Publisher: Arrow/Children's (a Division of Random House Group)
You'd be surprised how many waysI change on Different Coloured Days.'Maybe on some days you feel sort of brown, like a bear; you feel slow and low, low down. But then comes a yellow day and wheeeeeeeee! you feel like a busy, buzzy bee. Dr. Seuss takes the reader on a journey through many different moods in this vibrant and highly original book.
Theodor Seuss Geisel—known worldwide as the beloved children’s author Dr. Seuss—produced a body of work that spans more than 70 years. Though most often associated with children’s books, he frequently contributed cartoons and humorous essays to popular magazines, produced effective and memorable advertising campaigns (“Quick, Henry, the Flit!”), and won Oscars and Emmys for motion picture productions, animated shorts, and features. As founder and president of Beginner Books, his influence on children’s book publishing was revolutionary, especially in the field of elementary readers. Geisel’s prolific career—he wrote or contributed illustrations to more than 75 books, most of which have been reprinted repeatedly and translated worldwide—and his predilection for made-up creatures make this joint bibliography and iconography especially useful to readers and researchers. The exhaustive bibliography is arranged chronologically, providing full bibliographic information, including translations as they appear, reissue information, and descriptions of the binding. The iconography links more than 900 fictional names, places and terms to the works in which they appear. For the reader seeking a first edition of Quomodo Invidiosulus Nomine Grinchus Christi Natalem Abrogaverit (How the Grinch Stole Christmas! translated into Latin) or hoping to identify “abrasion-contusions” (race cars in If I Ran the Circus!), this work promises as much discovery as a walk down Mulberry Street.
In this stunning collection of poems by Nobel laureate Rabindranath Tagore, acclaimed translator Ketaki Kushari Dyson brilliantly captures the energy and lyricism of the legendary poet’s verses. The title poem evokes the inner turmoil of a man who must return to the drudgery of work after visiting his home for the Durga Puja vacation. Haunted by his four-year-old daughter’s parting words, ‘I won’t let you go!’ he finds his anguish reflected in the vagaries of nature, with the earth echoing his pain. The other poems in this collection brim with Tagore’s compassionate humanity and delicate sensuousness. From detailing the nuances of intimate relationships to ruminating on the vast cosmos, these poems glow with a burning awareness of man’s place in the universe, reaffirming Tagore’s reputation as one of India’s greatest modern poets. In what a profound sadness are sky and earth immersed! The further I go, the more I hear the same piteous note: I wont let you go!
The stories that shape our children's lives are too important to be left to chance. With The Story Cure, bibliotherapists Ella Berthoud and Susan Elderkin have put together the perfect manual for grown-ups who want to initiate young readers into one of life's greatest pleasures. There's a remedy for every hiccup and heartache, whether it's between the covers of a picture book, a pop-up book, or a YA novel. You'll find old favourites like The Borrowers and The Secret Garden alongside modern soon-to-be classics by Michael Morpurgo, Malorie Blackman and Frank Cottrell-Boyce, as well as helpful lists of the right reads to fuel any obsession - from dogs or dinosaurs, space or spies. Wise and witty, The Story Cure will help any small person you know through the trials and tribulations of growing up, and help you fill their bookshelves with adventure, insight and a lifetime of fun.
Fully updated to reflect the current status and understandings regarding outdoor provision within early childhood education frameworks across the UK, this new edition shows early years practitioners how to get the very best from outdoor play and learning for the enjoyment, health and education of young children up to age seven. This invaluable resource gives sound practical guidance for providing: play with water, sand and other natural materials; experiences with plants, growing and living things; movement and physical play; construction, imaginative and creative play; and explorations into the locality and community just beyond your garden. This full-colour third edition has been further developed to act as a comprehensive source book of relevant materials, books and resources supporting the core ingredients of high-quality outdoor provision, while each chapter also includes extensive collections of children’s picture books relating to the themes within each chapter. Playing and Learning Outdoors has become the essential practical guide to excellence in outdoor provision and pedagogy for all early years services. This lively, inspiring and accessible book will help every educator to develop truly successful and satisfying approach to learning through play outdoors for every child.
This ground breaking book is unique in bringing together two perspectives on learning - sociocultural theory and neuroscience. Drawing on both perspectives, it foregrounds important developments in our understanding of what learning is, where and how learning occurs and what we can do to understand learning as an everyday process. Leading experts from both disciplines demonstrate how sociocultural ideas (such as the relevance of experience, opportunity to learn, environment, personal histories, meaning, participation, memory, and feelings of belonging) align with and reflect upon new understandings emerging from neuroscience concerning plasticity and neural networks. Among the themes critically examined are the following: Mind and brain Culture Ability and talent Success and failure Memory Language Emotion Aimed at and accessible to a broad audience and drawing on both schools of thought, Networks of Mind employs case studies, vignettes and real life examples to demonstrate that, though the language of sociocultural theory and that of neuroscience appear very different, ultimately the concepts of both perspectives align and converge around some key ideas. The book shows where both perspectives overlap, collide and diverge in their assumptions and understanding of fundamental aspects of human flourishing. It shows how neuroscience confirms some of the key messages already well established by sociocultural theory, specifically the importance of opportunity to learn. It also argues that the ascendency of neuroscience may result in the marginalization of sociocultural science, though the latter, it argues, has enormous explanatory power for understanding and promoting learning, and for understanding how learning is afforded and constrained.
Stimulating Emerging Story Writing! Inspiring Children aged 3-7 offers innovative and exciting ways to inspire young children to want to create stories and develop their emerging story writing skills. This practical guide offers comprehensive and informed support for professionals to effectively engage ‘child authors’ in stimulating story writing activities. Packed full of story ideas, resource suggestions and practical activities, the book explores the various ways professionals can help young children to develop the six key elements of story, these being character, setting, plot, conflict, resolution and ending. All of the ideas in the book are designed to support a setting’s daily writing provision such as mark making opportunities, role play and using simple open ended play resources. Separated into two sections and with reference to the EYFS and Key Stage 1 curricula, this timely new text provides practitioners with tried and tested strategies and ideas that can be used with immediate effect. Chapters include: Creating Characters The Plot Thickens Inspired Ideas Resourcing the Story Stimulation This timely new text is the perfect guide for inspiring young children aged 3-7 in the classroom and will be an essential resource for practitioners, teachers and students on both early years and teacher training courses.
This accessible text will show students and class teachers how they can enable their pupils to become critical thinkers through the medium of picturebooks. By introducing children to the notion of making-meaning together through thinking and discussion, Roche focuses on carefully chosen picturebooks as a stimulus for discussion, and shows how they can constitute an accessible, multimodal resource for adding to literacy skills, while at the same time developing in pupils a far wider range of literary understanding. By allowing time for thinking about and digesting the pictures as well as the text, and then engaging pupils in classroom discussion, this book highlights a powerful means of developing children’s oral language ability, critical thinking, and visual literacy, while also acting as a rich resource for developing children’s literary understanding. Throughout, Roche provides rich data and examples from real classroom practice. This book also provides an overview of recent international research on doing ‘interactive read alouds’, on what critical literacy means, on what critical thinking means and on picturebooks themselves. Lecturers on teacher education courses for early years or primary levels, classroom teachers, pre-service education students, and all those interested in promoting critical engagement and dialogue about literature will find this an engaging and very insightful text.