Professional Workbook Principles and Practice in the Foundation Stage
Learning Matters Ltd (Publisher)
1st Edition
Published on 24. June 2003
Book
Paperback/Softback
144 pages
978-1-903300-67-1 (ISBN)
Description
This workbook has been written to support all those working within the Foundation Stage. It is structured around a flexible needs assessment process so trainees can begin their learning at a level appropriate to their experience. Undergraduates following early childhood studies degrees or early years foundation degrees will also find it a useful resource as will practitioners already working in the Foundation Stage.
More details
Series
Language
English
Place of publication
Exeter
United Kingdom
Publishing group
Sage Publications Ltd
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 297 mm
Width: 210 mm
ISBN-13
978-1-903300-67-1 (9781903300671)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Persons
Sammy Gibbins taught in a large multicultural primary school in Newport, South Wales, leading the nursery team for ten years. She is now working as an educational consultant. Cathy Hamilton works at the School of Education at Bath Spa University College, where she is Primary PGCE Programme Leader. Sue Haywood works at the School of Education at Bath Spa University College, where she is a Senior Lecturer in ICT Education. Karen McInnes works at the School of Education at Bath Spa University College, where she shares responsibility with Jill Williams for a range of early years courses. Jill Williams works at the School of Education at Bath Spa University College, where she shares responsibility with Karen McInnes for a range of early years courses.
Content
Young children as learners and enquirers
Making connections in children's learning
Adults and children working together
Organising the environment for learning
Planning for learning
Observing and assessing young children
Making connections in children's learning
Adults and children working together
Organising the environment for learning
Planning for learning
Observing and assessing young children