Help your child get fit not tat
By Jan Hurst and Sue Hubberstey
(Sheldon Press, O85969934, 7.99, 020 7592 3900)
Reviewed by Jonathan Doherty, Leeds Metropolitan University This book addresses the serious issue of childhood obesity, a topic of such importance that it has been considered by many to be a global epidemic. The extent of the problem is discussed with references to Britain, the United States and France.
In this short text (only 97 pages), the authors have produced an informed overview of this escalating problem by emphasising the dual need for children to establish healthy eating habits early and to undertake regular physical activity or recreation.
The issues considered include school lunches, eating disorders and family meals, the 'couch potato' child and activities for families to enjoy together that successfully span the time from early childhood to puberty.
Information is presented concisely and avoids messages in a 'You shall and you shall not...' style. The authors do not apportion blame for the steady increase in children's weight to any one party but they do express hope, however, that by beginning early and following the advice permeating the whole book, this modern dilemma can be overcome.
The book ends by providing the best advice of all - the adoption of a family route to good health and fitness.
This is a most enjoyable, informative book which takes a sensible, down-to-earth approach to this serious problem of our times.
Authentic Relationships in Group Care for Infants and Toddlers - Resources for Infant Educarers (RIE). Principles into Practice
Edited by Stephanie Petrie and Sue Owen
(Jessica Kingsley, ISBN 1 84310 117 3, 15.95, 020 7833 2307)
Reviewed by Marian Whitehead, language and early years consultant This book gives early years practitioners in the UK a welcome chance to read about an approach to the care and education of infants and toddlers first pioneered in post-war Hungary and exported to the USA. Resources for Infant Educarers was the creation of Hungarian paediatrician Emmi Pikler, who developed group care for infants based on the promotion of:
* independent healthy activity
* a special relationship with an adult carer
* respect for the autonomy and abilities of infants
* professional practices in- formed by detailed observations of infants and toddlers.
Child therapist Magda Gerber took this approach to California and eventually coined the term 'educaring' for the title of the RIE newsletter.
A pedagogy rooted in respect and autonomy is the basis of RIE and it is explored in this book by several US practitioners. Chapter 8 looks at the applicability of the approach in the UK and I hope it will be read widely: the time is ripe for a broader international input to quality 'educare'
here.
Removing Barriers to Learning in the Early Years
By Angela Glenn, Jacqui Cousins and Alicia Helps
(David Fulton, ISBN 184312338X, 13, 020 8996 3611)
Reviewed by Janice McKinley, area SENCO, Bradford Early Years and Childcare Service This book highlights the 'importance of remembering that barriers to learning are usually constructed by the setting rather than by the child'.
Section 1 explores the barriers to learning using the four categories of additional need as outlined in the Code of Practice 2001. Practitioners are given clear guidance on ways in which a setting can remove barriers by looking at physical access, developing self-esteem, listening and attention skills and sharing and turn-taking.
Section 2 contains 36 case studies that look at possible reasons for a child's additional needs with some very useful strategies that practitioners can try that will benefit all children.
Section 3 gives practitioners an excellent and easy-to-read explanation of how to work within the Code of Practice. The importance of observations and SMART targets is emphasised and examples of two Individual Education Plans are included.
I really enjoyed reading the Top tips in Section 4. It contains practical strategies practitioners can use to make learning accessible and fun for all children.
For such an inclusive book 'problems' and 'difficulties' could have been replaced with 'respond to individual needs'.
However, I will be recommending this book to pre-school practitioners and colleagues.
