Ann Lewin-Benham

Now in a second edition, this popular resource shows teachers and childcare providers how to work with young children based on current neuroscience research. Revised and expanded, it contains a wealth of practical and specific activities and materials to use with infants and toddlers to enhance growth and development. For each activity presented, the text examines its relation to the rapid brain growth that characterizes the 0 to 3 years, including major developments in sensory reception, movement, language, cognition, memory, vision, and motivation. Featured materials, with guidance for their use and where to find them, include paint, mark-makers, man-made found objects, natural objects, clay, paper, and light and shadow. This edition features many full color images and two new chapters on using electronic technology with infants and toddlers written by outstanding early educators. This is an essential guide for trainers and professionals who work with very young children, as well as parents and other caregivers. Book Features:The interpretation of current neuroscience as a supplement to the wisdom of excellent early childhood educators.Numerous vignettes of teachers at work with young children inspired by the experiences of lifelong early educator Ann Lewin-Benham.New ideas regarding the responsible introduction of electronic technology to young children.Original color photos of children learning with traditional materials such as paint, clay, and fabric, as well as with electronic devices such as cameras and computers. Insights and practices of renowned cognitive psychologists, including Stanislas Dehaene.

Now in a second edition, this popular resource shows teachers and childcare providers how to work with young children based on current neuroscience research. Revised and expanded, it contains a wealth of practical and specific activities and materials to use with infants and toddlers to enhance growth and development. For each activity presented, the text examines its relation to the rapid brain growth that characterizes the 0 to 3 years, including major developments in sensory reception, movement, language, cognition, memory, vision, and motivation. Featured materials, with guidance for their use and where to find them, include paint, mark-makers, man-made found objects, natural objects, clay, paper, and light and shadow. This edition features many full color images and two new chapters on using electronic technology with infants and toddlers written by outstanding early educators. This is an essential guide for trainers and professionals who work with very young children, as well as parents and other caregivers. Book Features:The interpretation of current neuroscience as a supplement to the wisdom of excellent early childhood educators.Numerous vignettes of teachers at work with young children inspired by the experiences of lifelong early educator Ann Lewin-Benham.New ideas regarding the responsible introduction of electronic technology to young children.Original color photos of children learning with traditional materials such as paint, clay, and fabric, as well as with electronic devices such as cameras and computers. Insights and practices of renowned cognitive psychologists, including Stanislas Dehaene.

In her latest book, bestselling author Ann Lewin-Benham describes eight techniques that foster intentional and reflective classroom practice. She presents over 70 novel exercises to help teachers learn to use body, face, hands, voice, eyes, and word choices to precisely convey meaning. Some exercises are for teachers to practice, while others build intention and reflection in children. Dozens of scenarios from typical classroom situations contrast unintentional and intentional teaching behaviors. A self-assessment enables teachers to measure how intentional and reflective they become as they learn to use the eight techniques. This lively and often humorous resource is a companion to Lewin-Benham’s Twelve Best Practices for Early Childhood Education, which explains what to teach and why. This new book explains how to teach.

Brings to life the theory of mediated learning. Through numerous examples and scenarios from classrooms and museums, they show how mediated learning helps children to become more effective learners. Readers learn the steps in the process, including analysing the child’s problem, teaching the child to focus on the difficulty, and using the techniques of mediated learning to enable the child to overcome the learning challenge.

In her new book, popular author Ann Lewin-Benham draws on her intimate knowledge and experience with the Reggio Approach to present 12 “best practices” inspired not only by Reggio, but also by play-based and Montessori approaches to early childhood education. These practices are demonstrated, one per chapter, with scenarios from classrooms, dialogues of children and teachers, and work samples showing the outcome of using each practice. Used together, the 12 best practices offer a new framework for early education. Written in the accessible style that her readers appreciate, this book expands on Lewin-Benham’s earlier works by showing the foundations for teachers to practice the Reggio Approach in their own settings. It introduces several new techniques: fostering language skills through Meaningful Conversation, designing inspiring environments, switching from a scheduled to an Open Flow day, using materials to build brain networks and stimulate Significant Work, and much more.This important resource also includes a self-assessment tool, EXCEL, to assist you in examining your practices and those of your school. All chapters include key points and questions to help readers think more deeply about the material presented.

In her new book, popular author Ann Lewin-Benham draws on her intimate knowledge and experience with the Reggio Approach to present 12 “best practices” inspired not only by Reggio, but also by play-based and Montessori approaches to early childhood education. These practices are demonstrated, one per chapter, with scenarios from classrooms, dialogues of children and teachers, and work samples showing the outcome of using each practice. Used together, the 12 best practices offer a new framework for early education. Written in the accessible style that her readers appreciate, this book expands on Lewin-Benham’s earlier works by showing the foundations for teachers to practice the Reggio Approach in their own settings. It introduces several new techniques: fostering language skills through Meaningful Conversation, designing inspiring environments, switching from a scheduled to an Open Flow day, using materials to build brain networks and stimulate Significant Work, and much more.This important resource also includes a self-assessment tool, EXCEL, to assist you in examining your practices and those of your school. All chapters include key points and questions to help readers think more deeply about the material presented.

Provides a wealth of practical and specific activities and materials to use with infants and toddlers to enhance growth and development. It looks at current research from the neurosciences to show what teachers and childcare providers can do with very young children. For each activity presented, the text examines its relation to the rapid brain growth that characterizes the zero to three years, including sensory reception, movement, language, cognition, memory, vision, and motivation.

Provides a wealth of practical and specific activities and materials to use with infants and toddlers to enhance growth and development. It looks at current research from the neurosciences to show what teachers and childcare providers can do with very young children. For each activity presented, the text examines its relation to the rapid brain growth that characterizes the zero to three years, including sensory reception, movement, language, cognition, memory, vision, and motivation.

In ""Possible Schools"", Ann Lewin-Benham showed us that we can create schools that engage the minds of children and involve parents, even in urban settings. In this book, she describes projects in a school that successfully adapted the Reggio Approach with Head Start-eligible children. She explains how to use the Reggio Approach to address current major concerns in early education, including helping children become self-disciplined, making sure children are ready for 1st grade, assessing children's progress, and laying a foundation for literacy.Presenting a multitude of examples of excellent preschool practice, this dynamic book introduces the concept of ""significant work"" that draws deeply on young children's innate intelligences, provides teachers with an opportunity to reflect on what they know and understand about young children, illustrates how teachers can make changes in their classrooms to expand and improve learning, describes robust activities from an urban preschool, including how each project relates to a particular teaching principle, and suggests more clearly defined standards and lays out policy implications for each.

Possible Schools tells the compelling story of the Model Early Learning Center (MELC) in Washington, D.C. - the only school in a U.S. urban area to successfully implement the principles of the Municipal Preschools of Reggio Emilia. The author describes the origin of this school, which served impoverished urban families, and traces its evolution from a chaotic inception to its ability to apply Reggio practices. Both inspirational and straightforward in its details, this book describes: a new vision for early education, showing how children and families in poverty will thrive when their abilities are promoted and intellect respected; the structure of the program, providing guidance to anyone wanting to adapt the Reggio Approach in their school; children's incredible accomplishments, including many photos; teachers' development, both personally and professionally, as they learned to use an approach that involves a new role for teachers; the role of Reggio educator Amelia Gambetti, who spent a year at the MELC; parent involvement in many new and expanded roles; and, the complex circumstances that resulted in the eventual closing of the school.