Threads of thinking : schemas and young children's learning / Cathy Nutbrown.
Material type:
TextPublication details: London ; Thousand Oaks, Calif. : SAGE, 2011.Edition: 4th edDescription: xv, 195 pages : illustrationsISBN: - 9781849204644
- 1849204640
- 370.15 NUT 22
- BF723.C5
| Item type | Current library | Call number | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|
| 3 Day Loan | Thurles Library Short Loan | 370.15 NUT (Browse shelf(Opens below)) | Available | 39002100643163 |
Enhanced descriptions from Syndetics:
In her new edition of this popular book, Cathy Nutbrown presents evidence of continuity and progression in young children′s thinking. She shows, with detailed observation, that they are able and active learners. She considers aspects of children′s patterns of learning and thinking - or schemas - and demonstrates clearly how children learn in an active, dynamic and creative way.
This book makes schema theory explicit in practice. Supported by numerous detailed examples and the discussion of difficult theoretical issues, it illustrates children′s learning in areas such as literacy, maths and science.
This new edition includes:
- discussion on the need for professional development
- changes in early years pedagogy
- more discussion of theories of learning in relation to curriculum and teaching practices
- new examples of children′s drawings
- new suggestions for using stories to support schemas.
Threads of Thinking is for early years practitioners who wish to support and develop children′s learning.
Professor Cathy Nutbrown is Director of Studies in Early Childhood Education at the University of Sheffield.
14808878.
PART ONE: YOUNG CHILDREN LEARNING; Thinking about Young Children Learning; Some Questions about Schemas; PART TWO: CHILDREN'S PATTERNS OF LEARNING; Consistency, Continuity and Progression in Young Children's Learning; Schemas as Consistent Patterns of Behaviour: Studies of Three Children; PART THREE: SCHEMAS AND THE DEVELOPMENT OF KNOWLEDGE AND UNDERSTANDING; Children's Developing Understanding of Mathematical and Scientific Ideas; Patterns of Literacy; Nourishing Children's Thinking through Stories; PART FOUR: IMPLICATIONS FOR EARLY EDUCATION; A Curriculum for Thinking Children; Assessment for Learning; Working with Parents
Print version record.
Table of contents provided by Syndetics
- List of figures and tables (p. ix)
- About the author (p. xi)
- Acknowledgements (p. xii)
- Introduction (p. xiv)
- Part I Young Children Learning (p. 1)
- 1 Thinking about young children learning (p. 3)
- 2 Some questions about schemas (p. 12)
- Part II Children's Patterns of Learning (p. 35)
- 3 Consistency, continuity and progression in young children's learning (p. 37)
- 4 Schemas as consistent patterns of behaviour - studies of three children (p. 54)
- Part III Schemas and the Development of Knowledge and Understanding (p. 75)
- 5 Children's developing understanding of mathematical and scientific ideas (p. 77)
- 6 Patterns of literacy (p. 94)
- 7 Nourishing children's thinking through stories (p. 112)
- Part IV Implications for Early Education (p. 135)
- 8 A curriculum for thinking children (p. 137)
- 9 Assessment for learning (p. 151)
- 10 Working with parents (p. 163)
- Endword (p. 177)
- References (p. 179)
- Children's books (p. 188)
- Author index (p. 191)
- Subject index (p. 194)