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| About the book |
"This timely book will help teachers in KS1 to implement authoritative recommendations on transition from recent reviews of primary education, and convince senior managers and parents of the value of starting from the child. Its well-grounded arguments coupled with practical guidance will foster the development of principled and confident professional judgement." Wendy Scott, President, TACTYC "Julie is an excellent writer, leading her reader through the difficult arguments about what really matters in our work with young children. She explores the tensions around the different 'drivers' in Foundation Stage and Key Stage One teaching with sensitivity but with the same clear vision she shows in her earlier books. This is an important book for students, lecturers and teachers - and a must for heads and subject co-ordinators." Nick Swarbrick, Westminster Institute of Education, Oxford Brookes University, UK "Your common-sense, authoritative, warm and inspirational words...remind me beyond all doubt of why I went into teaching." Key Stage 1 teacher "Julie Fisher's newest contribution to the debate on transitions in England is written in her usual clear and accessible style, and with the breadth and confidence which all readers have come to expect of her." Liz Brooker, Institute of Education, University of London, UK This practical book offers a series of strategies for promoting learning that meets the needs and interests of Key Stage 1 pupils, ensuring that the move from the Early Years Foundation Stage to Key Stage 1 is a positive one. It includes:
Julie Fisher considers recent evidence about how children learn and questions whether current practice in Key Stage 1 optimises these ways of learning. Challenging the reliance on teacher-directed activity, she asks whether introducing more child-initiated learning could offer children a more appropriate balance of learning opportunities. Key issues include:
This essential book is indispensable reading for students and practitioners in both the Early Years Foundation Stage and Key Stage 1. |
| About the authors |
Julie Fisher is an independent Early Years Adviser and visiting Professor of Early Childhood Education at Oxford Brookes University, UK. |
| Table of contents |
Transition: why is there an issue? How do 5-7-year-olds learn? Preparing children for the move to Key Stage 1 Finding a balance between adult-initiated and child-initiated learning The place of play in Key Stage 1 classrooms Environments that support different ways of learning Using observations as evidence of children's learning Planning for adult-initiated and child-initiated learning The many different roles of the teacher Conclusion and refelections |
