Download Care and Education in Early Childhood: A Student's Guide to by Audrey Curtis PDF

By Audrey Curtis

The authors draw on their wide early years services to supply a accomplished and up to date evaluation of the most important concerns within the box of early early life care and education.In this well timed and available textual content, scholars will locate: an outline of the rules of potent perform discussions on equivalent possibilities and kid's rights an exam of the way teenagers examine and the educational problems they might face investigations into what operating with mom and dad relatively ability attention of different early years platforms in operation summaries of key administration concerns and necessary info on tips on how to tackle them comparability with eu views on early years care and schooling. The e-book covers the full age diversity from birth to eight years with a different part on the birth to three years age staff. every one bankruptcy is absolutely referenced to allow the reader to persist with up on study or new fabrics. Informative and fascinating, the publication demanding situations the reader to consider how underlying thought could be mirrored in perform. it is going to be crucial interpreting for all scholars of early years care and schooling, and early years practitioners.

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Extra info for Care and Education in Early Childhood: A Student's Guide to Theory and Practice

Sample text

For example, learning to stand up is not the result of previous experience. Like learning to walk and talk, this is a skill that has to be practised before it is fully acquired. Observational learning Observational learning results from observing the behaviour of other people. Almost anything can be learned from watching (or listening to) others. Social-learning theorists, of whom Bandura is one of the most important, accept that children learn a great deal from reinforcement and punishment, but argue that children 36 HOW CHILDREN LEARN acquire large parts of their behaviour by observing and imitating.

Another inconsistency he termed transductive reasoning, which means the child reasons from the particular to the particular. When any two events occur together the child will assume that the one has caused the other. ’ In this case the child had missed her normal lunch-time sleep and so could not understand that it could be the afternoon. Another limitation to the child’s thinking is associated with what Piaget terms egocentric thinking. The child sees the world from its own viewpoint and fails to take into account the perspectives of others.

Bruner argues that it is essential for us to have a great deal of motor skill before we can form an image to represent a sequence of acts. We have to have a lot of practice at riding a bicycle before 42 HOW CHILDREN LEARN the actions become automatic. He considers that it is difficult for an educator to distinguish between enactive and iconic representation, but stresses the importance of talking with children and discussing actions and events with them so that they have the words to build images.

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