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Working with Two-year-olds is an accessible and practical guide
into the developmental pathways of two-year-olds. The book uses
established research and environmental and cultural effects to
provide an essential background on two-year-old development, while
incorporating reflective questions and tasks to encourage
self-reflection throughout. Divided into three clear parts, this
book covers useful and interesting topics on the development of
two-year-olds, such as: Emotional and social development Language
and communicating Disposition and mindset Playful learning Family
life Physical development Providing theoretical overviews alongside
practical ideas, and consistently encouraging critical
self-reflection on all topics covered, Brierley has created an
informative and constructive manual for students on Early Childhood
courses and for practitioners and childminders on continuing
professional development courses alike.
Working with Two-year-olds is an accessible and practical guide
into the developmental pathways of two-year-olds. The book uses
established research and environmental and cultural effects to
provide an essential background on two-year-old development, while
incorporating reflective questions and tasks to encourage
self-reflection throughout. Divided into three clear parts, this
book covers useful and interesting topics on the development of
two-year-olds, such as: Emotional and social development Language
and communicating Disposition and mindset Playful learning Family
life Physical development Providing theoretical overviews alongside
practical ideas, and consistently encouraging critical
self-reflection on all topics covered, Brierley has created an
informative and constructive manual for students on Early Childhood
courses and for practitioners and childminders on continuing
professional development courses alike.
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.
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.
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