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This book places outdoor learning in a theoretical, historical and social context of constructions of children, childhood and the use of the outdoors.
There has been a growing academic interest in the role of outdoor spaces for play in a child's development. This text represents a coordinated and comprehensive volume of international research on this subject edited by members of the well-established European Early Childhood Education Research Association Outdoor Play and Learning SIG (OPAL). Chapters written by authors from Europe, North and South America, Australasia and Asia Pacific countries are organised into six sections: Theoretical Frameworks and Conceptual Approaches for Understanding Outdoor Play & Learning Critical Reflections on Policy and Regulation in Outdoor Play & Learning Children's Engagement with Nature, Sustainability and Children's Geographies Diverse Contexts and Inclusion in Children's Outdoor Play Environments Methodologies for Researching Outdoor Play and Learning Links Between Research and Practice
Presents essays and craft projects that explore the history of decorative arts and present-day design trends.
Now in its third edition, Outdoor Learning in the Early Years is the complete guide to creating effective outdoor environments for young children’s learning. Comprehensively revised and updated throughout, this book covers every aspect of working outdoors in the early years and fully explains the importance of outdoor play to children’s development. Key topics covered include: how to manage and set up the outdoor area what children gain from being outside how to allow children to take managed risks making sense of work and play how outdoor provision helps children become self regulatory providing for both boys and girls in the outdoor environment research supporting the outdoor approach. A book for practitioners at every level of their career; each chapter includes discussions and questions for continuing development that can easily be incorporated into INSET as well as training within further or higher education. Outdoor Learning in the Early Years contains a multitude of ideas and activities for working outdoors in the early years and provides a framework within which professionals can analyse and develop their outdoor provision and environment. This book is essential reading for all EYFS and Key Stage 1 practitioners, and for trainee teachers, their tutors, and mentors.
In recent years, new expectations of higher education from parents, employers, trustees, and government leaders have contributed to broad institutional changes. Recognizing that the quality of a university or college is closely related to that of its faculty members, many institutions have increased their efforts to support and enrich faculty work. Creating the Future of Faculty Development addresses this growing need for faculty development by exploring how faculty development has evolved and envisioning its future. Based on a study of nearly 500 faculty developers from all institution types, the book examines core issues such as the structural variations among faculty development programs; the goals, purposes, and models that guide and influence faculty program developments; and the top challenges facing faculty members, institutions, and their programs. Several key questions are addressed, including What are the structural variations among faculty development programs? What goals, purposes, and models guide and influence program development? What are the top challenges facing faculty members, institutions, and faculty development programs? What are potential new directions and visions for the field of faculty development? Creating the Future of Faculty Development summarizes the challenges and pressures now facing developers and higher education as a whole. In this book, readers will find reason to rethink how they approach, organize, and support faculty development as they engage in institutional planning for the future.
The extraordinary story of a young man’s plunge into the unique and wonderful world of the circus—taking readers deep into circus history and its renaissance as a contemporary art form, and behind the (tented) walls of France’s most prestigious circus school. When Duncan Wall visited his first nouveau cirque as a college student in Paris, everything about it—the monochromatic costumes, the acrobat singing Simon and Garfunkel, the juggler reciting Proust—was captivating. Soon he was waiting outside stage doors, eagerly chatting with the stars, and attending circuses two or three nights a week. So great was his enthusiasm that a year later he applied on a whim to the training program at the École Nationale des Arts du Cirque—and was, to his surprise, accepted. Sometimes scary and often funny, The Ordinary Acrobat follows the (occasionally literal) collision of one American novice and a host of gifted international students in a rigorous regimen of tumbling, trapeze, juggling, and clowning. Along the way, Wall introduces readers to all the ambition, beauty, and thrills of the circus’s long history: from hardscrabble beginnings to Gilded Age treasures, and from twentieth-century artistic and economic struggles to its brilliant reemergence in the form of contemporary circus (most prominently through Cirque du Soleil). Readers meet figures past—the father of the circus, Philip Astley; the larger-than-life P. T. Barnum—and present, as Wall seeks lessons from innovative masters including juggler Jérôme Thomas and clown André Riot-Sarcey. As Wall learns, not everyone is destined to run away with the circus—but the institution fascinates just the same. Brimming with surprises, outsized personalities, and plenty of charm, The Ordinary Acrobat delivers all the excitement and pleasure of the circus ring itself.

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