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
As a formal part of the Early Years Foundation Stage, educators are now required to deliver instruction of British Values and the Prevent Duty in classrooms, nurseries and other early years settings. In response, Kerry Maddock, author of British Values and the Prevent Duty in the Early Years, outlines what exactly the government means by this legislation and offers clear advice to early years practitioners on how to implement British Values in such a way that also fosters individual liberty. Through case studies, research, and interviews with OFSTED inspectors, her book is an essential guide for any Early Years professional seeking guidance on this statutory requirement.
Click here to read the extract
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In this article, Jane Evans reflects upon her new book Cyril Squirrel Finds Out About Love to discuss how we can help children aged 2-6 learn about the ways that love, friendships and kindness can look, sound or feel in this increasingly complicated world.
It may seem strange to think about teaching children about love and kindness. Surely that’s what they grow up knowing. They feel it every time they are picked up, rocked, fed, and sung to. They see it in the eyes of those around them. They are taught the difference between a kind act and an unkind one once they begin to be around other children. Lessons on sharing and ‘not pushing and snatching’ can become regular and repetitive!
What prompted me to write about Cyril Squirrel going on an adventure to find out about love and kindness was a sense that these simple concepts are getting lost and confused in modern day life. Children can easily come to equate love and kindness with things. We live in a consumer driven world in which parents and carers can feel a real pressure to show children how much they matter by providing material comforts, fabulous toys, equipment and experiences. But is that a great example of love? Continue reading