Review+of+academic+sources

​ Review of academic sources

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=Source 1:=

Anderson, L. (2008). Liam’s Story: The musical journey of a young boy. //The First Years; Nga Tau// //Tuatahi, New Zealand Journal of Infant and Toddler Education, 10(2)//, Retrieved from

Link: []

In this journal article it follows the influence music has had on a little boy named Liam, also the ways in which music can benefit each and every child and their family. It states that the first developed sense in the foetus is hearing, so we can see how significant sounds are and how music can affect us in different ways in order to help with our development. The article explains how music creates interaction between the child and their family, how it also helps develop independence and an understanding of one’s heritage. It gives reasons of why music should be an important part of a child’s life, and how it gives children another outlet basically to be creative. It explains how ‘extra sensory input’ probably helps with enhancing learning and how generally children will sing and chant words in order to remember something. Overall I found that this article was extremely interesting and as a creative person myself it showed me how incorporating music into my teaching can really help with a child’s development.

203 Words

Bayley, R. Broadbent, L. (2005) //Flying start with literacy: Activities for parents and children.// Stafford: Network Educational Press Ltd.

In the book //Flying start with literacy: Activities for parents and children,// chapter three talks about music, movement and memory. This chapter highlights how the use of music in the everyday learning of a child can help improve their movement and memory. It states how music can help improve a child’s development through action songs, rhymes, chants and musical instruments. Through music children are encouraged to develop and use not only their listening skills but their ‘spoken language skills and essential memory skills’ Bayley, R. Broadbent, L. (2005). As a student teacher I found this statement quite interesting because it reinforces the idea that music is an instrument itself in the development of children’s learning. Through music a child not only has the chance to develop her voice though singing but they also develop their confident and self esteem. This can be seen when a child stands up confidently and sings along to a pop song on the television or when they dance freely to a beat. This chapter also states that a child’s ability to develop and master a steady beat ‘is much more likely to do well at school than one who lacks this basic co-ordination’ Bayley, R. Broadbent, L. (2005).

Beaty, J. J., & Pratt, L. (2003//). Early Literacy in Preschool and Kindergarten//. New Jersey: Pearson Education, Inc. Chapter 3 “Sounds of the Language: Rhyme, Rhythm and Song” The authors explain that music transcends all cultural barriers and has the power to move us, and is often more effective than words. From a research perspective, music is a right brain activity and reading is a left brain activity. When songs and words are combined in “song story books”; (picture books that illustrate the words of a song);eg- “The Wheels on the Bus” - the two brain activities are connected. The research goes on to explain that when there is heightened emotional involvement, an even stronger brain (neural) connection is created. The authors point out that musical activities need to actually involve the children physically; (not passively listening to music); either tapping a beat, saying a chant, moving or singing in order for music - to be an effective promoter of early literacy. Singing, chanting and rhymes all develop language and literacy skills. Musical rhythms focus on recognising patterns. If children begin to understand language patterns they will be accumulating tools for pre-reading. I believe the link between music and literacy is very interesting and this book has some truly inspiring ways to incorporate music and language into our teaching practice. Although I haven’t read the entire book - other chapters include, Lead-ins to a Cultural Character Curriculum and, Supporting Language Development through New Brain Research. (227 words)

Bowman, B, T., Donovan, M, S., & Burns, M, S. (Eds.). (2001). //Eager to learn: Educating our preschoolers//. Washington: National Academy Press.

In this book, chapter 7 titled //The Preparation of Early Childhood Professionals//, pages 261-276, discusses the importance of professional development and the preparation that is expected of early childhood educators. Bowman, Donovan & Burns (2001) highlight that teachers, their knowledge and skills put together above all, are the most important aspects in determining the way in which young children learn and develop. They also talk about student teachers and how they gain their own perceptions through their research, experiences and observations that they encounter while studying, these influence their beliefs and views on what they would consider an effective teacher to be, it also affects their views about teaching and learning and how they develop. To accomplish the quality and effectiveness that is demanded of early childhood educators Bowman, Donovan & Burns suggests that teachers need to acknowledge the National Research Council’s studies on developments in the science of learning. In this chapter there are a number of studies they refer to, all of which relate to the different effectiveness of knowledge, education or experience. From these studies it is necessary for teachers to sometimes be willing to adapt these different perspectives to gain experiences and be able to reflect on them and their own beliefs and practices, this supports them in their ability to continue learning and developing to improve as a teacher. This book contains a lot of valuable information that can be used by teachers and students to gain knowledge, an understanding, develop and grow into being an effective teacher in early childhood education. Nicole Wheat 257 Words

Browlee, P. (2004) //Magic places:// //Young children's creative artwork.// Auckland: Brebner Print.

In this book, Magic places pages 44-47 talks about how children learn by colouring-in activitys such as colouring-in cut outs or shapes drawn by an adult, shapes of animals, cars and any relevent object. Colouring-in books are perfect. It tells us how children develop muscular control in there hand by trying to stay in the lines. It also teaches children to use the right colours. Brownlee (2004) explains thats, children will not use 'correct' colours until 'correct' colours becomes important to them. Children should be encouraged to colour-in. Why not? Its a nice and quiet activity, it's creative, relaxing, fun and it doesn't hurt anybody.On pages 52-53 talks about childen painting and exploring with colour. Applying more than one colour. For children to see colours changing and by using black and white children can discover different shades of colour. It is important for a child to be using the right tools. How big, little, thin and thick the paint brush Should be all depends on the artists age and skill.This book is very simple, straight forward and easy to understand. Is has pictures of real childrens artwork. And has got great points to childrens learning.

Word count: 214 Paula Bacon

Brownlee, P. (2004). //Magic// //Places: Young children’s creative artwork.// Auckland: Brebner Print.

In this book, pages 21-30 under the title //The Creative Process//, it talks about the importance of the creative process for children. Making sure it’s the child who makes the decisions about their own work by using their imagination. The process is more important than the product. Brownlee (2004) talks about the five main rules for adults to follow. These rules are to help the adult and child; they show us how to leave the creative process with the child. Adults quite often interfere with children’s creative process which can stunt their creative development. This chapter highlights the significance of the adults support and encouragement towards their creative work. This leads Brownlee (2004) to encourage the adults to treat the children’s art work with enthusiasm and respect. When displaying the work the adult needs to make sure the art work is presented well. This reinforces to the child that their work it valued and respected. Latter in this chapter Brownlee (2004) writes about the importance of talking to the child about their artwork and how to praise them. Brownlee (2004) suggests some good questions to use when talking to the child about their artwork. Making it clear that certain types of questions can leave the child unsure as to why the adult cannot see what they see in their creative work. 217 Words
 * Rose Adams**


 * Siale Palanite

Campbell, R. (1998). //Facilitating preschool literacy//: A day of literacy learning in a** According to this chapter, Ruby pointed out how important for her as a teacher to ensure that there were experiences and literacy in the classroom. She added that nursery rhymes, singing, story reading may be part of daily life in the class room. These activities can have a positive result on children’s literacy learning. Doing them, the children might experience knowledge about books, how to use them, left- to right directionality, and front to back reading (see chapter 5).She added that the children develop more because they learn new concepts about language such as new vocabularies, new sentence forms, new meaning and of organising discourse ( see chapter 5). In addition, Ruby introduced a process of how she demonstrated story reading in the class room. This demonstration includes discussion, story reading and creative activities. These creative activities consist of drawing, painting and writing about the story, role playing, and talking. She described that these creative activities engage, reflect and encourage the children’s learning and developing of language and literacy in the class room. In conclusion, story reading could develop the children’s language and literacy when teachers understand how to facilitate the children’s language in the classroom.
 * nursery classroom. Newark Del: International Reading Association.**

Word count: 200

Cole, E. (2004).Walk in Their Shoes: A Day in the School Life of an Spld Student. Great Britain: Barrington Stoke Lt d

This book is about a number of different “specific learning difficulties”(SPLD’s), including ADHD, dyslexia, dyspraxia, and Asperger’s syndrome. I focused on the Asperger’s Syndrome chapter in the book. In pages 15 – 29 the book explains how Asperger’s syndrome may affect a child and their learning. It includes examples of both extreme and mild cases. It also contains quotes from children who have Asperger’s, which therefore provide clearer explanation, and more insight to this condition. Although this book is written based on children in primary school, I found that a great deal of the information was relevant to early childhood. This book shows us how the child’s mind works, what is important to them, and why they do certain things. As early childhood teachers, we may come across many types of SPLD’s, and therefore we need to be equipped with knowledge and understanding in order to give the child the support they need. Our goal as teachers is to provide children with appropriate learning opportunities, and in order to do this we need to understand each child and how they learn as an individual. This book provides the understanding needed for this. I found this book to be interesting, insightful, and gave me the ability to understand Asperger’s syndrome; a condition I am sure I will encounter in the future.

[|Page 15] [|page 16-17] [|page 18-19] (I have just added a few pages from the reading. Please access the main source for full details. Nic) Word count: 219

 Carly Bean


 * __Messina Larsen__**

Degotardi, S. (2005). Exploring child’s play; development and contexts. In A Talay-Ongan & E A. Ap (Eds.), //Child development and teaching young children// (pp.131-135). Nelson, Australia: Thomson This book talks about the development of young children in most areas from the way they develop creatively to developing at home and with their family. Chapter eight (Exploring child’s play; Development and contexts) written by Sheila Degotardi, starts by describing how the importance of child’s play has nearly always been supported within early childhood environments as it implements the child’s own ‘self expression’ and motivation. The chapter then goes on to define what play is discussing why children play and how it is important in the way of development. It covers how play is pleasurable but also meaningful to a child as it can relate to their everyday life or significant events. Play is summed up in the chapter by being ‘powerful’ as it allows the child to act out learning experiences about everything around them and what they take on. //Child Development and Teaching Young Children// is an interesting read as it contains more than one author allowing for more than one side in discussion. Different points of view and theories are also talked about throughout the book as it brings up many areas of a child’s development to think about as a teacher. Words 196 []

Dockett, S., & Fleer, M. (1999). //Play and pedagogy in early childhood: bending the rules//. Australia: Lea McGregor Dawson.  This book contains a section on A //nalysing Play // then further explained in chapter ten on A //dult Roles in Children's Play // pages 169-200. It discusses how we, as adults, can interact with children's learning in various ways through supporting, encouraging, guiding and promoting play based on knowledge and experience of children and context. It identifies factors and roles involved in making all plays meaningful and knowledgeable. As teachers, understanding these factors will enhance their learning capacity. After reading through this chapter I am able to interact with children more wisely. An example of this is calling M to get out from underneath the table by herself. Some factors are having an organized environment which is visible and attractive with suitable sufficient space for all indoor and outdoor activities, adults to interpret play before getting involved, only when and where necessary by guiding and co-playing with children remaining in control. Providing enough appropriate play equipment for all ages with enough time given for all plays as limited time suggests play is not important. Getting involved in play areas used infrequently by children. Children dictating stories then acting them out is another approach to supporting play which demonstrates hands-on learning. This chapter explains how teachers make a difference to learning by planning, participating, encouraging, interpreting, and demonstrating. Anjani Prakash. (214 words**)** Dryden, L., Forbes, R., Mukherjee, P., & Pound, L. (2007). //Essential early years//. London: Hodder Arnold

The sections titled //Apprenticeship approach// and //Becoming a writer//, pages 60-61 emphasizes on how children learn to read and write. Waterland (1988) believes that the apprenticeship approach of teaching was valuable, for in this approach the child learns to read with the help of a ‘reading buddy’ who guides the child through the reading process. Initially the adult reads the book and progressively allows the child to read the text for themselves. During the 1980s, the apprenticeship approach was hugely successful but the National Literacy Strategy saw the return of the phonic based approach, in which carefully chosen text were used for learning outcomes. Teaching to read is a debatable topic but most educators realize that the most effective way to teach reading is through a combination of methods. Children start drawing and scribbling from a very young age. A baby may play with his food and make patterns on his plate of food. It is their way of expressing themselves. Sheridan (2004) states, that there is a neurological connection between scribbling and babbling in babies. Even people who are blind from birth can draw reasonable images of daily objects, hence proving mark making skills are intrinsic to human beings and a way of communicating.



205 words.
 * Jay Joshi**

Eliason, C., & Jenkins, L. (1999). //A practical guide to early childhood curriculum// (6th ed.). New Jersey: Prentice Hall. In part one, there is a section called “The excitement of early childhood learning” (p42-51). It contained many aspects in the young children’s learning processes through experience, choice and decisions, curiosity and questioning, communication and talking, modelling and scaffolding, stories and interaction with others. Also there are some real examples about children with situations such as miscommunication, misunderstanding and children’s amazing imaginations that help readers to understand the ideas comprehensibly. Young children learn and think in many dissimilar ways and not in the same way as elder children and adults, therefore educators should consider the fact and provide suitable activities to support and inspire the children to learn. The authors also mentioned about the key characteristics of children’s learning styles. It says that children learn and memorise throughout repetition and in their own experience. One of the examples from the book was about an animal. A teacher was telling a story to children and asked what a donkey looked like but none of the children had ever seen the donkey before so no one could answer the question. The next day the teacher took donkey to the centre then give very first donkey experience to the children. That anecdote game me a big surprise and great teaching idea in the early childhood field. In addition, the book reconfirms to teaching ideas and philosophy to my thoughts.

Noriko Asada (226 words)

= = Gerber, M. (2002). Praise or acknowledgment (2nd ed.). In J. Weaver (Ed.), //Dear parent//: //Caring for infants with respect// //by// //Magda Gerber//. (pp. 117-118). Los Angeles, California: Resources for Infant Educarers.

In chapter 26 of this book Gerber (2002) talks about the importance of praise or acknowledgment and how to do this effectively in the early childhood setting. It is suggested that when an adult acknowledges a child’s actions and acts as a //broad// //caster// of these actions we reinforce the child’s involvement and achievements in self directed and initiated play. Gerber (2002) also believes that when you praise //the child// over //the action////they present// positive behaviour. This is useful reading for any person embarking on a career with young children who is not yet confidant in this area, as the methods discussed could assist and improve parents and educator’s relationships and interactions with children. This chapter begins to explain how, why and what you should praise children for, however this chapter would be better supported by reading it within the context of this book as readers will then benefit from the authors unique approach and reach a greater understanding of her methods.

Maia Thompson

207 words

Attached documents [|page 1] [|page 2]

Goodchild R. (2004). //Teaching children the joy of reading.// (2nd ed.). Malaysia: TC Publishing.

This book is designed to give parents the understanding of the importance of reading and to give advice on how to encourage your child to become a joyful reader. Chapter one (p.15-25) - Why is reading so important, talks about the advantages children get from reading and how reading has a positive impact on a child's learning. It explains how reading helps a child in every curriculum area. It links reading with academic areas and gives key points on how to incorporate books that help children to understand the language concepts behind these academic areas. It encourages parents to use a variety of books which helps to build a better vocabulary and enhances a child's understanding of how to use certain words in the right context. Also how reading helps children build better communication skills. It emphasises that reading should be made an enjoyable event and encourages parents to try and relate what they read to daily life. By doing this it helps to expand a child's experiences of the world and helps to expand understandings of different themes in books.

Michelle Smith 179 words

Hallowell, E. (2002). //The childhood roots of adult happiness: five steps to help kids create and sustain lifelong joy.// United States: The Ballentine Publishing Group.

In this book //The childhood roots of adult happiness: five steps to help kids create and sustain lifelong joy,// chapter 5 is on a cycle of five steps. These five steps connection, play, practice, mastery and recognition to do with children can be used by parents and also teachers. These five steps are what children need in order to thrive. In the book, connection is unlimited love from parents or an adult. It is the essential part in childhood root adult happiness. With connection the child establishes security and safety. The Next step is play. When children play with other children it gives them the skills of problem solving and cooperation. After play comes practice. From practice a child receives help. This way the child learns how to receive help, teaching or coaching. Mastery comes next in Edward’s cycle. After practice and discipline the child is in the stage of “I can do it” or, “now I get it.” Mastery is important because the child gains confidence and has built self-esteem. The last is recognition. In recognition, Edward has explained how this comes naturally from mastery. Once a child has achieved something it is recognised by parents and teachers. I found this book very interesting and this cycle has taught me a lot. I can bring these five steps by Edward into my own teaching. Word count: 225

__**SANA AWAN**__

Hedges, H. (2003). //Teaching and learning: Theories that underpin 'wise' practice in Aotearoa/New Zealand//. Early education No. 31.

In this article teaching and learning from pages 5-10 has outlined ideas that influence early childhood teaching and learning. This article states that play is the way that children involve themselves in learning experiences. It also suggests that the significance of supporting teachers to understand children to make professional judgments about their development is very helpful to teaching and learning. This article also talks about the important roles of a teacher such as to support the development of capability, independence, social and emotional by examining children’s play to help their development of learning. It discusses that a relationship between a child and a teacher is very important therefore teachers should follow children’s interest in order for children to learn at the same time being aware that children learn socially better in groups. This article states Te Whariki applies teaching through people, places and things which help the development of learning the importance of sociocultural through responsive and reciprocal relationships. This article is very interesting and easy to understand it is very relevant to teaching and learning and will be very helpful for the assessment two. This article has different views and information on teaching and learning from other authors for example Joy Collun and Anne Meade’s which would also be significant in assessment two.

Word count: 206


 * __CHANEL DWYER__**

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. []

While researching the essay, and doing some reading, I kept coming across the name Piaget. I was intrigued and wondered who and what theory they were referring to. It was interesting that while they said things about Piaget's theory, not one referenced him, as if we were all supposed to know what exactly it was that they were inferring to. His work is so integrated into ECE philosophy, it is taken for granted. In ECE teaching we try not to introduce information that is beyond the children’s capability to understand. Piaget helps us teach information they can absorb. During the reading which I am reviewing it gives a brief history of Piaget's life and goes into the processes of cognitive development, giving the stages and age at which humans can understand certain concepts. The internet is an invaluable resource. The page I have chosen to review is the first site that I came across and very briefly summarizes the theory of cognitive development in babies through to adults. This site definitely covered who he was and what he discovered but is far too brief to explain all the details. To have a really true overview of his theories, it might interest anyone to look at several other sites that I found to elaborate on his data. [] [] Also try Talay-Ongan, A., & Ap, E.A. (2005). 'cognitive development' in //Child Development and Teaching Young Children.// Nelson, Australia: Thomson/ Social Service Press.

216words **__Cathy Bolton__** the child may think he is bad if he does not achieve success. This chapter also highlights that actions should be acknowledged rather than the giving of rewards. And speaks of the importance of emphasizing positive behaviour by giving attention to the child when

Ka’ai, T., Moorfield, J., Reilly, M., & Mosley,S.(2004) //Ki Te Whaiao//: //An introduction to Maori culture and society//.Pearson Education. North Shore, New Zealand In this book //Ki Te Whaiao// which is an introduction to Maori culture and society. When reviewing chapter nine (pp 205-206), this book explains the main purposes of Te Kohanga Reo. Te Kohanga Reo is early childhood education that incorporates Maori ways of teaching and learning. Its main purpose is to increase the number of Maori speaking people in Aotearoa/New Zealand and the most effective way of doing this is by focusing on young children. In Te Kohanga Reo nothing but te reo Maori is used for a significant part of the day. Another objective is teaching the children the commitments to the traditional ways of ‘whanau principles’. This is where in a child’s learning environment, they are socialized with their parents/whanau and caregivers as well as the whanau of other children. The whole class becomes one big family. It is within this family setting, children are taught virtues such as aroha (love), manaaki (support) and wairua (spirit,soul), which they will carry on throughout their education. Children are encouraged to progress their learning as a whanau. This develops a strong connection to the extended family rather than just the nuclear family. I feel this section of the book gives useful ideas on how we can incorporate a bi-cultural approach within our practices as a teacher.

199 words
 * Mandy McMaster**

Katz,.L., & Chard,. S.(2000). //Engaging Childrens minds:The project approach//. 2nd edition. Ablex Publishing Corporation.Stamford, Conneticut. This book discusses the dynamic ways children learn as individuals and as a group. Chapter 2, pages 21-23. It explains the two types of development. The normative dimension of development, which explains the normal everyday activity of a child in their early learning age, and behaviour patterns. The second type is the dynamic dimension of development, which is focused on three interrelated aspects, one – human beings changing over time with the physiological development, addressing the sequence of learning. Second aspect – delayed impact concerns the way that effects of early experiences which is not at the time, but may be affected long term. Third aspect – the potential long term cummalutive effects of repeated or frequent experiences. Overall this chapter explains how children learn, in their behaviour pattern and in what type that they belong to as an individual, as well as with in a group, with the two different types of development discussed, we are able to receive a wider and more defined explanation of a child’s growth and way of learning, and how to approach a child by understanding how the child learns and in what level.

Word count: 200 __Caroline Malaesilia__

Kinney, L., Wharton, P. (2008) An Encounter with Reggo Emilia//. Chilren’s Early Learning Made Visible.// Abingson: Routledge.

In chapter one “ Why the documentation approach to early learning” it talks about how children should be involved and take part in the centers decisions about their learning also discusses how the whole whanau and the child should be involved in their individual learning and development. It mentions that children should have the right to be heard. It says that a ‘document’ could be a range of resources such as photographs, videos, journals and audio recordings. It indulges into the rights of children, it talks about how adults should be able to listen and respond to what information that children give them. It also discusses about children as participators and as active social agents. Finally how the image of a child as being rich and resourceful. Overall I think the chapter in particular offers a new insight to teaching that involves the family and in particular the child. I think it is important the teachers, the child and the whanau play a role in learning. The book overall touches on why early educators should use a documentation as means to enhance the Childs learning, the values and principals behind Reggio Emilia. Also how we can involve the wider community and enthuse them in the teaching and education of the Reggio Emilia approach. Word Count 217 Jesse Greenslade

Keesing Styles, L. (2000). Possibilities for partnership: empowering parents to Participate. //Early Education, 24,// 5-9.

What is Partnership? Trying to make something work whether you are playing sports or organizing trips for school, this can only work if there is communication and consultation between two or more people, and through this consultation all have a common understanding. And when this happens it is known to us as partnership. In this book headed //possibilities of partnership,// pages 5-9, it talk’s about partnership and ways of establishing partnership in early childhood Centre’s. When we the teachers are not clear about some area’s regarding a child, we rely on the open support from parents to help us learn more about their child. This allows us to have ongoing discussion to help us work with their child/ren. But we also have to be aware that we must not judge parents in any way, and the attitude of the staff to the parents can be critical. But acknowledging, communicating and supporting one another makes a great partnership. Being open with other staff and parents about their children makes partnership visible, and a healthy environment. This book shows steps and skills of knowledge to help guide you to partnership with in an early childhood centre.

T.j. Tuaiti 213 words

Kutner, L. (2010). Helping parents and professionals make sense of children’s behavior: //Toddlers and preschoolers who bite//. Retrieved March 29, 2010, from []

This article //Toddlers and Preschoolers who bite// Kutner identifies some possible reasons as to why a toddler or preschooler may bite. We as parents tend to feel that this child that is biting is feared by more than a child that is kicking other children. This article says that by firstly identifying why the child is biting we then as parents and also as teachers can determine what are the reasons and how we can tend to the biting. As there are many reasons why a child may bite such as they are unable to verbally express their feelings and emotions, unable to communitcate or it may be that the child is seeking attention from an adult. Whatever the reason may be Kutner says that we should respond swiftly to the child, pay as much attention to the child’s feelings as to the biting. Show the child a more acceptable non verbal way of expressing their emotions for example the child may try stomping their feet instead of biting. Most importantly to remember that biting is a normal behaviour for toddlers and young preschoolers and to keep it in prespective.This article also has a few examples of situations where children are biting other children. Word count:205 Suria Iuvale []


 * __Anita Jacobs__**

Ladd, G. W. (2007) Social learning in the peer context. In O.N. Saracho & B. Spodek (Eds),Contemporary perspectives on socialisation and social development in early childhood education. (pp. 133 – 164). Charlotte, NC: Information Age Publishing.

This chapter, //Social Learning in the Peer Context,// pages 133 – 164, emphasises the powerful impact of social learning between children and their peers. Ladd (2007) describes children tend to learn a variety of things from their peers, then what they could learn from parents, teachers and siblings because children of the same age tend to have similar interests and that it is not surprising that children are learning from their peers because in an early childhood setting there are more children to adults which means children are spending more time with their peers. Ladd (2007) also talks about the different stages of social learning, what children learn from their peers and how children learn from their peers. It goes on to say children learn from how their peers respond to their actions and behaviour, this is from peers rewarding or paying no attention to what the child has done or is doing. Also by observing their peers, after seeing their peers do something they will tend to mimic the behaviour they saw, children tend to imitate the children who are of the same age, gender, the assertive member of their peer group and peers that are rewarded for their behaviour.


 * __200 words__**

Macintyre, C; McVitty, K. (2004). //Movement and Learning in the Early Years : Supporting Dyspraxia (DCD) and Other Difficulties.// Sage Publications Ltd.

This book is about Movement and Learning in early childhood educational settings. "In this book it aims to help all those who interact with young children to:
 * understand the importance of movement as a key factor in personal, social. emotional and intellectual development;
 * observe movement patterns and assess/ analyse them to identify any cause for concern;
 * devise appropriate and enjoyable strategies and activities that will support the development of efficient and effective movement;
 * justify including more movement activities at home and in the early years curriculum" (2004)

`The book is very informative and readable by parents, teachers and students and amply illustrated with case studies' - Judith Stansfield, SEN ICT Consultant. This book shows how to observe a child as they move to allow for early identification of any problem and then tells you how to help. Included is advice on: - building confidence - helping with handwriting - supporting mathematical development. The many carefully taught activities suggested are easy to plan and fun to carry out. As a student teachers this is significant in practice teaching situations.

Trisha Kendrick

Word count 200

http://reader.eblib.com.au.libproxy.unitec.ac.nz:2048/Reader.aspx?p=334475&o=105&u=nW5h4R%2f0DvXOxtTb9HN4aw%3d%3d&t=1269826870&h=762897E483913E2E961D6EDFDD29E6B5CFD0D984&s=1&ut=292&pg=1&r=img&pat=n#


 * __Nimlesh Narayan__**

MacNaughton, G., & Williams. G. (2004). Encouraging,Praising and Helping.(6). //Techniques for Teaching young Children//. (pp. 76-78). Pearson Education, Frenchs Forest NSW, Australia.

In this chapter, MacNaughton and Williams (2004) explains encouragement is given to someone to support them when they are in difficult time. Encouragement is given to a child for supporting them and appreciate children's effort.Teachers use encouragement,praise and help as teaching techniques to support children.This support might be verbal or non-verbal encouragement. Verbal encouragement acts as a postive motivatior for children's learning. Teachers should be very specific and focus on child's undertaking specific task. The non-verbal encouragement is contribiting to what child is doing and supporting them when needed.It is vital for the teacher to note while helping children with activities,its not doing it for them.Helping involves with the child, not taking activities from the children and completing it for them. In addition,when the children get praised ,they know the teachers have approved what they have done and they deserve recognition for doing.It is also important to ensure that comments on a child's performance do not involve comparison to other children.The word "encouragement" should increase children's ablity in learning.Teachers should encourage children to help each other by providing positive models of helping behaviour and by commenting positively on children's helping behaviours. [|Page 76] [|Page 77] [|Page 78]

(word count 206)

MacNaughton, G., & Williams, G. (2000). //Techniques for teaching young children:choices in theory and practice.// Malaysia:KVP Modelling is the title of chapter ten which is found on pages 95-103 in MacNaughton, G., &Williams, G. (2000). The chapter dicusses the importance of modelling to children as children copy and imitate the behaviour of others. It also talks about the relevance of modelling and gives examples on how children learn from the modelling influences around them.MacNaughton, G., & Williams, G. (2000) suggests that modelling can be used to teach verbal and non-verbal skills. An example of a verbal skill would be using manners when asking for something so that a child can hear the polite language that has been used and copy that language when speaking to others. An example of a non verbal skill in the sand pit would be, picking up a spade and physically showing a child how to dig a hole, this would be more effective for the child to learn and follow instead of standing back and explaining how to do it. As a teacher, it is important to show only examples of good behaviour so that children don't follow by the bad examples if they are set. If a teacher was to pick up a spade in the sand pit and start flicking the sand out of the sand pit,automatically the child would think that the behaviour demonstrated is acceptable.Teachers should demonstrate only the behaviours that they want the children to follow. 230 words


 * Nicole Korff**

May, H. (1997). //The discovery of early childhood.// Wellington: Auckland university press.

In reviewing, //The// discovery //of early childhood,// gives you an insight of where early childhood has come from and where it has progressed to. Now in section two: step five talks about, new approaches and curriculum, from Froebel. “Froebel created a pedagogy and practice of a specialist early childhood curriculum” (May, H. 1997) pp 107-108. Those promoting the curriculum were trialing it in kindergartens and school settings and not until the twentieth century did they start to reform the curriculum, the new philosophy was brought together from the likes of John Dewey, Stanley Hall, Edward Thorndike and Arnold Gesell who brought a different prospective to the curriculum, Maria Montessori was also acknowledged for her method which became one of the influences of shaping the curriculum. This process was not easy to establish there was a lot of debating because they all had different theories and specialized in different area’s when looking at children and their growth. So when looking at the curriculum that we have today this book will give you a better understanding of the whakapapa (where it has come from). Also a greater appreciation of the curriculum and for all those that where involved in bringing it this far.

Word count: 202
 * Liz Reedy**

Ministry of Education. Early Child Education ECE Educate. (2002). //Exploring the natural world, brain development, Whiria te ao tamariki Infants & toddlers. Issue 1, the importance of brain development.// Retrieved 2 March 2010. [|http://www.educate.ece.govt.nz/~/media/Educate/Files/oldECE/infants%20toddlersissue1.pdf]

The article is from the MOE, Educate ECE website, which discusses the importance of brain development in Infant and Toddlers. We don’t always grasp the scientific language of the brain or its development but we as teachers play a part in that development and the importance of a firm foundation for future learning and behavior. We are responsible for their young minds while in our care, we must provide happy, safe and supportive environments to play, to interact, to stimulate, and to grow. The article confirms that the brain develops through repetition and familiarity with objects, languages, routines, and with people. My work experience is with the infants and toddlers, there is a staff member that plays the guitar whose face shines out or familiar to some of our children, they will walk around looking for her, and the look on their faces is enough to say – found her and yes I am happy. As educators, our actions, languages and beings are captured by these young minds and consistency reassures our goal of their security and well being. This article is an introduction to infants and toddlers brain development which will assist with opportunities and level of awareness in changes and circumstances we face through work experience and studying. 209 Words Sara Tanielu-Seve

Ministry of Education. (2007). //Kei Tua o te pae i: Assessment for Learning: Early Childhood Exemplars.// Wellington: Learning Media. The source reviewed is Kei Tua o te pae i: Assessment for Learning: Early Childhood Exemplars. The books this source is comprised of are an invaluable tool for all teachers. The source is made up of twenty books, compiled by the Ministry of Education to fully utilise the tool of learning stories. The topics covered by exemplars are diverse from Bicultural Assessments in book 3 to Information and Technology in book 20. The books enable the teacher to view real examples of learning stories, each story is tied into the relevant principle and strand in Te Whaariki. Included in each example are plans of where to next along with reflection questions for the teacher to ask themselves. The source is a significant source of information to teachers who may other wise struggle to find focus for learning stories. A learning story is viewed by not only the teacher who wrote it but also other staff members along with the child and their whanau. Learning stories are an important instrument in the telling of a child’s journey at a centre, for this reason the story needs to be done professionally and with respect. The source reviewed above is the perfect tool in helping teachers achieve this. http://www.educate.ece.govt.nz/EducateHome/learning/curriculumAndLearning/Assessmentforlearning/KeiTuaotePae.aspx

By Paula Rudd word count 205

Ministry of Education. (2009). //Taking Control//. Retrieved from http://www.lead.ece.govt.nz/ManagementInformation/GoverningAndManaging/ProvidingPositiveGuidance/StrategiesForPositiveGuidance/TakingControl.aspx

This article from the Ministry of Education (2009) website discusses how and when you may need to ‘take control’ of a situation when children are behaving in a way that could cause harm to themselves, people around them or the environment and gives examples of how to control the situation by either verbally, physically holding or removing the child from the situation. Examples throughout the article are tied in with //Te Whaariki// (1996) showing the goals and subsequent actions to achieve positive results. This article takes into account that the strategies and approaches used towards managing the behaviour of children need to be age and stage appropriate. Within the article the shortfalls of timeout are discussed, which is of significance to early childhood educators as time out could be likened to solitary confinement, a practice viewed as unacceptable in the early childhood sector. Inclusionary timeout is introduced and involves an adult taking aside the child and sitting with them as they examine the situation and a solution together. Cool down time is another method introduced and examples of re-direction are also given. It is suggested in this article to re-evaluate the strategies used if they are needed weekly or more. The information in this article could prove an invaluable resource in assisting teachers with positive behavioural management.

216 words

Maia Thompson

http://www.lead.ece.govt.nz/ManagementInformation/GoverningAndManaging/ProvidingPositiveGuidance/StrategiesForPositiveGuidance/TakingControl.aspx

Morgan, H. (1926). //The Imagination of Early Childhood Education.// Westport, CT: Greenwood Publishing Group.

This book informs early childhood students of the vital influences that imagination in early childhood education has brought upon the lives of various groups of people. It talks about philosophy and theory, how deeper imaginations are explored and how it is today present in the classroom. Thinkers such as Freud, Montessori, Piaget and others are thoroughly integrated throughout the whole of the text, categorized into their actual historical and philosophical time periods. This book talks about the Europeans and people from the southern plantations and how the poverty population in the cities between the late 1800s and early 1900s became overwhelming. Kindergarten ‘philanthropists’ raised funds for early childhood centres, which at that time were known as nursery schools, they were supported by people such as the Peabody sisters, Henry Barnard, Susan Blow, Ralph Waldo Emerson and many others. ‘The Imagination of Early Childhood’ also gives information on Maria Montessori, of her imagination and also of her original work with children as her original work with children that were from impoverished families influenced her ideas; that the ‘need for a basic knowledge of skills are necessary for day-to-day living’. There was great insight into imagination in early childhood education, with many great thinkers ideas being explored.

Word Count: 219
 * Carrol Bell**

O’Connor, A.,Diggins ,C. (2002). On Reflection: Reflective practice for early childhood educators. Lower Hut: Open Mind Publishing, No. 2,pp 15:Building from a useful foundation: -the sociocultural approach. In this chapter they talk about they way educators have changed their view on the approach they take with socioculturalisum since the 1960’ s-1990. It is very interesting to read, they talk about different peoples research that relates back to early childhood and how they have implemented it in their own way. Its not about standing back and just observing but getting in there with the children and being a vessel that they can use to bring out there ideas in play using sociocultural focus. Also how children need the different interactions with other educators to get the different views to create their own understanding. I feel you need to read this chapter as it may open your eyes to that wider world and may even give you that “wow” effect. This chapter sure did that for me and the way the authors bring that across is so simple and easy to understand, and far from that mind boggling stuff that can sometimes leave us feeling confused on what the authors are trying to relay. (207 words) By Milly Crawford

O’Connor, A., & Diggins ,C.,[2002].//On Reflection: Reflective practice for Early Childhood Educators.// Lower Hutt, NZ: Open Mind Publishing.

This chapter //“Why be a reflective practitioner :Reflective Practice for Early Childhood educators”,// by Angela O’Connor and Cathy Diggins [2002 .p.13-17], talks about how important it is to learn about our teaching through the use of constructive criticism; by looking back at an event and recognizing the steps that lead us to certain conclusions. The question of “why would I want to be a reflective practitioner?” really makes you think about the ways in which we communicate, and what impact our actions may have. This book talks about the skills that we can develop to really help improve our style of teaching,because by looking back we are often able to see things “In a different light”, and deepen our understanding. I thought this chapter was very useful, because it gave practical examples of scenarios and a brief background on how the reflective approach came about, looking at both the Piagetian and socio-cultural perspectives. It discussed how important it is to see reflection as an on-going process, and how we need to be open to change. O’ Connor and Diggins [2002] acknowledge that “change is not always easy” and this chapter looks into the support structure and tools that are available to help. I liked the way this book talked about how, that if we can use this skill of reflective practice, we can enjoy this process of learning as much as the children.

Word Count : 208

By Merrilee de Simas {link to follow when I figure out how to get it on!}

O’Connor, A.,Diggins ,C. (2002). On Reflection: Reflective practice for early childhood educators. Lower Hut: Open Mind Publishing (chapter3,pg19 -25)

In chapter three of : Reflective practice for early childhood educators (pg19-25) ,it discusses the skills used for reflective practice and tells you as an educator how to reflect on situations in early childhood, It also discusses how a reflection will be effective in your practice ,This chapter gives you information on what questions are important to use when reflecting. It gives you examples of scenario's and discusses the process you need to go through when reflecting so you can work towards a positive outcome. Reflective skills help you to reflect on yourself as a person and as an educator in early childhood. The reflective skills you use in early childhood are important because it helps you to improve on your weaknesses and helps you to feel more confident in yourself by using your strengths to help educate young minds as a teacher.This chapter also discusses cultural awareness and talks about how your beliefs and values relate to the way you teach in early childhood. I found this reading useful because it helped me to understand what skills I needed to use when reflecting and discussed what different aspects to use when reflecting and dealing with situations in the centre. word count : 201 __Cassandra Deane__

Organisation for Economic Co-Operation and Development. (2006). Learning Begets Learning. //Starting Strong II Early Childcare Education.// Retrieved from http://www.oecd.org/dataoecd/14/32/37425999.pdf
 * Sara Beazley**

Pages 37-38, in the document //Starting Strong II Early Childhood Education and Care// discusses the economic value of early childcare centers in society. The author reinforces that the period in which a child attends early childcare is the most effective time to start learning. Research has shown that the rate of return in human capital investment is at it's peak in the preschool stage of learning. The chapter goes into detail about the significance in early childhood as a learning tool to help a child carry on into higher education. The chapter describes early education as being of “major importance” and states that it increases the productivity of the next stage in education. In turn putting a baby into childcare does not just affect the child in the long run but also the family. I think that this is an interesting reading to show how early childcare does not just benefit the child in the small time they are in early childcare. As they move onto primary school, intermediate and high school they still unconsciously use methods to learn which they were taught in early childcare education. It is for these reasons I feel that this is a great chapter to read and an extremely interesting book for light reading. (**210 words)**

Penrose, P. (1998). //Take Another Look Tirohia Anō: A guide to observing children He momo ārahi ki te tiro i ngā tamariki//. (2nd ed.). Auckland: New Zealand Playcentre Federation.

This book offers a wealth of knowledge about learning to observe children at play and an opportunity to grasp the essence of seeing how children learn, grow and develop. In addition to covering different observation methods and giving insight into Maori culture by interweaving Te Whāriki throughout the book, the author also looks at theorists like Piaget, Vygotsky and Bronfenbrenner, who have captured the imaginations of early childhood educators worldwide. These theorists’ and their practices are displayed alongside those of Reggio Emilia, an Italian town whose unique approach has incorporated these theorists’ ideas into their daily practice. A highlight of this book is when Penrose (1998) gives detailed information for each area of play then breaks this section down into stages of what children do and need in their play and then what we, as adults and teachers, can do to benefit the children. The reader will find that this book will not only answer many questions about children’s learning and development, it will also give practical guidelines for adult learners as well. The book invites the reader to ‘take another look’ and to understand what they see, therefore giving children the best learning and developmental opportunities possible. This resource is a valuable guide for all who work with children including whanau, teachers and students.

Rhonda Warner

215 words

Penrose, P. (1998). //Take another look Tirohia Ano//: //A guide to observing children He momo arahi ki te tiro i nga tamariki.// (2nd ed., pp.48-58). Auckland: New Zealand Playcentre Federation.

Upon reviewing this chapter //Growth and Development,// Penrose (1998), the author outlines the importance of children's developmental and growth stages from birth through to school age children. An infant begins this journey through watching, listening, tasting and feeling the world around them. As each stage develops, they begin to discover, refine and master new skills. However, not all children develop at the exact same age and stage. Some may be slower at one particular stage and quicker at another. It is vital that children are able to develop at their own pace. It is also important to acknowledge that a child's development and growth can be hindered by illness or the environment. This chapter also illustrates the different stages of a child's growth from body shape, leg and arm movements through to finger grip in infants, toddlers and young children.

The author speaks about 'critical periods' where children who' receive attention and praise from adults are more likely to speak fluently at an earlier age' than those who are deprived of interactions. The chapter concludes that adults need to aware that if children are not ready to move onto the next stage that it may upset the balance of their learning. This book would be a valuable learning tool for educators and parents.


 * Fal'e Davey**

213 words

Podmore, V. (2006). Observations: //Origins and Approaches to Early Childhood Research and Practice.// Wellington: NZCER Press. In chapter one in the book ‘Observations: Origins and Approaches to Early Childhood Research and Practice’ it provides you with the definition of Observation – What is it? As quoted from Anne Smith, observation is defined as such; “Observation is a deliberate, active process, carried out with care and forethought, of noting events as they occur”. The chapter also goes into the history of observation; this was very interesting as observation currently is a most fundamental requirement in our teaching because it allows us to not only study the children but also to adjust and enhance our teaching techniques and strategies in regards of the children’s learning and development. In this chapter this links to the changes of observation policy, where once observations took place by standing back and observing the child, where as now it is also important to engage in child play and teaching and learning. This is where observation techniques came to implementing Tephariki, looking and engaging in the whole child. This chapter was certainly an interesting read as it looked in a different perspective of ‘observations’. It told you the step-by-step journeys that Doctors, psychologists and of course early childhood educators took to achieving the observational techniques and policies we have today. Without of which observations would not have had the same impact of children’s learning and development it has at present. Word Count: 225.
 * Chelsea Buchanan**

Porter, L. (2003). //Young children’s behaviour: Practical approaches for caregivers and teachers// (2nd Ed.). Sydney: MacLennan & Petty

In the chapter //Debates about discipline//, pages 11-25, Porter (2003) discusses two approaches to discipline. Both styles are outlined and demonstrated with the guidance approach proving more effective than the control style. Porter (2003) explains that the use of rewards and punishments fall under the controlling style where the child perceives the educator as a boss. Where as the guidance style is an approach where the child is taught to direct their own actions and the educator assumes the role of a leader. This chapter discusses the goals of discipline, gives insight into the reasoning behind inappropriate behaviour and explains why educators should view disruptive behaviour as a learning opportunity. Porter (2003) believes that educators often make the mistake of teaching children to think creatively, but to act obediently, sending them mixed messages. It is explained that children often risk punishment as they gain enjoyment from the inappropriate behaviour. The guidance approach is a valuable tool to assist children to focus on their behaviour and the effects they have on their peers. This chapter provides information on how educators can guide children, rather than control them. This book provides valuable insight into children’s behaviour. It is a vital read for anyone working with children or for those who want to gain an understanding of children’s behaviour.

216 words


 * Aimee Watson**

Ramage, R. (1997). //Every Child is a Gifted Child: Strategies for raising young children today.// Christchurch: Kea Press.

This book offers a range of learning and teaching strategies for both whanau and teachers. Chapter five pages 56-58 discuss how children want to learn and understand (intellectual, physical and spiritual development) and how as whanau and educators we need to support them as they teach themselves. Ramage (1997) discusses how children love to learn and can do it most effectively with plenty of encouragement and a stimulating environment. She touches on how babies going into toddlers are suddenly in danger of enforced control with negatives and prohibitions increased, resulting in a block of learning development. Children thrive on sense of achievement and need choices in everything they do, children’s capabilities need to be recognized and they should not be forced into anything they are incapable of doing themselves. She brings up the issue of children wanting to learn and understand what life’s all about and about how spiritual growth is an important issue and is often ignored and undervalued. I think this book is a great read to anyone wanting to give the best learning opportunities to children as it promotes working alongside children rather than battling against them and gaining respect by operating in a co-operative way and acknowledging their “full humanity and abilities”.

Word Count: 203
 * Abby Pine**

**Samuelsson, I. P., & Johansson, E. (2009). Why do children involve teachers in their play and learning? //European Early Childhood Education Research Journal//, 17(1), 77-94. doi: 10.1080/13502930802689053 ** This journal article is about why children involve teachers in their play and learning in early childhood education. The research data was collected from eight preschools and one primary school. The research tries to discuss from the children’s point view as closely as possible. The research classifies five reasons that why the children invite teachers in their play and learning. These reasons are children need help from the teacher because they cannot solve the issue themselves; children want to be acknowledged as a competent individual; children often want teachers to know that other children breaking rules; children want to get information about and confirmation of how things work; children involve teachers in play because they consider teacher as a potential partner. Examples are discussed for each reason. On the other hand, this research also discuss that sometimes children wish to be in their own play-world without involvement of the teachers. The purpose of this research is to find out how play and learning can be combined with the pedagogical approach. Teachers need to develop goal-oriented strategy that involves play and learning. As a student teacher, this research provides useful information because it discussed the meaning and idea behind children’s express when they interact with the teachers. Word count: 206  **
 * Penny Lin

Schaefer, C., & Foy DiGeronimo, T. (2000). //Ages and stages.// Canada: John Wiley & Sons, Inc.

Throughout the chapter Stage 3: Cognitive Development - Problem Solving (P.123 – 126) it explains the different ways young children gain and retain information using symbolism, language and imagination and how children can benefit from stimulation in such areas of learning. This section in cognitive development encourages teachers and parents to ask questions so that the child draws his/her own conclusion and can feel a sense of accomplishment. Although we adults may be able to perform the task at hand much faster and more effectively, it is vital that the child has a chance to be involved in decision making in order to develop their own personal understanding. It states that the two most important rules when encouraging a child’s problem solving skills to evolve are to ask plenty of questions whether it be to pass time constructively or start a conversation, and secondly to be careful not to solve all their problems for them, to give suggestions but not answers. Both of these rules are essential in motivating children intellectually and allowing their thinking skills to grow and mature. Their answers do not necessarily have to be correct, it is more about brainstorming and allowing the child to be forthcoming with ideas and possibilities.

Word Count: 204
 * Karmella Taylor**

Danielle

Smith, M. K. **(1999) 'Learning theory'**, //the encyclopedia of informal education.// Retrived from [|http://www.infed.org/biblio/b-learn.htm].

In this article there is a discussion on the different styles and processes of learning. According to this article there are four kinds of learning processes: \ behaviourist learning, cognitive learning, humanistic learning and social/situational learning”. The behaviourist model is largely based on the idea that we show our learning through our actions or responses and that our learning highly depends on the environment that we are in. It depends on a clear objective (why we are doing this), a lot of physical activity (learning is doing), reinforcement of learning (appraising of success) and repetition. Cognitive learning on the other hand is looking at mental thought and involves lesions to be organised with materials easy to follow and remember, structured instructions, the idea of scaffolding (prior knowledge needed in order to build on) and a result or score on what has been learnt. The humanistic orientation is dependent on the person, it follows the idea that one learns in steps (scaffolding), one level or step must be completed in order to reach the next and also involves the whole person in the learning (their feelings and ideas being a part of the learning). Social/situational learning states that learning involves social participation; it is a learning process that is judged on social or community involvement.

Word count: 214

In this article Maori in Early childhood, Brenda Soutar talks about her experience with Massey University supporting early childhood centres providing meaningful Maori components into their programs. The article also explains that Maori parents want their children to have an understanding that they also can be what non Maori children can be, they too are able to become bakers, firefighters, teachers and any other occupation. Brenda Soutar is trying to explain to us readers how important it is to incorporate Maori in early childhood but also in our everyday teaching and centre life. We also need to understand that just hanging posters on walls or incorporating Maori in our centres for only one week can be seen as tokenistic. “ Maori language and culture do not come alive annually for one week. Think about the messages given children regarding its importance when this is done. Weave maori into your learning program throughout the whole year” (Soutar, 1998). Doing this will help children with understanding that Maori language and tikanga are living. Learn about the history of this country because this will help us to appreciate the present. I feel this article is great because it reminded me that we sometimes can be a bit prejudice towards our views of culture and the way we see people without actually understanding the full story behind them. Word count:224 Tori Sefuiva

Starbuck, S.,Olthaf, M.,Midden, K.(2002). //Hollyhocks and honey bees: garden projects for young children.// St Paul:Redleaf Press

The chapter in this book titled //Integrated learning//,pgs 3 – 5, explains the fantastically broad learning opportunities gardening creates for young children. Science is the first area we think of when talking about gardening as it involves soil preparation, seedling growth and the life cycles of plants, to name a few. This is not the only area which we can focus on as teachers. The authors illustrate how we can integrate the gardening project into many other learning areas. Counting seedlings, measuring plants, sowing seedlings, comparing size and even keeping simple graphs are all wonderful ways to incorporate a mathematical aspect. As the children work with the soil and carefully plant they are developing important motor skills and as the names of those plants are learned they are also extending their vocabulary. To include the gardening theme in their reading, literature about gardening can be made accessible to the children. Additionally valuable social skills are enhanced as the children work together communally, recognising that they are all an integral part of the gardens growth. Most importantly the children learn a sense of respect for their environment. This is a book which will inspire all, experienced or inexperienced, to share the gift of gardening with a child.

(Photocopied pages of chapter are available)

Word count 218
 * Sue David**

Stanulis, R N. & Manning, B H. (2002). //The Teacher’s Role in Creating a Positive Verbal and Nonverbal Environment in the Early Childhood Classroom//. Early Childhood Education Journal, Vol. 30, No. 1. This journal contains a chapter called //The Teacher’s Role in Creating a Positive Verbal and Nonverbal Environment in the Early Childhood Classroom.// This article touches on how Teachers play a critical role in establishing the verbal and nonverbal environment in the early childhood classroom. How literature is used towards teachers and children and how teachers allow children to talk to each other in a positive and reinforcing way. Often we are not aware how carefully we must monitor the verbal and non verbal components of the classroom environment, for the classroom environment can affect a child’s motivation for achievement and self worth’ Randi Nevins Stanulis, & Brenda H. Manning. (2002). Its saying that children pick up on everything you say and hold on to things even if it a positive or negative this is why as teachers we need to be careful how and what we say to children or even to other teachers or parents around children. The verbal environment structured by the teacher plays a powerful role in establishing what is acceptable in the classroom as if children see you doing something even its good or bad they think they can do it themselves.

word count 196
 * Lizee Harris**


 * __Source Two__**

Stern, W.L. (1997). //Literature and the Preschoolers.// Retrived from, [|http://users.stargate.net/~cokids/litpresch.html]

Louis W. Stern has said it in 3 words “Reading is fun.” The article has introduced and stressed the importance of books and reading in our children’s lives. Reading to the children using intonation will catch their attention by becoming part of the story, their listening skills will improve by absorbing and their language skills will increase through interaction. The children’s attention span is limited and as teachers we should enjoy reading as much as the audiences that are looking at you with expectant eyes - what happened next. English for me is a second language and growing up in New Zealand, I found that reading was the best way to process and understand any information. As outlined, the children learn from reading by developing vocabulary memory skills, understanding basic concepts and as they recap the books in their own version they will learn that there are patterns to some stories which will have a beginning, middle and end. Our 4 year old daughter loves to read and even more loves to be read to, her own imagination reveals her version and her emotions shown brings great fun. I believe this website gives us another resource that will assist with reading and points to look out for when reading and also other children’s products Stern had developed. 217 Word Count
 * Sara Tanielu-Seve**

Tan, c. (1996).The Brilliance and the Ordinary. In //Teach Your Children Well//. (pp. 42-50). Wellington: GP Print

In this book Tan (1996) tells us his story about his son David (the youngest university graduate in New Zealand) and his theories and ideas that has established over the years on teaching math's to young children. In the chapter 10, //The Brilliant and the Ordinary,// Tan (1996) talks about the need to support each individual with their learning, and create the smallest amount of competition possible. His goal is to ‘close the gap between success and failures’ in all learning environments. He holds a strong belief that no-one person is smarter that the other and explains it throughout his book. I found this book very interesting, and an easy and understandable read. Tan (1996) wants brilliance to be used as enrichment in a child’s life, and not to be used as a form of importance or requirement. He covers the topic of pushy parents, talking about how their high expectations can have a bad influence on their child, and also discusses strategies around this. He disucsses that it is important we are aware of the differences children hold, and work solely to the individual's level. He believes everything is how we perceive it, and with the right form of encouragement children can form a love for subjects they had never experienced before.

I have attached pages 42-50 (The Brilliance and the Ordinary). I recommend you read the full book.



//Word Count: 230//
 * Robin Clark**

http://sogweb.sog.unc.edu/blogs/tls/?p=517 Teaching and Learning support. (April 13, 2009)

In this discussion retrieved from “teaching and learning support” it talks about how teaching is more than instructing or showing. It ten goes on to say that just by telling or showing by example does not automatically mean you are teaching. It states the three main points of when learning occurs. 1) Learning occurs when information and or material meets the childs needs and or wants. 2) When a child can relate to the information and understands it. 3) When they actually get to put the new information to the test for themselves, through skills and or play. It also tells teachers that they should try to be seeing things from the “learners” point of view, although at times this may be hard to do. Further discussion goes on about when teachers generally tend to reflect on their learning is only when something goes wrong instead of reflecting on both the positive and the negative. It also gives us ideas on how be can improve our teaching, where it may be through writing improvement ideas down for the next time or maybe even just being more reflective for the trying to see the bigger picture that teaching is more than telling. Jaime’ Ooshuizen Word count

Book by Anne B. Smith with a Chapter by Keith Ballard “Understanding Children’s Development” in Chapter 2 Basic Principles of Learning explain in detail the understanding of the basic principles of learning in early childhood education. She further elaborates that learning is a permanent change in children and is quite different from the changes due to growth or maturation. The Chapter further describes cumulative learning in concept formation helps the child to build up a more complex understanding of the work. Frank Smith (1978) says:From the earliest days infants summarize their past in order to make sense of thepresent and predict the future. Without such a theory they would be constantly bewildered and frequently surprised, And neither bewilderment nor surprise arecondition that anyone will tolerate for long (p.64)
 * Nadia Khan**

Pat Penrose in the book “A guide to observing children” observes that in an early childhood centre rich with play possibilities, a child can find opportunities for enjoyment as well as opportunities to make choices. Children can choose where and how they will play, which equipment they will use, and who they will play with. The range of equipment exceeds what it would be practical to provide at home.
 * (200)**

Victoria mattson Chisholm., & Groh Report, N. (2010, March). An early start to learning about digital citizenship. //Swings and roundabouts//, 24. In the magazine Swings and Roundabouts I reviewed an article called ‘An early start to learning about digital citizenship.’ They talk about the digital world that children are growing up in, and how at a young age we have to start guiding the characteristics of responsible, honest and ethical online behaviour to assist children to become aware of cybersafety and to be good digital citizens. This article gives us an insight of how important it is to start this learning as soon as the child has access to technology. The authors illustrate that taking pictures and documenting activities is a great use of a digital cameras in early childhood. It provides teachers with the opportunity to start teaching children about asking for permission before taking photos of friends and of each other and that they learn respect for others digital creations, just like they learn respect or another child’s art work or possessions. “We need to take advantage of all the teachable moments and talk to our children often about their use of computers, digital cameras and mobile phones right from the start.” (Chisholm & Groh Report, 2010) It is important that children develop a sense of responsibility and learn for themselves about cybersafety and adults should not leave it to filtering systems as children have access to so much digital technology and not always when adult supervision is available. The authors point out that early childhood educators in partnership with parents will have a lasting influence on a child’s attitude towards using technologies and will play a key role in starting them on the road to digital citizenship. 269 words

Morgan, H. (1926). //The Imagination of Early Childhood Education.// Westport, CT: Greenwood Publishing Group. This book informs early childhood students of the vital influences that imagination in early childhood education has brought upon the lives of various groups of people. It talks about philosophy and theory, how deeper imaginations are explored and how it is today present in the classroom. Thinkers such as Freud, Montessori, Piaget and others are thoroughly integrated throughout the whole of the text, categorized into their actual historical and philosophical time periods. This book talks about the Europeans and people from the southern plantations and how the poverty population in the cities between the late 1800s and early 1900s became overwhelming. Kindergarten ‘ philanthropists’ raised funds for early childhood centres, which at that time were known as nursery schools, they were supported by people such as the Peabody sisters, Henry Barnard, Susan Blow, Ralph Waldo Emerson and many others. ‘The Imagination of Early Childhood’ also gives information on Maria Montessori, of her imagination and also of her original work with children as her original work with children that were from impoverished families influenced her ideas; that the ‘need for a basic knowledge of skills are necessary for day-to-day living’. There was great insight into imagination in early childhood education, with many great thinkers ideas being explored. Word Count: 205
 * Carrol Bell**


 * __Jade Lochmann__**

O’Connor, A, Diggins ,C. (2002). On Reflection: Reflective Practice for Early Childhood Educators. Lower Hutt: Open Mind Publishing. In chapter three of: Changing your thinking and practice (p30-31), the authors talk about how the way you think as an educator can change as we gain knowledge and experience. They talk about the challenges this can create and can be quite difficult at first. (O'Connor, A & Diggins C.), ' The process of change usually begins when your existing beliefs and values conflict with an event and/or new information that you have received. It also gives examples of diffrent stategies that could be used and pushing your reflections to further research to get a better end result, it clearly gives a step by step guide of a common situation of a child throwing sand and what you can try to do to resolve this problem. I thought this was relevant as a first year student it definatly relates to those of us working in an early childhood education centre and gives you a diffrent veiw on your ways of teaching and you become alot more aware of so much more relective learning around you. I feel this reading is easy to understand and can help educators change for their own gain of knowledge in teaching. word count: 215

Jayne McCullough: McLennan,D.(2010) “Ready, Set, Grow!”, Nurturing Young Children Through Gardening//. Early Childhood Educ J//, 37:329-33.doi: 10.1007/ss10643-009-0366-4 In the chapter’s; “The “Ready, Set, Grow!” Program” and “The Introduction” they discuss the program that one class took part in and their experiences and successes of the program, and promoting the link between healthy lifestyles including eating healthy and growing healthy vegetable plants. It is suggested in the article that children who are taught about the benefits of healthy living will be more likely to eat healthy in later life. The chapters talk about the methods the teachers use to promote healthy living and eating with the children, while the children are having fun through singing songs learning about healthy living, finger play about healthy living, and language strategies that put emphasis on the importance on the most valuable information the children need to gather about healthy living and eating. They compare the children’s knowledge of healthy and unhealthy foods at the beginning of the program and also their choices they demonstrated to the ones shown at the end of the program. This article is a valuable tool to use, in centres as healthy eating is a big part of New Zealand’s focus today. Alternative Link: http://www.springelink.com/content/kt343pq32w6756mr/fulltext.pdf

O’connor, A. & Diggins, C.(2002). Reflective skills. In A. O’connor & C. Diggins. //On reflection: Reflective practice for early childhood educators// (pp. 19-33)//.// Lower Hutt, NZ: Open mind publishing. Chapter 3, titled Reflective skills (pages 19-33) discusses what it is to be a good reflective teacher. The book contains a list of factors that reflective teachers should be aware of. These include identifying feelings, investigating values, and beliefs, moving towards self awareness, gathering theoretical knowledge, having reflective conversations, changing thinking and practice, asking reflective questions and progressing with reflective skills. This chapter informs that all educators even with their years of experience face difficulty in identifying and applying these factors. The author states that an education provider is not considered incompetent just because the session time has gone wrong, rather it happens to everyone at some point, but to those new educators it happens more often. The author then goes to acknowledge that one learns from ones mistakes. Going on to suggest that when writing on reflection, it has to be honest with how you have felt about that situation or an experience. In that way you can keep up the positive experience and try to avoid a negative one. This book will help and guide your journey of being early childhood educator. It contains examples of many difficult situations that other people have had and reflections on each of the examples. =Bora Joung= Word count: 203

__//**Melody Sun**//__ Ann, R., Avril, H., & Sandy, G. (Eds.). (2006). //Helping children to be skilful communicators.// London: David Fulton. <span style="color: #4f0080; font-family: 'Comic Sans MS',cursive; font-size: 12pt;">This book gives us a wide range of information about how to help children to be skilful communicators. This book teaches us how to help children to be sociable and confident with language. Also it talks about how to helps children to have good listening skills and responding skills. This book provides lots of examples and practical activities for us to use to help children to learn how to be skilful communicators. For example chapter one pages 7-10, talks about how to make communications with children. How outdoor time provides good opportunities for us to join in as a partner so we can share thoughts with children. And how we can start the conversation with everyday matters, reading and telling daily stories and doing interesting activities with children to start the communication, talk through their portfolios with the them to see how they respond, create fun creatures to attract children’s attention and ask questions based on the object to build their confidence of language use the things that they interested in. I think these strategies is very useful for the new student teacher like me who doesn’t have much experience to work with children and this book can gives us a clue of how to start a communication with children and how to help them to be good communicator. Word count:237

P, Brownlee. (2004) //Magic Places: Young children’s creative artwork// (pg 9-19) Auckland: Brebner Print. The book I will review is Magic Places by Pennie Brownlee. Part one contains a piece on perceptual awareness or consciously noting which basically means that when we look at something the more data we absorb the more we have to call on whilst we are creating. This part I found particularly interesting as I have always had an interest in the way children see the world. It asks you to consider ideas from a list on page ten, for example have you ever picked flowers, then it asks if you have ever wondered about things like what flowers might taste like or why they smell. Then to develop some awareness through empathy or identification by asking you to think about how it feels for a flower to have a bee crawl down its throat or to be pulled, picked or cut off or to be eaten by a cow or horse. This shows that experience is not enough and we need to be more perceptually aware of finer details. Part one also looks at how the child’s curiosity must be respected and not hindered by adult impact. Children’s curiosity is one of their greatest tools for learning and trying new things. This is a great book and I would recommend to anyone wanting to understand more about a child’s creative side. Word count: 222
 * Les Queenin **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">O’Connor, A., & Diggins, C. (2002).//<span style="font-family: 'Arial','sans-serif';">On Reflection: Reflective practice for Early Childhood Educators. // Lower Hutt, NZ: Open Mind Publishing. In this book, chapter one: What is reflective practice: Reflective practice for Early Childhood Educators, describes how when working with children no two days are the same so teachers cannot have a strict plan to use every day because children are unpredictable. Teachers use reflective practice and this chapter explains the three parts to this practice; stop, think and change. The way reflective practice is clearly explained here makes you think that it is not such a hard thing to do and we sometimes reflective on activities we carry out each week. It is so important for teachers to think about the techniques they use themselves and how they can improve certain areas or find out what is working and keep using that technique. O’ Connor and Diggins (2002) define reflective practice as “thinking about how you teach and refining your teaching practice according to those thoughts”. Studying to be an early childhood teacher and with the experience I have had so far, I feel that anyone in a teaching position should take the time to read this book. Word count: 200
 * Sharyn Griffen**