Learning Through Play: Babies, Toddlers & The Foundation Years by Bruce, Tina;

Short description:

In this book Tina Bruce, an acknowledged expert in the field of play, presents the key ideas and best practice for child care students in the light of the new Early Learning Goals, showing how to encourage children's learning through play.

Long description:

Increasing emphasis is now placed on how and what children learn in the early stages of life. The Government has drawn up Early Learning Goals for 3-5 year olds, setting a Foundation stage to the curriculum. Child Care professionals need to be aware of how to encourage children at this age, when the most important way of learning is through play.

In this book Tina Bruce, an acknowledged expert in the field of play, presents the key ideas and best practice for child care students starting to work in this vital area.

Review by Denni Morrison, lecturer in psychology and child development at Hertford Regional College.

This is a book that hardly needs reviewing. It's by Tina Bruce and it's about play. What more do you need to know?

This deceptively simple book is in two parts. Part one sets the scen historically, culturally and politically, taking the reader throufht the study and theory of play, while part two gives practical ways in which adults can help children to develop their play.

This book will make a useful text ofr most childcare students, and DCE tutors especially will find it an invaluable resource when teaching observation skills, as the author sets out in detail not only how to observe but also why we need to observe and how we relate our findings to theories.

The clear, bright photographs illustrate the text beautifully, and because most of them follow a child through a sequence of play, they can be used to highlight exactly what it is we are looking for in observations.

Although the book covers the age range nought to six, the author has concentrated mainly on three- to five-year-olds and has linked this book to the QCA document Curriculum guidance for the Foundation Stage (2000). Throughout the latter chapters, red boxes link the text to the Early Learning Goals.

Each chapter is clearly set out and signposted and the headings are colour-coded so even the most reluctant students should be able to find their way around with ease. Important words in the text are highlighted, making it easy to skim and find what you are looking for, and key features are contained in bright boxes on nearly every page. The summary at the end of each chapter brings together the main points in very clear language that is easy to understand.

I will certainly be recommending this book to my new students in September.