By Audrey Curtis
First released in 1986, this ebook has been greatly influential within the education improvement of early years staff. This new version has been absolutely revised to take account of adjustments within the nationwide Curriculum, the ebook of the government's 'desirable results' assertion for the under-fives, and the advent of NVQ's in baby care and schooling. the hot variation additionally contains sections on:* the consequences of developmental psychology at the early years curriculum* operating with two-year-olds on self-awareness and social talents* constructing conversation, motor, analytical and challenge fixing talents* fostering aesthetic and artistic expertise* play and the training surroundings* record-keeping and evaluation* concerning mom and dad* continuity from pre-schooling to statutory education.
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Extra info for A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition
The development of self-awareness is more than just understanding the development of bodily and sensory awareness skills. There is another aspect which is related to the emotions and inner experiences. For many years, influenced by the findings of Piaget, it was argued that young children are egocentric and therefore unable to take another person’s point of view. Later research has suggested that this may not be so, an approach which has confirmed the feelings of many workers with young children who have long felt that three- and four-year-old children display feelings of empathy and understanding towards other children and adults.
G. recalling and anticipating events, learning to find things in the classroom. These key experiences provide the framework for planning and evaluating activities and enable the staff to guide children from one learning experience to another. It is a child-centred approach that ensures that children are making choices and decisions about what they will do, while the adults play a guiding, supportive role. Curriculum in the early years 25 The sessions are organised for both small- and large-group activities and include both snack time and tidy-up time, the latter being an important part of the child’s learning process.
Overall these definitions adopt a broad perspective of curriculum, embracing a subjectbased curriculum such as the National Curriculum with its programmes of study, specifying the knowledge and understanding which all children need to know and understand, as well as an informal curriculum, overt or hidden, which includes children learning about themselves and the social world in which they live. To date there is no curricular entitlement for children under statutory school age in this country although the introduction of the Desirable Outcomes will go some way to ensuring that all early childhood institutions will offer certain programmes of learning.
A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition by Audrey Curtis