Rugby Rosie

A Heartwarming Story of Companionship and Sacrifice This is the story of two dogs and a young lad. Rugby is the family Labrador, best companion of a young boy who lives in the country. Rosie is introduced to them as a young pup, irrepressibly happy to play all the day with her two new companions. Rugby is a hard sell, ignoring the pup who barks at him, climbs over him, and won't leave him alone, until one day when, inexplicably, he has a change of heart, and the three launch into the blissful days of summer. Yet the boy knows that their camaraderie is not to last, for come autumn Rosie is destined to train as guide dog for the blind. Rugby & Rosie is the winsome story of two dogs and a young lad and a way of giving that makes a difference. This landmark work is beautifully illustrated in color; winner of the Golden Sower Award.

Dominant assumptions about place tend to be defined in relation to urban communities. To assume a singular construction of urban places misrepresents the experiences, perspectives, and identities of urban children, making their identities become invisible to researchers, educators, and curriculum developers. Sharing a wide range of perspectives, Role of Place and Play in Young Children’s Language and Literacy sheds light on language and literacy learning in play-based early childhood settings where place plays an important role in teaching and learning. Drawing on geographic contexts, including northern rural and Indigenous communities, and giving voice to educational leaders in Indigenous professional learning contexts, as well as speech-language pathologists, this book joins forces with literacy and early childhood education researchers to create an interdisciplinary collage of theory, research, and practice. Bringing play and place together, a concept Shelley Stagg Peterson and Nicola Friedrich call playce-based learning, this book provides new and compelling ways to think about equity and educational opportunity in the language and literacy development of young children, and offers spaces for them to construct their own identities in positive ways.

Children’s curiosity about their lives and worlds motivates many interests. Yet, adults often have fixed ideas about what children’s interests are and have been criticised for trivialising children’s interests. This book offers a critical and accessible engagement with research on children’s interests that challenges us to move beyond surface-level understandings. Children’s Interests, Inquiries and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding children’s learning. It provides evidence that we need to look beyond the activities or topics children may currently be selecting to find out who and what has stimulated their interests, how we might identify and interpret interests more analytically and deeply, and how we might respond and engage with these in ways that take children’s interests seriously. Moving beyond play-based activities, Helen Hedges explains and illustrates a number of ways by which children’s interests can be interpreted and understood, to get to the heart of what really matters to, and for, children. The book draws on examples from research with children aged under 5 years, and young adults aged 18-25. It also includes a chapter on teachers’ interests. It presents new and original models for interests-based curriculum and sociocultural curriculum and pedagogy for future examination in research and practice. This book demonstrates that leaving behind long-standing, taken-for-granted practices that have influenced understandings of curriculum, pedagogy, learning, and outcomes allows a new perspective of children’s interests to emerge. It will be of interest to researchers, postgraduate students, and practitioners in the early years, parents, and other professionals who work with young children.

Presents tips and advice for professionals who are creating or overseeing service-learning programs.

All Rosie wants is to play for the school rugby team - she's good too. But there's one hitch: Rosie is the only girl who wants to play, and mixed teams need three girls to qualify. In an attempt to realise her dream, Rosie sets about trying to persuade the pink-clad, doll-loving girls at her school that rugby really is the game for them. With eccentric characters and a strong willed heroine, Rugby for Rosie will be a favourite with 5-8 year olds.

It's history with the nasty bits left in! Want to know: \* how to be very rude...without anybody knowing? \* some murky Medieval jokes? \* what to say if someone calls you mundungus, hackum or Jabbernowl? Get your revenge with some really wicked words - even English teachers will be speechless!