[1]
Abbott, L. and Nutbrown, C. 2001. Experiencing Reggio Emilia: implications for pre-school provision. Open University Press.
   
  
    [2]
Adams, K. 2009. Behaviour for learning in the primary school. Learning Matters.
   
  
    [3]
Bailey, R. 2001. Teaching physical education: a handbook for primary & secondary school teachers. Kogan Page.
   
  
    [4]
Baldwin, P. and Fleming, K. 2003. Teaching literacy through drama: creative approaches. Routledge/Falmer.
   
  
    [5]
Bennett, E. and Weidner, J. 2012. Everyday maths through everyday provision: developing opportunities for mathematics in the early years. Routledge.
   
  
    [6]
Bevan-Jones, R. 2009. Lluniau yn fy mhen: blodeugerdd o farddoniaeth i blant. Gwasg Gomer.
   
  
    [7]
Boaler, J. and Dweck, C. 2016. Mathematical mindsets: unleashing students’ potential through creative math, inspiring messages, and innovative teaching. Jossey-Bass.
   
  
    [8]
Bottrill, G. 2018. Can I go & play now?: rethinking the early years. SAGE.
   
  
    [9]
Bowles, M. 2004. The little book of persona dolls: using dolls to help children understand the views and feelings of others. Featherstone Education.
   
  
    [10]
Bryce-Clegg, A. 2015. Best practice in the early years. Bloomsbury Education.
   
  
    [11]
Call, N. and Featherstone, S. 2010. The thinking child resource book: brain-based learning for the early years foundation stage. Continuum International Pub. Group.
   
  
    [12]
Capel, S.A. et al. eds 2019. Learning to teach in the secondary school: a companion to school experience. Routledge.
   
  
    [13]
Capel, S.A. et al. eds 2019. Learning to teach in the secondary school: a companion to school experience. Routledge.
   
  
    [14]
Carter, R. and Geographical Association 1998. Handbook of primary geography. Geographical Association.
   
  
    [15]
Clark, A. et al. 2011. Listening to young children: the mosaic approach. National Children’s Bureau.
   
  
    [16]
Clarke, S. 2003. Enriching feedback in the primary classroom: oral and written feedback from teachers and children. Hodder and Stoughton.
   
  
    [17]
Clarke, S. 2014. Outstanding formative assessment: culture and practice. Hodder Education.
   
  
    [18]
Cockburn, A. and Handscomb, G. 2012. Teaching children 3-11: a student’s guide. SAGE.
   
  
    [19]
Cohen, L. et al. 2004. A guide to teaching practice. Routledge.
   
  
    [20]
Cohen, L. et al. 2004. Guide to Teaching Practice. RoutledgeFalmer.
   
  
    [21]
Conteh, J. 2012. Teaching bilingual and EAL learners in primary schools. SAGE.
   
  
    [22]
Cooper, H. 2004. Exploring time and place through play: Foundation Stage - Key Stage One. David Fulton Publishers.
   
  
    [23]
Cooper, H. 2004. Exploring time and place through play: Foundation Stage - Key Stage One. David Fulton Publishers.
   
  
    [24]
Cooper, H. 2000. The teaching of history in primary schools: implementing the revised National Curriculum. David Fulton.
   
  
    [25]
Corbett, P. and Strong, J. 2011. Talk for writing’ across the curriculum: how to teach non-fiction writing to 5-12-year-olds. McGraw-Hill Open University Press.
   
  
    [26]
Corbett, P. and Strong, J. 2011. Talk for writing’ across the curriculum: how to teach non-fiction writing to 5-12-year-olds. McGraw-Hill Open University Press.
   
  
    [27]
Cremin, T. and Burnett, C. eds 2018. Learning to teach in the primary school. Routledge.
   
  
    [28]
Cremin, T. and Burnett, C. eds 2018. Learning to teach in the primary school. Routledge.
   
  
    [29]
Cremin, T. and Burnett, C. eds 2018. Learning to teach in the primary school. Routledge.
   
  
    [30]
Cremin, T. and Burnett, C. eds 2018. Learning to teach in the primary school. Routledge.
   
  
    [31]
Doherty, J. and Hughes, M. 2014. Child development: theory and practice 0-11. Pearson.
   
  
    [32]
Doherty, J. and Hughes, M. 2009. Child development: theory and practice 0-11. Pearson Longman.
   
  
    [33]
Dymoke, S. and Harrison, J. 2008. Reflective teaching and learning: a guide to professional issues for beginning secondary teachers. SAGE.
   
  
    [34]
Ebbsworth, M. and Canolfan Astudiaethau Addysg 2006. Sbardun. Canolfan Astudiaethau Addysg.
   
  
    [35]
Ebbsworth, M. and Canolfan Astudiaethau Addysg 2009. Sbardun 2. Canolfan Astudiaethau Addysg.
   
  
    [36]
Ebbsworth, M. and Canolfan Astudiaethau Addysg 2009. Sgil-iau!. Canolfan Astudiaethau Addysg.
   
  
    [37]
Ebbsworth, M. and Canolfan Astudiaethau Addysg 2009. Sgil-iau!: ffeil athro. Canolfan Astudiaethau Addysg.
   
  
    [38]
Eyres, I. et al. 2007. English for primary and early years: developing subject knowledge. SAGE Publications.
   
  
    [39]
Figg, G. Addysg gelf yn yr ysgol gynradd =: Art education in the primary school.
   
  
    [40]
Fisher, J. 2016. Chapter 6: Who leads the learning? Interacting or interfering?: improving interactions in the early years. Open University Press. 86–107.
   
  
    [41]
Fountain, S. et al. 2001. Addysg gorfforol hyd at 16. Canolfan Astudiaethau Addysg.
   
  
    [42]
Ginnis, P. and Evans, L. 2005. The teacher’s toolkit: promoting variety, engagement, and motivation in the classroom. Crown House Publishing Company.
   
  
    [43]
Grant, D. and French, H.E. 2017. That’s the way I think: dyslexia, dyspraxia, ADHD and dyscalculia explained. Routledge.
   
  
    [44]
Harlen, W. 2006. Teaching, learning and assessing science 5-12. SAGE.
   
  
    [45]
Harlen, W. and Qualter, A. 2018. The teaching of science in primary schools. Routledge.
   
  
    [46]
Harrison, C. et al. Chapter 5: Implementing formative assessment. Inside the primary black box. GL Assessment. 8–16.
   
  
    [47]
Harrison, C. et al. Inside the primary black box: assessment for learning in primary and early years classrooms. GL Assessment.
   
  
    [48]
Hart, S. 2004. Learning without limits. Open University Press.
   
  
    [49]
Hart, S. 2004. Learning without limits. Open University Press.
   
  
    [50]
Hattie, J. 2012. Visible learning for teachers: maximizing impact on learning. Routledge.
   
  
    [51]
Hattie, J. 2012. Visible learning for teachers: maximizing impact on learning. Routledge.
   
  
    [52]
Hattie, J. 2012. Visible learning for teachers: maximizing impact on learning. Routledge.
   
  
    [53]
Hattie, J. 2012. Visible learning for teachers: maximizing impact on learning. Routledge.
   
  
    [54]
Hattie, J. and Yates, G.C.R. 2014. Visible learning and the science of how we learn. Routledge, Taylor & Francis Group.
   
  
    [55]
Hattie, J. and Yates, G.C.R. 2014. Visible learning and the science of how we learn. Routledge.
   
  
    [56]
Hattie, J. and Zierer, K. 2018. 10 mindframes for visible learning: teaching for success. Routledge.
   
  
    [57]
Haydn, T. 2007. Managing pupil behaviour: key issues in teaching and learning. Routledge.
   
  
    [58]
Hayes, C. et al. 2017. Developing as a reflective early years professional: a thematic approach. Critical Publishing.
   
  
    [59]
Haylock, D. 2008. Understanding mathematics for young children: a guide for foundation stage and lower primary teachers. SAGE Publications.
   
  
    [60]
Haylock, D. and Cockburn, A. 2017. Understanding mathematics for young children: a guide for teachers of children 3-7. SAGE.
   
  
    [61]
Haylock, D. and Manning, R. 2019. Mathematics explained for primary teachers. SAGE.
   
  
    [62]
Her Majesty’s Chief Inspectorate for Education and Training in Wales and Estyn 2001. Good practice in geography: Arfer dda mewn daearyddiaeth. Estyn.
   
  
    [63]
Holt, J. 1984. How children learn. Penguin.
   
  
    [64]
Hoodless, P. 2008. Teaching history in primary schools. Learning Matters.
   
  
    [65]
Hope, G. 2006. Teaching design and technology at Key Stages 1 and 2. Learning Matters.
   
  
    [66]
Hope, G. 2006. Teaching design and technology at Key Stages 1 and 2. Learning Matters.
   
  
    [67]
Hopper, B. et al. 2000. Teaching physical education in the primary school. Rout;edge Falmer Press.
   
  
    [68]
Jones, P. and Robson, C. 2008. Teaching music in primary schools. Learning Matters.
   
  
    [69]
Keith, L. 2018. Developing young children’s mathematical learning outdoors: linking pedagogy and practice. Routledge.
   
  
    [70]
Killen, P. and Hindhaugh, S. 2018. How big is a big number?: Learning to teach mathematics in the primary school. SAGE | Learning Matters.
   
  
    [71]
Krechevsky, M. and Harvard Project Zero 2013. Visible learners: promoting Reggio-inspired approaches in all schools. Jossey-Bass.
   
  
    [72]
Kyriacou, C. 1997. Effective teaching in schools: theory and practice. Stanley Thornes.
   
  
    [73]
Lockwood, M.J. 2008. Promoting reading for pleasure in the primary school. SAGE.
   
  
    [74]
Medwell, J. 2002. Primary English: knowledge and understanding. Learning Matters.
   
  
    [75]
Medwell, J. et al. 2017. Primary English: teaching theory and practice. Learning Matters.
   
  
    [76]
Morgan, N.S. 2009. Quick, easy and effective behaviour management ideas for the classroom. Jessica Kingsley Publishers.
   
  
    [77]
Mosley, J. and Child, P. 2005. Circle time: ages 5-11. Scholastic Ltd.
   
  
    [78]
Mosley, J. and Learning Development Aids 1996. Quality circle time in the primary classroom: your essential guide to enhancing self-esteem, self-discipline and positive relationships / Jenny Mosley. LDA.
   
  
    [79]
Mosley, J. and Sonnet, H. 2002. 101 games for self-esteem. LDA.
   
  
    [80]
Mosley, J. and Sonnet, H. 2003. 101 games for social skills. LDA.
   
  
    [81]
Mosley, J. and Sonnet, H. 2005. Better behaviour through golden time. LDA.
   
  
    [82]
Mosley, J. and Sonnet, H. 2001. Here we go round: quality circle time for 3-5 year olds. Positive Press.
   
  
    [83]
Moyles, J. 2010. Thinking about play: developing a reflective approach. McGraw-Hill.
   
  
    [84]
Moyles, J.R. et al. 2011. Beginning teaching, beginning learning: in early years and primary education. McGraw-Hill Open University Press.
   
  
    [85]
Moyles, J.R. et al. eds 2017. Beginning teaching, beginning learning: in early years and primary education. Open University Press.
   
  
    [86]
Moyles, J.R. ed. 2015. The Excellence of play. Open University Press.
   
  
    [87]
Myrddin ap Dafydd 1998. Pedwar pŵdl pinc a’r tei yn yr inc: denu plant at farddoniaeth. Gwasg Carreg Gwalch.
   
  
    [88]
Palmer, S. 2003. How to teach writing across the curriculum at Key Stage 1. David Fulton.
   
  
    [89]
Paramour, Z. and Paramour, T. 2020. The grammar book: understanding and teaching primary grammar. Bloomsbury Education.
   
  
    [90]
Pickup, I. and Price, L. 2007. Teaching physical education in the primary school: a developmental approach. Continuum International Pub. Group.
   
  
    [91]
Pollard, A. ed. 2014. Readings for reflective teaching in schools. Bloomsbury Academic.
   
  
    [92]
Pollard, A. et al. 2023. Reflective teaching in primary schools. Bloomsbury Academic.
   
  
    [93]
Pollard, A. et al. 2023. Reflective teaching in primary schools. Bloomsbury Academic.
   
  
    [94]
Pound, L. 2005. How children learn. Step Forward.
   
  
    [95]
Pound, L. 2009. How children learn: 3: Contemporary thinking and theorists. Practical Pre-School.
   
  
    [96]
Pound, L. 2008. How children learn book 2. Step Forward Pub Ltd.
   
  
    [97]
Pritchard, A. 2018. Ways of learning: learning theories and learning styles in the classroom. Routledge.
   
  
    [98]
Pritchard, A. 2018. Ways of learning: learning theories for the classroom. Routledge.
   
  
    [99]
Rinaldi, C. and NetLibrary, Inc 2006. In dialogue with Reggio Emilia: listening, researching and learning. Routledge.
   
  
    [100]
Robertson, J. 2017. Messy maths: a playful, outdoor approach for early years. Independent Thinking Press.
   
  
    [101]
Roese, C. and University of Wales, Bangor. School of Education 2003. Addysg gerdd yn yr ysgol gynradd =: Music education in the primary school. Ysgol Addysg Prifysgol Cymru Bangor.
   
  
    [102]
Rogers, B. 2015. Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support. SAGE.
   
  
    [103]
Scoffham, S. 2004. Primary geography handbook. Geographical Association.
   
  
    [104]
Scoffham, S. and Geographical Association 2010. Primary geography handbook. Geographical Association.
   
  
    [105]
Sharp, J. 2017. Primary science: teaching theory and practice. Learning Matters.
   
  
    [106]
Siencyn, S.W. 2010. Y cyfnod sylfaen 3-7 oed: athroniaeth, ymchwil ac ymarfer. Cyhoeddiadau Prifysgol Cymru y Drindod Dewi Sant.
   
  
    [107]
Skinner, C. and Dancer, J. 2012. Foundations of mathematics: an active approach to number, shape and measures in the early years. Featherstone Education.
   
  
    [108]
Smidt, S. 2013. Introducing Malaguzzi: exploring the life and work of Reggio Emilia’s founding father. Routledge.
   
  
    [109]
Smyth, P.S. 1990. Art in the primary school. Routledge.
   
  
    [110]
Stobart, G. 2014. The expert learner: challenging the myth of ability. Open University Press.
   
  
    [111]
Sylva, K. et al. 2006. Assessing quality in the early years: early childhood environment rating scale : extension (ECERS-E), four curricular subscales. Trentham.
   
  
    [112]
Teece, G. 2001. Religious Education. Scholastic.
   
  
    [113]
Thomas, A. and Lewis, A. 2020. An introduction to the foundation phase: early years curriculum in Wales. Bloomsbury Academic.
   
  
    [114]
Thomas, A. and Lewis, A. 2020. An introduction to the foundation phase: early years curriculum in Wales. Bloomsbury Academic.
   
  
    [115]
Tucker, K. 2014. Mathematics through play in the early years. SAGE.
   
  
    [116]
Turner-Bisset, R. 2005. Creative teaching history in the primary school. David Fulton.
   
  
    [117]
Turner-Bisset, R. 2005. Creative teaching history in the primary school. David Fulton.
   
  
    [118]
Watkins, C. et al. 2007. Effective learning in classrooms. Paul Chapman.
   
  
    [119]
Watkins, C. et al. 2007. Effective learning in classrooms. Paul Chapman Publications.
   
  
    [120]
Wearmouth, J. 2009. A beginning teacher’s guide to special educational needs. Open University Press.
   
  
    [121]
Webster-Stratton, C. 2010. Y llyfr melyn: sut i hybu sgiliau cymdeithasol ac emosiynol plant. Gomer.
   
  
    [122]
Williams, A. 2000. Primary school physical education: Research into Practice. Routledge Falmer Press.
   
  
    [123]
Williams, M. and Tilbury, D. 1997. Teaching and learning geography. Routledge.
   
  
    [124]
Williams, M. and Tilbury, D. 1997. Teaching and learning geography. Routledge.