By D. Whitebread
Early years schooling is presently within the highlight as lecturers and coverage makers think about how most sensible to supply top of the range provision for the youngest young children in our colleges and nurseries. childrens do have particular wishes, and the schooling we provide them should still mirror those wishes. It should also have in mind the ways that childrens research and enhance - an important components that are usually felt to be at risk of being ignored. The chapters during this ebook are written via practicing lecturers and instructor educators, who write from their very own reviews, supplying exact and revealing snapshots of ways childrens truly imagine and examine. They talk about concerns which are particular to early youth schooling and view how most sensible to plot for, supply for and investigate the early years. this article is aimed toward all scholars and academics operating with little ones.
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Extra resources for Teaching and Learning in the Early Years, 1st edition
Sample text
High self-esteem and feelings of selfefficacy are strongly related to educational success, and low self-esteem and what has been termed ‘learned helplessness’ are equally related to educational difficulty. It is difficult to attribute cause and effect here, but there is clearly a positive cycle of mutual interaction between self-belief and achievement and, sadly, a negative downward spiral associated with self-doubt and failure. Rogers and Kutnick (1990) have provided a useful survey of work in this area and its important implications for teachers.
Adults at play, for example, are often enjoying the mental challenge of solving problems (crosswords, jigsaws, puzzles, games) or of expressing themselves (music, art, drama). With enjoyment comes concentration, mental effort, motivation and achievement. Self-expression is important in its own right because it builds upon and enhances children’s sense of individuality and self-worth. A child who has experienced the excitement of finding things out for themselves or of solving problems is learning to take risks, to persevere and to become an independent learner.
It is now widely recognised that providing children with a relevant vocabulary and requiring them to formulate their ideas in discussion, is a vital element in helping children to develop flexibility in thinking and construct their own understandings about the world. This has led to the recognition that a certain style of interaction between adults and children, and between pairs or small groups of children, can be enormously beneficial to learning. Paul Light (in Meadows 1983) has provided a useful review of research indicating that this style involves dialogue between adults and children in which there is ‘co-construction’ of meanings.