There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development.
Author: Stella Louis
Publisher: A&C Black
ISBN: 9781408194355
Category: Education
Page: 112
View: 317
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.
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.
Author: Frances Atherton
Publisher: SAGE
ISBN: 9781446281598
Category: Education
Page: 224
View: 586
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.
There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development.
Author: Stella Louis
Publisher: A&C Black
ISBN: 9781905019953
Category: Juvenile Nonfiction
Page: 112
View: 896
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.
This book makes explicit connections between young children′s spontaneous repeated actions, and their representations of their emotional worlds.
Author: Cath Arnold
Publisher: SAGE
ISBN: 144624654X
Category: Education
Page: 192
View: 374
This book makes explicit connections between young children's spontaneous repeated actions, and their representations of their emotional worlds. Drawing on the literature on schemas, attachment theory and family contexts, the author takes schema theory into the territory of the emotions, making it relevant to the social and emotional development strand in early childhood education. Based on research carried out alongside children, parents, workers and co-researchers at the world-famous Pen Green Nursery, and using case studies of a small number of individual children, the author shows new links between cognition and affect. The book includes a brief summary of a method of Child Study, using video and reflections on video sequences. This book will be of interest to students and practitioners on Early Childhood undergraduate and postgraduate courses, as well as those taking modules on schema theory.
London: Cabinet Office. Arnold, C. (2010). Understanding Schemas and Emotion in Early Childhood. London: Sage. Athey, C. (1990). Extending Thoughts in Young Children: A Parent Teacher Partnership. London: Paul Chapman
Publishing.
Author: Julie Brierley
Publisher: Bloomsbury Publishing
ISBN: 9781474257558
Category: Education
Page: 208
View: 611
Providing a deeper understanding of how two-year-old children learn, Understanding Schematic Learning at Two highlights how a schematic pedagogy can be used to recognise and support two-year-old children's thinking and understanding of the world around them. Over a 16-week period four children's individual experiences and stories are constructed, providing detailed written and photographic evidence of the unfolding schematic learning journeys of each. Following the children from nursery setting to their home environments, readers gain a greater understanding of how, even at such a young age, children are intrinsically motivated to select resources from the environment to support their schematic pursuits. The book focuses on the importance of an appropriate environment and informed pedagogy to support two-year-old children's schematic explorations and the significant role adults play in developing these. Beginning by highlighting the important links between learning opportunities, environment and the role of the adults, Brierley and Nutbrown briefly trace the origins of schema and provide an overview of some definitions and characteristics of schemas. This leads to an exploration of how the early years landscape has been influenced through a research, practice and government policy initiatives, concluding that future focus must foreground how children learn. Understanding Schematic Learning at Two highlights how recognising and valuing young children's schemas can provide their supportive adults with the opportunity and ability to acknowledge two-year-old children's capability to actively construct and develop an understanding of the world they live in.
Alderson, P. (2005) 'Children's rights: a new approach to studying childhood', in
H. Penn, Understanding Early Childhood ... Arnold, C., and the Pen Green Team
(2010) Understanding Schemas and Emotion in Early Childhood, London: Sage.
Author: Sue Robson
Publisher: Routledge
ISBN: 9781136478932
Category: Education
Page: 262
View: 434
Developing Thinking and Understanding in Young Children presents a comprehensive and accessible overview of contemporary theory and research about young children’s developing thinking and understanding. Throughout this second edition, the ideas and theories presented are enlivened by transcripts of children’s activities and conversations taken from practice and contemporary research, helping readers to make links between theory, research and practice. Each chapter also includes ideas for further reading and suggested activities. Aimed at all those interested in how young children develop through their thoughts and actions, Sue Robson explores: theories of cognitive development the social, emotional and cultural contexts of children’s thinking children’s conceptual development visual thinking approaches to supporting the development of young children’s thinking and understanding latest developments in brain science and young children the central roles of play and language in young children’s developing thinking. Including a new chapter on young children’s musical thinking, expanded sections on self regulation, metacognition and creative thinking and the use of video to observe and describe young children’s thinking, this book will be an essential read for all students undertaking Early Childhood, Primary PGCE and EYPS courses. Those studying for a Foundation degree in Early Years and Childcare will also find this book to be of interest.
The following reading explains schemas, the learning patterns of babies and young children. Understanding schemas is important for all early years
practitioners as schemas are the behaviours which foster children's early
foundations of ...
Author: Jennifer Colwell
Publisher: Bloomsbury Publishing
ISBN: 9781472509680
Category: Education
Page: 304
View: 581
Readings for Reflective Teaching in Early Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for early years practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. Readings for Reflective Teaching in Early Education, the core text, Reflective Teaching in Early Education, and the website, provide a fully integrated set of resources promoting the expertise of early years professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
In her new edition of this popular book, Cathy Nutbrown presents evidence of continuity and progression in young children′s thinking.
Author: Cathy Nutbrown
Publisher: SAGE
ISBN: 1446246361
Category: Education
Page: 216
View: 530
In her new edition of this popular book, Cathy Nutbrown presents evidence of continuity and progression in young children's thinking. She shows, with detailed observation, that they are able and active learners. She considers aspects of children's patterns of learning and thinking - or schemas - and demonstrates clearly how children learn in an active, dynamic and creative way. This book makes schema theory explicit in practice. Supported by numerous detailed examples and the discussion of difficult theoretical issues, it illustrates children's learning in areas such as literacy, maths and science. This new edition includes: - discussion on the need for professional development - changes in early years pedagogy - more discussion of theories of learning in relation to curriculum and teaching practices - new examples of children's drawings - new suggestions for using stories to support schemas. Threads of Thinking is for early years practitioners who wish to support and develop children's learning. Professor Cathy Nutbrown is Director of Studies in Early Childhood Education at the University of Sheffield.
We have found schemas most helpful in understanding young children and for
planning a rich and meaningful curriculum. 'A schema is a pattern of repeated
actions. Clusters of schemas develop into later concepts' (Athey 2003). The use of ...
Author: Cath Arnold
Publisher: Routledge
ISBN: 9780415697316
Category: Education
Page: 183
View: 716
Young Children Learning Through Schemas is a creative and highly engaging text that shows how young children can learn through exploring repeated patterns in their actions. With contributions from a range of practitioners, this book examines the philosophical approaches underpinning constructivism and includes a variety of case studies of small children in order to demonstrate the universal explorations we all engage in as human beings. This approach from the contributors, which involves presenting observations of one or two young children per chapter, is engaging, inspirational and yet rooted in every day practice. Chapters include a variety of observations of young children at home, in nursery and in groups with their parents or carers, which continue the dialogue about early years practice and the roles of families and professionals. Containing a wealth of illustrative photos, any practitioner researching or working in the area of Early Years education and care will find this book essential reading.
As mentioned above, different versions of tile Schema play a crucial role in children's understanding them. A Schema is a key to relating children's modeling
activities with theoretical mathematical content. We posed two questions in the ...
Author: C.S. Mansfield
Publisher: Springer Science & Business Media
ISBN: 9789401722117
Category: Education
Page: 329
View: 281
Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activity theory, also emphasise the importance of social interactions. Along with social constructivism, Vygotsky's writings on children's learning have recently also undergone close scru tiny and researchers are attempting a synthesis of aspects ofVygotskian theory and social constructivism. This re-examination of Vygotsky's work is taking place in many other subject fields besides mathematics, such as language learning by young children. It is interesting to speculate why Vygotsky's writings have appealed to so many researchers in different cultures and decades later than his own times. Given the recent increased emphasis on the social nature of learning and on the interactions between student, teacher and context factors, a finer grained analysis of the nature of different theories of learning now seems to be critical, and it was considered that different views of students' learning of mathematics needed to be acknowledged in the discussions of the Working Group.
The cat from France likes to sing and dance but my cat likes to hide in boxes (
Sutton, 1984, pp: 4 and 6). We have found that our knowledge of young children's schemas has informed our teaching immensely. It has helped us understand ...
Author: Maulfry Worthington
Publisher: SAGE
ISBN: 0761940707
Category: Mathematics
Page: 242
View: 184
Drawing on their many years' experience of teaching children 3 to 8 years, the authors explain the development and range of young children's mathematical marks and representations.
Within Piaget's theories three additional key concepts underpin a child's
emergent understanding of the world (derived from Meadows 2006, Piaget 1929,
1930, Piaget & Inhelder 1969, Santrock 2009, Vacik et al 2001): • Scheme or schema: ...
Author: Dr Jim Richardson
Publisher: Elsevier Health Sciences
ISBN: 9780702044403
Category: Medical
Page: 776
View: 440
nurse for life – electronic access only Get to all of the high-quality content from Elsevier faster than ever! Your favourite textbooks are now available as e-books through nurse for life, allowing you to: Electronically search the book Create and share notes and highlights Save time with automatic referencing Load it up and change the way you learn! What do I get? You will be emailed a PIN code that will give you perpetual access to the electronic version of the book through nurse for life. Book description This title is directed primarily towards health care professionals outside of the United States. Covering the full age and specialty spectrum this text brings together for the first time, individual chapters from among the most respected children's nurses. This textbook is rooted in child-centred health care within a family context and draws upon best contemporary practice throughout the UK and further afield. This innovative text harnesses new design parameters in enquiry-based/problem-based learning, providing up-to-date information on a wide range of topics. In an exciting addition each chapter offers readers additional material on an Evolve website. Full Microsoft PowerPoint presentations augment the written chapters and provide extra information that includes case studies, moving image, photographs and text. Each chapter offers readers additional material on an Evolve website. Full Microsoft PowerPoint presentations augment the written chapters and provide extra information that includes case studies, moving image, photographs and text. Aims, objectives, learning outcomes, a summary box in each chapter and key points assist learning and understanding Professional conversation boxes enliven the text on the page and make it more interesting to dip into Suggestions for seminar discussion topics to help teachers Case studies help to relate theory to practice Prompts to promote reflective practice Activity boxes/suggested visits Evidence based practice boxes which highlight key research studies, annotated bibliographies including details of web-sites and full contemporary references to the evidence base Resource lists including recommended web-site addresses
Expressive-behaviour play is also fundamental to the development of young children's emotion schemas or feeling-cognition structures that constitute emotion
knowledge, the understanding of the expressions, feelings, and functions of ...
Author: David Sander
Publisher: OUP Oxford
ISBN: 9780191021015
Category: Psychology
Page: 520
View: 541
Few areas have witnessed the type of growth we have seen in the affective sciences in the past decades. Across psychology, philosophy, economics, and neuroscience, there has been an explosion of interest in the topic of emotion and affect. Comprehensive, authoritative, up-to-date, and easy-to-use, the new Oxford Companion to Emotion and the Affective Sciences is an indispensable resource for all who wish to find out about theories, concepts, methods, and research findings in this rapidly growing interdisciplinary field - one that brings together, amongst others, psychologists, neuroscientists, social scientists, philosophers, and historians. Organized by alphabetical entries, and presenting brief definitions, concise overviews, and encyclopaedic articles (all with extensive references to relevant publications), this Companion lends itself to casual browsing by non-specialists interested in the fascinating phenomena of emotions, moods, affect disorders, and personality as well as to focused search for pertinent information by students and established scholars in the field. Not only does the book provide entries on affective phenomena, but also on their neural underpinnings, their cognitive antecedents and the associated responses in physiological systems, facial, vocal, and bodily expressions, and action tendencies. Numerous entries also consider the role of emotion in society and social behavior, as well as in cognitive processes such as those critical for perception, attention, memory, judgement and decision-making. The volume has been edited by a group of internationally leading authorities in the respective disciplines consisting of two editors (David Sander and Klaus Scherer) as well as group of 11 associate editors (John T. Cacioppo, Tim Dalgleish, Robert Dantzer, Richard J. Davidson, Ronald B. de Sousa, Phoebe C. Ellsworth, Nico Frijda, George Loewenstein, Paula M. Niedenthal, Peter Salovey, and Richard A. Shweder). The members of the editorial board have commissioned and reviewed contributions from major experts on specific topics. In addition to comprehensive coverage of technical terms and fundamental issues, the volume also highlights current debates that inform the ongoing research process. In addition, the Companion contains a wealth of material on the role of emotion in applied domains such as economic behaviour, music and arts, work and organizational behaviour, family interactions and group dynamics, religion, law and justice, and societal change. Highly accessible and wide-ranging, this book is a vital resource for scientists, students, and professionals eager to obtain a rapid, conclusive overview on central terms and topics and anyone wanting to learn more about the mechanisms underlying the emotions dominating many aspects of our lives.
Chapter 7 Children's Mathematics: Lost and Found in Space Peter Bryant and
Sarah Squire The first mathematical ... the possibility of a connection between the
way that children think about space and their understanding of mathematics, but
...
Author: Merideth Gattis
Publisher: MIT Press
ISBN: 0262571692
Category: Psychology
Page: 352
View: 893
Proposes the means by which spatial structures might be adapted for nonspatial purposes, and it considers alternatives to spatial coding as a basis for abstract thought.
Armstrong, D. (2003) Experiences of Special Education. London:
RoutledgeFalmer. Arnold, C. and the Pen Green Team (2010) Understanding Schemas and Emotion in Early Childhood. London: Sage. Astington, J.W. (1993)
The Child's ...
Author: Janet Rose
Publisher: McGraw-Hill Education (UK)
ISBN: 9780335242313
Category: Education
Page: 161
View: 677
This book focuses on clarifying the adult role in early childhood education & care amongst new initiatives in the current context.
because these children are forging their first understandings of the wide range of
symbols and schemas that dictate their lives. Children are in the process of
making sense of both symbols, which are objects laden with meaning
constructed by ...
Author: Dana Frantz Bentley
Publisher: Teachers College Press
ISBN: 9780807772065
Category: Education
Page: 159
View: 825
For the young child, art is a way of solving problems, conceptualizing the world, and creating new possibilities. In Everyday Artists, the author addresses the disconnect that exists between the teaching of art and the way young children actually experience art. In doing so, this book questions commonly held notions and opens up exciting new possibilities for art education in the early childhood classroom. A practicing teacher herself, Bentley uses vignettes of children’s everyday activities—from block building to clean-up to outdoor play—to help teachers identify and scaffold the genuine artistic practice of young children. Book Features: Tangible examples of everyday arts experiences told through lively classroom stories.An examination of the teacher’s role with suggestions of appropriate ways to support children’s artistic expression.Clear explanations of how inquiry and creativity contribute to the overall thinking and learning of the young child.A “Voice of the Teacher” section that offers teaching strategies for extending children’s thinking and learning.A wide-range of ideas for teachers who feel they do not know how to “do” art. Dana Frantz Bentley is a teacher researcher and preschool teacher at Buckingham Browne and Nichols School in Cambridge, Massachusetts. She received a Doctorate of Education, Art, and Art Education from Teachers College, Columbia University. “Much has been written about the role of the arts in education, especially about the importance of the arts to early childhood learning. Dana Frantz Bentley endows the arts with an additional and central kind of significance rooted in a broad conception of cognition.” —From the Foreword by Judith M. Burton, Teachers College, Columbia University “Like the young children she describes, Dana Frantz Bentley is an ‘everyday artist,’ making something ‘beautiful’ of her informed and thoughtful pedagogy. There is much to learn from the artful reflection and generative inquiry of this inspired early childhood educator.” —Jessica Hoffmann Davis, author of Why Our Schools Need the Arts
But for people who have studied behavior theory I would like to review a few
points that will help them grasp how the simplest principles of behaviorism look to
a Piagetian . First , if two schemas are frequently evoked in regular succession
they ...
This is an important step in the process of the Vulnerable Child mode healing.
This involves, among other things, defectiveness/shame schemas changing and
self-understanding and acceptance increasing. The “Mode Origins” exercise that
...
Author: Joan M. Farrell
Publisher: John Wiley & Sons
ISBN: 9781119958291
Category: Psychology
Page: 312
View: 952
Group Schema Therapy for Borderline Personality Disorder represents the first treatment manual for group schema therapy and is based on the only group ST model validated by published empirical evidence. Presents an original adaptation of schema therapy for use in a group setting Provides a detailed manual and patient materials in a user-friendly format Represents a cost-effective ST alternative with the potential to assist in the public health problem of making evidence-based BPD treatment widely available Includes 'guest' chapters from international ST experts Jeff Young, Arnoud Arntz, Hannie van Genderen, George Lockwood, Poul Perris, Neele Reiss, Heather Fretwell and Michiel van Vreeswijk
Author: Margaret E. BlausteinPublish On: 2010-03-18
Understanding. Child. Behaviors. in. the previous chapter we discussed ways
that chronically stressed early ... Schemas may be influenced by developmental
factors (e.g., the young child sees all four-legged creatures as doggy, the adult
sees ...
Author: Margaret E. Blaustein
Publisher: Guilford Press
ISBN: 9781606236253
Category: Psychology
Page: 372
View: 839
Grounded in theory and research on complex childhood trauma, this book provides an accessible, flexible, and comprehensive framework for intervention with children and adolescents and their caregivers. It is packed with practical clinical tools that are applicable in a range of settings, from outpatient treatment centers to residential programs. Rather than presenting a one-size-fits-all treatment model, the authors show how to plan and organize individualized interventions that promote resilience, strengthen child?caregiver relationships, and restore developmental competencies derailed by chronic, multiple stressors. More than 45 reproducible handouts, worksheets, and forms are featured; the large-size format facilitates photocopying.
However, renewed impetus for the use of play narratives also came from a
plethora of emerging findings about young children's social, emotional, and
moral understanding, and the development of symbolic play, memory talk, story schemas, ...
Author: Robert N. Emde
Publisher: Oxford University Press
ISBN: 0195348370
Category: Psychology
Page: 416
View: 377
This book reports the work of a 20-year collaboration between a multidisciplinary group of clinicians and developmental scientists who have created and investigated a new tool to elicit and analyze children's narratives. This tool is the MacArthur Story Stem Battery, a systematic collection of story beginnings that are referred to as 'stems.' These stems are designed to elicit information from children about their representational worlds. This method is particularly exciting because using it allows developmental psychologists and others to gain information directly from children about their emotional states and what they are able to understand, and in turn, to use this information to explore significant emotional differences among children. This work will appeal to researchers and practitioners in developmental and clinical psychology.
