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Product Description
Product Description
"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
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:
- Descriptions and case studies of good practice that stem from established principles of learning and teaching
- Reflective practice prompts at the end of each chapter
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:
- The place of play in Key Stage 1
- Organising the learning day to include child-initiated activity
- Observation and assessment
- Planning
- The role of the teacher
This essential book is indispensable reading for students and practitioners in both the Early Years Foundation Stage and Key Stage 1.
About the Author
Julie Fisher is an independent Early Years Adviser and visiting Professor of Early Childhood Education at Oxford Brookes University, UK.
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Most Helpful Customer Reviews
4 of 4 people found the following review helpful
A brilliant helpful book showing the way forward for stick in th e muds like me. Love the new thinking, can't wait to put it in practice,
3 of 3 people found the following review helpful
A really informative book for teachers or TAs who work in Foundation Stage or Key Stage 1 or who are thinking about moving down from another year group. There is a lot of technical vocabulary to get your head around but it gives some excellent practical ideas on how to ensure that the transition from Foundation Stage to Key Stage 1 is a positive and happy one for the children. Some good info on child-initiated play and adult-let sessions!
3 of 3 people found the following review helpful
I am currently conducting and action research project investigating the transitional experiences of children, teachers and parents from EYFS to KS1. I have found this book valuable, in terms of a springboard for current material to include in my literature review. I also found the key issues and arguments informative. This has aided me in compiling questionnaires and interview material.
I would recommend this book to any student involved within H.E. and primary education studies, also students completing their Foundation Degrees and level 4/5 in childhood studies.
I would recommend this book to any student involved within H.E. and primary education studies, also students completing their Foundation Degrees and level 4/5 in childhood studies.
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