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.

Henry's Back and Forth Schema

Henry's back and forth schema

Back and Forth Schema: Motor Level

Henry continued in his playful endeavours at the day care setting. As I came to know him more, through sustained observations, further underlying patterns in his thinking appeared. Henry (1.11) pushed a variety of wheeled toys along the floor – fire engines, trucks, trains, diggers and cars – and in so doing he was furthering his exploration of horizontal movement.

In the play house he went back and forth to the cupboard collecting knives, spoons, teapots, forks and cups, and stacked them on the table. Henry displaced a wide range of objects, toy animals, soft shapes and small wooden blocks and made piles with them on completing a particular ‘back and ...

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