Reviewed By Helen Edwards
Jun 13, 2004
Published as a companion book to "The Thinking Child-Brain-based learning for the Foundation Stage", this book can also be used independently due to the wealth of practical ideas for implementing brain- based learning techniques in any early years setting.
The book is divided into an introduction and four parts, and clear references are given to its predecessor in order to develop one's understanding of the theoretical issues. Case studies show how brain-based techniques enrich the learning experiences of young children and demonstrate the very best in early years practice.
Beginning with an overview of the child's physical needs which must be met in order for effective learning to take place, the author offers practical suggestions to ensure children are alert and ready for learning, and how we can provide opportunities for learning through physical activity. Daniel Goleman's aspects of emotional literacy are discussed, using case studies to illustrate variations in children's development. 21 ways to help children manage impulsive behaviour, and 21 ways to promote emotional literacy will be of great benefit to many foundation stage practitioners! Fostering self-esteem, a "can-do" attitude, good behaviour, and respectful relationships with parents and carers are all covered in the final sections of part 1.
Organising the environment to support independent learning is the focus of this section, including ideas for displays, themes and topics. The author gives suggestions for helping children to develop good attention skills, and to stay on task. The importance of positive feedback is discussed, as is the role of the practitioner in making learning more effective through pole-bridging techniques.
Mind-mapping is explained in detail, with suggestions for different approaches according to the early years setting and the topic involved. Extremely useful, relevant, practical suggestions follow for effective adult intervention in play, maximising play opportunities in shared accommodation, bringing together the indoor and outdoor provision, and promoting effective learning through music and movement. The use of technology in early years education is reviewed with 21 questions to ask when evaluating the use of computers in one's own setting.
Emphasis is placed on creative teaching and the author offers 40 suggestions to get creative, and 25 items to collect for creative teaching. Ideas for helping children to work together and to help look after the setting through regular, practical jobs are presented. The three individual learning styles (visual, auditory and kinaesthetic) are taken in turn, with 30 suggested ways of exploiting each. Howard Gardner's eight "intelligences" described in "The Thinking Child" are revisited here and illustrated effectively using case studies of children we all recognise, for example, the "logical-mathematical" child who is always the first to appear when the computer goes wrong, diving under the desk to try to reconnect the wires before an adult arrives! Or, the "naturalist" child, who regularly brings a selection of insects or worms into the setting, and which she then wants to release and "share" during story time!
I love this book, and return to it time and again. I read it initially in two evenings, hardly able to put it down, and find myself dipping into it on a regular basis. It is well-structured, with a wealth of practical help backed up by succinct accounts of the theory upon which it is based.
