Understanding Schemas and Emotion in Early Childhood makes explicit connections between young childrens 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.
Chapter 1: Early Years Practitioners and Parents Engaging in Child Study
Early Years Practitioners and Parents Engaging in Child Study
Michelle, one of the nursery workers, had been on a course the day before. Claudette had worked as a supply worker to ‘cover’ Michelle's group. On her return, one of the children, James, made the following comment to Michelle: ‘You weren't here last night and Claudette covered you all up’.
(Here James seemed to use his concrete experiences of ‘covering’ or enveloping to understand the fact that Michelle was not at nursery and that Claudette was there. Even the adults used the metaphor of ‘covering’ to express the concept that when one worker is not there carrying out her role, another replaces her.)
This chapter introduces:
- The important tradition of Child ...