Understanding Schemas and Emotion in Early Childhood

Author: Cath Arnold

Publisher: SAGE

ISBN:

Category: Education

Page: 172

View: 135

Understanding Schemas and Emotion in Early Childhood 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.

Understanding Schemas and Emotion in Early Childhood

Author: Cath Arnold

Publisher: SAGE

ISBN:

Category: Education

Page: 193

View: 162

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.

Understanding Schemas and Young Children

From Birth to Three

Author: Frances Atherton

Publisher: SAGE

ISBN:

Category: Education

Page: 224

View: 428

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.

A-Z Of Play In Early Childhood

Author: Moyles, Janet

Publisher: McGraw-Hill Education (UK)

ISBN:

Category: Education

Page: 175

View: 191

The key themes in play are explored through an A -- Z approach covering key concepts, theories / theorists, and figures. Rather than conventional chapters, there are brief sections outlining the main areas under any particular letter of the alphabet (the length dependent on the potential content for that letter). Topics range from baby play to holistic learning to kinaesthesia and therapy. This is a fun book which would be very useful on courses attempting to introduce students to all aspects of young children's play. A further feature of the book is that some well known early years people (e.g. Profs Tricia David, Carol Aubrey, Angela Anning, Lilian Katz etc) have agreed to write a very few original thoughts identifying their own passion and interest for a particular aspect of play or a particular influence in their lives.

EBOOK: A-Z of Play in Early Childhood

Author: Janet Moyles

Publisher: McGraw-Hill Education (UK)

ISBN:

Category: Education

Page: 192

View: 481

This indispensible guide uses a unique glossary format to explore some of the key themes in play in early childhood, many of which regularly arise for students, tutors, parents and practitioners. As well as covering key concepts, theories and influential figures in the field, the book considers important aspects of each construct and highlights the complexity of play in early childhood. Each section of the book: Outlines key aspects of a construct in relation to play Includes a wide range of references Summarizes research from an international perspective Offers insights from other well known figures with expertise in play This book takes the stance that play is vital to children’s holistic development, self-efficacy and well-being and that play, and playful learning and teaching, is the essential ingredient in order for children to develop enthusiastic dispositions to learning. This positive view of play draws on the author’s extensive experience and observations of children playing in preschool settings, early years classrooms, out in the park and in different home situations. This essential reference book is vital reading for all those working and playing with young children and students on early childhood courses. “Janet Moyles consistently provides informed and valuable insights in her writing about the contested world of play. Her work is guaranteed to be informed by watching and listening to children, by her understanding of what they say and think, as well as by her wide-ranging knowledge of significant research in the field. In this, A-Z of Play in Early Childhood, Janet demonstrates her encyclopaedic knowledge of the field which will be of enormous value to those studying play who are looking for explanations, references and cross references. Indeed, the introduction should be used as a base text for those beginning their studies of play. Janet writes in a brilliantly authoritative style as she draws in research and researchers who surround quite contentious and complex issues. This is a scholarly text and is to be trusted.” Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK “In this fascinating and engaging text, Janet Moyles does not attempt to define play. Rather, through a deceptively simple glossary, she illustrates and explores the complexity of play in early childhood. Each entry draws on theory and research from the UK and beyond in order to outline and summarise current thinking and to support further exploration of key ideas. This text will be invaluable to early childhood students and practitioners and to all those interested in extending their thinking about play.” Professor Trisha Maynard, Director, Research Centre for Children, Families and Communities, Canterbury Christ Church University, UK “Those of us who have prepared indexes know about the serendipity of insights gained and new connections made. Here Janet Moyles shares with us her understanding and reflection on play gleaned from many years of writing about (and indexing) play. This book certainly works a useful dictionary to remind us of what (for example) ‘epistemic play’ means, but I would advise readers to approach it more playfully. The innovative index-as-chapter-heading tempts you to flick across to other sections and Moyles’s explanations and discursive comments lead your thinking out from the particular entry into wider consideration of the importance of play. The imaginative use of photographs to illustrate entries, combined with illustrative examples, helps to make distinctions between the different types/aspects of play, and unobtrusive referencing is available for those who have been inspired to pursue particular interests further.” Dr Jan Georgeson, Research Fellow in Early Education Development, Plymouth University, UK “Janet’s brilliant idea - coupled with her characteristic meticulous application - has provided early childhood education and care with a rich treasure trove: a book to use for reference, as a starting point for reflection, a spark for debate and, importantly, a reiteration of the central role of play in the lives of children.” Tricia David, Emeritus Professor, Canterbury Christ Church University, UK

Understanding the Emotional Needs of Children in the Early Years

Author: Tricia Johnson

Publisher: Routledge

ISBN:

Category: Education

Page: 166

View: 892

This accessible book focuses on the emotional needs, experiences and development of young children, exploring the role of the practitioner in ensuring that each and every child feels loved, supported and safe; able to develop secure attachments and flourish in the first five years and beyond. Drawing upon neuro-scientific research and referencing key theories relating to attachment, and health and wellbeing, the book examines the responsibilities of the early years practitioner in supporting children to reach their full potential. The response of the adult to the emotional needs of individual children is analysed in detail, and the impacts of various experiences, cultures and contexts on a child’s emotional wellbeing are considered. With topics including safeguarding, communication, the physical environment, neurological development and Attachment Theory, readers will: learn how to respond appropriately to individual children extend their role as a Key Person and their position in a multi-professional team increase their understanding of the interaction between home and childcare settings reflect on the importance of in-depth observation, the environment and quality of care provided in their settings. Supported by rich case studies, provocations and examples of good practice to encourage reflection and improve future practice, Understanding the Emotional Needs of Children in the Early Years is an engaging and comprehensive guide for all early years practitioners, early years students and professionals including paediatric nurses, health visitors and social workers.

Developing Thinking and Understanding in Young Children

An Introduction for Students

Author: Sue Robson

Publisher: Routledge

ISBN:

Category: Education

Page: 314

View: 128

The third edition of this essential book presents a comprehensive and accessible overview of contemporary theory and research about young children’s developing thinking and understanding. Sue Robson’s detailed exploration of the ideas and theories is 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. This new edition brings together up-to-date research into neuroscience and digital learning, combining theory with discussions for best practice. Each chapter also includes ideas for further reading and suggested activities. Key chapters explore the following: Theories of cognitive development The social, emotional and cultural contexts of children’s thinking Developments in brain science and young children The central roles of play and language in young children’s developing thinking Children’s conceptual development; visual thinking and thinking in music This book is crucial reading for all those interested in how young children develop through their thoughts and actions, including students of Early Years studies, teachers and early years practitioners.

Observing Gabby: Child Development and Learning, 0-7 Years

Author: Cath Arnold

Publisher: McGraw-Hill Education (UK)

ISBN:

Category: Education

Page: 144

View: 331

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.

Health and Well-being in Early Childhood

Author: Janet Rose

Publisher: SAGE

ISBN:

Category: Education

Page: 200

View: 747

The health and well-being of children is integral to learning and development but what does it actually mean in practice? This textbook draws on contemporary research on the brain and mind to provide an up-to-date overview of the central aspects of young children’s health and well-being – a key component of the revised EYFS curriculum. Critically engaging with a range of current debates, coverage includes early influences, such as relationships, attachment (attachment theory) and nutrition the role of the brain in health and well-being the enabling environment other issues affecting child development To support students with further reading, reflective and critical thinking it employs: case studies pointers for practice mindful moments discussion questions references to extra readings web links This current, critical and comprehensive course text will provide a solid foundation for students and practitioners on a wide range of early childhood courses, and empower them to support and nurture young children’s health and well-being.

Schemas: A Practical Handbook

Author: Laura England

Publisher: Bloomsbury Publishing

ISBN:

Category: Education

Page: 64

View: 214

Why is there always one child who persistently plays with the door, who mixes sand with water or throws objects across the room? Can these repetitive behaviours, known as schemas, be useful in targeting children's next steps within the EYFS? Is there a way to use them to unlock learning is young children? Schemas: A Practical Handbook not only explains what schemas are and how to identify them, but also expands on that knowledge. With the use of pragmatic ideas, rather than being based solely on theory, it explores how schemas are useful in developing children's learning alongside what they already do. The standalone chapters each revolve around a particular schema and feature case studies to discuss how that schema can be used to help children progress within the seven areas of learning, as outlined in the EYFS. Laura England further supports this development with suggestions for enhancements to the environment, core resources and activities. This step-by-step guide is essential for practitioners wishing to further their understanding of children's learning.