By Audrey Curtis
First released in 1986, this e-book has been greatly influential within the education improvement of early years staff. This new version has been absolutely revised to take account of alterations within the nationwide Curriculum, the e-book of the government's 'desirable results' assertion for the under-fives, and the advent of NVQ's in baby care and schooling. the hot variation additionally comprises sections on:* the consequences of developmental psychology at the early years curriculum* operating with two-year-olds on self-awareness and social abilities* constructing communique, motor, analytical and challenge fixing talents* fostering aesthetic and inventive expertise* play and the educational surroundings* record-keeping and review* regarding mom and dad* continuity from pre-schooling to statutory education.
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Extra resources for A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition
There is often a three-year age range in the nursery which enables children of different ages to work together. There are small felt dolls and puppets and a workbench available with miniature, but real tools where the children can make their own toys, such as wooden boats. There is a mid-morning snack time, when the children all sit together around tables with tablecloths and flowers according to the season. Outside there is very little commercial play equipment but plenty of natural play things – trunks and logs for children to scramble over and so on: the philosophy being that the lack of equipment encourages children to become more creative and imaginative.
This was in contrast to Laishley’s (1971) study of nurseryschool children carried out in areas which were not racially tense, which showed that the children were almost unaware of skin-colour differences. However, as Laishley has pointed out, her children were very young; older children might have displayed different reactions. Both Milner (1983) and Maxime (1991) showed that children learn positive and negative feelings about racial groups from an early age. Milner goes on to state that even very young children have an awareness of a racial hierarchy in line with ‘current adult prejudices’ (1983, p.
One of the very positive things to come out of this venture was the awareness that Curriculum in the early years 19 whatever the methodological approach of the members of the group they all shared common principles (Early Childhood Education Forum 1997, np): • learning begins at birth • care and education are inseparable – quality care is educational and quality education is caring • every child develops at his or her own pace, but adults can stimulate and encourage learning • all children benefit from developmentally appropriate practice and education • skilled and careful observations are the keys to helping children learn • cultural and physical diversity should be respected and valued: a proactive antibias approach should be adopted and stereotypes challenged • learning is holistic and cannot be compartmentalised: trust, motivation, interest, enjoyment and physical and social skills are as important as purely cognitive gains • young children learn best through play, first-hand experience and talk • carers and educators should work in partnership with parents, who are their children’s first educators • quality care and education require well-trained educators/carers and on-going training and support.