B. Children S Writing Practicesyour Interest Might Be

Dissertation Research Areas and Indicative Reading - October 2013

Subject - Topic Areas from which to choose Indicative Reading: some reading to help you develop your interest and ideas in that particular your dissertation research area. research area

SEN / AEN:

Focus 1: Autism and Inclusion Reading suggestions - Subject Specific:

Boucher, J. (2009) The Autistic Spectrum Characteristics, Causes and Practical Issues London: Sage Publications Ltd.

Cross, M. (2011) Children with Social, Emotional and Behavioural Difficulties and Communication Problems 2nd ed. London: Jessica Kingsley Publications

DfES (2001) Special Educational Needs Code of Practice Nottinghamshire: DfES Publications

Ekins, A. and Grimes, P. (2009) Inclusion: Developing an Effective Whole School Approach Berkshire: Open University Press

Elven, B. (2010) No Fighting, No Biting, No Screaming. How to Make Behaving Positively Possible for People with Autism and Other Developmental Disabilities London: Jessica Kingsley Publications

Feinstein, A. (2010) A History of Autism Conversations with the Pioneers West Sussex: Wiley- Blackwell

Frederickson, N., Jones, A. and Lang, L. (2010) ‘Inclusive Provision Options for Pupils on the Autistic Spectrum’ Journal of Research in Special Educational Needs 10 (2) pp. 63 – 73

Hodkinson, A. and Vickerman, P. (2009) Key Issues in Special Educational Needs and Inclusion London: Sage Publications Ltd.

Parsons, S., Guldberg, K., MacLeod, A., Jones, G., Prunty, A. and Balfe, T. (2011) ‘International Page 1 of 29 October 2013 Review of the Evidence of Best Practice in Educational Provision for Children on the Autism Spectrum’ European Journal of Special Needs Education 26 (4) pp. 47–63

Rogers, B. (2004a) Behaviour Recovery (2nd Edition) London: Sage Publishing

Rogers, B. (2004b) How to Manage Children's Challenging Behaviour London: Paul Chapman

Search, D. (2007) Interactive Play for Children with Autism Oxon: Routledge

Weiss, M. and Harris, S. (2001) Reaching Out, Joining In: Teaching Social Skills to Young Children With Autism USA: Woodbine House

Focus 2: The Value of Unstructured Playtimes in Reading suggestions - Subject Specific: developing key skills for children with social and communication difficulties Broadhead, P. (2004) Early Years Play and Learning: Developing Social Skills and Co-operation London: RoutledgeFalmer

Broadhead, P. and Burt, A. (2012) Understanding Young Children’s Learning through Play: Building Playful Pedagogies Oxon: Routledge

Brock, A., Dodds, S., Jarvis, P. and Olusoga, Y. (2009) Perspectives on Play Learning for Life Essex: Pearson Education Ltd.

Monk, J. and Silman, C. (2011) Active Learning in Primary Classrooms: A Case Study Approach London: Pearson Education Ltd.

Moyles, J. (2010) The Excellence of Play (3rd Edition) Berkshire: Oxford University Press

Palmer, S. (2006) Toxic Childhood How the Modern World is Damaging Our Children and What We Can Do About It London: Orion Books Ltd.

Search, D. (2007) Interactive Play for Children with Autism Oxon: Routledge

of 29 October 2013 Thomson, S. (2007) ‘Do's and Don'ts: Children's Experiences of the Primary School Playground’ Environmental Education Research 13 (4) pp. 487 - 500

Waite, S. (2011) ‘Teaching and Learning Outside the Classroom: Personal Standards, Alternative Pedagogies and Standards’ Education 3 - 13: International Journal of Primary, Elementary and Early Years Education 39 (1) pp. 65 - 82

Useful websites

DES (1967) The Plowden Report [online] http://www.educationengland.org.uk/documents/plowden/

DfE (2009) Inclusion Development Program [online] http://webarchive.nationalarchives.gov.uk/20110202093118/http:/nationalstrategies.standa rds.dcsf.gov.uk/search/inclusion/results/nav:46335

Play in Government Policy http://www.playshaper.org.uk/the-importance-of-play/play-in-government-policy.aspx

The Cambridge Primary Review Trust http://www.primaryreview.org.uk/index.php

OPAL: Outdoor Play and Learning http://outdoorplayandlearning.org.uk/schools.html

of 29 October 2013 Art and Design a. Approaches to teaching primary art education Eisner, E.W. (2003) Artistry in Education in the Scandinavian Journal of Educational Research, Vol. 47, No. 3, pp 373-384.

Hallam, J. Lee, H. and das Gupta, M. An Analysis of the Presentation of Art in the British Primary School Curriculum and its Implications for Teaching Journal of Art and Design Education Vol. 26. No.2, 2007 Prentice, R. Art: Visual Thinking in J. Riley and R. Prentice (Eds.) (1999) The Curriculum for 7-11 Year Olds, London: Paul Chapman. pp 146–164. b. Drawing and primary art education Anning, A. & Ring, K. (2004) Making Sense of Children’s Drawings, Maidenhead: OUP. pp 11-26 116-124 Watts, R (2010) Responding to children's drawings, Education 3-13 in International Journal of Primary, Elementary and Early Years Education, 38:2, 137-153. c. The Young Artist (EY and KS1) Eglington, K. A. (2003) Art in the Early Years. London: RoutledgeFalmer. Chapter 3 Duffy. B. (2010) ‘Art in the Early Years’ in Moyles. J. (ed) The Excellence of Play. Maidenhead: OUP Matthews, J. (2003) Drawing and Painting Children and Visual Representation. London: Sage. Chapter 4

of 29 October 2013 Prentice, R. (1994) ‘Experiential learning in play and art’ in The Excellence of Play, Bucks: OUP Mindham, C. (2005) ‘Creativity and the young child’ Early Years – Journal of International Research and Development 25 (1) pp.81-84

d. Collaborative art experiences in the primary classroom and beyond Hopperstad, M, H. (2008) Relationships between children’s drawing and accompanying peer interaction in teacher-initiated drawing sessions International Journal of early Years education, 16 (2), pp. 133-150 Vecchi, V. & Giudici, C. (2008) Children, Art, Artists Reggio Emilia: Reggio Children Hallam, Jenny, Das Gupta, Prajna and Lee, Helen (2011) Shaping children's artwork in English primary classes: insights from teacher–child interaction during art activities. International Journal of Early Years Education. pp. 1-13 e. The primary art classroom: a rich learning base Cox, S. & Watts, R (2011) Teaching Art and Design 3 -11 London: Continuum, pp84 - 101 Pavlou, V. (2009) ‘Understanding Young Children’s Three-Dimensional Creative Potential in Art Making’ International Journal of Art & Design Education 28 (2) pp.139-150 Gandini, L et al (eds) (2005) In the Spirit of the Studio. New York: Teachers College Press, Chapter 3 Adams, J. (2005) ‘Room 13 and the Contemporary Practice of Artist-Learners’ Studies in Art f. Young children and the arts Education, a Journal of Issues and Research 23-33

Griffiths, F (2010) Supporting Children’s creativity through music, dance, drama and art David Fulton McArdle, F and Boldt, (2013) G Young children, pedagodgy and the arts, ways of seeing. Routledge Eisner, E.W. (2002) The Arts and the Creation of Mind, Yale: Yale University Press pp 70-92. Bresler, L (2002) The arts in children's lives: context, culture, and curriculum Dordrecht: The Nederlands Kear, M and Callaway, G (2000) Improving teaching and learning in the arts Taylor and Francis: London Duffy, B. (2006) Supporting Creativity and Imagination in the Early Years, Maidenhead: Open University Press. pp.76-86

of 29 October 2013 ENGLISH a. New Literacies: visual, digital and media literacies Suggested texts: Bazalgette, C. (ed) (2010) Teaching Media in Primary Classrooms London:Sage Your interest might be: Bearne, E & Wolstencroft, H. (2007) Visual Approaches to Teaching Writing London: Paul Chapman  Exploring popular culture such as comics and graphic novels as a stimulus and Carrington, V & Robinson, M. (Eds) (2009) Digital Literacies: Social Learning and Classroom Practices London: scaffold for literacy Sage  Considering new technologies within the Jones, R.H. & Hafner, C.A. (2012) Understanding Digital Literacies: A Practical Introduction Abingdon:Routledge classroom to support and develop Marsh, J. (2008) Desirable Literacies London: Sage (e book available) emerging literacy practices, e.g. blogging, podcasting, video, animation Marsh, J. (2005) Popular Culture, New Media & Digital Literacy in Early Childhood. Oxon: RoutledgeFalmer  Exploring the reading of multimodal Stafford, T. (2011) Teaching Visual Literacy in the Primary Classroom Abingdon: Routledge texts; how they engage children and Walsh, M. (2011) Multimodal Literacy: Researching Classroom Practice. Sydney:e.lit support their comprehension  Creating multimodal texts, incorporating sound, image and text with a focus on engagement and making meaning  Trialling the use of an App such as Story

of 29 October 2013 Creator or iMovie to support the development of traditional and/or new literacies

b. Children’s Writing Practices Your interest might be:  Peer assessment in writing  Story mapping and writing  Poetry and writing  Writing outside the classroom  Shared writing  c. Oral Literacy

Your interest might be: Suggested Texts:  Children's storytelling Cremin, T. and Myhill, D. (2012) Writing Voices: Creating Communities of Writers Abingdon: Routledge  Group talk and problem solving Fisher, R. (2006) 'Whose writing is it anyway? Issues of control in the teaching of writing', Cambridge Journal of  Children's responses to reading poetry Education 36(2) pp 193 – 206 aloud Fisher, R., Myhill, D., Jones, S. and Larkin, S. (2010) Using talk to support writing London: Sage  Children and philosophical enquiry through talk Ings, R. (2009) Writing is Primary: Action research on the teaching of writing in primary schools London: Esmée Fairbairn Foundation  Using 'speaking frames' to help children formulate their talk. Topping, K J (2009) ‘Peer Assessment’ Theory Into Practice 48 (1)pp 20–27,

of 29 October 2013 c. The Reader in the Writer Suggested Texts: Your interest might be: Bullock, A (1975) A Language for Life, London: HMSO available at:  How writing can be supported and http://www.educationengland.org.uk/documents/bullock/bullock1975.html stimulated by reading experiences.  Using ‘texts that teach’ as models for Daniel, A K (2012) Storytelling across the primary curriculum, London: Routledge, children’s writing. Jones, D and Hodson, P (eds) (2012) Unlocking Speaking and Listening (2nd ed). London: Routledge  Children exploring poetry and their own poetic voices. Mercer, N and Dawes, L (2008) 'The value of exploratory talk' in Mercer, N and Hodgkinson, S (eds) Exploring  Developing children’s ability as writers to talk in school. London: Sage, pp55-72 make appropriate choices in relation to Myhill, D., Jones, S. & Hopper, R. (2006) “Teacher talk and classroom interaction”, Chapter 1 in Talking, vocabulary and sentence construction. Listening, Learning: Effective Talk in the Primary Classroom, Maidenhead: OUP e. Early Literacy Development Your interest might be:  Emergent writing  Early Reading  Young children’s’ oral language  Play and Literacy Suggested texts: Barrs, M. (2004) ‘The Reader in the Writer’ in Grainger, T. [ed.] The RoutledgeFalmer Reader in Language and Literacy. London: RoutledgeFalmer Corden, R. (2006) ‘Speaking & listening to reading & writing: story making, storytelling’ in Literacy & Learning Through Talk. Maidenhead: OUP McCormick, J. (2001) ‘Talking about writing’ in Goodwin, P. (2001) The Articulate Classroom. London: David Fulton

Suggested texts: Browne, A. (2009) Developing language and literacy 3-8, London, Sage Evans, J. (2012) “‘This is Me’: developing literacy and a sense of self through play, talk and stories”, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 40:3, pp. 315-331

of 29 October 2013 Neaum, S. (2012) Language and literacy for the early years, Exeter, Learning Matters Whitehead, M. (2010) Language & literacy in the early years 0-7; London, Sage ebook EAL Learners Suggested texts: Your interest might be: Flynn, N. (2007). Good practice for pupils learning English as an additional language: Lessons from effective  Do some forms of story-telling literacy teachers in inner-city primary schools. Journal of Early Childhood Literacy, 7(2), 175-196. encourage greater language use in young Gibbons, P (2002) Teaching Second Language Learners in the Mainstream Classroom, Portsmouth, NH: EAL learners with advanced levels of Heinemann fluency in English? Gregory, E (2008) Learning to Read in a New Language: Making Sense of Words and Worlds (2nd edition),  A case study of the reading behaviours of London: Sage two young EAL learners Siraj-Blatchford, I., & Clarke, P. (2000). Supporting identity, diversity and language in the Early Years.  Which guided reading activities best Maidenhead: Oxford University Press. support the reading comprehension of EAL learners?  Barriers to progress in writing for children with EAL in Year 4  Using speaking frames to support early bilingual learners’ development of vocabulary in mathematics

Drama Suggested texts: Your interest might be: Baldwin. P (2004) With Drama in Mind – real learning worlds, Network Educational Press Daniel, A K (2012) 'Storytelling, drama and dance - living the narrative' in Storytelling across the primary  Children's responses to classic texts (eg curriculum, London: Routledge, pp134-151 Shakespeare) in, and through, drama Finlay-Johnson, Harriot (1912) The Dramatic Method of Teaching available online at  From drama to writing http://www.archive.org/details/dramaticmethodof00finlrich Hendy, L. and Toon, L. (2001) Supporting drama and imaginative play in the early years, Buckingham: Open  The impact of Teacher-in-Role on University Press children's learning Johnson, Colleen (2012) 'Dynamic Talk: speaking, listening and learning through drama' in Unlocking Speaking

of 29 October 2013 and Listening (2nd ed) edited by Deborah Jones and Pamela Hodson . London: Routledge pp66-77  Using Mantle of the Expert to explore an aspect of the curriculum  Drama as a means of developing children's empathy  Drama as a context for problem solving

MATHEMATICS

Aubrey, C. and Godfrey, R. (2003) ‘The Development of Children’s Early Numeracy Through Key stage 1’, A. Early mathematical graphics. British Educational journal, 29 (6), 821 – 840.

Carruthers, E. and Worthington, M. (2005) ‘Making sense of mathematical graphics: The development of understanding abstract symbolism’, European Early Childhood Education Research Journal, 13 (1), 57-79.

Holton, D., Ahmed, A., Williams, H. and Hill, C. (2001) ‘On the Importance of Mathematical Play’, International journal of Mathematical Education in Science and Technology, 32 (3) 43-56.

Maclellan, E. (2001) 'Representing addition and subtraction’ Learning the formal conventions', European Early Childhood Education Research Journal, 9 (1) 73 — 86.

Van Oers, B.(1997) 'On the Narrative Nature of Young Children's Iconic Representations: Some evidence and implications', International Journal of Early Years Education, 5 ( 3) 237 — 245.

Bert van Oers (2002): Teachers' epistemology and the monitoring of mathematical thinking in early years classrooms, European Early Childhood Education Research Journal, 10:2, 19-30

The Development of Children's Early Numeracy through Key Stage 1 Carol Aubrey and Ray Godfrey British Educational Research Journal , Vol. 29, No. 6 (Dec., 2003), pp. 821-840

of 29 October 2013

Carruthers, E. (1997) A Number Line in the Nursery Classroom: A Vehicle for Understanding Children's Number Knowledge, Early Years: An International Research Journal, 18:1, 9-14

Özdo, E. (2011) Play, mathematic and mathematical play in early childhood education Procedia Social and Behavioral Sciences. 15 3118–3120

B. 'Multiple representations' and developing conceptual understanding of Clements, D., H., and McMillen, S., RETHINKING "CONCRETE" MANIPULATIVES, in ‘Teaching Children written methods. Mathematics’, Vol. 2, No. 5 (January 1996), pp. 270-279Published by: National Council of Teachers of Mathematics http://www.jstor.org/stable/4119650

T.P. Carpenter, E. Fennema and Franke, M. L., ‘Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction’ in: ‘The Elementary School Journal’, Vol. 97, No. 1 (Sep., 1996), pp. 3-20 The University of Chicago Press http://www.jstor.org/stable/1001789 Accessed: 11/09/2013 04:55 Askew, M. (1999) It ain’t (just) what you do: effective teachers of numeracy in Thompson I. (ed) (1999) Issues in teaching numeracy in primary schools OUP: Buckingham Bruce, B., Martin, J. (2002) The teaching of numeracy: what constitutes an effective approach? Education 3 – 13 30:1, 47 – 51 Muir, T., Describing effective teaching of numeracy: links between principles of practice and teacher actions http://tsg.icme11.org/document/get/375 Read Hoven, J. and Garelick, B. (2007) Singapore Math: Using the bar model approach in Educational Leadership, Vol 55:3 http://www.nychold.com/art-hoven-el-0711.pdf accessed 11/09/2013

Read Leinwand and Ginsburgh (2007) ‘Learning from Singapore Math’ in Educational Leadership Vol 65:3

C. Exploring the role of talk in primary mathematics Readings: Alexander, R. (2006) Towards Dialogic Teaching: Rethinking Classroom Talk. Cambridge: Dialogos. Askew, M. (2012) ‘Talk’ in Transforming Primary Mathematics London:Routledge

of 29 October 2013 Barnes, D. (2009) ‘Why is talk important’ English Teaching: Practice and Critique, 9 (2) pp. 7-10. Edwards, J. and Jones, K. (2001) ‘Exploratory talk within collaborative small groups in mathematics’ Proceedings of the British Society for Research into Learning Mathematics, 21(3), 19-24. Mason, J. and Johnston-Wilder, S., (2006) ‘ Interaction’ in Designing and Using Mathematical Tasks. Milton Keynes: OUP Mercer, N. and Sams, C. (2006) ‘Teaching children how to use language to solve maths problems’ Language and Education, 20 (6), pp. 507-528. Mercer, N. (2008) ‘Talk and the development of reasoning and understanding’ Human Development, 51 (1), pp. 90-100. Rojas-Drummond, S. and Mercer, N. (2004) ‘Scaffolding the development of effective collaboration and learning’ International Journal of Educational Research 39 pp. 99–111. Simpson, A., Mercer, N. and Majors, Y. (2010) ‘Douglas Barnes revisited: If learning floats on a sea of talk , what kind of talk? And what kind of learning?’ English Teaching: Practice and Critique 9 (2) pp. 1-6.

SCIENCE

1.Talk and collaborative learning in science Baines, E., Blatchford, P. and Chowne, A. (2007) Improving the effectiveness of collaborative group work in primary schools: effects on science attainment, British Educational Research Journal, 33 (5), 663-680.

Gillies, R.M. (2003) Structuring cooperative group work in classrooms, International Journal of Educational Research, 39, 35-49.

Lambirth, A. (2006) Challenging the laws of talk: ground rules, social reproduction and the curriculum, The Curriculum Journal, 17 (1), 59-71.

Maloney, J. (2007) Children’s roles and use of evidence in science: an analysis of decision-making in small groups, British Educational Research Journal, 33(3), 371-401.

2. Questioning in supporting primary science. Mercer, N. (1996) The quality of talk in children’s collaborative activity in the classroom, Learning and Instruction, 6 (4), 359-377.

Mercer, N., Dawes, L., Wegerif, R. and Sams, C. (2004) Reasoning as a scientist: ways of helping children to use language to learn science, British Educational Research Journal, 30(3), 359-377.

Mercer, N. and Howe, C. (2012) Explaining the dialogic process of teaching and learning: The value and

of 29 October 2013 potential of sociocultural theory, Learning, Culture and Social Interaction, 1, 12-21.

Topping, K. J. and Ehly, S.W. (2001) Peer assisted learning: A framework for consultation, Journal of Educational and Psychological Consultation, 12(2), 113-132.

Wegerif, R., Mercer, M. and Dawes, L. (1999) From social interaction to individual reasoning: An empirical investigation of a possible socio-cultural module of cognitive development, Learning and Instruction, 9, 493- 516.

3. A playful approach to primary Science. Moyles, J, Georgeson, J and Payler, J. (2011) Beginning Teaching, Beginning Learning. Maidenhead: Open University Press - Chapter 12 - Encouraging enquiry: exploring the world around us (Clarke and Phethean).

Osborne, J. and Dillon, J (editors) (2010) Good Practice in Science Teaching - What research has to say. 2nd edition. Maidenhead: Open University Press

4. Creative contexts for learning science Ovens, P. (2004). A 'SANE' way to encourage creativity. Primary Science Review, 81(Jan/Feb), 17 - 20. including cross-curricular opportunities. Primary Science Teaching Trust - CPD units - http://www.pstt.org.uk/resources/continuing-professional- development.aspx - these cover a range of topics including talk, argumentation, concept cartoons, fostering curiosity, puppets and floorbooks, questions. These units are based on teachers research in classrooms and 5. Sustainability, Rights and Citizenship in will provide good ideas for similar research. supporting scientific literacy. Ballantyne,R.& Packer, J.(2005) 'Promoting environmentally sustainable attitudes and behaviour through free- choice learning experiences: what is the state of the game?' Environmental Education Research 11 (3), pp. 281- 295

Mant,J.and Summers, M.(2002) 'Teaching Sustainable Devleopment:Why? What? How?' Primary Science Review, 75, pp.16-19

Loxley, P., Dawes, L., Nichols, L. and Dore, B. (2009) Teaching Primary science-Promoting enjoyment and developing understanding. London: Pearson

Ward, H., Roden, J., Hewlett, C. and Foreman, J. (2008) (Eds.) Teaching science in the primary classroom: A

of 29 October 2013 practical guide. 2nd Edition. London: SAGE

Dawes,L.(2008) ' Encouraging students contributions to dialogue during science' School Science Review December 2008, 90 (331), pp. 101-107

Kelly, L., and Brade, A. (2013) ' Learning about yeast through science, art and poetry' Primary Science, 106, pp. 5-8

ICT Digital literacy (Using multimedia and Web 2 Digital literacy (Web 2 ) tools in the classroom ) Bazelgette, C. (Ed) Teaching Media in Primary Schools London:Sage Brook, T (2010) ‘Digital Glue’: Creative Media in the Classroom’ in Bazelgette, C. (Ed) Teaching Media in Primary Schools London:Sage Frey, N.E. & Fisher, D.B. (2008) Teaching Visual Literacy London:Sage Stafford, T. (2011) Teaching Visual Literacy in the Primary Classroom Abingdon: Routledge Allen, J. Potter, J. Sharp, J, Turvey, K. (2012) Primary ICT Knowledge, Understanding and Practice London: Sage Learning Matters (Chapter 11 Digital Video) Willett, R. (2009) ‘Young People’s Video Productions as New Sites of Learning’ in Carrington, V & Robinson, M. (Eds) Digital Literacies: Social Learning and Classroom Practices London: SageWyse, D. & Jones, R. (2008) Teaching English, Language and Literacy Second Edition Abingdon:Routledge (Ch.25 Information and communication technologies (ICTs) and multimedia pp237 – 247)

Mobile technology (ipads) Mobile technology (ipads) Gong, Z., & Wallace, J. D. (2012). A Comparative Analysis of iPad and Other M-learning Technologies: Exploring Students’ View of Adoption, Potentials, and Challenges. The Journal of Literacy and Technology, 15(2), 2-29. Harmon, J. (2011). Unlocking Literacy with iPad. Retrieved from http://www.throughstudentseyes.org/ipads/Unlocking_Literacy_with_iPad/iPads_files/Unlocking_Lite racy_iPad.pdf Harmon, J. (2012). Unlock Literacy with iPads. Learning and Leading with Technology, 30-31. Henderson, S., & Yeow, J. (2012). IPad in Education: A case study of iPad adoption and use in a primary school. HICSS IEEE Computer Society, 78-87. Lei, J., & Zhao, Y. (2008). One-to-One Computing: What Does It Bring to Schools? Journal of

of 29 October 2013 Educational Computing Research, 39(2), 97-122. doi: 10.2190/EC.39.2.a Maclanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement. TechTrends: Linking Research and Practice to Improve Learning, 56, 20-28. Melhuish, K., & Falloon, G. (2010). Looking to the future: M-learning with the iPad. Computers in New Zealand Schools: Learning, Leading, Technology, 22(3). Murray, O. T., & Olcese, N. R. (2011). Teaching and Learning with iPads, Ready or Not? TECHTRENDS, 55(6), 42-48. doi: 10.1007/s11528-011-0540-6 Webb, J. (n.d.). The iPad as a tool for Education – A case study. Retrieved 2013, from http://www.naace.co.uk/publications/longfieldipadresearch Wilson, I. (2012, July). IPad in Schools. IPad in Schools. Retrieved 2012, from http://www.ipadineducation.co.uk/

The new computing curriculum and Visual The new computing curriculum and Visual coding at keystage 2 coding at keystage 2 Berry,M Freeman T( 2012) Getting Started with Programming. London: Rising Stars. Bottino, R.M. and Robotti, E. (2007). Transforming classroom teaching and learning through technology: Analysis of a case study. Educational Technology and Society, Vol. 10, No. 4, pp.174-186. Utting, I., Cooper, S., Kölling, M., Maloney, J., and Resnick, M. (2010). Alice, greenfoot and scratch – A discussion. ACM Transactions on Computing Education (TOCE) . 10, 4, Article 17 (November 2010), DOI = 10.1145/1868358.1868364. http://doi.acm.org/10.1145/1868358.1868364. Webb, M. E. and M. J. Cox (2007). Learning ICT inside the Black Box. London, NFER, Nelson

Religious Education 1) The role of RE in developing children’s sense 1. The role that RE plays in developing children’s sense of identity of identity? - Broadbent, L & Brown, A (2002) Issues in Religious Education (Issues in Subject Teaching) Routledge

- Cavalletti, S (1983) The Relgious Potential of the Child Paulist Press International

- Erricker, C et al (2010 ) Primary Religious Education: A New Approach Routledge

of 29 October 2013 - Erricker, C (1987)Teaching Christianity: A World Religions Approach Ch. 14 Lutterworth Press

- Gower, R (1990) Religious Education at the Primary Stage ch. 5 Lion Educational

- Grimmit, M (2000) Pedagogies of Religious Education ch.5 McCrimmon Publishing

- Grimmit, M (1987) Religious Education and Human Development McCrimmon Publishing

- McCreery, E et al (2008) Teaching Religious Education: Primary and Early Years (Achieving QTS Series) Learning Matters

- Smith, H (1969) Religious Education in a Secular Setting SCM Press

- Watson, B (1987) Education and Belief ch. A Blackwell

- Watson, B (1992) Priorities in Religious Education: A model for 1990s and beyond ch. 8 Falmer 2) The role of off-site visits or visitors to Press support children’s learning in RE? - Wilson, J (1971) Education in Religion and the Emotions Heinemann

- Wright, C & Vale, I (2002) Quality and Exellence in Secondary Religious Education ch.6 Courseware Publications

2. The role of off-site visits or visitors to support children’s learning in RE

- Bastide, D (2006) Teaching Religious Education 4 – 11 2nd Ed. Ch. 17 Routledge

- Copley, T (1994) Religious Education 7 – 11: Developing Primary Teaching Skills ch.7 Routledge

- Erricker, C (1987) Teaching Christianity: A World Religions Approach Ch. 16 Lutterworth Press 3) The role of new technologies to support children’s learning in RE? - Jackson, R (1990) The Junior Religious Education Handbook ch.25 Stanley Thomas - Owen-Cole, W (1983) Religion in the Multi-faith School Hulton

- Smith, H (1990) The really practical guide to Primary Religious Education ch.12 Stanley Thomas

- http://www.bbc.co.uk/news/education-24491511

of 29 October 2013 - http://www.mmiweb.org.uk/publications/re/NSNF.pdf

- http://www.natre.org.uk/docstore/rbvs.pdf

3. The role of new technologies in supporting children’s learning in RE

- Bastide, D (2006) Teaching Religious Education 4 – 11 2nd Ed. Ch. 17 Routledge

- http://blog.discoveryeducation.com/kbosch/2010/03/12/macul10-10-ways-technology-can- enhance-religious-education/ 4) The role of Religious Education in the curriculum in this country? - http://democracy.leeds.gov.uk/documents/s13998/Religious%20Education%20and%20the%20use %20of%20Information%20Technology%20ICT.pdf

- http://eprints.qut.edu.au/5398/

- http://old.religiouseducation.net/member/01_papers/Zeph2.pdf

- http://re-handbook.org.uk/section/approaches/ict-and-religious-education

- http://www.basr.ac.uk/diskus/diskus14/Sinclair.pdf

- http://www.mmiweb.org.uk/mtl/downloads/21stcentury_re.pdf - **

- http://www.rondtb.msk.ru/info/en/technologies_en.htm

http://www.youtube.com/watch?v=b3_Wj7Qtv_0

4. The role of RE in the curriculum in this country

- Bastide, D (2006) Teaching Religious Education 4 – 11 2nd Ed. Ch. 7 & 8 Routledge

- Broadbent, L & Brown, A (2002) Issues in Religious Education (Issues in Subject Teaching) Part III

of 29 October 2013 Routledge

- Copley, T (2000) Spiritual Development in the State School ch.3 University of Exeter Press

- Erricker, C et al (2010 ) Primary Religious Education: A New Approach ch.8 & 9 Routledge

- De Ruyter, D (2002) The Formation of Identity: the importance of ideals Electronic resource

- http://extranetportal.bne.catholic.edu.au/re/REL/Documents/RE%20Guidelines%20for%20the %20Early%20Years.pdf

- http://www.churchofengland.org/media-centre/news/2006/02/pr2106b.aspx

- http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0064886/religiouseducation-in-english-schools-non-statutory-guidance-2010

- http://webarchive.nationalarchives.gov.uk/20090903160937/http:/qca.org.uk/libraryAssets/medi a/9817_re_national_framework_04.pdf

Primary Foreign Languages Research Areas

A. Exploring purposeful foreign language Genesee, F. (1994). Integrating language and content: Lessons from immersion. Educational Practice Report learning 11. National Center for Research on Cultural Diversity and Second Language Learning.

B. Taking a cross-curricular approach to foreign Martin, C. (2012) Pupils perceptions of Foreign Language Learning in the Primary School – findings from the language learning KS2 Language learning pathfinder evaluation, Education 3-13: 40:4, 343-362

Met, M. (1991). Learning language through content: Learning content through language. Foreign Language Annals, 24(4), 281-295

Mimnagh, J. and Lister, S. (2010) Integrating Primary Languages into the Curriculum A Practical Guide London: Routledge

of 29 October 2013 Muir, J. (1999) ‘Classroom Connections’ in Driscoll, P. and Frost, D. (eds) The Teaching of modern foreign Languages in the Primary School. London, Routledge

Nikolov, M (ed) Early learning of Modern Foreign Languages. Bristol, Multilingual Matters

Sharpe, K. (1992) Communication, culture, context and confidence: the four Cs in primary modern language teaching Language Learning Journal 12 40-42

Stoller, F. (2002) Content-Based Instruction: A Shell for Language Teaching or a Framework for Strategic Language and Content Learning? TESOL: Plenary Address, Salt Lake City, UT http://www.carla.umn.edu/cobaltt/modules/strategies/Stoller2002/READING1/stoller2002.htm

Tierney, D. and Hope, M. (1998) Making the Link – Relating languages to other work in school. Young Pathfinder 7. London, CILT

Watts, C., Forder, C. and Phillips, H. (2013) Living Languages an integrated approach to teaching foreign languages in the primary school London; Routledge

Useful website: http://www.carla.umn.edu/cobaltt/cbi.html

GEOGRAPHY

A. Exploring ways in which primary and Bibliography secondary sources and resources are used Ross NJ (2004) Researching children’s geographies using a multi-method approach, Primary Geography effectively in geography teaching e.g. Research Group Occasional Papers, Volume 4,pp.30-34. Scoffham, S. (2010) Primary Geography Handbook, Sheffield: Geographical Association. fieldwork, maps, photographs, fiction Scoffham, S. (2013) Teaching Geography Creatively, London: Routledge. books, artefacts etc. Scoffham, S. (2013) Geography and Creativity: developing joyful and imaginative learners, in Education 3-13: International Journal of Primary, Elementary and Early Years Education, 41(4), pp.368-381. Scoffham, S. (1998) Primary Sources, Research Findings in primary geography, Sheffield: Geographical Association.

of 29 October 2013 B. Exploring children's views of the future Bibliography Dolan, A (2011) Picture Story Books and the Futures Dimension in Primary Geography presented at Charney Manor Primary Geography Conference 2011. Hicks, D. (2006) Lessons for the Future: The missing dimension in education, Victoria BC: Trafford Publishing. Hicks, D (2007) ‘Lessons for the Future: a geographical contribution’, Geography, 92(3), pp. 179-188. Hicks, D. & Holder, C (2007a) ‘Remembering the future: what do children think?’ Environmental education research, 13 (4), pp. 501-521.

C. Exploring children's experiences of place Bibliography Catling, S. (2011) ‘Children’s Geographies’ in G. Butt (Ed) Geography, Education and the future, London: Continuum International Publishing Group. Ross NJ (2004) Researching children’s geographies using a multi-method approach, Primary Geography Research Group Occasional Papers, Volume 4,pp. 30-34. Schäfer, N. (2012) ‘Finding ways to do research on, with and for children and young people’, Geography, 97(3), pp.147-154.

Exploring factors influencing children’s Burnard, P. and Younker, B.A. (2002) Mapping Pathways: fostering creativity in composition, Music Education creativity in music composition Research, 4(2), 245-261.

Ofsted (2009) Making More of Music: An evaluation of music teaching in schools 2005/2008, London: Ofsted. http://www.ofsted.gov.uk/resources/making-more-of-music-evaluation-of-music-schools-2005-08

Ofsted (2012) Music in Schools: Wider still, and wider, London: Ofsted. http://www.ofsted.gov.uk/resources/music-schools-wider-still-and-wider

Hallam, S. and Rogers, L. (2010) ‘Creativity’ in Hallam, S. and Creech, A. Music Education in the 21st Century in the United Kingdom: achievements, analysis and aspirations, London: Institute of Education.

Hatson, W. (2007) Teacher modelling as an effective teaching strategy, Music Education Journal, 93(4), pp.26- 30.

of 29 October 2013 Hickey, M. (1999) ‘Assessment Rubrics for Music Composition’, Music Educators Journal 85(4): 26–33, 52.

Hickey, M. and Webster, P. (2001) Creative thinking in music, Music Educators Journal, 88(1), pp.19-23.

Saetre, J.H. (2011) Teaching and learning music composition in primary school settings, Music Education Research, 13(1), pp. 29-50.

Winters, M. (2012) The challenges of teaching composition, British Journal of Music Education, 29(1): 19-24.

Exploration of factors influencing children’s Hall, C. (2005) Gender and boys’ singing in early childhood, British Journal of Music Education, 22(1), pp.5-20. engagement in singing Hedden, D. (2012) An overview of existing research about children’s singing and the implications for teaching children to sing, Applications of Research in Music Education, 30 (2), pp.52-62.

Lamont, A., Daubney, A. and Spruce, G. (2012) Sining in primary schools: Case studies of good practice in whole class vocal tuition. British Journal of Music Education, 29 (2), pp. 251-268.

Leighton, G. and Lamont, A. (2006) Exploring children’s singing development: Do experiences in early schooling help or hinder?, Music Education Research, 8 (3), pp. 311-330.

Siebanaler, D. (2008) 'Children's attitudes toward singing and song recordings related to gender, ethnicity, and age' Update: Applications of Research in Music Education 27 (49) pp. 49-56

Sing Up (2010a) 5 simple steps to singing [online] London: Youth Music http://www.singup.org/magazine/magazine-article/view/101-5-simple-steps-to-singing/ Warzecha, M. (2013) Boys’ perceptions of singing: A review of the literature, Update: Applications of Research in Music Education, 32(1), pp. 43-51. http://upd.sagepub.com/content/32/1/43.full.pdf+html

Welch, G.F. (2006) ‘Singing and vocal development’ (Chapter 16) in MacPherson, G. (Ed) (2006) The Child as Musician: A handbook of musical development. Oxford: Oxford University Press. http://www.imerc.org/papers/wells/oup06.pdf

of 29 October 2013 Physical Education – Researching Sport Education Brock, S.J., Rovegno, I., & Oliver, K.L. (2009) The Influence of Student Status on Student Interactions and Experiences During a Sport Education Unit Physical Education and Sport Pedagogy 14 (4): 355 – 375 [ Sport Education is a shorthand term used to http://www.informaworld.com/smpp/content~db=all~content=a916682288 describe a way of organizing teaching and learning in physical education (PE). Hastie, P. A. Martinez de Ojeda, D. & Calderón Luquin, A. (2011): A review of research on Sport Education: 2004 to the present, Physical Education & Sport Pedagogy, 16: (2) 103-132 To link to this article: In Sport Education, your interest might be: http://dx.doi.org/10.1080/17408989.2010.535202  Children's perceptions of the Sport Kinchin, G.D., Macphail, A. & Ni Chroinin, D. (2009) Pupils' and teachers' perceptions of a culminating festival Education model; within a sport education season in Irish primary schools Physical Education and Sport Pedagogy 14 (4) : 391–  Teacher perceptions of the Sport 406 Education model; To link to this article: http://dx.doi.org/10.1080/17408980802584982

 Exploring the concept of team affiliation MacPhail, A., Kirk, D. and Kinchin, G.D. (2005) ‘Sport Education in key stage 2 games’ in: Penney, D., Clarke, G., as a core feature of Sport Education; Quill, M. and Kinchin, G.D. (eds) Sport Education in Physical Education Abingdon, Oxon; Routledge: 122 – 138  Exploring wider learning opportunities through Sport Education Siedentop, D., Hastie, P. A. and Van Der Mars, H. (2011) Complete Guide to Sport Education, Champaign, IL: Human Kinetics

Harvey, S., Kirk, D. and O'Donovan, T. M. (2011) Sport Education as a Pedagogical Application for Ethical Development in Physical Education and Youth Sport Sport, Education & Society, 16: 1–22 http://www.tandfonline.com/doi/full/10.1080/13573322.2011.624594

Professional Studies

Group Work Your interest might be: Suggested texts:  How does working in small groups affect Baines, E. Blatchford, P. Kutnick, P. Chowne, A. Ota, C. and Berdondini, L. (2008) Promoting Effective Group children’s engagement in an activity? Work in the Primary Classroom – A Handbook for Teachers and Practitioners London: Routledge Gaulton, M (2007) Learning and Teaching on the Primary Classroom SAGE Publication

of 29 October 2013 Aspects of Formative Assessment Your interest might be: Suggested texts: Use of Learning Intentions / Success Criteria Goadsby C (2012) Perfect Assessment for Learning Carmarthen: Independent Thinking Press  The impact of shared success criteria on Spendlove D (2011) Putting Assessment for Learning into Practice London: Continuum children's outcomes in literacy (or any Clarke, S. (2008) Active Learning Through Formative Assessment London: Hodder Murray other subject) Wiliam, D. (2011) Embedded Formative Assessment Bloomington IN: Solution Free Press Northern Ireland Curriculum (2007) Active Learning and Teaching Methods for Key Stages 1&2 [online]  The impact of teacher formative http://www.nicurriculum.org.uk/docs/key_stages_1_and_2/ALTM-KS12.pdf feedback on pupil outcomes in literacy (or any other subject)  A reflective study of formative assessment: specifically the use of KWL grids when teaching … (subject ) about to Key Stage Two pupils.

Questioning Your interest might be:

 The use of questioning in the classroom: Suggested texts: a reflective study. Pollard, A. (2005) Reflective teaching (2nd Edition); London: Continuum Black, P.; Harrison, C.; Lee, C.; Marshall, B. & Wiliam, D. (2003) Assessment for Learning: Putting it into practice; OUP Muijs, D. & Reynolds, D. (2006) Effective Teaching; London: Sage

Nurture Groups

of 29 October 2013 Suggested texts: Bennathan, M. & Boxall, M. (2000) Effective Intervention in Primary Schools: Nurture Groups London: David Fulton Publishers Boxall, M. (2002) Nurture Groups in School: Principles & Practice:London:Paul Chapman publishing Gerhadt, S. (2004) Why Love Matters Hove: Brunner Routledge http://www.nurturegroups.org/data/files/Our_ImpactPolicy_StatementsInspection_Reports/Nurture_Group_ C-Paper.pdf http://www.nurturegroups.org/data/files/Our_ImpactPolicy_StatementsInspection_Reports/Reynolds_et_al_ Nurture_Groups.pdf Eccleston, K. & Hayes, D. (2008) The Dangerous rise of Therapeutic Education Abingdon: Routledge Bowlby,J., (1997) Attachment: Volume 1 of the Attachment and Loss trilogy, London, Pimlico

Museum Education Bibliography Ashton, P. & Kean, H. (2009) People and their pasts. Oxford: Palgrave MacMillan Hein G. (1998) Learning Museums. London: Routledge Hooper-Greenhill, E. (2007) Museums and Education: purpose, pedagogy, performance. London: Routledge Please see various papers in the Journals: Visitor Studies & Museum Management and Curatorship.

Ackroyd J. (ed.) (2006) Research Methodologies for drama. Stoke-on-Trent: Trentham Arthur, J. & Phillips, R. (eds) (2000) Issues in history teaching. London: Routledge Ashton, P. & Kean, H. (2009) People and their pasts. Oxford: Palgrave MacMillan Heathcote D. (1995) Drama for learning: Dorothy Heathcote's mantle of Expert approach to education. Portmouth: Heinemann Kidd, J. & Jackson, A. (2011) Performing heritage: research, practice and innovation in museum theatre and live interpretation. Manchester: Manchester University Press Neelands J. (2000) Structuring drama work: a handbook of available forms in theatre and drama. (2nd ed.) Cambridge: Cambridge University Press

Heritage learning. Corsane G. (2004) Heritage, museums and galleries: an introductory reader. London: Routledge

of 29 October 2013 Teachers as cultural workers - exploring Paulo Freire's pedagogy within the context of cultural Freire, P. (2005) Teachers as cultural workers. Colorado: Westview Press education. Jeﬀrey, Bob and Craft, Anna (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, 30(1), pp. 77–87

Widening Participation Project (Hampshire 100s)

Closing the attainment gap; an opportunity (Of particular relevance below are The Sutton Trust Report, Hattie and the Allen and Brennan articles). to investigate a Hampshire based project (Hampshire 100's) which focuses on teaching Hampshire Hundreds Option Module Research Reading and learning strategies used in schools to improve the attainment of more vulnerable Ainscow, M. (2006) Improving schools, Developing inclusion, London: Routledge pupil groups (Pupil Premium/Free School Meals). Allen, T. (2013) Drivers and barriers to raising achievement: a focus on school and classroom level influences [online] Ofsted Available from: http://www.ofsted.gov.uk/resources/access-and-achievement-background- papers

Brennan, J. (2013) Narrowing the gap: giving every child the chance to succeed [online] Oxford University Press Available from: http://fdslive.oup.com/www.oup.com/oxed/primary/reports/narrowing_the_gap_report.pdf?region=uk

Carter-Wall, C. and Whitfield, G. (2012) The role of aspirations, attitudes and behaviour in closing the educational attainment gap [online] Joseph Rowntree Foundation Available from: http://www.jrf.org.uk/sites/files/jrf/education-achievement-poverty-summary.pdf

Department for Education (2013) Pupil Premium: frequently asked questions [online] Department for Education Available from: http://media.education.gov.uk/assets/files/pdf/p/pupil%20premium%20faqs.pdf

Dweck, C S. (2012) Mindset, London: Robinson

Gardner, F. (2009) ‘Affirming values: using critical reflection to explore meaning and professional practice’, Reflective Practice, 10 (2) 179 - 190

of 29 October 2013 Griffin, M. (2003) Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers, Reflective Practice, Vol.4, No.2, pp.207-219

Hattie, J. (2012) Visible learning for teachers: maximizing impact on learning, London: Routledge

Hughes, M. (1999) Closing the Learning Gap, Stafford: Network Educational

Kerr, K. and West, M. (eds) (2010) Social inequality: can schools narrow the gap? [online] British Educational Research Association Available from: http://www.bera.ac.uk/publications/insights/social-inequality-can- schools-narrow-gap

Lucas, B. (2003) Power up your mind: learn faster, work smarter, London: Nicholas Brealey

Lucas, B. (2010) New kinds of smart: How the science of learnable intelligence is changing education, Maidenhead: Open University Press

Ofsted (2013) The Pupil Premium: analysis and challenge for schools [online] Ofsted Available from: http://www.ofsted.gov.uk/resources/130045

Sharples, J., Slavin, R., Chambers, B. and Sharp, C. (2011) Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys [online] Centre for Excellence and Outcomes in Children and Young People’s Services Available from http://www.c4eo.org.uk/themes/schools/classroomstrategies/files/classroom_strategies_research_review.pd f

The Sutton Trust (2009) Attainment gaps between the most deprived and advantaged schools: a summary and discussion of research by the Education Research Group at the London School of Economics [online] The Sutton Trust Available from: http://www.suttontrust.com/our-work/research/item/attainment-gaps- between-the-most-deprived-and-advantaged-schools/

Wiley, J. (2007) How to reach 'hard to reach' children: improving access, participation and outcomes, Chichester Early years EY/KS1 Transition Bayley, R., Featherstone, S., & Hardy, M. (2009) Smooth Transitions: Ensuring continuity from the Foundation Stage, London : A&C Black

of 29 October 2013 Brooker, L. (2008) Supporting Transitions in the Early Years, Maidenhead, McGraw-Hill Open University Press, eBook Fisher, J. (2010) Moving on to Key Stage 1: Improving Transition from the Early Years Foundation Stage Maidenhead, McGraw-Hill Open University Press eBook Fisher, J. (2011) “Building on the Early Years Foundation Stage: developing good practice for transition into Key Stage 1” Early Years, Vol.31, No. 1 Orlandi, K. (2012) Onwards and upwards: Supporting the transition to Key Stage One, London , Routledge

Brock, A., Rankin, C. (2008) Communication, Language and Literacy from birth to five, London, Sage Communication in the Early Years Browne, A. (2009) Developing Language and Literacy 3-8, London, Sage Neaum, S. (2012) Language and literacy for the Early Years, Exeter, Learning Matters Mroz, M., & Letts, C. (2008) “Interview stories: Early years practitioners' experiences with children with speech, language and communication needs” Child Language Teaching and Therapy, Vol 24. No. 1. Whitehead, M. (2010) Language & literacy in the early years 0-7; London, SAGE ebook

Social and Emotional learning Early Years Arnold, C. (2010) Understanding schemas and emotion in early childhood, London, SAGE ebook Broadhead, P. (2004) Early years play and learning: Developing social skills and cooperation, London, RoutledgeFalmer Dowling, M. (2010) Young Children's Personal, Social and Emotional Development, London, Sage Mayr, T. & Ulich, M. (2009) “Social-emotional wellbeing and resilience of children in early childhood settings- PERIK: an empirically based observation scale for practitioners, Early Years, Vol.29, No 1

Coates, E. (2002) ‘‘I Forgot the Sky!’ Children’s Stories Contained Within Their Drawings’ International Journal Fantasy/Imaginative Play of Early Years Education 10 (1) pp.21-35 Fantasy play and art Gooch, K. (2008) ‘Understanding playful pedagogies, play narratives and play spaces’ in Early Years: Journal of International Research and Development, 28: 1, 93 – 102 Gussin Paley, V. (2004) The Importance of Fantasy Play Chicago: The University of Chicago Press Smidt, S. (2011) Playing to Learn Oxon: Routledge, chapter 8

of 29 October 2013 Expressive Arts Cox, S. (2005) ‘Intention and Meaning in Young Children’s Drawing’ International Journal of Art & Design Education 24 (2) pp.115-125 Duffy, B. (2006) Supporting Creativity and Imagination in the Early Years (2nd Ed) Maidenhead: Open University Press Eglington, K. A. (2003) Art in the Early Years Oxon: Routledge Matthews, J. (2003) Drawing and Painting: children and visual representation London: Paul Chapman Wright, S. (2010) Understanding Creativity in Early Childhood London: Sage

Gillen, J. & Hall, N. (2001) ‘”Hiya, Mum!” An analysis of pretence telephone play in a nursery setting’, Early Years: Journal of International Research and Development, 21: 1, 15-24 Role Play Hendy, L. & Toon, L. (2001) Supporting Drama and Imaginative Play in the Early Years Buckinghamshire: OUP Kitson, N. (2010) ‘Children’s fantasy role play – why adults should join in’ in Moyles, J. (ed) The Excellence of Play (3rd Ed) Maidenhead: OUP Role Play Robson, S. (2012) Developing Thinking and Understanding in Young Children Oxon: Routledge, chapter 9 Rogers, S. & Evans, J. (2007) 'Rethinking role play in the Reception class', Educational Research, 49: 2, 153 — 167

Beauchamp, G. (2012) ICT in the Primary School – Harlow: Pearson Education Limited – Chapter 5 – ICT in the Technology in the Early Years Early Years DATEC (2001) Guidance for Practitioners on Appropriate Technology Education in Early Childhood http://www.datec.org.uk/curricguide.htm

McDonald, S. and Howell, J. (2012) ‘Watching, creating and achieving: Creative technologies as a conduit for learning in the early years’ British Journal of Educational Technology, 43(4) pp. 641–651 O’Hara, M. (2004) ICT in the Early Years, London: Continuum – Chapter 2 - ICT and Young Children as Learners Plowman, L., McPake, J. & Stephen, C. (2012) Extending Opportunities for Learning: The Role of Digital Media in Early Education In S. Suggate & E. Reese (Eds.), Contemporary Debates in Child Education and Development (pp. 95-104). Abingdon, England: Routledge. Siraj-Blatchford, J. (2010) 'Computers benefit children,' Nursery World

Knight, S. (2009) Forest School and Outdoor Learning in the Early Years, London: Sage Publications Ltd – Outdoor Play in the Early Years Chapter 2 – What makes a Forest School? Rowland, J. (2009) ‘A Taste of Freedom’, Nursery World

of 29 October 2013 Tovey, H. (2007) Playing outdoors: spaces and places, risk and challenge, Maidenhead: Open University Press – Chapter 6 - Playing Outdoors: Risk and Challenge Water, J. & Maynard, T. (2010) “What’s so interesting outside? A study of child-initiated interaction with teachers in the natural environment” European Early Childhood Education Research Journal, 18:4, pp.473-483 White, J. (2008) Playing and Learning Outdoors, Abingdon: Routledge Wilson, W. (2012) Nature and Young Children, Abingdon: Routledge – Chapter 4 – The Role of the Adult

of 29 October 2013