Planning for Schematic Learning in the Early Years
Planning for Schematic Learning in the Early Years

Author: Karen Constable

Publisher: Routledge

Published: 2013-05-29

Total Pages: 200

ISBN-13: 1136495444

DOWNLOAD EBOOK

What are schemas and why should you know about them? How can schemas be identified in young children? What does schematic learning look like and how does it meet the needs of individual children? All children are different, they look different, sound different, behave in different ways and crucially they learn differently. It is a constant challenge in Early Years settings and Reception classes to provide opportunities that are relevant and valuable for all the children. Being able to recognise and identify schemas in young children enables practitioners to plan a play-based curriculum that allows for individualised learning based around each child’s interests that will support the next steps of their development. Drawing on current research, the book clearly explains what schemas are and how they can be identified in children. Looking at how settings can plan to incorporate schemas into their schemes and topics and providing real life examples of schematic learning in practice, features include: Examples of schemas alongside descriptions of common behaviour patterns A chapter on using schemas to support children with additional needs Photocopiable key checklists to help identify different schemas Guidance on developing schemas to support children in their next steps Advice on using schemas to aid the transition to Key Stage 1 Including case studies and photographs to illustrate practice, this highly practical book aims to inspire practitioners, teachers and students to be creative in the way they work with children and ensure the best for those in their care.

Understanding Schemas in Young Children
Understanding Schemas in Young Children

Author: Stella Louis

Publisher: A&C Black

Published: 2013-06-20

Total Pages: 113

ISBN-13: 140819435X

DOWNLOAD EBOOK

What are schemas and why do they matter? Again! Again! provides an introduction to understanding and supporting schemas and schema play in young children. Practitioners will find an overview of schemas with guidance on where they fit within the EYFS. There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development. The intention is to help early years practitioners identify schemas and to understand both how important they are and the vital role they play in the growing child's learning. The aim is to help the reader understand how they can develop, plan and resource activities which support children's learning through experiment and play.

Observing and Developing Schematic Behaviour in Young Children
Observing and Developing Schematic Behaviour in Young Children

Author: Tamsin Grimmer

Publisher:

Published: 2017

Total Pages: 192

ISBN-13: 9781785921797

DOWNLOAD EBOOK

Making schemas understandable to those working with or looking after young children, this book describes schematic behaviours with case studies and provides ideas of how to use this information to extend children's learning and development.

Extending Thought in Young Children
Extending Thought in Young Children

Author: Chris Athey

Publisher: SAGE

Published: 2007-03-08

Total Pages: 257

ISBN-13: 0857026666

DOWNLOAD EBOOK

′Chris Athey has made a major contribution to our understanding of how young children think and how educators and parents can best support their learning. This book is, without doubt, a most important text for all who are concerned to maximise the potential of early childhood education to develop effective ways of working with young children. The book explores children′s schematic development and offers ways of teaching which are closely matched to children′s actions, speech and graphic representations. This second edition of Extending Thought builds on the scholarly approach of the first and provides readers with clear explanation of relevant research alongside rich observations of children. It is essential reading for all who seek to provide the very best of learning opportunities for young children by bring parents, professionals and informed pedagogy together in a thoughtful and informed partnership of learning. Extending Thought is a major building block for many of us who study young children′s capacity to think and learn′ - Dr Cathy Nutbrown, Reader in Education, University of Sheffield In this fully revised version of Chris Athey′s classic text, the author builds on her original internationally renowned research with new illustrations of ′continuity′ in children′s thinking from early to primary education. Drawing on her extensive experience and research evidence, she explains how teachers of young children can advance professionally towards a greater knowledge of young children′s thinking and learning. The book covers: o ′forms of thought′ used by young children o assimilation of curriculum content o pedagogy o parental participation o the politics of early education This book is an essential read for students and teachers in early years education. Chris Athey M Ed, was Principal Lecturer in Education at the Roehampton Institute of Higher Education (RIHE). Funded by a Leverhulme Research Fellowship, she directed the Froebel Early Education Project from 1973 to 1978. She has taught all ages of primary-school children in State and private schools. She has considerable experience of initial teacher training and INSET

Understanding Schemas and Young Children
Understanding Schemas and Young Children

Author: Frances Atherton

Publisher: SAGE

Published: 2013-04-29

Total Pages: 225

ISBN-13: 1446281590

DOWNLOAD EBOOK

Shortlisted for the 2013 Nursery World Awards! ′This exciting book will greatly enhance understanding of learning throughout the early years, and reinforces the importance of responsive professionals who understand children′s schemas. Atherton and Nutbrown have brought together socio-cultural and cognitive learning theories with ease, and their metaphors are brilliantly evocative′ -Dr Anne Meade, Consultant ′This book is drawn from a study carried out with rigour and contains several gems, such as the ′bike and slide exploration′; the idea of adults engaging in ′a dialogue of conceptual correspondence′ with children; and tables outlining ′what the children might have been thinking′. A great read!′ -Dr Cath Arnold, Pen Green Early Years Centre ′This is an exciting and illuminating account of babies and toddlers, following their schema fascinations with determination and competence, as they continually explore and experiment and come to know their world. This book captivated me. It should be in every early childhood education setting′ -Pam Cubey This is the first book to focus specifically on Schemas and children under three. The authors trace the development of schemas from motor level through to symbolic representation, and show how to use schema theory to understand young children′s learning and behaviour. This accessible and student-friendly book includes: -activities and discussion points -links to policy and practice -descriptive observational material -a look at the ethics of this kind of research -numerous photographs and illustrations -suggestions for follow-up reading The book is aimed at early childhood professionals and practitioners in ECEC settings, as well as those on initial training courses, teacher education, Early Years courses, and higher degrees.

Early Childhood Assessment
Early Childhood Assessment

Author: National Research Council

Publisher: National Academies Press

Published: 2008-12-21

Total Pages: 501

ISBN-13: 0309124654

DOWNLOAD EBOOK

The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.

Sustained Shared Thinking in the Early Years
Sustained Shared Thinking in the Early Years

Author: Kathy Brodie

Publisher: Routledge

Published: 2014-05-30

Total Pages: 132

ISBN-13: 1317684591

DOWNLOAD EBOOK

Used as a measure of quality in the ground-breaking Effective Provision of Pre-School Education (EPPE) project, Sustained Shared Thinking is fundamental to good early years practice. It costs nothing, yet research has shown that it improves outcomes for children by supporting their holistic development. This book clearly explains what Sustained Shared Thinking is and examines the skills and expertise needed to initiate, encourage and facilitate it. The book explores the attitudes, knowledge and understanding that a practitioner must adopt in order to start or develop successful Sustained Shared Thinking. Combining theory with practical guidance, it demonstrates how it can be achieved, covering all aspects of early years practice including the Characteristics of Effective Learning, the Prime and Specific Areas of learning development, the role of the practitioner, the environment and working with parents. Features include: boxed links to key theory and research; practical strategies highlighted in the text; consideration of children at different ages and stages of development; links throughout to the Early Years Foundation Stage. Written by a leading consultant who regularly delivers training on Sustained Shared Thinking, this will be an essential text for students on foundation degree and childhood studies courses as well as early years practitioners.

Developing a Loving Pedagogy in the Early Years
Developing a Loving Pedagogy in the Early Years

Author: Tamsin Grimmer

Publisher: Routledge

Published: 2021-05-26

Total Pages: 239

ISBN-13: 1000390659

DOWNLOAD EBOOK

Care and caring are key to early childhood education and yet love can be viewed as a taboo word within early childhood settings. This book guides practitioners through the potentially problematic area of loving the children they care for. It shows where a loving pedagogy can fit within professional practice and how this can enrich experiences for children and educators. The book explores how educators can support their children by holding them in mind, valuing them and promoting their best interests. Focusing on how relationships, attachment and connections underpin our settings and practice, the chapters cover: the fundamentals of professional love appropriate touch in practice the different ways in which children feel loved the rights of the child empowering children through love working with parents and carers. Including case studies and questions for reflection, this is vital reading for practitioners wanting to develop a nurturing and loving pedagogy that places the child at the centre of their practice.

Bringing the Forest School Approach to your Early Years Practice
Bringing the Forest School Approach to your Early Years Practice

Author: Karen Constable

Publisher: Routledge

Published: 2014-06-27

Total Pages: 132

ISBN-13: 1317660218

DOWNLOAD EBOOK

This easy-to-read series provides an introduction to some of the most important early years philosophies and shows how they can be incorporated into your setting. Each book provides: an outline of the background to the approach clear explanations of the relevance to contemporary thinking suggestions to help you plan a successful learning environment examples of what the individual approach can look like in practice. These convenient guides are essential to early years practitioners, students and parents who wish to fully understand what each approach means to their setting and children. How has Forest School helped to change attitudes about risk and challenge in the early years? What are the benefits of using this approach for children’s development, health and overall wellbeing? Bringing the Forest School Approach to your Early Years Practice provides an accessible introduction to Forest School practice. It identifies the key issues involved in setting up, running and managing a Forest school environment and offers clear guidance on resources, staffing and space required for successful play and learning outdoors. Including links to the Early Years Foundation Stage and a wide range of case studies, the book covers: The beginnings of Forest School and how practice has developed Child centred play and learning that allows for risk taking and challenge Planning for children’s individual needs, learning styles and schemas The learning environment The role of the adult including health and safety and children’s welfare. Full of practical advice, this convenient guide will help practitioners to deliver new, exciting and inspiring opportunities for the children they care for.

Early Years Practice
Early Years Practice

Author: Elaine Hallet

Publisher: SAGE

Published: 2016-01-14

Total Pages: 217

ISBN-13: 1473954886

DOWNLOAD EBOOK

‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: · understand how children learn and develop · engage with the curriculum and the practice of teaching · learn more about the structure and reality of early years provision and practice for children aged from 0–8 years · develop ways to reflect upon your practice · develop professional skills and attributes needed to take a leading role · understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.