Effective transition into year one /:
Annotation
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London :
Bloomsbury,
2017.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Annotation |
| Beschreibung: | 1 online resource (121 pages) : illustrations |
| Bibliographie: | Includes bibliographical references (page 117) and index. |
| ISBN: | 9781472932273 1472932277 |
Internformat
MARC
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|---|---|---|---|
| 001 | ZDB-4-EDU-ocn989974719 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
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| 007 | cr cnu|||unuuu | ||
| 008 | 170613s2017 enka ob 001 0 eng d | ||
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| 049 | |a MAIN | ||
| 100 | 1 | |a Bryce-Clegg, Alistair, |e author. | |
| 245 | 1 | 0 | |a Effective transition into year one / |c Alistair Bryce-Clegg. |
| 264 | 1 | |a London : |b Bloomsbury, |c 2017. | |
| 300 | |a 1 online resource (121 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Vendor-supplied metadata. | |
| 504 | |a Includes bibliographical references (page 117) and index. | ||
| 505 | 0 | |a Cover; Half Title; Series; Title; Copyright; Contents; Introduction; 1 A developmentally appropriate curriculum; Play-based transition; An effective learning environment; The Leuven scales of wellbeing and involvement; Wellbeing scale; Involvement scale; The perils of striving for a good level of development (GLD); 2 Building on what they know; Use assessment to create an environment for learning; Gap and Strength Analysis (GSA); Make a graph; Environment plan; Characteristics of Effective Learning in the learning environment; Playing and exploring; Active learning | |
| 505 | 8 | |a How can you create an active learning space in Year One?An environment for effective active learning; Creating and thinking critically; How can we encourage children to come up with their own thinking and ideas about their learning?; An environment for thinking; What makes a good thinking environment?; Observing; Developing; Enhancing; Reflecting; Ambiguity; What makes an effective 'thinking and doing' space?; 3 Continuous provision; Keep 'topic' as an enhancement only!; Areas to avoid in continuous provision; Writing; Mathematics and reading; Add in a bit of ambiguity; Common play behaviours | |
| 505 | 8 | |a Common play behaviours for effective continuous provision1. Identify common play behaviours; 2. Implicitly level each common play behaviour; 3. Customising for your cohort; Skill development; Pure and facilitative skills and experiences; Cognitive strategies; Role play; Facilitative skills and experiences; Cognitive strategies:; Implicit levelling of your skills and experiences; Emergent skill; Developing skill; Advanced skill; Labelling and dressing for interest; Dressing for interest; Using the children's images; The role of the adult; 4 Continuing the provision for learning | |
| 505 | 8 | |a The provision pyramidBasic provision; Continuous provision; Enhanced provision; Linked provision; What is the role of the adult in linked provision?; Adult-led provision; Example plan for continuous provision in Year One; Area of provision; Area of learning; Planned enhancements; 5 Planning for continuous provision; Planning for challenge in continuous provision; Engagement/attainment audit; Implicit and explicit challenge; Implicit challenge; Explicit challenge; Challenges linked to process not outcome; 6 An EYFS environment in Year One; Display; Getting children involved in display | |
| 505 | 8 | |a Think about genderPrint-rich or just full of print?; Display content; Learning wall; 7 Learning and teaching in Year One; Staggered entry to continuous provision; Using your continuous provision planning; Objective-led planning; Starter activities/provocations; How it can work with and without a starter activity; Timetabling; Timetable template; Overview; Self-registration; Linked provision; Adult role; All together interest session; Adult role; Dough gym/funky fingers time; Dough gym; Adult role; Funky fingers time; Adult role; Direct teach session 1; Adult role | |
| 520 | 8 | |a Annotation |b Helping children make the transition between Reception and Year One is a challenge. When done well it can have a significant impact on children's emotional and academic development, but when done badly it can set some children's development back by up to a year. Alistair Bryce-Clegg is determined to help practitioners conquer this challenge. Having been involved in a number of transition projects that specifically focus on children's emotional, social and academic development throughout this period, Alistair's draws upon his experience in this new book. Packed full of practical ideas to help practitioners to plan for and create an effective learning environment that promotes high levels of attainment in Year One based on the effective principles of EYFS practice, this book should be an essential in any Reception and Year One teacher's library. | |
| 650 | 0 | |a Readiness for school. |0 http://id.loc.gov/authorities/subjects/sh85111660 | |
| 650 | 0 | |a First grade (Education) |0 http://id.loc.gov/authorities/subjects/sh85048591 | |
| 650 | 6 | |a Aptitude à la scolarité. | |
| 650 | 6 | |a Première année (Éducation) | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
| 650 | 7 | |a First grade (Education) |2 fast | |
| 650 | 7 | |a Readiness for school |2 fast | |
| 655 | 4 | |a Electronic book. | |
| 758 | |i has work: |a Effective transition into year one (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGDChYbCXF9mDHgDhkGQ9C |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Bryce-Clegg, Alistair. |t Effective transition into year one. |d London : Bloomsbury, 2017 |z 1472932285 |z 9781472932280 |w (OCoLC)986614368 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EDU |q FWS_PDA_EDU |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1532608 |3 Volltext |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL4873551 | ||
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EDU-ocn989974719 |
|---|---|
| _version_ | 1816797227754979328 |
| adam_text | |
| any_adam_object | |
| author | Bryce-Clegg, Alistair |
| author_facet | Bryce-Clegg, Alistair |
| author_role | aut |
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| callnumber-raw | LB1132 .B79 2017eb |
| callnumber-search | LB1132 .B79 2017eb |
| callnumber-sort | LB 41132 B79 42017EB |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EDU |
| contents | Cover; Half Title; Series; Title; Copyright; Contents; Introduction; 1 A developmentally appropriate curriculum; Play-based transition; An effective learning environment; The Leuven scales of wellbeing and involvement; Wellbeing scale; Involvement scale; The perils of striving for a good level of development (GLD); 2 Building on what they know; Use assessment to create an environment for learning; Gap and Strength Analysis (GSA); Make a graph; Environment plan; Characteristics of Effective Learning in the learning environment; Playing and exploring; Active learning How can you create an active learning space in Year One?An environment for effective active learning; Creating and thinking critically; How can we encourage children to come up with their own thinking and ideas about their learning?; An environment for thinking; What makes a good thinking environment?; Observing; Developing; Enhancing; Reflecting; Ambiguity; What makes an effective 'thinking and doing' space?; 3 Continuous provision; Keep 'topic' as an enhancement only!; Areas to avoid in continuous provision; Writing; Mathematics and reading; Add in a bit of ambiguity; Common play behaviours Common play behaviours for effective continuous provision1. Identify common play behaviours; 2. Implicitly level each common play behaviour; 3. Customising for your cohort; Skill development; Pure and facilitative skills and experiences; Cognitive strategies; Role play; Facilitative skills and experiences; Cognitive strategies:; Implicit levelling of your skills and experiences; Emergent skill; Developing skill; Advanced skill; Labelling and dressing for interest; Dressing for interest; Using the children's images; The role of the adult; 4 Continuing the provision for learning The provision pyramidBasic provision; Continuous provision; Enhanced provision; Linked provision; What is the role of the adult in linked provision?; Adult-led provision; Example plan for continuous provision in Year One; Area of provision; Area of learning; Planned enhancements; 5 Planning for continuous provision; Planning for challenge in continuous provision; Engagement/attainment audit; Implicit and explicit challenge; Implicit challenge; Explicit challenge; Challenges linked to process not outcome; 6 An EYFS environment in Year One; Display; Getting children involved in display Think about genderPrint-rich or just full of print?; Display content; Learning wall; 7 Learning and teaching in Year One; Staggered entry to continuous provision; Using your continuous provision planning; Objective-led planning; Starter activities/provocations; How it can work with and without a starter activity; Timetabling; Timetable template; Overview; Self-registration; Linked provision; Adult role; All together interest session; Adult role; Dough gym/funky fingers time; Dough gym; Adult role; Funky fingers time; Adult role; Direct teach session 1; Adult role |
| ctrlnum | (OCoLC)989974719 |
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| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.21 |
| dewey-search | 372.21 |
| dewey-sort | 3372.21 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| language | English |
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| physical | 1 online resource (121 pages) : illustrations |
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| publishDate | 2017 |
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| spelling | Bryce-Clegg, Alistair, author. Effective transition into year one / Alistair Bryce-Clegg. London : Bloomsbury, 2017. 1 online resource (121 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Vendor-supplied metadata. Includes bibliographical references (page 117) and index. Cover; Half Title; Series; Title; Copyright; Contents; Introduction; 1 A developmentally appropriate curriculum; Play-based transition; An effective learning environment; The Leuven scales of wellbeing and involvement; Wellbeing scale; Involvement scale; The perils of striving for a good level of development (GLD); 2 Building on what they know; Use assessment to create an environment for learning; Gap and Strength Analysis (GSA); Make a graph; Environment plan; Characteristics of Effective Learning in the learning environment; Playing and exploring; Active learning How can you create an active learning space in Year One?An environment for effective active learning; Creating and thinking critically; How can we encourage children to come up with their own thinking and ideas about their learning?; An environment for thinking; What makes a good thinking environment?; Observing; Developing; Enhancing; Reflecting; Ambiguity; What makes an effective 'thinking and doing' space?; 3 Continuous provision; Keep 'topic' as an enhancement only!; Areas to avoid in continuous provision; Writing; Mathematics and reading; Add in a bit of ambiguity; Common play behaviours Common play behaviours for effective continuous provision1. Identify common play behaviours; 2. Implicitly level each common play behaviour; 3. Customising for your cohort; Skill development; Pure and facilitative skills and experiences; Cognitive strategies; Role play; Facilitative skills and experiences; Cognitive strategies:; Implicit levelling of your skills and experiences; Emergent skill; Developing skill; Advanced skill; Labelling and dressing for interest; Dressing for interest; Using the children's images; The role of the adult; 4 Continuing the provision for learning The provision pyramidBasic provision; Continuous provision; Enhanced provision; Linked provision; What is the role of the adult in linked provision?; Adult-led provision; Example plan for continuous provision in Year One; Area of provision; Area of learning; Planned enhancements; 5 Planning for continuous provision; Planning for challenge in continuous provision; Engagement/attainment audit; Implicit and explicit challenge; Implicit challenge; Explicit challenge; Challenges linked to process not outcome; 6 An EYFS environment in Year One; Display; Getting children involved in display Think about genderPrint-rich or just full of print?; Display content; Learning wall; 7 Learning and teaching in Year One; Staggered entry to continuous provision; Using your continuous provision planning; Objective-led planning; Starter activities/provocations; How it can work with and without a starter activity; Timetabling; Timetable template; Overview; Self-registration; Linked provision; Adult role; All together interest session; Adult role; Dough gym/funky fingers time; Dough gym; Adult role; Funky fingers time; Adult role; Direct teach session 1; Adult role Annotation Helping children make the transition between Reception and Year One is a challenge. When done well it can have a significant impact on children's emotional and academic development, but when done badly it can set some children's development back by up to a year. Alistair Bryce-Clegg is determined to help practitioners conquer this challenge. Having been involved in a number of transition projects that specifically focus on children's emotional, social and academic development throughout this period, Alistair's draws upon his experience in this new book. Packed full of practical ideas to help practitioners to plan for and create an effective learning environment that promotes high levels of attainment in Year One based on the effective principles of EYFS practice, this book should be an essential in any Reception and Year One teacher's library. Readiness for school. http://id.loc.gov/authorities/subjects/sh85111660 First grade (Education) http://id.loc.gov/authorities/subjects/sh85048591 Aptitude à la scolarité. Première année (Éducation) EDUCATION Elementary. bisacsh First grade (Education) fast Readiness for school fast Electronic book. has work: Effective transition into year one (Text) https://id.oclc.org/worldcat/entity/E39PCGDChYbCXF9mDHgDhkGQ9C https://id.oclc.org/worldcat/ontology/hasWork Print version: Bryce-Clegg, Alistair. Effective transition into year one. London : Bloomsbury, 2017 1472932285 9781472932280 (OCoLC)986614368 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1532608 Volltext |
| spellingShingle | Bryce-Clegg, Alistair Effective transition into year one / Cover; Half Title; Series; Title; Copyright; Contents; Introduction; 1 A developmentally appropriate curriculum; Play-based transition; An effective learning environment; The Leuven scales of wellbeing and involvement; Wellbeing scale; Involvement scale; The perils of striving for a good level of development (GLD); 2 Building on what they know; Use assessment to create an environment for learning; Gap and Strength Analysis (GSA); Make a graph; Environment plan; Characteristics of Effective Learning in the learning environment; Playing and exploring; Active learning How can you create an active learning space in Year One?An environment for effective active learning; Creating and thinking critically; How can we encourage children to come up with their own thinking and ideas about their learning?; An environment for thinking; What makes a good thinking environment?; Observing; Developing; Enhancing; Reflecting; Ambiguity; What makes an effective 'thinking and doing' space?; 3 Continuous provision; Keep 'topic' as an enhancement only!; Areas to avoid in continuous provision; Writing; Mathematics and reading; Add in a bit of ambiguity; Common play behaviours Common play behaviours for effective continuous provision1. Identify common play behaviours; 2. Implicitly level each common play behaviour; 3. Customising for your cohort; Skill development; Pure and facilitative skills and experiences; Cognitive strategies; Role play; Facilitative skills and experiences; Cognitive strategies:; Implicit levelling of your skills and experiences; Emergent skill; Developing skill; Advanced skill; Labelling and dressing for interest; Dressing for interest; Using the children's images; The role of the adult; 4 Continuing the provision for learning The provision pyramidBasic provision; Continuous provision; Enhanced provision; Linked provision; What is the role of the adult in linked provision?; Adult-led provision; Example plan for continuous provision in Year One; Area of provision; Area of learning; Planned enhancements; 5 Planning for continuous provision; Planning for challenge in continuous provision; Engagement/attainment audit; Implicit and explicit challenge; Implicit challenge; Explicit challenge; Challenges linked to process not outcome; 6 An EYFS environment in Year One; Display; Getting children involved in display Think about genderPrint-rich or just full of print?; Display content; Learning wall; 7 Learning and teaching in Year One; Staggered entry to continuous provision; Using your continuous provision planning; Objective-led planning; Starter activities/provocations; How it can work with and without a starter activity; Timetabling; Timetable template; Overview; Self-registration; Linked provision; Adult role; All together interest session; Adult role; Dough gym/funky fingers time; Dough gym; Adult role; Funky fingers time; Adult role; Direct teach session 1; Adult role Readiness for school. http://id.loc.gov/authorities/subjects/sh85111660 First grade (Education) http://id.loc.gov/authorities/subjects/sh85048591 Aptitude à la scolarité. Première année (Éducation) EDUCATION Elementary. bisacsh First grade (Education) fast Readiness for school fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85111660 http://id.loc.gov/authorities/subjects/sh85048591 |
| title | Effective transition into year one / |
| title_auth | Effective transition into year one / |
| title_exact_search | Effective transition into year one / |
| title_full | Effective transition into year one / Alistair Bryce-Clegg. |
| title_fullStr | Effective transition into year one / Alistair Bryce-Clegg. |
| title_full_unstemmed | Effective transition into year one / Alistair Bryce-Clegg. |
| title_short | Effective transition into year one / |
| title_sort | effective transition into year one |
| topic | Readiness for school. http://id.loc.gov/authorities/subjects/sh85111660 First grade (Education) http://id.loc.gov/authorities/subjects/sh85048591 Aptitude à la scolarité. Première année (Éducation) EDUCATION Elementary. bisacsh First grade (Education) fast Readiness for school fast |
| topic_facet | Readiness for school. First grade (Education) Aptitude à la scolarité. Première année (Éducation) EDUCATION Elementary. Readiness for school Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1532608 |
| work_keys_str_mv | AT brycecleggalistair effectivetransitionintoyearone |