Teaching Reading Through Play
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A Practical Guide to Teaching Reading in the Early Years
`This is a clear, jargon-free analysis of current National Curriculum and National Literacy strategy documents, combined with sensible and creative suggestions for implementing them... The activities are imaginative, consistent and true to the author′s ideal of a full and empowering critical literacy for all children′ - Times Educational Supplement, Friday Magazine A Practical Guide to Teaching Reading in the Early Years meets the needs of student teachers on undergraduate and postgraduate teacher training courses. It addresses the English National Curriculum for Teacher Training as well as covering the curriculum requirements for young children. It will also be relevant to others who work in early years environments and who are concerned with developing reading in considered and knowledeagable ways.
How to Boost Reading and Writing Through Play
Author: Georgina Durrant
language: en
Publisher: Jessica Kingsley Publishers
Release Date: 2022-11-21
Even if children know their phonics and ABC's inside out and can read every book in their book bag, why is it still so difficult to get them to want to read and write? How do we begin to get our children excited about literacy? The answer might surprise you...let them play! Featuring 40 engaging play-based activities, this book makes literacy so fun that children won't notice they're also actively developing reading and writing skills. From blow painting words to making paper chain sentences, each activity can be done using household items and they are adaptable for children of any age and ability, making learning accessible for all. With charming black and white line illustrations to depict each activity, this is a great way to connect with children while helping to build their literacy skills at the same time.
Teaching Through Play
Author: Bennett, Neville
language: en
Publisher: McGraw-Hill Education (UK)
Release Date: 1997-01-01
This book is based on the findings of a research project into Reception Teachers' Theories of Play funded by the Economic & Social Research Council. There is strong ideological and theoretical support for a play-based curriculum in the early years. But evidence suggests that teachers find this difficult to translate into practice. The educational potential of play is not realized. This study focuses on nine reception class teachers, ranging from novices to experts, in order to discover their theories of play and how these relate to classroom practice. The data reveal new insights into how they strive to incorporate play into the curriculum in contrasting ways and the constraints they encounter in this process. There is a need to improve the quality of teaching and learning through play. Teaching Through Play makes a valuable contribution to this process.