By Audrey Curtis
First released in 1986, this e-book has been vastly influential within the education improvement of early years employees. This new version has been absolutely 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 hot version additionally comprises sections on:* the results of developmental psychology at the early years curriculum* operating with two-year-olds on self-awareness and social talents* constructing conversation, motor, analytical and challenge fixing talents* fostering aesthetic and artistic information* play and the educational atmosphere* record-keeping and overview* concerning mom and dad* continuity from pre-schooling to statutory education.
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Additional resources for A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition
According to Kelly (1994), the term ‘developmentally appropriate practice’ indicates that the focus of the early childhood curriculum must be on the child and her development rather than on subjects and knowledge, the process being more important than the product. This approach, as has already been mentioned, was advocated by the Hadow Report (1933), which argued that the curriculum needs to be framed in terms of activity and experience rather than knowledge to be acquired and facts to be stored.
Any child who is different from the ‘norm’ is likely to cause discomfort and may therefore be rejected, although with sensitive adult support many young children are able to empathise with people with physical disabilities. Educators will need to work hard at ensuring that such children develop positive self-concepts. The idea that the body changes with age (although certain disabilities remain) is a difficult one for children to grasp. Even those who have baby siblings and accept that they too will become boys and girls find it hard to understand that ‘mother’ or ‘teacher’ was once a baby.
Piaget’s work, though, is descriptive, and as Bruner (1966) has pointed out, he is deeply concerned with the nature of knowledge per se, knowledge as it exists at different points in the development of the child. He is considerably less interested in the processes that make growth possible. It is this descriptive quality which has made critics such as Dearden (1976) point out that Piaget’s theory offers no practical support to teachers as to how to promote intellectual development. On the other hand, Bruner has postulated a theory of instruction which interacts with his theory of cognitive development.