A Curriculum for the Pre-School Child: Learning to Learn 2nd by Audrey Curtis

By Audrey Curtis

First released in 1986, this ebook has been drastically influential within the education improvement of early years staff. This re-creation has been absolutely revised to take account of alterations within the nationwide Curriculum, the ebook of the government's 'desirable results' assertion for the under-fives, and the advent of NVQ's in baby care and schooling. the recent variation additionally comprises sections on:* the results of developmental psychology at the early years curriculum* operating with two-year-olds on self-awareness and social abilities* constructing communique, motor, analytical and challenge fixing talents* fostering aesthetic and inventive understanding* play and the educational surroundings* record-keeping and evaluate* concerning mom and dad* continuity from pre-schooling to statutory education.

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As children gradually develop control over their bodily functions they become increasingly aware of what they can do with their bodies. They begin, through language, to express ideas on how they look, feel, sound and smell and to appreciate that their bodies change over time. From an early age they will have looked in the mirror and begun to identify themselves as individuals, but as many teachers learn to their surprise a large number of children enter school at three 36 Personal and social competence years of age with a very limited understanding of the relationship between the parts of the body.

It appears, therefore, that attractive children start with a more favourable bias in their relationships with adults than 38 Personal and social competence those deemed to be unattractive. It is important for teachers to appreciate the implications of this since, even if children are treated equally, the less attractive child by the age of around four will have learned that she is less attractive than her peers and may have begun to develop a negative self-concept. The chance of developing negative self-concepts may be greater among non-white British children who may be faced with racist, derogatory remarks.

Chandler and Boyes showed that in 28 Curriculum in the early years a simple task where children are shown a picture of a teddy and a duck on opposing sides of an otherwise blank block they realise that when they can see the teddy, the person on the other side of the table can see the duck, and vice versa. Once the children have come to understand that the object has two sides they are able to cope with the problem. The important things for the children to realise are the properties of objects, and only then will they realise that others have different perspectives and what those perspectives are.

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