2nd Edition

Primary Teaching Assistants
Curriculum in context




ISBN 9780415504331
Published January 10, 2013 by Routledge
304 Pages

USD $50.95

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Book Description

Teaching Assistants are uniquely placed to support children’s involvement with learning. The role of those who work alongside teachers in the classroom has changed dramatically in recent years and teaching assistants are increasingly involved in planning, teaching and assessing all aspects of the curriculum.

This second edition has been thoroughly updated and includes new chapters on learning in gardens, children’s play in virtual environments, specialist approaches for children with communication difficulties, the nature of learning at home, the place of poetry, child abuse, learning in a breakfast club, children’s spelling, and the importance of playtime. Exploring the issues that are central to fostering children’s learning, the book examines:

    • strategies for supporting learning and assessment in English, maths and science
    • inclusive and imaginative practices in all areas of learning
    • home and community contexts for learning
    • working practices which support professional development.

Written for teaching assistants and also teachers, the book aims to enrich the contribution that teaching assistants, as team members, can make to children’s learning.

Table of Contents

Section 1: Children and the curriculum  Introduction to Section 1  1. Play, playtime and playgrounds  2. Learning from errors and misconceptions  3. Why use ICT  4. Poetry: and everyday activity  5. What can teacers learn from the language that children use?  6. Watching and learning: the tools of assessment  7. The sensory garden  8. Constructivism and primary science  9. The case for primary science  10. Learning science  Section 2: Contexts for learning  Introduction to Section 2  11. Tadpoles in the willow garden  12. ICT and bilingual children  13. What is a ‘good’ book?  14. The effect of light and noise on pupils with Aspergers syndrome  15. School buildings: ‘A safe haven, not a prison’  16. Joining Gabriel’s play  17. Grandparents and children’s learning  18. Learning at home is not like learning in school  Section 3: Working together Introduction to Section 3  19. Children’s play in online virtual worlds  20. Supporting and enhancing primary mathematics  21. Reflections on bilingual practice  22. Enabling children’s creativity  23. Successful home-school projects in the UK  24. It’s hard being expected to work all the time  25. Developing pupils’ self-assessment skills  Section 4: Perspectives and voices  Introduction to Section 4  26. ‘Whoops, I forgot David’  27. Child voice and cue cards  28. From one professional to another  29. Bangladeshi women and their children’s reading  30. Breaking the taboo  31. Common sense has much to learn from moonshine  32. Children and spelling  33. Learning in a breakfast club  34. Enriched Curriculum to the Foundation Stage Curriculum  

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Author(s)

Biography

Carrie Cable is an Education Consultant and Researcher.
Ian Eyres is Senior Lecturer in Education at The Open University.
Roger Hancock is an Education Consultant and Researcher.
Mary Stacey is a Writer and an Education Consultant.