to be controversial – I simply hope that practitioners will maybe think about things in a slightly different way. So, for example, I’ve asked readers to consider how we approach Christmas, Graduations and behaviours, and imagine being a young child in those situations. Often, putting ourselves in a young child’s shoes  allows us to see things in a very different way.

Who would you say your books would be most useful for, and what have you done to maximise their practicality? Continue reading

Nurturing Personal, Social and Emotional Development in Early Childhood

PSED

Read on for an extract from Debbie Garvey’s new book for Early Years professionals

Nurturing Personal, Social and Emotional Development in Early Childhood by Debbie Garvey is a practical and direct guide that supports practitioners in nurturing personal, social and emotional development (PSED) in young children by demystifying brain development research.

Condensing a wealth of recent research and theory around PSED into practical guidance, it gives professionals the knowledge and understanding they need to critically evaluate their own practice and find the best course of action to support PSED in young children. From the perspective of neuroscience, it explores what can help or hinder development, considers why some children bite and why toddlers have tantrums, and questions how well-intentioned actions, such as reward systems or putting new foods on a plate for children to ‘just try’, may be misguided.

Click here to read an extract from Chapter 1: ‘Brain Development, Neuroscience and PSED’


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Our bodies’ hidden strengths – Resilience and love

This blog was written by Hidden Strength’s Children’s Series co-author C.C. Alicia Hu. The books are available November 21, 2017 for therapeutic use with children ages 4-10 who have experienced trauma or a frightening situation. Read more about each title and pre-order below:

How Little Coyote Found His Secret Strength

Bomji and Spotty’s Frightening Adventure

How Sprinkle the Pig Escaped the River of Tears

by C.C. Alicia Hu

Before we can say “no,” our legs kick and set boundaries.

Before we can say “more,” our hands pull and grab for what we need.

Reclaiming our bodies’ hidden strengths empowers all of us.

Nevertheless, in our modern society, we are often disconnected from our bodies. We turn our body-mind into a machine, like a “car” or a “computer,” so we can control or manage our self for performance enhancement. Maybe we “perform” well, yet, we pay a price.

In the field of psychiatry and psychotherapy, for a long time, we labeled many of the body’s innate defense strategies as “symptoms” or “problems” – our capacity to disconnect and dull the pain, a symptom of “dissociation.” Our ability to quiver and shake to discharge the muscle intensity is a sign of weakness or anxiety.

Bring our bodies’ hidden strengths to enhance our resilience

In the Hidden Strengths Therapeutic Storybooks, three intertwined stories and four major animal characters show how our bodies’ possess the hidden strengths to protect our self. In addition, three adult-like characters demonstrate how to provide companionship that won’t overwhelm the major animal characters’ vulnerable nervous system that resulted from traumatic stress.

In each book, after the therapeutic story, there are two sections designed to provide structural prompts for adults to engage in dialogue and exploration with the child. This “expressive phase” is the key to facilitating the child in communicating their own feelings and creating their own stories. What makes our books unique is that we include embodied play activities to help the child process the stories on the basic sensory-motor level.

Using the metaphorical animal characters for teens and adults

These stories are not only therapeutic tools for children ages 4 to 10. These stories can also be used as metaphors to communicate with teens and adults.

Last week, I was presenting part of the story, “Bomji and Spotty’s Frightening Adventure” at a local grassroots, peer-support recovery center. Adult audiences in recovery from mental illness and substance abuse intuitively got the idea that, inside, we are Bomji the Rabbit, who tend to freeze, as well as Spotty the Cat, who tends to fight.

One participant shared that “sit on ready” is an important coping skill in African American culture. The capacity to be vigilant without moving helped her to survive her childhood.

The metaphorical animal characters made it easy for teens and adults to develop compassion toward their inner child. As children, we oftentimes act without thinking like Spotty the Cat. We are still and invisible to avoid danger like Bomji the Rabbit. We cry like Sprinkle the Pig and we overwhelm our caregivers. We submit like Wimpy the Coyote in order to fly under the radar.

Love: self-compassion toward our hidden strengths

From children to teens to adults, one key element in recovery is to cultivate self-compassion. In the Hidden Strengths Therapeutic Storybooks, we hope to help all readers embrace their bodies’ hidden strengths as a way to enhance self-compassion.

Once, I shared a draft of Bomji the Rabbit and Spotty the Cat with a Vietnam veteran who still suffered from the shame of freezing and wanting to run away in a major battle. In reality, he successfully executed his duty; however, he had a hard time forgiving the “weak” part of him. Understanding that motionless defense (e.g., freeze and collapse) is just as natural and valuable as active defense (e.g., fight and flight) brought him a tremendous sense of relief.

Another time, I shared the same story with a teen girl who engaged in self-cutting as a way to cope with inner turbulence. She was able to identify how she also froze when her external environment became too overwhelming and out of control. She was then able to find her own metaphor for her own fearful, vulnerable part without engaging in blaming.

Helping the reader to accept all the different parts of themselves is what we want these books to achieve, through revelation of the development of self-compassion. Before we can accept our angry fighting part as well as our frozen fearful part, it is helpful if we start seeing these natural capacities as our bodies’ hidden strengths. The act of self-compassion includes recognizing the diverse, creative survival strategies in our bodies. Yes, we are fundamentally resilient, even when we are young and small. Our bodies have always possessed these hidden strengths!

For more information, author events, and to follow the Hidden Strengths Series, check out the authors’ Facebook: https://www.facebook.com/AnneWestcottandAliciaHu/

 

 

 

 

A Practical Guide to Gender Diversity and Sexuality in Early Years

Sexuality in Early yearsRead on for an extract from Deborah Price’s new guide for Early Years professionals

A Practical Guide to Gender Diversity and Sexuality in Early Years by Deborah Price is an easy-to-read and practical guide for early years professionals on how to discuss gender diversity and sexuality with very young children, looking at ways to include new practice while extending successful current practice.

This guide presents a background to gender theory alongside examples and case studies, showing that activities and settings can work together for children to recognise their full potential in a supportive environment. This book addresses a wide variety of topics such as staff training and team management, how to support and promote men working in childcare, transgender issues and ways practice can be challenged, to give those working with young children a great foundation for teaching about diversity.

Click here to read the Introduction to A Practical Guide to Gender Diversity and Sexuality in Early Years


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EXTRACT – You Make Your Parents Super Happy!: A book about parents separating

You Make Your Parents Super Happy!

‘Hey! I think you should know that there is nothing your parents are more proud of… than YOU!’

You Make Your Parents Super Happy!, written and illustrated by Richy K Chandler, is a comforting graphic story that helps children whose parents are separating feel better. The book gently explains why some parents have to live in different places, and reminds the child how special they are to both parents, reassuring them that both parents will keep looking after them, and love them just as before.

Getting to the heart of what children need to hear in what can be a confusing time, the story lets your child know that they are loved and safe, and that this will not change. Ideal for children aged 3-7.

Click the link below to get a feel for the book.

Click here to read an extract from You Make Your Parents Super Happy!

You Make Your Parents Super Happy!


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Observing schematic behaviour in young children can aid their learning

schematic behaviour

Tamsin Grimmer, author of Observing and Developing Schematic Behaviour in Young Children, describes the 12 common types of schematic behaviour in young children, and how recognising and adapting these schemas can aid their learning, development and play.

Have your ever noticed a child lining up their toys or spinning around in circles?  Or that a child is often more interested in a cardboard box, rather than the gift that was in it?  Perhaps you are perplexed by the toddler who repeatedly throws their cup from their high chair?

Children do many puzzling things and will often repeat these behaviours.  It is highly likely that these behaviours are schematic.  In my new book, Observing and Developing Schematic Behaviour in Young Children, I unpick the most common schemas and provide ideas of how to extend children’s learning based on their schematic interests.  I also consider children whose behaviour may be misinterpreted as challenging when it could simply be schematic. Continue reading

Take a look at our new Early Years catalogue

Our Early Years books offer valuable, jargon-free advice on a range of important issues in the field for any setting. From practical guides on positive learning environments to information on running your own successful Early Years business, each publication provides essential support and easy-to-follow activities to help you deliver the EYFS and enhance your practice.

If you would like to request a free print copy of the catalogue, please email hello@JKP.com.

If you would like to read more articles like this and get the latest news and offers on our Early Years books, why not join our mailing list? We can send information by email or post as you prefer. You may also be interested in liking our Special Education, PSHE and Early Years Resources Facebook page.

Join our Early Years mailing list to receive a free copy of our new catalogue

Early years resourcesSign up to our mailing list to receive a free copy of our new Early Years catalogue.

Our Early Years books offer valuable, jargon-free advice on a range of important issues in the field for any setting. From practical guides on positive learning environments to information on running your own successful Early Years business, each publication provides essential support and easy-to-follow activities to help you deliver the EYFS and enhance your practice.

To request a free print copy of the JKP complete catalogue of books on Early Years, sign up to our mailing list below. Be sure to click any additional areas of interest so we can notify you by email about exciting new titles you might like.

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10 ready-to-use solutions that will help schools meet Ofsted criteria for excellent playtimes

playtimesMichael Follett, author of Creating Excellence in Primary School Playtimes, provides 10 tips to help primary schools meet Ofsted criteria for excellent playtimes.

Imagine childhood without play. It sounds unthinkable but for around 50% of UK children school playtimes are the only time they get to play freely in an open space with their friends. When you think that out of 7 years at primary school, 1.4 of those years is time for play, it is clear that schools are ideally placed to enable children to access 180 days a year of great play opportunities.

As a former teacher, playworker and school improvement adviser I have dedicated the past 17 years to helping schools understand how to improve playtimes. It’s a great project as everyone wins, children are happier and healthier, teachers get more teaching time, leaders more leading time and playtime staff a much more satisfying job. So here are my top ten tips, condensed from my work developing the OPAL Primary Programme with over 200 schools in three continents.

1. Change your culture – A school that values play is a school that understands that play is essential to children’s physical and mental wellbeing and that the recipe for play requires some dirt, some risk, plenty of choices, quite a lot of freedom and a growing amount of trust. Once your school develops a culture of valuing play and understanding the simple conditions it requires to grow and flourish the rest is relatively easy.

2. Use what you have – OPAL’s research has revealed that the average primary school uses its field for between 8-16% of the 180 days there are in the school year. If you have space, don’t spend money on equipment until you find ways to use your valuable space for at least 80% of the year. (OPAL School’s average around 95%).

3. Put someone in charge – Good play in a school takes planning, resources and persistence. 20% of the school day will not improve itself. Traditionally schools dedicate very little leadership attention to the management of what is often the trickiest part of the school day to manage.

4. Be Generous – How many children are in your school – 100, 200, maybe 500? How many hours play is that a year? In a school of 200 children the answer is 160,000 play hours a year. So be generous – don’t build one play house build ten, don’t put in a sand table, build a beach! Children need lots of space and lots of stuff to avoid conflict at playtimes and access to plenty of fuel for their imaginations.

5. Make use of free stuff – Children much prefer to play with stuff than on things. They don’t really mind what you give them to play with, they just need lots of it. So don’t worry about asking the PTA to raise thousands to build a thing to play on, instead think about how you can provide children with many, many things to play with. We are not talking about toys, we are talking about the secret magic ingredients of play called loose parts, which is virtually anything you can think of that is safe enough to play with, from and empty box to an old pan or a bit of wood.

6. Use Nature – Nature changes every day, it re-grows, it is naturally calming and attractive to children. Instead of a play catalogue why not go to a garden centre and see what resources they have that would provide lots of open ended play value?

7. Provide Choices – What is the essence of play? It is surely the freedom to choose for yourself. To be able to decide for your own reasons and motivations where you go, who you play with and what you play with. Look around your playground. Is it an oasis of potential choices waiting to be discovered? The more variety on offer, the more freedom of choice actually means something.

8. Allow time – Play is a human right under the UN Convention on the Rights of the Child Article 31 and every school has a legal and moral duty to implement the convention. So don’t regard playtime as a problem to be whittled away or used up with finishing work, but as an opportunity to provide an essential part of a good childhood.

9. Don’t waste your money – Children will always be attracted by newness, so any play equipment, however poor its play value, will be investigated by children for the first six weeks of its presence, but children are around school play equipment for around 1800 hours a year, for several years and it is only worth investing in capital equipment which will continue to present interest and challenge, building strength, fitness and coordination over a number of years, otherwise you are just buying very expensive benches to hang-out on.

10. Keep it up – Providing great play for every child should be the concern of every adult who cares about quality of childhood, because making play better in schools is not up to children, it is up to us the decision makers and power holders, the leaders, staff and parents. We are the people who are in charge; of their time, and their space, and the rules. Governments are not, and children cannot make us provide for their play, it must be done because we ourselves care about children having fun, joy and happiness.

If you would like to read more articles like Michael’s and get the latest news and offers on our education books, why not join our mailing list? We can send information by email or post as you prefer. You may also be interested in liking our Special Education, PSHE and Early Years Resources Facebook page.