By Audrey Curtis
First released in 1986, this booklet has been drastically influential within the education improvement of early years employees. This re-creation has been totally revised to take account of alterations within the nationwide Curriculum, the e-book of the government's 'desirable results' assertion for the under-fives, and the creation of NVQ's in baby care and schooling. the recent variation additionally contains sections on:* the consequences of developmental psychology at the early years curriculum* operating with two-year-olds on self-awareness and social abilities* constructing verbal exchange, motor, analytical and challenge fixing abilities* fostering aesthetic and artistic know-how* play and the educational 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
Zimmerman and Rosenthal (1974) showed that modelling can be used to teach children to ask more efficient questions and to engage in more efficient problem-solving strategies. Overall it seems that adults who themselves are curious, questioning people and who value curious behaviour will encourage this characteristic in children in their care. Children do not appear to require extrinsic rewards for curious behaviour, rather they show that they are more attentive and receptive to information that stems from their own curiosity.
The directress has four main tasks: 1. To prepare herself. 2. To prepare the environment and provide a stimulating and challenging environment which will help children by creating a spontaneous learning situation. 3. To act as a link between the child and the materials. Teachers do this by demonstration and example. 4. To observe each child and note her interests and the way she works. These observations are used to decide what next should be presented to the child, how it is presented and when.
Chandler and Boyes showed that in 28 Curriculum in the early years a simple task where children are shown a picture of a teddy and a duck on opposing sides of an otherwise blank block they realise that when they can see the teddy, the person on the other side of the table can see the duck, and vice versa. Once the children have come to understand that the object has two sides they are able to cope with the problem. The important things for the children to realise are the properties of objects, and only then will they realise that others have different perspectives and what those perspectives are.