By Audrey Curtis
First released in 1986, this booklet has been tremendously influential within the education improvement of early years employees. 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 creation of NVQ's in baby care and schooling. the recent version additionally contains 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 wisdom* play and the training surroundings* record-keeping and evaluation* concerning mom and dad* continuity from pre-schooling to statutory education.
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Extra resources for A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition
Confidence to tackle new learning and show an awareness of the individual social and cultural needs of others is a fundamental part of children’s development. This chapter will focus upon personal and social development and look at ways in which the educator can foster the growth of competence in these areas. DEVELOPMENT OF PERSONAL AWARENESS Probably the most important area of competence for the young child relates to personal awareness and self-awareness. What she feels about herself, and her ability to cope with the world around her, will have far-reaching consequences upon the skills and competencies learned during the nursery years and beyond.
Other researchers have also shown that children who exhibit the most curiosity also display the most positive self-concepts. Research points to the view that by increasing children’s overall curiosity and encouraging them to observe what is going on in the world around them we can have 32 Curriculum in the early years an effect upon their self-concept. There is a strong possibility that children who are both low on levels of curiosity and have a poor self-concept are less likely to cope effectively with the demands of nursery or school.
We have already discussed the influence of Maria Montessori and Rudolph Steiner on early childhood education in Chapter One, but as there are still early childhood settings which adhere to their philosophies, it may be helpful to discuss in greater detail how they work in practice. Montessori education The Montessori classroom is designed to allow the children to develop their fullest potential through their own efforts, as, for her, the young child learns through observation, movement and exploration, and must not be educated in the same way as the older child.