| Description |
x, 251 pages : illustrations ; 25 cm |
| Series |
Early years |
|
Early years.
|
| Contents |
Machine derived contents note: Introduction -- Part 1: How Children Learn -- 1. The Role of the Adult: Making Observations and Understanding the Child -- The role of the practitioner as observer in understanding children?s play -- What is observation? -- Why observe children play? -- A framework for effective observation -- Ethics -- Summary, Jargon Explained, Further Reading and References -- 2. The Child as a Thinker and Learner -- The brain and learning -- Children construct their own understanding -- The role of representation, language and interaction in learning -- Learning starts from where the child is -- Scaffolding -- The spiral curriculum -- Multiple intelligences -- Learning dispositions and child involvement -- Active learning -- Schema -- Summary, Further Reading and References -- 3. Aspects of Development: Influences on Learning -- The influence of social and cultural contexts in which the child is developing -- The influences on development: relationships, stimulation, health, gender, environment and play -- How development affects learning and dispositions to learning -- Play and its influences on learning -- Summary, Jargon Explained, Further Reading and References -- 4. Key Ideas That Inform Us About Learning Through Play -- Young children are competent and experienced learners -- Children?s learning is influenced by significant others -- Language is a central mechanism in learning -- Children?s own talk has a crucial function in their learning -- Learning can be scaffolded -- Observation can help us understand and support children?s thinking -- Learning and development in one area can affect learning in all others -- Children learn best when actively involved in learning -- Jargon Explained, References -- Part 2: Play and its Role in Pre-School Education -- 5. Play and Learning -- What do we mean by play? -- Play in the educational context -- How does good quality play support learning? -- But what do we mean by good quality play? -- Key aspects of play -- Types of play and their importance -- Summary, Further Reading and References -- 6. Developing the Context: Making Sense of Your Setting -- Evaluation of key principles -- The role of the practitioners in play -- Personal development -- Further Reading -- Part 3: Key Principles for Developing and Supporting Play -- 7. The Role of the Practitioner: Monitoring and Assessment of Children?s Learning Through Play -- Defining monitoring and assessment -- Reasons for monitoring and assessing -- Key principles for monitoring and assessing children?s learning through play -- Approaches and procedures for monitoring and assessment -- Exemplar for assessment and recording -- Summary, Further Reading, References -- 8. The Learning Environment: Provision and Resources -- Why is the physical learning environment important? -- What makes a quality play environment? -- Planning provision areas -- Summary, Jargon Explained, References -- 9. The Role of the Adult in Supporting Sustained Meaningful Play: Intervention -- What do we mean by intervention? -- Why intervene? -- What intervention strategies do settings adopt? -- How can we intervene successfully? -- What approaches might we adopt? -- When might we choose not to intervene? -- Jargon Explained, Further Reading, References -- 10. Planning: Developing a Framework for Children?s Learning Through Play -- Defining planning for play -- Reasons for planning play -- The planning for play continuum -- Key principles for planning for play -- The planning for play process -- Summary, Jargon Explained, Further Reading, References -- Part 4: Management, Evaluation and Development of Quality Pre-School Provision -- 11. The Role of the Adult: Leadership and Management -- The role of the practitioner in leading and managing learning through play -- Key principles and frameworks for the effective management and leadership of learning through play -- The development of adult relationships -- The importance of teamwork in providing high quality play -- The characteristics involved in developing strong teamwork -- Manage the observation, assessment, planning and intervention cycle -- Summary, Jargon Explained, Further Reading, References -- 12. Developing Your Context: Where Do We Go from Here? -- The improvement cycle: a framework for improving play in your setting -- Envisioning the play provision for your context -- Completing an audit -- Writing a policy for play -- Writing a development plan for play -- Writing action plans for play -- Evaluation -- Personal learning and development -- Summary, Further Reading, References -- Appendices -- 1. Policy for Play -- 2. Development Plan for Play -- 3. An example of an Action Plan for developing an aspect of your Development Plan for Play. -- 4. Additional Frameworks for supporting the development of play -- 5. What the Research says: key research projects in this area -- 6. Current Government Documentation -- Index |
| Summary |
"There is a growing and well-researched recognition of the need to develop the early-years curriculum and pedagogy though play-based learning. In addition, there is a well-established principle that teaching and learning should begin 'where the child is'. This book is centred around these two principles." "Learning Through Play is an essential handbook for early-years practitioners on how to develop their understanding and practical applications in all early-years settings. It is an ideal training manual, which speaks to both the early-years trainee and the experienced practitioner who is looking to improve their own practice and understanding, and that of colleagues."--BOOK JACKET |
| Notes |
Formerly CIP. Uk |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Also available online (Table of contents) |
| Subject |
Early childhood education -- Curricula.
|
|
Preschool teachers -- In-service training.
|
| Genre/Form |
Drama.
|
| Author |
Lockwood, Madelaine.
|
| LC no. |
2007036524 |
| ISBN |
1847061680 (paperback) |
|
9781847061683 (paperback) |
|
