Understanding Schemas and Young Children

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.

Understanding Schemas and Young Children

Author: Frances Atherton

Publisher: SAGE

ISBN: 1446281590

Page: 224

View: 980

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.

Understanding Schemas in Young Children

There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development.

Understanding Schemas in Young Children

Author: Stella Louis

Publisher: A&C Black

ISBN: 140819435X

Page: 112

View: 102

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.

Understanding Schemas and Emotion in Early Childhood

This book makes explicit connections between young children′s spontaneous repeated actions, and their representations of their emotional worlds.

Understanding Schemas and Emotion in Early Childhood

Author: Cath Arnold

Publisher: SAGE

ISBN: 9781446246542

Page: 192

View: 862

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.

Threads of Thinking

In her new edition of this popular book, Cathy Nutbrown presents evidence of continuity and progression in young children′s thinking.

Threads of Thinking

Author: Cathy Nutbrown

Publisher: SAGE

ISBN: 9781446246368

Page: 216

View: 567

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.

Understanding Schemas with Young Children

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 .

Understanding Schemas with Young Children

Author: Frances Atherton

Publisher:

ISBN: 9781526435866

Page: 209

View: 740

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 ...

Observing and Developing Schematic Behaviour in 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.

Observing and Developing Schematic Behaviour in Young Children

Author: Tamsin Grimmer

Publisher: Jessica Kingsley Publishers

ISBN: 1784504505

Page: 192

View: 837

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.

Threads of Thinking

In her new edition of this popular book, Cathy Nutbrown presents evidence of continuity and progression in young children′s thinking.

Threads of Thinking

Author: Cathy Nutbrown

Publisher: SAGE

ISBN: 1446210197

Page: 216

View: 923

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.

Young Children Learning Through Schemas

This creative and highly engaging text describes how young children learn through exploring repeated patterns in their actions, known as 'schemas', and how they can help inform planning for children's learning.

Young Children Learning Through Schemas

Author: Cath Arnold

Publisher: Routledge

ISBN: 041569731X

Page: 183

View: 551

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.

Thinking Children Learning About Schemas

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.

Thinking Children  Learning About Schemas

Author: Meade, Anne

Publisher: McGraw-Hill Education (UK)

ISBN: 0335228801

Page: 176

View: 588

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.

Understanding Schematic Learning at Two

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.

Understanding Schematic Learning at Two

Author: Julie Brierley

Publisher: Bloomsbury Publishing

ISBN: 1474257550

Page: 208

View: 702

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.

Understanding how Young Children Learn

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.

Understanding how Young Children Learn

Author: Wendy L. Ostroff

Publisher: ASCD

ISBN: 1416614222

Page: 200

View: 962

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.

Working with Babies and Children

This revised edition emphasizes: child development and learning attachment/key person relationships planning the environment for babies understanding every child working with parents This book will be useful to those on initial training ...

Working with Babies and Children

Author: Jools Page

Publisher: SAGE

ISBN: 1446289818

Page: 248

View: 188

Working with Babies and Children is essential for all who work with children under three due to its combination of theory and practice, clear writing, and pedagogical material. The Second Edition contains extensive updates on policy, new case studies, and activities from current settings. This revised edition emphasizes: child development and learning attachment/key person relationships planning the environment for babies understanding every child working with parents This book will be useful to those on initial training courses, such as Foundation degrees, NVQ, BA Education and Early Childhood Studies, and for managers and practitioners undertaking CPD.

Extending Thought in Young Children

This second edition shows how teachers can advance professionally towards a greater knowledge of the young children’s thinking and learning.

Extending Thought in Young Children

Author: Chris Athey

Publisher: SAGE

ISBN: 1412921317

Page: 241

View: 745

This second edition shows how teachers can advance professionally towards a greater knowledge of the young children’s thinking and learning.

Public Understanding of Science

Psychological Review , 88 , 354–364 ; Bem , S. L. , 1983 , Gender schema theory
and its implications for child development : raising gender - aschematic children
in a gender - schematic society . Signs : Journal of Women in Culture and ...

Public Understanding of Science

Author:

Publisher:

ISBN:

Page:

View: 123

Developing Thinking and Understanding in Young Children

Those studying for a Foundation degree in Early Years and Childcare will also find this book to be of interest.

Developing Thinking and Understanding in Young Children

Author: Sue Robson

Publisher: Routledge

ISBN: 1136478922

Page: 262

View: 555

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.

Observing Gabby Child Development and Learning 0 7 Years

This book is about Gabby, an inquisitive girl who leads her own learning very effectively with support from the adults in her life.

Observing Gabby  Child Development and Learning  0 7 Years

Author: Cath Arnold

Publisher: McGraw-Hill Education (UK)

ISBN: 0335249981

Page: 144

View: 193

This book is about Gabby, an inquisitive girl who leads her own learning very effectively with support from the adults in her life. The author, her grandmother, draws on seven years of data from diaries, photos and Gabby’s own writing to consider her development and learning when cared for by both her parents and grandparents. Gabby builds on her experiences with her Latvian mother, English father and her elder sister as she faces and deals with transitions as she grows up. The chapters are presented in a chronological order as a ‘running record’ going from 0-1 year right through to 6-7 years and can be analysed through a range of theories and frameworks. With chapters considering theory and the data separately the reader can reach their own conclusions on child development before exploring the author’s analyses. Each chapter also considers the relevance of Ofsted’s Intent, Implementation and Impact framework and other theories and schemas. This book about one child's early development and learning is a fascinating insight into how young children learn for those studying or working in the early years field. It includes access to an online learning centre of video clips to bring the descriptions to life and provide further insight into Gabby’s development. "This carefully structured text will be helpful for anyone teaching or studying child development particularly with the addition of video materials to view alongside the book." Mary Briggs FRSA, CMathTeach, APECS, SFHEA, FCCT, Principal Lecturer and Programme Lead for Childhood and Education (ECS and Ed Studies), Oxford Brookes University, UK "This rich account of Gabby’s early childhood development takes the reader on an inspiring journey." Shirley Allen, School of Health and Education, Middlesex University "I would heartily recommend this book to any early years practitioner, who wants to better understand child development, improve the quality of their child observations and to develop their skill in linking the two seamlessly." Andrea Layzell, Project Lead and Tutor, Bradford Birth to 19 Teaching School Alliance Dr Cath Arnold has worked in the field of Early Childhood for over 40 years, as a practitioner/teacher, researcher, lecturer and author. Her particular interests include child study; schemas and parental involvement. This is her fifth book focussing on close observation of the spontaneous actions of young children.

Understanding Child Behavior Disorders

TABLE 2 - 2 COMPARISON OF THEORIES OF CHILD PSYCHOPATHOLOGY
Theory crete operational phase , the ... a new phe - nomenon , children can
assimilate the novel happening into their preexisting concepts or schemas , or
they can ...

Understanding Child Behavior Disorders

Author: Donna M. Gelfand

Publisher: Harcourt College Pub

ISBN:

Page: 483

View: 714

This text provides an interdisciplinary approach with a developmental perspective to child psychopathology. It is solidly grounded in both quantitative and qualitative research findings and incorporates information derived from clinical practice.