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Circle Time for Emotional Literacy SAGE/Paul Chapman, 2006.
Hear Sue discussing Circle Time on Radio National’s All In The Mind. 2006-07-08 Learning with All Kinds of Minds
Sample a chapter from the book: Feelings of Belonging
Read 5 star review on Amazon

Read Chapter 1 here:
http://www.uk.sagepub.com/upm-data/12118_01_Roffey_Ch_01.pdf

Kersti Elliott from Clovelly Public School has provided this excellent alphabetical index to the Games in the book, to help with finding them.

 

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Helping with Behaviour: Establishing the Positive and Addressing the Difficult, published by Routledge Falmer (2005) in an Early Years series co-produced with Nursery World:
This book shows how to establish good practice in early years settings so that all children are supported in developing positive interactions with one another. Sue explains the features of an ’emotionally literate’ environment in order to meet the needs of more vulnerable children and looks at how to respond effectively when children are distressed and hard to manage, providing plenty of ideas and inspiration throughout. Read the chapter Once again with feeling.
For more detail see the Routledge site or Amazon, who also have a Kindle edition.

 

 

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Whole Child is a program for three primary levels with five themes: Emotions, Getting Along, Family and Community, Citizenship and Human Rights, Health and Wellbeing. Each theme for each level has two posters and a story to stimulate discussion and reflection. The teachers’ resource books use guided questions and Circle Time activities to explore meanings for students. It goes to the heart of the individual within their class and their community. It addresses issues that are critical for our young people and their future – and the future of their world. 

 

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Plans for Better Behaviour in the Primary School: Management and Intervention (with Terry O’Reirdan)
2003: London David Fulton Publishers www.fultonpublishers.co.uk *
This book’s special format allows you to look up the specific behaviour of concern. It provides strategies to manage the situation in the short term and then considers what might be done to meet the child’s needs in the longer term. No more ploughing through dense text – this is all at your fingertips, This book is based on Haringey’s Primary Behaviour Guidelines commended as good practice by the Department of Education, England and Wales. The chapter on Disruptive Behaviour demonstrates how the book is set out.

 

 

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School Behaviour and Families: Frameworks for Working Together
2003: London, David Fulton Publishers.
This book focuses on the relationship that school have with parents and carers, especially in the early stages of behavioural difficulty. It includes chapters written by contributors who have a special expertise in working with parents who harm their children, the carers of children in foster families and residential homes, mobile families and families from diverse communities. It aims to promote the best possible partnership with parents in what is often a sensitive and emotional situation

“An illuminating exploration of the relationships between schools and families…in particular families in which there the child has behavioural difficulties” Times Educational Supplement

 

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Young Children and Classroom Behaviour: Needs, Perspectives and Strategies
(with Terry O’Reirdan) 2001: London, David Fulton Publishers * also published in Spanish 2004 as el comportamiento de los más pequeños, Madrid, Narcea
This book shows how teachers can encourage children to learn positive attitudes and engage in appropriate classroom behaviour from the outset. It considers ways to minimise disruptive behaviour and encourages a range of useful perspectives on behaviour and young children in school. These are supported by practical easy to implement strategies. This book has been ‘highly recommended’ by teachers in a survey for the General Teaching Council. UK.” Here is an essential text for infant and primary colleagues. It is well written, realistic, practical and useful and readable … overall this is an excellent text, indispensable for infant teachers” Bill Rogers author of Behaviour Recovery

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Special Needs in the Early Years: Collaboration, Communication and Co-ordination
Second Edition, 2001: London David Fulton Publishers *
The communication between professionals, parents and early years educators is perhaps the single most important factor in ensuring continuity of progress for a young child with special educational needs. This books focuses on what needs to be done and how to achieve it through good communication practices.“I would recommend this book to people, including professionals and educators who may be less experienced in working with young children with special educational needs. However even to the experienced professional this book is a significant contribution to the thinking and practice of all those involved in multi-agency work and addressing the needs of children in the early years” The British Psychological Society

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Young Friends : Schools and Friendship (with Tony Tarrant and Karen Majors)
1994: London, Cassell Education. (Published in Danish in 2000 as Er Du Min Ven, Copenhagen, Dansk Psykologisk)
This book sets out to explore the different social contexts that children find themselves in at school. It aims to link principles and theory with practical application by providing a positive social climate in an educational setting. Now out of print.

Sue has also written two teaching and learning resources for the Curriculum Corporation on Values Education. Both are on Friendship, one in the early years and one for middle childhood.