Developing Learning in Early Childhood

Developing Learning in Early Childhood

by Tina Bruce
     
 

ISBN-10: 0761941754

ISBN-13: 9780761941750

Pub. Date: 03/11/2004

Publisher: SAGE Publications

Reporting on recent work conducted with young children at the Castlebrae Community Cluster of Craigmillar (a UK cluster of schools and children's development centers), Bruce (U. of Surrey Roehampton, UK) explores the project's work in learning about and promoting the stages of development in children from birth to age eight. Individual chapters discuss brain

Overview

Reporting on recent work conducted with young children at the Castlebrae Community Cluster of Craigmillar (a UK cluster of schools and children's development centers), Bruce (U. of Surrey Roehampton, UK) explores the project's work in learning about and promoting the stages of development in children from birth to age eight. Individual chapters discuss brain development, the sense of self, social development, communication, senses and movement, play, and using symbols. Distributed by Sage. Annotation ©2004 Book News, Inc., Portland, OR

Product Details

ISBN-13:
9780761941750
Publisher:
SAGE Publications
Publication date:
03/11/2004
Series:
Zero to Eight Series
Pages:
248
Product dimensions:
6.69(w) x 9.53(h) x (d)

Table of Contents

Dedicationviii
Acknowledgementsx
Forewordxi
Preface for the 0-8 seriesxv
Background: holistic services for whole children1
The Castlebrae Community Cluster1
Follow-up3
Nursery schools3
Books for Babies project6
Food for Tot project7
The children and families centres and the primary schools8
1How does learning develop?9
Critical periods10
Sensitive periods11
The world of people16
2Mind and brain20
Christopher's brain21
Consciousness25
Development27
Learning29
3A sense of self33
A sense of embodiment--knowing I am me33
Who am I in time and space, and why do things happen as they do?36
Children with complex needs37
The treasure basket40
Resilient children40
Attachments and a secure base41
Me and you43
Observing children in natural settings rather than observing children in laboratory conditions45
Different theories of mind47
The importance of memories48
4Social and cultural development51
Books creating access to the culture52
Walking, talking and pretending55
Participating in dances and music57
The socio-cultural aspects of developing learning65
5Communication69
Interaction with self and others70
Co-ordination and the brain76
Cracking the language code77
The way adults and children communicate79
Developing spoken or signed language84
The sounds of languages86
Developing play supporting developing language87
6Talk92
The rules of grammar94
Developing language by talking and listening94
Cultivating talk96
Asking children questions98
How adults are crucial100
7Doing real things103
Developing the senses and movement103
The outdoor garden107
Woodwork, a traditional learning experience109
Process and product111
Understanding how to transform materials112
Making sense, adults and children together115
Cooking116
Feeding the senses: the Food for Tot project121
Local outings124
Active learning wherever you go, indoors and outdoors127
8Why is play important?129
Pioneers of play130
Theories about play133
Theories about feelings and play136
Cognitive theories of play140
Attempting to define play and pin it down143
9The essentials of play148
The 12 features of free-flow play149
First-hand experience used in play150
Making up rules of your own during play153
Making products and play props154
Choosing to play156
Rehearsing and recasting pasts, futures and possibilities157
A world of pretend157
Playing alone159
Playing together160
The importance of carrying out your personal play agenda161
Being deeply involved during play162
Demonstrating recent learning, skills and competencies164
Play as an integrating mechanism166
Getting to the essentials of play167
10Using symbols170
Children beginning to be symbol users172
Symbols using written words173
Personal and conventional symbols173
Early reading177
The first layer of symbolic behaviour--beginning to read and write179
The second layer of symbolic behaviour--becoming an emergent reader180
Encouraging children to use a wide range of symbols181
Using symbols in role play scenarios184
Creating an environment which encourages children to become symbol users189
Long, long ago--developing an understanding of historic time190
11Learning in childhood and beyond: Charlie's day196
Bibliography and references213
Index227

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