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Planning for Schematic Learning in the Early Years

Karen Constable
€40.99
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A01=Karen Constable
Asperger's Syndrome
Asperger’s Syndrome
Author_Karen Constable
B01=Sandy Green
behaviour
Category1=Non-Fiction
Category=JNLA
Category=NL-JN
Cathy Nutbrown
child's
class
classrooms
COP=United Kingdom
curriculum adaptation techniques
Deep Level Learning
developmental psychology
differentiated instruction
Discount=15
early childhood pedagogy
Effective Independent Learners
eq_bestseller
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Everyday School Experiences
EXE Project
Ferre Laevers
Format=BC
Format_Paperback
foundation
Foundation Stage Classrooms
Foundation Stage Units
Free Flow Play
GDD
HMM=246
IMPN=Routledge
inclusive education strategies
ISBN13=9780415697125
Language_English
learning progression assessment
Numbered Letter Box
Outdoor Classroom
PA=Available
PD=20130524
play
POP=London
practitioners
Price_€20 to €50
PS=Active
PUB=Taylor & Francis Ltd
reception
Reception Classroom
Santa's Workshop
SATS
SATS Testing
Schematic Behaviour
School Reception Class
Sensory Issues
settings
Snow Queen
Specific Learning Behaviour
styles
Subject=Education
supporting schematic learning in classrooms
Surround Ings
Trajectory Schema
WG=318
WMM=174
Young Man

Product details

  • ISBN 9780415697125
  • Format: Paperback
  • Weight: 317g
  • Dimensions: 174 x 246mm
  • Publication Date: 24 May 2013
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: London, GB
  • Product Form: Paperback
  • Language: English
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Description

What are schemas and why should you know about them? How can schemas be identified in young children? What does schematic learning look like and how does it meet the needs of individual children?

All children are different, they look different, sound different, behave in different ways and crucially they learn differently. It is a constant challenge in Early Years settings and Reception classes to provide opportunities that are relevant and valuable for all the children. Being able to recognise and identify schemas in young children enables practitioners to plan a play-based curriculum that allows for individualised learning based around each child’s interests that will support the next steps of their development.

Drawing on current research, the book clearly explains what schemas are and how they can be identified in children. Looking at how settings can plan to incorporate schemas into their schemes and topics and providing real life examples of schematic learning in practice, features include:

    • Examples of schemas alongside descriptions of common behaviour patterns

    • A chapter on using schemas to support children with additional needs

    • Photocopiable key checklists to help identify different schemas

    • Guidance on developing schemas to support children in their next steps

    • Advice on using schemas to aid the transition to Key Stage 1

Including case studies and photographs to illustrate practice, this highly practical book aims to inspire practitioners, teachers and students to be creative in the way they work with children and ensure the best for those in their care.

About Karen Constable
Karen Constable is an experienced early years teacher, working for almost 20 years in nursery and school settings. Specialising in how children learn and using the outdoor environment, Karen has worked across schools in Somerset supporting teachers and students to improve children’s learning. She is currently a reception class teacher and early years leader, working with children ranging from two to five years at Mark First School, UK.　 Sandy Green worked within the early years sector for over 35 years, initially as a nursery nurse in both education and social services settings and later as a lecturer in further education. She is now an educational consultant and has written extensively on early years education.

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