By Audrey Curtis
First released in 1986, this ebook has been greatly influential within the education improvement of early years employees. This new version has been absolutely revised to take account of adjustments within the nationwide Curriculum, the booklet of the government's 'desirable results' assertion for the under-fives, and the creation of NVQ's in baby care and schooling. the recent version 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 verbal exchange, motor, analytical and challenge fixing talents* fostering aesthetic and inventive know-how* play and the training surroundings* record-keeping and evaluation* regarding mom and dad* continuity from pre-schooling to statutory education.
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Extra info for A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition
The materials in the room are natural and always at the child’s own level and are stored in aesthetic containers, such as wooden baskets, which can be incorporated into the children’s play. All the play materials are natural, and there are always wooden blocks of every shape and size. 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.
The children may play alone or with others or they can draw or sew. The teacher is always ready to help them if required but there is no attempt to introduce them to number or reading skills or offer them any instructional materials. The classroom is always painted in a warm colour with soft materials and few sharp corners. The materials in the room are natural and always at the child’s own level and are stored in aesthetic containers, such as wooden baskets, which can be incorporated into the children’s play.
As for older pupils, the curriculum for young children needs to be broad, balanced, differentiated and relevant: to take into account the assessment of children’s progress; to promote equal opportunities irrespective of gender, ethnic grouping or socio-economic background; and to respond effectively to children’s special educational needs. The Educational Reform Act calls for a balanced and broadly based curriculum which: 1. promotes the spiritual, moral, cultural, mental and physical development of pupils at the school; and 2.
A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition by Audrey Curtis