Pam Jarvis

When young eco-activist Dylan Jones is offered a unique gap year in the ecologically unspoiled world of sixth century Wales as apprentice to time travelling artificial intelligence entity Consiliairio, he enthusiastically accepts. The fact that Consiliario poses as advisors to important leaders in history makes the prospect even more exciting, particularly given his current assignment is as magician to sixth century King Uther of Dyfed, originator of the round table and father of King Arthur. When Dylan discovers that he is to be one of the leaders of the green revolution of the mid-twenty first century; the first 'green knight of the apocalypse', he begins to realise how much Consiliario has to teach him, and how important his life will be to the world. Meanwhile, Dylan's uncle, time portal inventor Jamie Anderson, continues his efforts to recover a colleague who was lost in time. Dylan's time travelling grandmother, historian Fran Anderson, collaborates with her younger grandchildren to introduce the Navigation And Movement in Space (NAMIS) AI to human emotion and social behaviour. When NAMIS's future self, following five hundred years of upgrades, makes contact with their twenty-first century creators, it is clear that the implications of the project reach further than Jamie could ever have dreamed. On Time for Eco is the second book in the On Time series. While complete in itself, it continues the story of the time travelling Anderson family, and their ongoing adventures in time.

Perhaps it all started when a kind stranger helped Rachel to board the Kindertransport in 1939, or in 2025 when scientists Jamie and Annamarie accidentally invented a time portal. Or maybe when Jamie’s mother Fran, the only historian they could trust to keep their secret, persuaded them to let her investigate an ancestral mystery in person. But now Annamarie is missing in Nazi occupied Prague, and Jamie must arrive on time to undertake a desperate rescue mission. Meanwhile, four-year-old Freddie, grandson to Fran and nephew to Jamie, struggles with vague memories of a time before he was born, and a deep sense that his grandmother is in danger. When Annamarie fails to return from her trip through the portal, all play crucial roles in an initial attempt to recover her. As events unfold, it falls to Jamie to undertake a dangerous mission to Nazi-occupied Prague to arrive on time to ensure that Rachel boards the train to her destiny in England, to maintain the integrity of the timeline. As each character in succession becomes embroiled in their own ancestral issues, they are buffeted by events relating to the Scottish diaspora, Scottish Presbyterianism in the late nineteenth century, the Battle of the Somme, the Kindertransport of 1939, the Czech resistance movement of World War II, the Californian hippie culture of the 1960s, the Prague Spring of 1968 and their families’ geographical transience in time. As their adventures unfold, they begin to understand their immersion in history, through deep and enduring emotional connections between generations, transcending time and location.

Fully updated to reflect the changes to the Early Years Professional Status (EYPS) qualification, this second edition remains the essential handbook to support all those considering or working towards EYPS and on whichever pathway they embark. Organised into three parts, the text starts by leading you through the initial requirements for entry to the programme, providing an overview of the different pathways. It goes on to focus on the standards against which all EYP candidates are tested, and then finally looks at the new validation process and beyond. Although closely linked to the standards required for EYPS, and their relationship with the Early Years Foundation Stage, the book is not a standard-by-standard manual; it supports you in developing an organic, holistic perspective on childcare and education, combining practical skills with knowledge development. The text includes case studies based on real practice scenarios, ideas for practical activities, further reading, reflection, interviews and advice from EYPS candidates who have successfully negotiated the validation process.

This accessible text provides an international study of critical educational leaders who established the foundation for Early Childhood Education across continents in the 19th and early 20th centuries. It places each pioneer within the time and culture in which they lived to help the reader understand how theories and knowledge about early years education and care have evolved over time. Early Years Pioneers in Context traces key themes such as play, child-initiated learning, working with parents, scaffolding children’s learning and the environment, enabling students to reflect on the differences and similarities between the pioneers and understand their contribution to practice today. Pioneers covered include:Frederick FroebelElizabeth PeabodySusan BlowRudolf SteinerMargaret McMillanMaria MontessoriSusan IsaacsLoris MalaguzziFeaturing student integration tasks to help the reader link key ideas to their own practice, this will be essential reading for early years students on undergraduate and postgraduate degree courses.

This accessible text provides an international study of critical educational leaders who established the foundation for Early Childhood Education across continents in the 19th and early 20th centuries. It places each pioneer within the time and culture in which they lived to help the reader understand how theories and knowledge about early years education and care have evolved over time. Early Years Pioneers in Context traces key themes such as play, child-initiated learning, working with parents, scaffolding children’s learning and the environment, enabling students to reflect on the differences and similarities between the pioneers and understand their contribution to practice today. Pioneers covered include:Frederick FroebelElizabeth PeabodySusan BlowRudolf SteinerMargaret McMillanMaria MontessoriSusan IsaacsLoris MalaguzziFeaturing student integration tasks to help the reader link key ideas to their own practice, this will be essential reading for early years students on undergraduate and postgraduate degree courses.

Previously published as The Early Years Professional’s Complete Companion, this new edition has been thoroughly updated and is the essential resource for aspiring and existing leaders of early years practice. Covering a wide range of theoretical and practical concepts, this book helps the reader consider how they can develop excellent practice within their unique setting. Divided into three distinct sections, the book begins by exploring the origins of early years practice, before discussing principles in development, social policy and child protection. The second section considers what constitutes high quality practice, and reflects on the role of emotional security, environment, and adults in shaping children’s learning and development. The third and final section examines how activities associated with continued professional development impact on teaching standards, before finishing with a discussion on international perspectives on early years practice. Key features include: New chapters on safeguarding, children’s rights, continuous professional development and international perspectives of early years practice. Chapter objectives, tasks and links to the Early Years Foundation Stage. Case studies with questions for reflection to promote critical thinking. New developments in the early years practice arena are outlined, including the emergence of Early Years Teacher Status (EYTS). This book is an essential text for those working towards qualifications in early years teaching and leading practice, and provides a flexible basis for tutors, trainers, assessors and mentors to further develop programmes of education and training. It will also appeal to teachers and practitioners interested in considering potential routes for continuing their professional development.

This new text is the only resource out there to address the needs of todays early years students/trainees and support them through every stage of the early years research process. Research in the Early Years contains case study material in the form of four fictional students experiences, which run through the book. Readers follow these example students through their dissertation module as they address common problems, issues and pitfalls. Clear explanations and a step-by-step approach are balanced with sufficient depth and rigour to challenge those on undergraduate courses or following graduate programmes such as EYPS.

Previously published as The Early Years Professional’s Complete Companion, this new edition has been thoroughly updated and is the essential resource for aspiring and existing leaders of early years practice. Covering a wide range of theoretical and practical concepts, this book helps the reader consider how they can develop excellent practice within their unique setting. Divided into three distinct sections, the book begins by exploring the origins of early years practice, before discussing principles in development, social policy and child protection. The second section considers what constitutes high quality practice, and reflects on the role of emotional security, environment, and adults in shaping children’s learning and development. The third and final section examines how activities associated with continued professional development impact on teaching standards, before finishing with a discussion on international perspectives on early years practice. Key features include: New chapters on safeguarding, children’s rights, continuous professional development and international perspectives of early years practice. Chapter objectives, tasks and links to the Early Years Foundation Stage. Case studies with questions for reflection to promote critical thinking. New developments in the early years practice arena are outlined, including the emergence of Early Years Teacher Status (EYTS). This book is an essential text for those working towards qualifications in early years teaching and leading practice, and provides a flexible basis for tutors, trainers, assessors and mentors to further develop programmes of education and training. It will also appeal to teachers and practitioners interested in considering potential routes for continuing their professional development.