Sally Featherstone: 10 books

Translating research about child neuroscience into practice in education is a daunting prospect for most practitioners. In fact, many see it as fraught with difficulties and risky. However, the importance of this research has never been more important. The context of the early years in the UK, has...

Heuristic Play is a tightly described, but freely accessed activity, using a specific range of 'found' or everyday objects, and, in its pure sense, is only really applicable to a specific age range (from 12 months to about two and a half). However, there is now plenty of evidence that heuristic play...

Practitioners working within the EYFS are still uncertain of exactly how to manage assessment. This book will take them through the process step by step. It explains the terminology involved, shows practitioners how to turn 'observation' into 'assessment' and in the final chapter sets out how to manage...

This book will help you to understand what works for the growing brain, and (even more important) what doesn't! It is more and more evident that HOW children learn is much more important then WHAT they learn. Babies are born with a drive to learn, but as babies become children this drive can falter....

An Anthology of Educational Thinkers provides an excellent introduction to the major groups of educational thinkers. Each thinker's views and theories are explained in detail in a format that is accessible to those currently practising and those who are still in training. However, this book goes beyond...

What are schemas and why do they matter? Again! Again! provides an introduction to understanding and supporting schemas and schema play in young children. Practitioners will find an overview of schemas with guidance on where they fit within the EYFS. There are examples of schemas, with illustrations...

Developing children as independent learners starts in the early years. Scientific evidence as well as the experience of experts confirms that children between three and six learn most effectively by doing. This work looks at the theory of independent learning and describes how practitioners can plan and resource the early years.

The differences between boys and girls, in development and attitude to learning are well documented, and a formalised early curriculum emphasises these differences. The abilities of most girls to meet goals for learning at an earlier age may result in a tendency to focus on trying to teach boys to...

This book explores the importance of the environment in the Early Years and its effect on learning and emotional development. It provides examples of excellent settings for learning as well as lots of ideas for organisation, planning, displays and making changes. It will inspire practitioners with its full colour photos and practical, easy to follow activities!

Why is it that, when children play, some behave like butterflies, flitting around among the flowers of the activities on offer, landing for a moment before moving on to the next attractive flower (activity) while others behave with the single minded concentration of bees? As children grow and learn,...