Evolved through conversations with key early childhood education experts, Schemas in the Early Years focuses on the value of 'repeated patterns' of action or 'schemas' in young children's play.
Evolved through conversations with key early childhood education experts, Schemas in the Early Years focuses on the value of 'repeated patterns' of action or 'schemas' in young children's play.
Cath Arnold is an early years consultant associated with the Pen Green Research Base, Corby, UK.
Inhaltsangabe
Introduction Cath Arnold Chapter 1: Treasure basket play - learning to move or moving to learn? Julie Brierley Chapter 2: Lines and Connections Everywhere: A Possible Insight into Ezra Moores' Conceptualisation of the World Colette Tait Chapter 3: Round and Round: Learning about schemas in the Welsh Foundation Phase (FP) curriculum Amanda Thomas Chapter 4: Schemas and Language Emma Hewitt Chapter 5: Schemas and Metaphor Cath Arnold and Sue Gascoyne Chapter 6: Why do they do that, and how should we respond? Kate Barker Chapter 7: An Exploration of Schematic Play in Autistic Children Tamsin Grimmer and Sue Gascoyne Chapter 8: Feeling at home in the world: linking schemas with landscape and embodiment understandings Jan White Chapter 9: Bringing post-humanism and Froebel into conversation with schema play Christina MacRae Chapter 10: Children First: The Relevance of Schemas for Children in School Christine Parker Co-writers: Zoë Austin and Antonio Griffiths-Murru Concluding Thoughts Jan White and Cath Arnold
Introduction Cath Arnold Chapter 1: Treasure basket play - learning to move or moving to learn? Julie Brierley Chapter 2: Lines and Connections Everywhere: A Possible Insight into Ezra Moores' Conceptualisation of the World Colette Tait Chapter 3: Round and Round: Learning about schemas in the Welsh Foundation Phase (FP) curriculum Amanda Thomas Chapter 4: Schemas and Language Emma Hewitt Chapter 5: Schemas and Metaphor Cath Arnold and Sue Gascoyne Chapter 6: Why do they do that, and how should we respond? Kate Barker Chapter 7: An Exploration of Schematic Play in Autistic Children Tamsin Grimmer and Sue Gascoyne Chapter 8: Feeling at home in the world: linking schemas with landscape and embodiment understandings Jan White Chapter 9: Bringing post-humanism and Froebel into conversation with schema play Christina MacRae Chapter 10: Children First: The Relevance of Schemas for Children in School Christine Parker Co-writers: Zoë Austin and Antonio Griffiths-Murru Concluding Thoughts Jan White and Cath Arnold
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