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This best-selling text book provides a broad-ranging and up-to-date
review of thinking and best practice within nursery and infant
education. Written around the basic truth that an effective early
years curriculum must start with the children, their needs and
their potential, the contributors to this classic text acknowledge
that learning must have a strong element of fun, wonder and
excitement. Fully revised and updated in light of recent changes to
the Early Years curriculum, with brand new chapters on assessment,
communication, writing, creativity and diversity, the contributors
address a range of fundamental issues and principles, including: an
analysis of research into how children learn; discussions of issues
such as classroom organisation, curriculum management, and
assessment; a detailed section on play and language; chapters
covering individual curriculum areas, including new chapters on
music and PSHE. Each chapter combines a review of important
principles with practical and inspiring classroom examples
throughout. It is essential reading for all Foundations Stage and
KS1 trainee teachers, their tutors and mentors, and serving
teachers working in the 3-7 age range who wish to reflect upon and
develop their practice.
This book reviews recent work in psychology which sheds new light
on important areas of concern to primary school teachers, providing
clear guidelines for good practice. The Psychology of Teaching and
Learning in the Primary School details the current controversies
regarding the effective teaching of reading and numeracy, how to
deal with emotional and behavioural difficulties, the best methods
of assessing learning, as well as teaching children to think and
develop their creativity.
It is a useful text for tutors and students on initial teacher
training courses, and to teachers involved in professional
development.
Each chapter contains an editor's summary, a list of further
reading, a full list of references and activities to develop and
deepen the readers' understanding in each area. At the same time,
the book is written in an accessible style ideal for the
non-psychologist and is well illustrated with practical classroom
examples.
Contents: 1.Introduction and Rationale: The Nature of Classroom Expertise Donald McIntyre Section A: Organising the Physical Environment of the Classroom 2.Organising the Physical Environment of the Classroom Ruth Kershner 3. Managing Social Relationships in the Classroom John Robertson 4.Organising Activities to Promote Effective Learning David Whitebread 5.Communicating Well with Children Isobel Urquhart 6.Making Learning Exciting and Successful Roland Chaplain Section B: Teaching the Curriculum 7.Teaching Children to Think, Reason and be Creative David Whitebread 8.Teaching Children to Become Confident Mathematicians David Whitebread 9.Teaching Children to Understand Science David Whitebread 10.Assessing Children's Learning Colin Conner Section C: Educating All the Children 11. Recognising and Providing for Individual Differences Ruth Kershner 12.Providing Equal Opportunities for Boys and Girls Joan M. Whitehead 13.Teachng Children with Learning Difficulties Ruth Kershner 14.Helping Children Develop Social Skills, Work in Groups and Make Friends Peter Kutnick and Iain Manson 15.Educating Children with Behavioural Difficulties Roland Chaplain 16.Teaching Children with Emotional Difficulties Isobel Urquhart Section D: Developing as a Professional 17.Working in Schools Roland Chaplain 18.Reflecting on Teaching: Becoming a Teacher Isobel Urquhart 19.Doing Your Own Research and Solving Problems in the Classroom David Whitebread
This best-selling text book provides a broad-ranging and up-to-date
review of thinking and best practice within nursery and infant
education. Written around the basic truth that an effective early
years curriculum must start with the children, their needs and
their potential, the contributors to this classic text acknowledge
that learning must have a strong element of fun, wonder and
excitement. Fully revised and updated in light of recent changes to
the Early Years curriculum, with brand new chapters on assessment,
communication, writing, creativity and diversity, the contributors
address a range of fundamental issues and principles, including: an
analysis of research into how children learn; discussions of issues
such as classroom organisation, curriculum management, and
assessment; a detailed section on play and language; chapters
covering individual curriculum areas, including new chapters on
music and PSHE. Each chapter combines a review of important
principles with practical and inspiring classroom examples
throughout. It is essential reading for all Foundations Stage and
KS1 trainee teachers, their tutors and mentors, and serving
teachers working in the 3-7 age range who wish to reflect upon and
develop their practice.
The importance of high quality early childhood education is now
universally recognised, and this quality crucially depends upon the
practitioners who work with our young children, and their deep
understanding of how children develop and learn. This book makes a
vital contribution to this understanding, providing authoritative
reviews of key areas of research in developmental psychology, and
demonstrating how these can inform practice in early years
educational settings. The book's major theme is the fundamental
importance of young children developing as independent,
self-regulating learners. It illustrates how good practice is based
on four key principles which support and encourage this central
aspect of development: - secure attachment and emotional warmth -
feelings of control and agency - cognitive challenge, adults
supporting learning and children learning from one another -
articulation about learning, and opportunities for self-expression.
Each chapter includes: - typical and significant questions which
arise in practice related to that area of development - an
up-to-date review of key research, including insights from
observational and experimental work with young children, from
evolutionary psychology, and from neuroscientific studies of the
developing brain - practical exercises intended to deepen
understanding and to inform practice - questions for discussion -
recommended further reading. This book provides an invaluable
resource for early years students and practitioners, by summarizing
new research findings and demonstrating how they can be translated
into excellent early years practice. David Whitebread is Senior
Lecturer in Developmental Psychology and Early Years Education in
the Faculty of Education, University of Cambridge.
With the expertise of a body of international contributors from
Australia, Canada, USA, UK, Finland, The Netherlands, Italy, Greece
and Chile, this handbook explores key in-depth issues in quality
Early Childhood Development and Education. Unlike previous
publications in the discipline, this title combines research and
practice to investigate emotional and social development, wellbeing
and mental health, language, cultural environments, as well as the
role of parents in a child's development. It is divided into six
key parts: Part I: Emotional Development Part II: Social
Development Part III: Play, Development and Learning Part IV:
Memory and Understanding Part V: Learning, Language and Literacy
Part VI: Executive Functions, Metacognition and Self-Regulation
The importance of high quality early childhood education is now
universally recognised, and this quality crucially depends upon the
practitioners who work with our young children, and their deep
understanding of how children develop and learn. This book makes a
vital contribution to this understanding, providing authoritative
reviews of key areas of research in developmental psychology, and
demonstrating how these can inform practice in early years
educational settings. The book's major theme is the fundamental
importance of young children developing as independent,
self-regulating learners. It illustrates how good practice is based
on four key principles which support and encourage this central
aspect of development: - secure attachment and emotional warmth -
feelings of control and agency - cognitive challenge, adults
supporting learning and children learning from one another -
articulation about learning, and opportunities for self-expression.
Each chapter includes: - typical and significant questions which
arise in practice related to that area of development - an
up-to-date review of key research, including insights from
observational and experimental work with young children, from
evolutionary psychology, and from neuroscientific studies of the
developing brain - practical exercises intended to deepen
understanding and to inform practice - questions for discussion -
recommended further reading. This book provides an invaluable
resource for early years students and practitioners, by summarizing
new research findings and demonstrating how they can be translated
into excellent early years practice. David Whitebread is Senior
Lecturer in Developmental Psychology and Early Years Education in
the Faculty of Education, University of Cambridge.
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