his fascinating account of an unusual research project challenges many assumptions about how young children learn and how best to teach them. In particular it turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children; and it throws doubt on the theory that working-class children underachieve at school because of a language deficit at home.
Children learn to talk through interaction including involvement in many thousands of conversations with adults and other children. These conversations provide the framework for exploring relationships, understanding the world, and learning – in its widest sense. This book explores how children learn to communicate using language, how they use language to learn and the role of adults in the process. It examines how adults can support children to learn by involving them in positive interactions, meaningful conversation and by helping them play, explore and talk with each other. The book includes: examples of children and adults talking and learning together case studies of successful approaches that support language and learning in early years settings points for reflection and practical tasks Informed by the author’s own experience working with young children, families and practitioners, and from his involvement in the England-wide Every Child a Talker (ECaT) project, it links key research findings with successful practice to inspire practitioners to develop skills when talking with children, influence how adults plan for talk in settings and gain insight into how language develops in the home.
This exciting book fosters the skills involved in learning, providing a framework for developing active learning in every community, classroom, and school. This new edition suggests more ways to create powerful learning environments. Teaching Children to Learn has been revised and enlarged, giving more practical ideas to develop creative learning skills. It includes new sections on learning styles, accelerated learning, and ways to motivate learning.
"Organised into 21 independent modules covering number concepts and systems, the four number operations and pre-algebra, the book provides models for pupils' learning as well as seeking to develop the reader's own understanding of the subject"--Back cover.
Carl and David were talking about older brothers. "My big brother is eight," said Carl. Not to be outdone, David said, "When I'm ten I'll beat your big brother." "No, you won't; he'll be eleven," said Carl. David kept claiming he would be older than Carl's brother. "When were you born?" asked Carl. "When I was younger." Kids Talking explores communication among young children in a child care setting, showing how games and even tentative interactions can turn into rich relationships-and a vibrant learning culture where friendships, power, and control are managed in creative ways. Filled with lively anecdotes and examples, this engaging book looks at ways children's passionate and mixed signals, communication uncertainty, conflict, and games can be transformed into effective messages. Readers who work with young/preschool children, including parents, child care workers, and teachers, will find useful insights and suggestions for how to enhance young children's communication skills.
The Meaning Makers traces the language and literacy development of a large, representative sample of children from age 1 to 10, quoting liberally from observations made at home and at school. Setting the findings of the study in the context of recent research, it offers suggestions for improving children's opportunities for learning.
Teach Baby to Talk ... and Make Reading Fun, The Importance of Speech and Language in Learning to Read begins by recounting author Sandra Jean Smith’s experience as a teacher of illiterate adults, and also examines the possible causes for the ever-growing number of children starting school with speech problems unseen in previous generations.Smith’s research on this topic, interspersed with her personal stories make for impressive reading. She uses humour and anecdotes to entertain and inform readers.Learn the latest research into these problems and what parents can do to prevent and rectify them. Chapter summaries reinforce her research.The content covers such vtopics as childcare and parenting issues, the problems associated with children learning to speak, and the consequent implications for learning to read. She also discusses the library’s role in stimulating and extending children’s interest in reading to counteract the influence of computer games and television.Teach Baby to Talk is written in an easy-to-read format with minimal educational jargon. The book is a must-read for parents and anyone working with very young children.
Provides comprehensive coverage of the mandatory and optional units of the NVQ 2 specification. This book references performance criteria throughout, enabling students to see which activities they are covering at any time. It is endorsed by City and Guilds.
This book places music education in context and then goes on to examine a range of issues linked to the teaching and learning of music. The latter half of the book concentrates on music education within the classroom
How We Write is an accessible guide to the entire writing process, from forming ideas to formatting text. Combining new explanations of creativity with insights into writing as design, it offers a full account of the mental, physical and social aspects of writing. How We Write explores: how children learn to write the importance of reflective thinking processes of planning, composing and revising visual design of text cultural influences on writing global hypertext and the future of collaborative and on-line writing. By referring to a wealth of examples from writers such as Umberto Eco, Terry Pratchett and Ian Fleming, How We Write ultimately teaches us how to control and extend our own writing abilities. How We Write will be of value to students and teachers of language and psychology, professional and aspiring writers, and anyone interested in this familiar yet complex activity.
`This is an impressive work... and will provide the advanced reader with a rich source of theory and evidence. There is a huge amount to be got from the book and I suspect it will become a key work' - J Gavin Bremner, Department of Psychology, Lancaster University The Handbook of Developmental Psychology is a comprehensive, authoritative yet frontier-pushing overview of the study of human development presented in a single-volume format. It is ideal for experienced individuals wishing for an up-to-date survey of the central themes prevalent to developmental psychology, both past and present, and for those seeking a reference work to help appreciate the subject for the first time. The insightful contributions from world-leading developmental psychologists successfully and usefully integrate different perspectives to studying the subject, following a systematic life-span structure, from pre-natal development through to old age in human beings. The Handbook then concludes with a substantive section on the methodological approaches to the study of development, focusing on both qualitative and quantitative techniques. This unique reference work will be hugely influential for anyone needing or wishing for a broad, yet enriched understanding of this fascinating subject. It will be a particularly invaluable resource for academics and researchers in the fields of developmental psychology, education, parenting, cultural and biological psychology and anthropology.
This work, designed to be used as a basic textbook for student teachers taking B.Ed and PGCE initial training courses: provides an accessible but rigorous treatment of early childhood education, integrating ideas and practice; acts as a springboard for students' further study; arose out of the concerns and needs expressed by students themselves; and has been written from a well-known centre for early childhood studies. Practitioner examples are included throughout, together with selected readings.