By Audrey Curtis
First released in 1986, this ebook has been tremendously influential within the education improvement of early years employees. This re-creation has been totally revised to take account of adjustments within the nationwide Curriculum, the booklet of the government's 'desirable results' assertion for the under-fives, and the advent of NVQ's in baby care and schooling. the hot version additionally comprises sections on:* the consequences of developmental psychology at the early years curriculum* operating with two-year-olds on self-awareness and social talents* constructing communique, motor, analytical and challenge fixing abilities* fostering aesthetic and inventive wisdom* play and the training setting* record-keeping and evaluation* regarding 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
One approach which is widely accepted in educational circles is the cognitive approach which takes the view that children are more likely to investigate, be curious and explore if they encounter something new, complex, incongruous or surprising because these experiences cause conceptual conflict which the child must resolve. Although exposure to a novel and varied environment should produce intrinsic motivation, the particular stimuli that produce intrinsic motivation differ for each child because cognitive conflict can exist only in relation to the child’s current knowledge.
It appears that length of hair and body build are the most important cues for four- to six-year-old children in establishing sex. In some cases we know that up to the age of four to five children are not fully aware of gender constancy and it is possible to ask, for example, a four-year-old girl who wears dresses all the time whether she would turn into a boy if she wore trousers and to get a reply which points to the child’s uncertainty as to whether a clothing change could imply a sex change.
We believe that, in fulfilling this task for the under fives, educators should guard against pressures which might lead them to overconcentration on formal teaching and upon the attainment of a specific set of targets. Research points to the importance of a broad range of experiences in developing young children’s basic abilities. The educator working with under fives must pay careful attention not just to the content of the child’s learning, but also to the way in which that learning is offered to and experienced by the child, and the role of all those involved in the process.
A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition by Audrey Curtis