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.
This book explores the schematic underpinnings of learning in a group of seven children aged from eight months to 23 months, over a period of 18 months. The study took place in the collaborative and mutually supportive atmosphere of a Children's Centre where the young children, who became part of the research, attended on a sessional basis.
They busied themselves in an environment filled with tempting activities and opportunities for discovery and exploration. The practitioners paid careful attention to what the children were doing and talked with them as they played, noting many observations of important happenings. They also made time for listening and talking with parents and carers each day, usually at ‘picking-up’ and ‘dropping-off’ time, so that significant moments could be discussed. ...