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 Dynamic Vertical Schema

Henry's dynamic vertical schema

Dynamic Vertical Schema: Motor Level

Henry (1.10) spent time reaching up and putting objects (dinosaurs, toy cars, farm animals) on different steps of, or on top of, the soft play den. He climbed or crawled up the steps and pushed or threw the objects on to the floor. He then ran, walked, slithered or slid down the slide.

Henry's movements were accompanied with attuned speech when appropriate, as he negotiated the soft play furniture:

You are climbing up to the top of the steps.

What can you see up there?

You're at the top now.

Do you want to come down?

Are you going to slide down to the floor?

Figure 5.1 Henry Reached up

Figure 5.2 Henry Pushed, Threw Things down

Figure 5.3 Walked down

Figure ...

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