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.

Edward: Exploring ‘Together’ and ‘Apart’ and Moving from ‘Vertical’ to ‘Horizontal’ with Objects

Edward: Exploring ‘together’ and ‘apart’ and moving from ‘vertical’ to ‘horizontal’ with objects

This chapter introduces:

  • Edward and his family
  • An observation of Edward's painful separation from his mother at nursery and his subsequent actions
  • Other observations of Edward exploring ‘together’ and ‘apart’
  • Observations of Edward exploring ‘vertical’ to ‘horizontal’

Introduction and Context

Edward was 2 years 9 months and in his first year at nursery when I made my first observation of him. Edward is the youngest of three children. He has two older sisters. For the previous two years Edward had come into nursery, almost daily, in his buggy with his mum, who was bringing his sister to attend the nursery. So he was very familiar with ...

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