Understanding Schemas in Young Children

by Stella Louis

There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development.

Understanding Schemas in Young Children

Author: Stella Louis

Publisher: A&C Black

ISBN: 140819435X

Page: 112

View: 386

What are schemas and why do they matter? Again! Again! provides an introduction to understanding and supporting schemas and schema play in young children. Practitioners will find an overview of schemas with guidance on where they fit within the EYFS. There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development. The intention is to help early years practitioners identify schemas and to understand both how important they are and the vital role they play in the growing child's learning. The aim is to help the reader understand how they can develop, plan and resource activities which support children's learning through experiment and play.

Again Again

by Stella Louis

There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development.

Again Again

Author: Stella Louis

Publisher: A&C Black

ISBN: 1905019955

Page: 112

View: 637

What are schemas and why do they matter? Again! Again! provides an introduction to understanding and supporting schemas and schema play in young children. Practitioners will find an overview of schemas with guidance on where they fit within the EYFS. There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development. The intention is to help early years practitioners identify schemas and to understand both how important they are and the vital role they play in the growing child's learning. The aim is to help the reader understand how they can develop, plan and resource activities which support children's learning through experiment and play.

Understanding Schemas and Emotion in Early Childhood

by Cath Arnold

This book makes explicit connections between young children's spontaneous repeated actions, and their representations of their emotional worlds.

Understanding Schemas and Emotion in Early Childhood

Author: Cath Arnold

Publisher: SAGE

ISBN: 9781446246542

Page: 192

View: 317

This book makes explicit connections between young children's spontaneous repeated actions, and their representations of their emotional worlds. Drawing on the literature on schemas, attachment theory and family contexts, the author takes schema theory into the territory of the emotions, making it relevant to the social and emotional development strand in early childhood education. Based on research carried out alongside children, parents, workers and co-researchers at the world-famous Pen Green Nursery, and using case studies of a small number of individual children, the author shows new links between cognition and affect. The book includes a brief summary of a method of Child Study, using video and reflections on video sequences. This book will be of interest to students and practitioners on Early Childhood undergraduate and postgraduate courses, as well as those taking modules on schema theory.

Threads of Thinking

by Cathy Nutbrown

In her new edition of this popular book, Cathy Nutbrown presents evidence of continuity and progression in young children's thinking.

Threads of Thinking

Author: Cathy Nutbrown

Publisher: SAGE

ISBN: 9781446246368

Page: 216

View: 282

In her new edition of this popular book, Cathy Nutbrown presents evidence of continuity and progression in young children's thinking. She shows, with detailed observation, that they are able and active learners. She considers aspects of children's patterns of learning and thinking - or schemas - and demonstrates clearly how children learn in an active, dynamic and creative way. This book makes schema theory explicit in practice. Supported by numerous detailed examples and the discussion of difficult theoretical issues, it illustrates children's learning in areas such as literacy, maths and science. This new edition includes: - discussion on the need for professional development - changes in early years pedagogy - more discussion of theories of learning in relation to curriculum and teaching practices - new examples of children's drawings - new suggestions for using stories to support schemas. Threads of Thinking is for early years practitioners who wish to support and develop children's learning. Professor Cathy Nutbrown is Director of Studies in Early Childhood Education at the University of Sheffield.

Understanding Schemas and Young Children

by Frances Atherton

There is a responsiveness here which avoids Elfer's notion of 'planned' in favour
of a more reactive kind of engagement. To be able to react to, anticipate,
understand and nurture the nuances of children's thinking encountered during
playful ...

Understanding Schemas and Young Children

Author: Frances Atherton

Publisher: SAGE

ISBN: 1446281590

Page: 224

View: 722

Shortlisted for the 2013 Nursery World Awards! 'This exciting book will greatly enhance understanding of learning throughout the early years, and reinforces the importance of responsive professionals who understand children's schemas. Atherton and Nutbrown have brought together socio-cultural and cognitive learning theories with ease, and their metaphors are brilliantly evocative' -Dr Anne Meade, Consultant 'This book is drawn from a study carried out with rigour and contains several gems, such as the 'bike and slide exploration'; the idea of adults engaging in 'a dialogue of conceptual correspondence' with children; and tables outlining 'what the children might have been thinking'. A great read!' -Dr Cath Arnold, Pen Green Early Years Centre 'This is an exciting and illuminating account of babies and toddlers, following their schema fascinations with determination and competence, as they continually explore and experiment and come to know their world. This book captivated me. It should be in every early childhood education setting' -Pam Cubey This is the first book to focus specifically on Schemas and children under three. The authors trace the development of schemas from motor level through to symbolic representation, and show how to use schema theory to understand young children's learning and behaviour. This accessible and student-friendly book includes: -activities and discussion points -links to policy and practice -descriptive observational material -a look at the ethics of this kind of research -numerous photographs and illustrations -suggestions for follow-up reading The book is aimed at early childhood professionals and practitioners in ECEC settings, as well as those on initial training courses, teacher education, Early Years courses, and higher degrees.

Thinking Children

by Anne Meade

Good observational skills are a key element and the book features a Child Observation Schedule.

Thinking Children

Author: Anne Meade

Publisher:

ISBN: 9781877398407

Page: 176

View: 213

This vastly expanded new edition of THINKING CHILDREN explores the frequently observed schemas of young children - patterns of behaviour from which understanding and growth is derived - and draws out the nature of this learning. It is essential that adults working with young children are able to recognise and identify schema learning and understand and support the opportunities for learning they present. Good observational skills are a key element and the book features a Child Observation Schedule.

How to Use Work Group Supervision to Improve Early Years Practice

by Stella Louis

It is often described as the kind of play that infants and young children sometimes
engage with because they are naughty or perhaps ... Atherton, F. & Nutbrown, C.
(2013) Understanding Schemas and Young Children: From Birth to Three.

How to Use Work Group Supervision to Improve Early Years Practice

Author: Stella Louis

Publisher: Routledge

ISBN: 0429589913

Page: 162

View: 895

How to Use Work Group Supervision to Improve Early Years Practice presents a new model for supervision as a collaborative process, and explores how this process can benefit practitioners at all stages in their career to reflect on and improve their own practice. Supported by detailed case studies which contextualise Work Group Supervision, Louis offers practical support which will help practitioners develop their knowledge and skills, and to work together to develop a shared understanding and more successful practice. Louis covers a range of insightful topics to help practitioners utilise the Work Group Supervision method to improve their practice, including: What Work Group Supervision is and how it can help practitioners How to develop self-understanding and professional practice Theories on child observation, and using observation to tune into children The importance of respectful interactions as a leader and among peers How to Use Work Group Supervision to Improve Early Years Practice is ideal for Early Years practitioners and teachers, managers of Early Years settings and students on courses for leadership in Early Childhood settings.

Understanding Schematic Learning at Two

by Julie Brierley

London: Cabinet Office. Arnold, C. (2010). Understanding Schemas and Emotion
in Early Childhood. London: Sage. Athey, C. (1990). Extending Thoughts in
Young Children: A Parent Teacher Partnership. London: Paul Chapman
Publishing.

Understanding Schematic Learning at Two

Author: Julie Brierley

Publisher: Bloomsbury Publishing

ISBN: 1474257550

Page: 208

View: 839

Providing a deeper understanding of how two-year-old children learn, Understanding Schematic Learning at Two highlights how a schematic pedagogy can be used to recognise and support two-year-old children's thinking and understanding of the world around them. Over a 16-week period four children's individual experiences and stories are constructed, providing detailed written and photographic evidence of the unfolding schematic learning journeys of each. Following the children from nursery setting to their home environments, readers gain a greater understanding of how, even at such a young age, children are intrinsically motivated to select resources from the environment to support their schematic pursuits. The book focuses on the importance of an appropriate environment and informed pedagogy to support two-year-old children's schematic explorations and the significant role adults play in developing these. Beginning by highlighting the important links between learning opportunities, environment and the role of the adults, Brierley and Nutbrown briefly trace the origins of schema and provide an overview of some definitions and characteristics of schemas. This leads to an exploration of how the early years landscape has been influenced through a research, practice and government policy initiatives, concluding that future focus must foreground how children learn. Understanding Schematic Learning at Two highlights how recognising and valuing young children's schemas can provide their supportive adults with the opportunity and ability to acknowledge two-year-old children's capability to actively construct and develop an understanding of the world they live in.

Readings for Reflective Teaching in Early Education

by Jennifer Colwell

The following reading explains schemas, the learning patterns of babies and
young children. Understanding schemas is important for all early years
practitioners as schemas are the behaviours which foster children's early
foundations of ...

Readings for Reflective Teaching in Early Education

Author: Jennifer Colwell

Publisher: Bloomsbury Publishing

ISBN: 1472509684

Page: 304

View: 882

Readings for Reflective Teaching in Early Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for early years practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. Readings for Reflective Teaching in Early Education, the core text, Reflective Teaching in Early Education, and the website, provide a fully integrated set of resources promoting the expertise of early years professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.

Children s Lively Minds

by Deb Curtis

Clear, practical advice for adults observing children's cognitive development associated with Jean Piaget's schema theory.

Children s Lively Minds

Author: Deb Curtis

Publisher:

ISBN: 9781605546940

Page: 224

View: 319

Clear, practical advice for adults observing children's cognitive development associated with Jean Piaget's schema theory.

Young Children Learning Through Schemas

by Cath Arnold

We have found schemas most helpful in understanding young children and for
planning a rich and meaningful curriculum. 'A schema is a pattern of repeated
actions. Clusters of schemas develop into later concepts' (Athey 2003). The use
of ...

Young Children Learning Through Schemas

Author: Cath Arnold

Publisher: Routledge

ISBN: 041569731X

Page: 183

View: 623

Young Children Learning Through Schemas is a creative and highly engaging text that shows how young children can learn through exploring repeated patterns in their actions. With contributions from a range of practitioners, this book examines the philosophical approaches underpinning constructivism and includes a variety of case studies of small children in order to demonstrate the universal explorations we all engage in as human beings. This approach from the contributors, which involves presenting observations of one or two young children per chapter, is engaging, inspirational and yet rooted in every day practice. Chapters include a variety of observations of young children at home, in nursery and in groups with their parents or carers, which continue the dialogue about early years practice and the roles of families and professionals. Containing a wealth of illustrative photos, any practitioner researching or working in the area of Early Years education and care will find this book essential reading.

Mathematics for Tomorrow s Young Children

by C.S. Mansfield

As mentioned above, different versions of tile Schema play a crucial role in
children's understanding them. A Schema is a key to relating children's modeling
activities with theoretical mathematical content. We posed two questions in the ...

Mathematics for Tomorrow s Young Children

Author: C.S. Mansfield

Publisher: Springer Science & Business Media

ISBN: 9401722110

Page: 329

View: 461

Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activity theory, also emphasise the importance of social interactions. Along with social constructivism, Vygotsky's writings on children's learning have recently also undergone close scru tiny and researchers are attempting a synthesis of aspects ofVygotskian theory and social constructivism. This re-examination of Vygotsky's work is taking place in many other subject fields besides mathematics, such as language learning by young children. It is interesting to speculate why Vygotsky's writings have appealed to so many researchers in different cultures and decades later than his own times. Given the recent increased emphasis on the social nature of learning and on the interactions between student, teacher and context factors, a finer grained analysis of the nature of different theories of learning now seems to be critical, and it was considered that different views of students' learning of mathematics needed to be acknowledged in the discussions of the Working Group.

Observing and Developing Schematic Behaviour in Young Children

by Tamsin Grimmer

This guide explains what schemas are, stripping back the technical language often used to describe them, and how to interpret and extend schematic behaviour to benefit the child.

Observing and Developing Schematic Behaviour in Young Children

Author: Tamsin Grimmer

Publisher: Jessica Kingsley Publishers

ISBN: 1784504505

Page: 192

View: 659

Observing and understanding schematic behaviour confidently is vital for anyone working with or looking after young children. This guide explains what schemas are, stripping back the technical language often used to describe them, and how to interpret and extend schematic behaviour to benefit the child. It looks specifically at 12 different schemas, such as connection, rotation and transportation, and includes case studies, interpretation of the observations and practical ideas for how to use this information to aid children's learning, development and play. Making schemas and schematic behaviour more understandable, this book will give early years practitioners and parents the confidence to identify schemas and plan future learning opportunities to support children based on this knowledge.

Children s Mathematics

by Maulfry Worthington

The cat from France likes to sing and dance but my cat likes to hide in boxes (
Sutton, 1984, pp: 4 and 6). We have found that our knowledge of young children's
schemas has informed our teaching immensely. It has helped us understand ...

Children s Mathematics

Author: Maulfry Worthington

Publisher: SAGE

ISBN: 9780761940708

Page: 242

View: 815

Drawing on their many years' experience of teaching children 3 to 8 years, the authors explain the development and range of young children's mathematical marks and representations.

Understanding how Young Children Learn

by Wendy L. Ostroff

Ostroff highlights processes that propel learning (including play and collaboration), distilling the research into the most important ideas teachers need to design pedagogy and curriculum.

Understanding how Young Children Learn

Author: Wendy L. Ostroff

Publisher: ASCD

ISBN: 1416614222

Page: 200

View: 917

Human beings are born to learn. During the last few decades, developmental science has exploded with discoveries of how, specifically, learning happens. This provides us with an unprecedented window into children's minds: how and when they begin to think, perceive, understand, and apply knowledge. Wendy Ostroff builds on this research and shows you how to harness the power of the brain, the most powerful learning machine in the universe. She highlights the processes that inspire or propel learning--play, confidence, self-regulation, movement, mnemonic strategies, metacognition, articulation, and collaboration--and distills the research into a synthesis of the most important takeaway ideas that teachers will need as they design their curriculum and pedagogy. Each chapter has suggested activities for exactly how teachers can put theory into practice in the classroom. When you understand how your students learn, you will know how to teach them in ways that harness the brain's natural learning systems. Dr. Wendy L. Ostroff is Associate Professor in the Program for the Advancement of Learning at Curry College.

Schema Therapy with Children and Adolescents

by Peter Graaf

This book presents the first English language guide to adapting schema therapy (ST) for children and adolescents.

Schema Therapy with Children and Adolescents

Author: Peter Graaf

Publisher: Pavilion Publishing and Media Limited

ISBN: 9781912755820

Page: 388

View: 954

This book presents the first English language guide to adapting schema therapy (ST) for children and adolescents. Written by the developers of the approach, it presents a wide range of innovative child- and parent-specific techniques, with detailed guidance on how to apply them across five key developmental stages from infancy to young adulthood. With detailed guidance on how to enact age-appropriate schema dialogues and imaginative use of play to reinforce or replace imagery rescripting, Schema Therapy for Children and Adolescents allows therapists to help young people put difficult events behind them and choose new, healthier ways forward.

A Textbook of Children s and Young People s Nursing E Book

by Dr Jim Richardson

Within Piaget's theories three additional key concepts underpin a child's
emergent understanding of the world (derived from Meadows 2006, Piaget 1929,
1930, Piaget & Inhelder 1969, Santrock 2009, Vacik et al 2001): • Scheme or
schema: ...

A Textbook of Children s and Young People s Nursing E Book

Author: Dr Jim Richardson

Publisher: Elsevier Health Sciences

ISBN: 0702044407

Page: 776

View: 956

nurse for life – electronic access only Get to all of the high-quality content from Elsevier faster than ever! Your favourite textbooks are now available as e-books through nurse for life, allowing you to: Electronically search the book Create and share notes and highlights Save time with automatic referencing Load it up and change the way you learn! What do I get? You will be emailed a PIN code that will give you perpetual access to the electronic version of the book through nurse for life. Book description This title is directed primarily towards health care professionals outside of the United States. Covering the full age and specialty spectrum this text brings together for the first time, individual chapters from among the most respected children's nurses. This textbook is rooted in child-centred health care within a family context and draws upon best contemporary practice throughout the UK and further afield. This innovative text harnesses new design parameters in enquiry-based/problem-based learning, providing up-to-date information on a wide range of topics. In an exciting addition each chapter offers readers additional material on an Evolve website. Full Microsoft PowerPoint presentations augment the written chapters and provide extra information that includes case studies, moving image, photographs and text. Each chapter offers readers additional material on an Evolve website. Full Microsoft PowerPoint presentations augment the written chapters and provide extra information that includes case studies, moving image, photographs and text. Aims, objectives, learning outcomes, a summary box in each chapter and key points assist learning and understanding Professional conversation boxes enliven the text on the page and make it more interesting to dip into Suggestions for seminar discussion topics to help teachers Case studies help to relate theory to practice Prompts to promote reflective practice Activity boxes/suggested visits Evidence based practice boxes which highlight key research studies, annotated bibliographies including details of web-sites and full contemporary references to the evidence base Resource lists including recommended web-site addresses

Oxford Companion to Emotion and the Affective Sciences

by David Sander

Expressive-behaviour play is also fundamental to the development of young
children's emotion schemas or feeling-cognition structures that constitute emotion
knowledge, the understanding of the expressions, feelings, and functions of ...

Oxford Companion to Emotion and the Affective Sciences

Author: David Sander

Publisher: OUP Oxford

ISBN: 0191021016

Page: 520

View: 647

Few areas have witnessed the type of growth we have seen in the affective sciences in the past decades. Across psychology, philosophy, economics, and neuroscience, there has been an explosion of interest in the topic of emotion and affect. Comprehensive, authoritative, up-to-date, and easy-to-use, the new Oxford Companion to Emotion and the Affective Sciences is an indispensable resource for all who wish to find out about theories, concepts, methods, and research findings in this rapidly growing interdisciplinary field - one that brings together, amongst others, psychologists, neuroscientists, social scientists, philosophers, and historians. Organized by alphabetical entries, and presenting brief definitions, concise overviews, and encyclopaedic articles (all with extensive references to relevant publications), this Companion lends itself to casual browsing by non-specialists interested in the fascinating phenomena of emotions, moods, affect disorders, and personality as well as to focused search for pertinent information by students and established scholars in the field. Not only does the book provide entries on affective phenomena, but also on their neural underpinnings, their cognitive antecedents and the associated responses in physiological systems, facial, vocal, and bodily expressions, and action tendencies. Numerous entries also consider the role of emotion in society and social behavior, as well as in cognitive processes such as those critical for perception, attention, memory, judgement and decision-making. The volume has been edited by a group of internationally leading authorities in the respective disciplines consisting of two editors (David Sander and Klaus Scherer) as well as group of 11 associate editors (John T. Cacioppo, Tim Dalgleish, Robert Dantzer, Richard J. Davidson, Ronald B. de Sousa, Phoebe C. Ellsworth, Nico Frijda, George Loewenstein, Paula M. Niedenthal, Peter Salovey, and Richard A. Shweder). The members of the editorial board have commissioned and reviewed contributions from major experts on specific topics. In addition to comprehensive coverage of technical terms and fundamental issues, the volume also highlights current debates that inform the ongoing research process. In addition, the Companion contains a wealth of material on the role of emotion in applied domains such as economic behaviour, music and arts, work and organizational behaviour, family interactions and group dynamics, religion, law and justice, and societal change. Highly accessible and wide-ranging, this book is a vital resource for scientists, students, and professionals eager to obtain a rapid, conclusive overview on central terms and topics and anyone wanting to learn more about the mechanisms underlying the emotions dominating many aspects of our lives.

Spatial Schemas and Abstract Thought

by Merideth Gattis

Chapter 7 Children's Mathematics: Lost and Found in Space Peter Bryant and
Sarah Squire The first mathematical ... the possibility of a connection between the
way that children think about space and their understanding of mathematics, but
 ...

Spatial Schemas and Abstract Thought

Author: Merideth Gattis

Publisher: MIT Press

ISBN: 9780262571692

Page: 352

View: 843

Proposes the means by which spatial structures might be adapted for nonspatial purposes, and it considers alternatives to spatial coding as a basis for abstract thought.

Developing Thinking and Understanding in Young Children

by Sue Robson

Those studying for a Foundation degree in Early Years and Childcare will also find this book to be of interest.

Developing Thinking and Understanding in Young Children

Author: Sue Robson

Publisher: Routledge

ISBN: 1136478922

Page: 262

View: 389

Developing Thinking and Understanding in Young Children presents a comprehensive and accessible overview of contemporary theory and research about young children’s developing thinking and understanding. Throughout this second edition, the ideas and theories presented are enlivened by transcripts of children’s activities and conversations taken from practice and contemporary research, helping readers to make links between theory, research and practice. Each chapter also includes ideas for further reading and suggested activities. Aimed at all those interested in how young children develop through their thoughts and actions, Sue Robson explores: theories of cognitive development the social, emotional and cultural contexts of children’s thinking children’s conceptual development visual thinking approaches to supporting the development of young children’s thinking and understanding latest developments in brain science and young children the central roles of play and language in young children’s developing thinking. Including a new chapter on young children’s musical thinking, expanded sections on self regulation, metacognition and creative thinking and the use of video to observe and describe young children’s thinking, this book will be an essential read for all students undertaking Early Childhood, Primary PGCE and EYPS courses. Those studying for a Foundation degree in Early Years and Childcare will also find this book to be of interest.