Shaping Early Childhood: Learners, Curriculum and Contexts
This book presents the latest research and thinking about good practice, discusses how various philosophies and beliefs influence decisions in early childhood education, and identifies the key thinkers behind each approach. By examining different perspectives, the book helps early childhood practitioners to navigate their way through competing views, make informed choices, and be critically reflective in their work.
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achieve activities adults anti-bias anti-bias curriculum approach to curriculum Australian behaviour behaviourist believe build Cannella centre challenge chapter child development child’s childcare children’s learning classroom cognitive construct constructivist create critical educators critical reflection culture curriculum goals developmental discourses diversity dolls early childhood curriculum early childhood education early childhood professionals early childhood programmes early childhood services early childhood settings educator’s environment ethical example experiences explore feminist poststructuralists fighting games gender girls High/Scope Ideas clarification exercise Ideas gallery Ideas summary implications Indigenous Australians individual interaction interpretive communities Jean Piaget knowledge knowledge–power learner MacNaughton maturationist meanings models observation and assessment parent involvement perspectives play position postmodern practice questions reflect critically Reflection sheet reforming relationships role of early skills social constructionism social learning theory specific staff structures teachers teaching and learning theorists theory thinking transforming understandings values young children
Page 24 - Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select — doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.
Page 107 - But pray remember children are not to be taught by rules; which will be always slipping out of their memories. What you think necessary for them to do, settle in them by an indispensable practice, as often as the occasion returns; and if it be possible, make occasions. This will beget habits in them, which being once established, operate of themselves, easily and naturally, without the assistance of the memory.
Page 158 - The inclination to learn from life itself and to make the conditions of life such that all will learn in the process of living is the finest product of schooling. When we abandon the attempt to define immaturity by means of fixed comparison with adult accomplishments, we are compelled to give up thinking of it as denoting lack of desired traits. Abandoning this notion, we are also forced to surrender our habit of thinking of instruction as a method of supplying this lack by pouring knowledge into...
Page 25 - There is a sensible way of treating children. Treat them as though they were young adults. Dress them, bathe them with care and circumspection. Let your behavior always be objective and kindly firm. Never hug and kiss them, never let them sit in your lap.
Page 152 - on the basis of this varied evidence it appears that there is a very strong case indeed for believing that prolonged separation of a child from his mother (or mother substitute) during the first five years of life stands foremost among the causes of delinquent character development...
Page 108 - In the illustration just used, it is the ability to see in the child's babblings the promise and potency of a future social intercourse and conversation which enables one to deal in the proper way with that instinct.
Page 16 - Condorcet still had the extravagant expectation that the arts and sciences would promote not only the control of natural forces but also understanding of the world and of the self, moral progress, the justice of institutions and even the happiness of human beings.
Page 19 - Direct the attention of your pupil to the phenomena of nature, and you will soon awaken his curiosity; but to keep that curiosity alive, you must be in no haste to satisfy it. Put questions to him adapted to his capacity, and leave him to resolve them.
Page 25 - Never hug and kiss them, never let them sit in your lap. If you must, kiss them once on the forehead when they say good night. Shake hands with them in the morning. Give them a pat on the head if they have made an extraordinarily good job of a difficult task.
Page 236 - Whariki document sets out: is founded on the following aspirations for children: to grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.
Student Behaviour: Theory and practice for teachers
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Spaces to Play: More listening to young children using the Mosaic approach
Alison Clark,Peter Moss
No preview available - 2005