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.
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Dr Fiona Zandt has written the below article on the importance of play in therapy. Dr Fiona Zandt and Dr Suzanne Barrett, authors of Creative Ways to Help Children Manage BIG Feelings, are clinical psychologists who currently work in successful private practices in Melbourne. They each have over 15 years’ experience working with children and families.
Connecting families with wool – Why play is so important when working therapeutically with children
A therapist recently described using an activity from our book that involves using wool to connect family members to make visible the ways in which their feelings and actions impact upon each other. Following the session the child who was being brought to therapy articulated some of what she had learnt to her Mum. She said that she now knew that if she died, everyone would be really sad, and that not everything was her fault. Her comments reflected some key messages that the therapist wanted to convey – namely that she was part of a family who cared about her and were all being affected by the difficulties they were experiencing. Blame was removed and the responsibility for change was shared, laying the foundation for the therapist to work effectively with both the parents and the child.
Sonia Mainstone-Cotton, author of Promoting Young Children’s Emotional Health and Wellbeing, provides some very useful and easy tips for supporting young children’s happiness at this important stage in their development.
Wellbeing is a term we hear a lot about for adults and young people, but we don’t hear so much about it for young children. We know that the rates of teenage mental health problems are rising alarmingly, and we are aware that children and young people are feeling increasingly stressed and distressed. I passionately believe if we can help young children to have a good wellbeing then we are setting them off to a great start in life. But to help children have a good wellbeing, we need to be proactive about it.
One critical aspect of a child having good wellbeing is by them knowing that they are loved – that they are loved for the unique and precious individuals they are. Parents and grandparents clearly have a crucial role in letting children know that they are unconditionally loved, but I also believe that key workers, teaching assistants, children’s workers also have a role in showing children that they are loved and wanted. We show this through the words we use and the way we hold children. Part of my job is as a nurture consultant; I have seven children and schools that I support throughout the year. Every time I see one of my nurture children I ensure I show delight in seeing them that day. I smile at them, I look them in the eyes and tell them how lovely it is to see them today, how much I have been looking forward to our time together. Continue reading
We’re delighted to announce the launch of our Early Years list. As of now, we’ll be publishing a range of resources written by Early Years specialists offering valuable advice on important issues such as behaviour management, positive learning environments and how to run a successful Early Years business. We’d like to make you aware of a number of ways you can interact with the list:
1. Sign up to our Early Years mailing list to receive news and information on our latest books by filling out the form below
2. Like our Special Ed, PSHE and Early Years Resources Facebook page
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Liz Williams, author of Positive Behaviour Management in Early Years Settings, explains how young children will only be able to behave in a way that is appropriate to their own age and stage of development. Observing that the whole early years period is a time in which children develop rapidly, she describes how the stage of development between the ages of two and three is especially fast.
Click here to read the extract
Informed by the author’s wealth of practical experience, Liz’s book is an essential guide to promoting positive behaviour in early years settings. It explains why children may act the way they do, describes the key factors in promoting appropriate behaviour and provides a range of easy to use techniques for improving behaviour and supporting development.
If you would like to read more articles like Liz’s and hear 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, and please also tell us about your areas of interest so we can send the most relevant information. You can unsubscribe at any time.
Research shows that for many schools it is hard to keep up with the high speed train that is a student’s online life. New apps and high risk behaviours emerge at the same time that new Ofsted inspection requirements are outlined. Only 45% of secondary pupils strongly agree that their teachers know enough about online safety, whilst Ofsted says that training for teachers is inconsistent. So how do you address the fastest evolving aspect of a young person’s education today? Continue reading
When writing the text for What are you staring at?, a graphic novel about restorative justice in a school setting, I couldn’t resist taking a side-swipe at the antiquated system of school detentions, as a repost to the endlessly repeated rhetoric calling for ‘discipline’ to be brought back into the nation’s schools. By pointing out that more often than not, slapping a detention on a young person for wrong-doing is actively counterproductive, I hope to illustrate how ineffective a punitive system is for resolving behavioural issues or engendering self-discipline within a school community. In one of Joseph Wilkins’ most evocative images, our protagonist, Jake, is seen sitting alone in a large classroom. He is serving a detention for punching Ryan, a pupil in the year below, and we see him simmering with anger and resentment at the injustice of it all. At this point in the book, no one has taken the trouble to tease out the story behind his violent behaviour, and because the punishment hurts (as it is designed to) he is minded to take revenge on the very person he harmed in the first place – namely the innocent Ryan – for being the ongoing cause of his pain. Precious little scope there for reflection, understanding, resolution or healing. Continue reading
In this extract, Bill Hansberry draws upon real stories from school life to give a strong sense of what restorative justice is and how it works. He begins with the story of two boys, Tristan and Jason, whose intractable conflict was seemingly spiralling out of control. Admitting that restorative justice is at times not for the faint-hearted, he nonetheless asserts that its constructive approach to conflict resolution ‘improves behaviour by improving relationships between people in schools’.
>>Click here to download the extract<<
Suitable for education settings from preschool to college, A Practical Introduction to Restorative Practice in Schools explains what restorative justice is, how it can be used in schools, what it looks like in the classroom and how it can be implemented. Featuring case studies that illuminate the underlying restorative principles and practices, the book covers a wide range of topics from the basics of restorative justice, through to school-wide processes for embedding the approach in policy and practice.
Drawing on the expertise of educators and consultants, this is a must-have resource for any school or centre that is serious about reducing bad behaviour and developing safer learning communities.
Welcome to the second edition of The Busker’s Guide to Risk – and for those of you who are used to these little books by now, I’m sure you’ll agree with me that starting off with a few jokes is not at all out of keeping… so here goes…
Have you heard the one about the children who were banned from making daisy chains in case they ate them?
Or the school that stopped doing egg and spoon races in case a child dropped an egg and then turned out to be allergic to it?
Or what about the children who weren’t allowed to play with cardboard boxes because they were a fire risk? (The boxes, that is, not the children… although any day now…!)
Laugh out loud? Well, I would- if any of those were actually jokes- you know, like those urban myths that get passed around and exaggerated with every re-telling… But here’s the punchline- they’re not. All of those seemingly ludicrous things have really happened- to children whom you and I know, up down the UK, in a neighbourhood near you- all in the name of health and safety.
The Busker’s Guide to Risk is part of the Busker’s Guide series for adults who work where children play. Each Busker’s Guide provides succinct and down to earth introductions to key areas of theory and practice. Written in a light-hearted style and illustrated with witty cartoons, Busker’s Guides are accessible to practitioners working in a wide range of settings.
>>Click here to download the extract<<
Ages 8 – 11
A story about a boy named Noah who thinks he is useless at everything but learns that actually he has many talents and that it is impossible to be completely perfect. The story is accompanied by a lesson plan for the teacher which contains questions to ask the class, a list of learning objectives and an exercise to complete after the story.
This extract is taken from Naomi Richards and Julia Hague’s Being Me (and Loving It), which contains 29 ready to use lesson plans designed to build confidence, self-esteem, positive body image and resilience in children at primary school.