100 Ideas for Developing Good Practice in the Early Years »

Sect. 1 Overview

1 Adults 2

2 Children 3

3 Building and rooms 4

4 Outside play area 5

5 A welcoming place 6

6 Questions to ask yourself 7

Sect. 2 Creating the Ethos

7 Setting high standards for yourself 10

8 Showing by example 11

9 Expressing your thoughts and ideas 12

10 The danger of making judgements 13

11 Playroom scenarios 15

12 Your creative attitude 16

13 Time-filling or learning? 17

14 A clear sense of purpose 18

15 Spontaneity 19

16 Do things well enough 20

17 Winning language - words of encouragement 21

18 Attainment and achievement 22

19 Naming and complimenting 23

20 Freedom to choose, explore and imagine 24

21 Remembering, embedding and ownership 25

22 Self-endeavour and competition 26

23 The fun factor 27

24 A child's-eye view 28

25 Playfulness 29

26 Playing safe, staying safe 30

27 A display board for parents 31

28 'They are what they learn' 32

29 Food for thought 33

Sect. 3 Organization

30 Some do's... 35

31 And some more do's 36

32 Arrival time 37

33 Waiting times 38

34 Themes as inspiration 39

35 The value of preparation 41

36 Collecting ideas 42

37 Vital pieces of kit 43

38 Staying fresh 45

39 Using and valuing outside play space 46

40 Displays 47

41 Layout of your room 48

42 Buying and budgeting for equipment 49

43 Respect for equipment 50

44 Storing and tidying 51

45 Golden rules for time management 52

46 Classroom management 53

47 Timetabling tips 54

48 Record-keeping 55

49 Fire procedures 56

50 Assertiveness and direct positive action 57

Sect. 4 Social Development

51 Maintaining good behaviour 59

52 Treat others as you would wish to be treated 60

53Criticize the behaviour, not the child 61

54 Cooperation and sharing 62

55 Mixed age groups 63

56 Relaxation and calming 64

57 Dealing with emotions - some quick tips 65

58 Emotional release 66

59 Managing children's behaviour 67

60 Maintaining good behaviour 68

61 Bullying issues 69

Sect. 5 Skills for Learning

62 Observational skills 71

63 Developing sensory acuity 72

64 Concentration 73

65 Display boards and interest tables 74

66 Drawing out the language 75

67 Manipulation of tools and equipment 76

68 Hand-eye coordination 77

69 Bead and button box 78

70 Number through rhyme and story 79

71 Sorting 80

72 The value of games 81

73 Recognizing effective learning 82

Sect. 6 Imagination and Play

74 Some relevant questions 84

75 Maximizing the potential of ideas 85

76 The importance of 'situational play' 86

77 Observing children's play 87

78 Six super activities 88

79 An eye for safety 89

80 Play-corner vocabulary 90

81 The journey to competence 91

82 The importance of story 92

83 Reading and telling 93

84 Developing your storytelling skills 95

85 Varying your storytelling 96

86 The story environment - the children 97

87 The story environment - the space 98

88 The story environment - the time 99

89 The story environment - the teller 100

90 Ringing the changes 101

91 Using musical instruments with stories 102

92 Finger-puppets and story 103

93 Objects from a bag or treasure box 104

94 Story-making 105

95 Asking questions in story-making 106

96 Using stories to explore sensitive issues 107

97 Setting up a book corner 108

98 Choosing the books for a book corner 109

99 A listening frame of mind 110

100 A final thought 111

Self-Evaluation Form 112