PICTURE BOOKS SANS FRONTIRES.
By Penni Cotton
.
(Trentham Books, 14.95, 01782 745567)
Reviewed by Marian Whitehead, language and early years consultant The exuberant cover illustration and provocative title are an appropriate introduction to this study of European picture books. Although it is aimed at the upper primary phase of education I would urge early years colleagues who love the modern picture book to dip into it. The general aim is to broaden children's (and educators') awareness of other European literary, linguistic and cultural traditions by exploring some universal themes and visual narratives in picture books.
The inspiration is a European project that has led to the creation of the European Picture Book Collection. A less exciting spin-off has been the need to create National Literacy Strategy-compatible activities to use with each of these 19 core European picture books in English classrooms.
I found the early chapters on the history of European picture books, the emergence of the modern picture book and the detailed account of this project useful. And students and teachers of early literacy and literature will find an invaluable guide to the relevant literary theory in chapters six and seven.
Any booklist is bound to be controversial and leave out our own particular favourites. I felt a little disappointed at the choices for the UK and unimpressed by some of the European visual narratives. C'est la vie!
UNDERSTANDING DEVELOPMENTAL DYSPRAXIA.
By Madeleine Portwood.
(David Fulton, 16, 020 7405 5606) Reviewed by Collette Drifte, special needs consultant This book was written as a textbook for students and professionals, and as such it is invaluable. It tackles the subject with great depth and insight, yet manages to present the information without being too 'heavy'. There are interesting case studies and good diagrams and illustrations to back up points being made. The use of bullet points and tables make the heavier blocks of text more reader-friendly.
There are several sections that deal with the pre-school and early years child, advising how to spot the 'symptoms' of developmental dyspraxia, with general guidelines about its management. Much of this is at textbook level, however, so the reader will not find practical ideas and suggestions for actually working with such a child in the classroom.
The chapter has an excellent potted history of the special needs legislation that has been passed since the Warnock Report in 1978, but unfortunately the two-page diagram outlining the procedures of the identification and assessment of children is likely to be out of date once the new Code of Practice for special educational needs comes into force in September of this year. Readers of the book who rely on this to help them through the assessment process need to be aware of the imminent changes.
But in general, for a professional who finds herself dealing with a child who has developmental dyspraxia, the book is without doubt useful and well written.
ENHANCING LEARNING THROUGH PLAY: a developmental perspective for early years settings.
By Christine Macintyre.
(David Fulton Publishers, 14, 020 7405 5606)
Reviewed by Jennie Lindon, child psychologist and early years consultant It is refreshing to read a book with such a strong developmental approach to children's play. Readers will find a full description that, for once, gives equal attention to the importance of physical and emotional development, rather than elbowing it out of the way for the intellectual side. The author acknowledges the risks of over-intervention by adults, now that so many children attend early years settings.
Early years practitioners will find useful information that will help them to link what they offer in their setting to how children develop. The author highlights the negative consequences when adults become more enamoured of targets and a desire to structure children's play than the need to focus properly on the children themselves. She encourages practitioners to resist the temptation to direct and to let children get on with their play. This perspective is supported by useful examples of when it is appropriate for adults to intervene and by a chapter on children who have difficulties in play.
Despite the title, the book is much stronger on material for children from three years onwards. The author uses the word 'teacher', in preference to a more inclusive term like early years practitioner, and both these choices suggest greater attention to nursery educational settings. The material is relevant for everyone working with this age group. Yet we need efforts towards a more coherent view that recognises the importance to many children of day nurseries and centres, pre-schools and playgroups. As much as I applaud the developmental focus of the book, given the implicit age range of three to five or six, some specific discussion of the Foundation Stage and early learning goals would have been appropriate.
PRACTICAL STRATEGIES FOR LIVING WITH DYSLEXIA.
by Maria Chivers.
(Jessica Kingsley Publishers, 9.95, 020 7833 2307)
Reviewed by Collette Drifte, special needs consultant
This readable and useful little book has been written by a mother of two dyslexic sons. She writes about the hard road she travelled to find help and support for them. The book covers most of the questions that the parents of a dyslexic child would want answered, but it is just as useful to professionals who have a dyslexic child in their classroom or setting.
The importance of early identification is stressed and the author provides useful information about tests which can be administered to children as young as four years old.
There are informative chapters about the various successful techniques and strategies for working with dyslexic children, ranging from the well-publicised rose-coloured spectacles to the part played by a special diet.
