Early Years of Learning Teachers Companion
ITC Publications are delighted to announce the latest addition to their innovative product range, with the publication of their new Early Years of Learning innovative teachers’ companion.
This new resource is designed to link the work being done at the Early Years level with what is occurring in the higher grades.
ITC Publications are well known as advocates of innovative teaching and learning practice. As specialists in the field of Thinking in the Classroom, they offer a range of innovative products and services based on critical, creative and collaborative thinking, designed to promote inspirational teaching. This new publication marks the first time the company has specifically targeted the needs and interests of Early Years educators.
Paul Herbert, author of the Early Years of Learning companion wanted very much to illustrate to all concerned the link between the following elements so that all stakeholders in the education of children could understand and value the work of innovative Early Childhood teachers
The Early Years of Learning innovative teachers’ companion is divided into sections, each focusing on a separate and distinct theme.
The first section consists of 10 Professional Readings, each examining essential components of an effective Early Years program.
The Early Years of Learning article shows teachers how they can link the material found in the companion with the Early Years of Learning Framework for Australia. This is important as teachers can then effectively plan lessons specifically targeted at the Learning Outcomes stipulated in the Early Years Framework. This will enable teachers to justify their pedagogical practice in terms of these described Outcomes.
The Letter Corner provides a template for the teaching of effective early handwriting skills and ties this in with the latest developments in Phonics.
The extensive articles on Play-Based Learning have been designed to focus attention on effective play from the perspective of innovative educators. Attempts have been made to link play with learning outcomes in later schooling, particularly NAPLAN. Here is the justification for why schools need a detailed and effective understanding of play as well as an effective play-based learning program. A purpose here is to help Early Childhood educators resist the pressures many face to implement more traditional programs into their classrooms at the expense of playbased learning.
The Learning Environment article reminds teachers of the importance of creating a learning environment that not only promotes learning but nurtures students. This is a vital concept to incorporate into each Early Years classroom, particularly if the Early Years of Learning Frameworks guidelines are to be implemented.
A number of articles are designed to promote essential skills in students at the Early Years level, skills that will remain with them for the rest of their learning lives. Co-operative learning, Handwriting and Thinking are all explored in the Early Years of Learning innovative teachers’ companion.
Co-operative Learning is a natural extension of effective playbased learning. It builds on the skills developed in play and refines them to ensure effective life-long co-operative learning.
The ability to write effectively, neatly and legibly is a skill essential for effective communication.
All educators should understand that their classrooms are filled with great thinkers. If we are truly committed to fostering great thinking in our classrooms then this thinking needs to be acknowledged and recognised. Where better to start this exploration of great thinking than at the Early Years level, where children are arguably at their most creative?
Nineteen Co-operative Learning and Cognitive strategies are clearly explained in the Early Years of Learning innovative teachers’ companion. Every strategy is explained and described, and teachers are shown how each one relates to the Early Years of Learning Framework and Bloom’s Taxonomy. When provided with a range of proven classroom examples of each strategy in action, Early Years teachers are equipped to link their teaching and learning practice with a whole-of-school approach to teaching and learning.
The Lesson Planning Articles provide further assistance in linking Bloom’s Taxonomy and other effective planning strategies into lesson planning.
Further Professional Readings are designed to show Early Years teachers how to incorporate Story Telling and Music into their classrooms as well as including a range of exercises designed to develop spatial awareness and fine motor skills.
Some useful learning activities are also included, together with material offering valuable guidelines and strategies to deal with the demands of NAPLAN.
