"The Early Years Intervention Toolkit provides a range of ready-made activities to enable early years practitioners and health visitors to address observed difficulties in a child's development, prior to starting school. It includes a checklist of observed behaviours which links to a range of effective and engaging activities to support children's development across the three prime foundational areas of learning: Communication and Language; Physical Development; and Personal, Social and Emotional Development. Activities focus on a variety of crucial skills such as speaking and listening, moving and handling, and forming relationships, making use of materials readily available in every early years setting. This toolkit offers: A time-saving approach to interventions, with additional guidance on planning, providing, and recording appropriate interventions, Advice and activities to share with parents for them to try at home A framework to enable early years practitioners to identify specific difficulties in key areas of development, Downloadable resources to support activities and interventions The Early Years Intervention Toolkit is an inclusive programme and all children in the early years will benefit from taking part in the activities. It will be an essential resource for early years practitioners to effectively identify and support learning needs in child development and will boost the confidence of young children as they prepare for key stage one"--
This book provides a range of ready-made activities to enable early years practitioners and health visitors to address observed difficulties in a childs development prior to starting school. Activities focus on a variety of crucial skills such as speaking and listening, moving and handling, and forming relationships.
|
Chapter 1 The importance of early identification and intervention |
|
|
1 | (3) |
|
Chapter 2 Making meaningful observations |
|
|
4 | (4) |
|
Chapter 3 Using the Early Years Intervention Toolkit |
|
|
8 | (4) |
|
Chapter 4 Checklists of observed behaviours |
|
|
12 | (6) |
|
Chapter 5 The early years intervention activities |
|
|
18 | (45) |
|
Chapter 6 Parents as partners |
|
|
63 | (4) |
|
Chapter 7 Parent support activities (PSA) |
|
|
67 | (33) |
| Index |
|
100 | |
Linda Tallent was for many years an early years teacher and local authority school improvement officer. She founded the Learning and Training Consultancy (LTC), a training company providing support and advice to primary schools. She worked as an independent educational consultant, providing advice, support and training locally, nationally and internationally to teachers, senior managers and local authority officers.
Her knowledge of child development and early years practice enabled her to support schools to improve the effectiveness of teaching and learning, ensuring that all childrenwhatever their background, gender, or special educational needachieve as well as possible.
In her final years she continued to work tirelessly to provide EYFS practitioners with resources to help them improve their provision for children.
Jean Thompson has been a teacher for over twenty years in both Special Education and Primary mainstream schools. For the past twenty years she has been a consultant for SEND and Inclusion in a Local Authority in the North East of England. Jean has always had and continues to have a passion for promoting the early identification of and intervention for children who may require support. She now holds the additional position of Virtual School Headteacher for children in care and children in need.
Jean continues to deliver high quality training to teachers and practitioners, including those who are newly qualified. She acts as a mentor for SENDCOs from early years settings through to Secondary schools and was an associate tutor for the National Award for SENDCOs.
Biežāk uzdotie jautājumi par e-grāmatām