By Audrey Curtis
First released in 1986, this booklet has been significantly influential within the education improvement of early years staff. This re-creation has been absolutely revised to take account of adjustments within the nationwide Curriculum, the ebook of the government's 'desirable results' assertion for the under-fives, and the advent of NVQ's in baby care and schooling. the recent version additionally comprises sections on:* the consequences of developmental psychology at the early years curriculum* operating with two-year-olds on self-awareness and social talents* constructing verbal exchange, motor, analytical and challenge fixing abilities* fostering aesthetic and inventive wisdom* play and the educational atmosphere* record-keeping and review* concerning mom and dad* continuity from pre-schooling to statutory education.
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Extra resources for A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition
Is there any particular type of educational programme which may be most stimulating in encouraging the development of curiosity in young children? Research by Miller and Dyer (1975) looked at a variety of pre-school educational programmes and concluded that although there was little or no difference in overall curiosity behaviour by the differing groups of children, it did show that well-planned nursery experiences coupled with sensitive reactions with educators and peers were more likely to stimulate curiosity development.
Prepares such pupils for the opportunities, responsibilities and experiences of adult life. Although early childhood educators did not disagree with this broad general statement there was some concern that there might also be a subject-based curriculum with its set programmes of study for children under statutory school age. The National Curriculum is based upon an approach that assumes that every child should acquire certain knowledge and information, and concentrates upon what children are to become rather than upon what they are now.
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.
A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition by Audrey Curtis