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: 189
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: 419
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: 865
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: 241
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.
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 .
Author: Frances Atherton
Publisher:
ISBN: 1526435861
Category: Schemas (Psychology) in children
Page: 209
View: 835
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 ...
Forlagets beskrivelse: This book explores the frequently observed schemas of young children-patterns of behaviour from which understanding and growth is derived-and draws out the nature of this learning.
Author: Meade, Anne
Publisher: McGraw-Hill Education (UK)
ISBN: 9780335228805
Category: Education
Page: 176
View: 227
Forlagets beskrivelse: This book explores the frequently observed schemas of young children-patterns of behaviour from which understanding and growth is derived-and draws out the nature of this learning.
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.
Author: Cath Arnold
Publisher: Routledge
ISBN: 9780415697316
Category: Education
Page: 183
View: 961
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.
Written by a leading author, this popular book explains schemas - a key early childhood concept - in an accessible manner, making it perfect for any early childhood course.
Author: Cathy Nutbrown
Publisher: SAGE
ISBN: 9781849204637
Category: Education
Page: 216
View: 631
Written by a leading author, this popular book explains schemas - a key early childhood concept - in an accessible manner, making it perfect for any early childhood course.
This guide explains what schemas are, stripping back the technical language often used to describe them, and how to interpret and extend schematic behaviour to benefit the child.
Author: Tamsin Grimmer
Publisher: Jessica Kingsley Publishers
ISBN: 9781784504502
Category: Psychology
Page: 192
View: 342
Observing and understanding schematic behaviour confidently is vital for anyone working with or looking after young children. This guide explains what schemas are, stripping back the technical language often used to describe them, and how to interpret and extend schematic behaviour to benefit the child. It looks specifically at 12 different schemas, such as connection, rotation and transportation, and includes case studies, interpretation of the observations and practical ideas for how to use this information to aid children's learning, development and play. Making schemas and schematic behaviour more understandable, this book will give early years practitioners and parents the confidence to identify schemas and plan future learning opportunities to support children based on this knowledge.
Good observational skills are a key element and the book features a Child Observation Schedule.
Author: Anne Meade
Publisher:
ISBN: 1877398403
Category: Cognitive learning
Page: 176
View: 603
This vastly expanded new edition of THINKING CHILDREN explores the frequently observed schemas of young children - patterns of behaviour from which understanding and growth is derived - and draws out the nature of this learning. It is essential that adults working with young children are able to recognise and identify schema learning and understand and support the opportunities for learning they present. Good observational skills are a key element and the book features a Child Observation Schedule.
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.
Author: Julie Brierley
Publisher: Bloomsbury Publishing
ISBN: 9781474257558
Category: Education
Page: 208
View: 391
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.
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 ...
Ostroff highlights processes that propel learning (including play and collaboration), distilling the research into the most important ideas teachers need to design pedagogy and curriculum.
Author: Wendy L. Ostroff
Publisher: ASCD
ISBN: 9781416614227
Category: Education
Page: 200
View: 207
Human beings are born to learn. During the last few decades, developmental science has exploded with discoveries of how, specifically, learning happens. This provides us with an unprecedented window into children's minds: how and when they begin to think, perceive, understand, and apply knowledge. Wendy Ostroff builds on this research and shows you how to harness the power of the brain, the most powerful learning machine in the universe. She highlights the processes that inspire or propel learning--play, confidence, self-regulation, movement, mnemonic strategies, metacognition, articulation, and collaboration--and distills the research into a synthesis of the most important takeaway ideas that teachers will need as they design their curriculum and pedagogy. Each chapter has suggested activities for exactly how teachers can put theory into practice in the classroom. When you understand how your students learn, you will know how to teach them in ways that harness the brain's natural learning systems. Dr. Wendy L. Ostroff is Associate Professor in the Program for the Advancement of Learning at Curry College.
Full of practical advice, on to how to design, develop, resource and extend art and design environments within the early years setting, the book covers: Developing skills for positive and participative adult interaction and engagement ...
Author: Suzy Tutchell
Publisher: Routledge
ISBN: 9781136341021
Category: Education
Page: 224
View: 380
From the moment a child is born, they interact with the sensory world, looking at colours, feeling textures; constructing mental and physical images of what they see and experience. Within all early years settings and into primary school, the aim for the practitioner, is to provide as many opportunities as possible to stimulate, excite and ignite the visual and tactile imagination of the young children they teach. Young Children as Artists considers how art can be managed, understood and relished as an essential ingredient towards the creative potential of each unique young child. The book focuses, on how to enjoy, celebrate and extend what a young child can do in art and show how engaged adults and the wider school community can become confident participants in the process of early years art making. Full of practical advice, on to how to design, develop, resource and extend art and design environments within the early years setting, the book covers: Developing skills for positive and participative adult interaction and engagement Understanding and analysing child involvement in art Planning for opportunities and responding to observation and schema in art and design Practical suggestions for activities and resources (inside and out) Ideas to explore sensory development and awareness Ways to manage and savour the art transition into KS1 Ways to encourage parental participation and understanding of the art process with their children Opportunities to engage with practising artists This book will help to invigorate the art experiences offered in your early years setting by considering what is accessible, individual, inspiring and meaningful for young children and how you can best support their formative paths of enquiry.
Author: New Zealand Council for Educational ResearchPublish On: 1995
The adults then nourished the children's exploration and understanding of schemas in early childhood settings and at home . Children " come to know ”
about schemas and concepts built from schemas . Here are some examples of schemas to ...
Author: New Zealand Council for Educational Research
Publisher:
ISBN: UCBK:C064057730
Category: Children of working parents
Page: 85
View: 488
Contains nine papers by Ingrid Pramling, Anne Meade and Lynn Bruce, Val Podmore and Liz Depree, Margery Renwick and Sally Boyd.
Author: R. E. (Rosemary Elaine) YoungPublish On: 1994
Even though the older children had far more experience in the world , their
personal histories were such that they had no understanding of the story schema
. Subsequently , 4- to 7 - year - old children from poverty homes , who were
already in ...
... understanding of gender Slowly , through reinforcement , modeling , and
cognitive development , an understanding ( schema ) of gender - specific
behavior is acquired Gender identity based on child's comprehension of what
culture deems ...
Praise for the first edition:"The key advantage to this book is the way in which it is easy to read and the amount of information it provides with regard to the role of play in supporting young children's learning.
Author: Tina Bruce
Publisher: Hachette UK
ISBN: 9781444169713
Category: Education
Page: 144
View: 462
Praise for the first edition:"The key advantage to this book is the way in which it is easy to read and the amount of information it provides with regard to the role of play in supporting young children's learning." Karen Phethean, University of Winchester"This book is excellent. It is an invaluable resource for both qualified and trainee early years practitioners. Tina Bruce has a real talent with how she expresses ideas. The concepts are presented in an accessible way. The material is suitable across a range of levels of study." Caroline McGrath, Programme Manger for Foundation Degree in Early Childhood Studies, City of Bristol College in partnership with the University of Plymouth"I would always recommend books by Tina Bruce to my students as she is highly accessible, combining theory and practice closely together. They are attractively laid out and are therefore popular with students." Maureen Brookson, University of East AngliaProfessor Tina Bruce CBE, an acknowledged expert on play, clearly presents the key ideas and demonstrates the best practices for cultivating play in an Early Years setting. The book covers historical perspectives, how we can observe and study play, and the role of play in learning, developing abstract ideas, helping children to relate to one another. She shows that play helps children to achieve the highest form of learning in early childhood.This new edition of Learning Through Play will provide students and practitioners with an invaluable guide to the core values behind play, the importance of play for children from 0 to 5 years old, and practical schemas for getting the best out of play in an Early Years or Educational setting.It will be an ideal text for those studying play at levels 3 and 4, Foundation Degrees, Undergraduate Early Childhood Studies and Primary Education courses, Post-graduate study and for those working in an Early Years setting.
How does this model help in understanding the influence of gender schemas and
stereotypes ? cognitive development . Kohlberg argued that children ' s understanding of gender provides the key to the development of gender -
stereotypic ...
Author: Richard A. Fabes
Publisher: Allyn & Bacon
ISBN: UOM:39015055896206
Category: Psychology
Page: 557
View: 143
This book presents findings from current scientific research in child development, highlighting how scientists tackle issues that impact children and their families. The authors have integrated examples of diversity throughout the book, in the domains of physical, psychological and cultural differences, gender, race, ethnicity, and social and economic status. Community and social issues are also covered extensively, which help readers to think critically about their world. As many readers of this book are pursuing careers as teachers, care providers or parents, the authors focus the material on these real-world applications, and demonstrate how theory and research matter for what readers need in their own lives. For those involved in the fields of early childhood education.
