Learning Theories in Childhood
1st Edition
Published on 31. March 2012
Book
Paperback/Softback
184 pages
978-0-85702-146-5 (ISBN)
Description
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By focusing on the early philosophies of learning and the key behavioural, cognitive and social theorists, this book provides a comprehensive overview of children's learning. The authors discuss the key learning theories, highlight the strengths and weaknesses of each approach and encourage reflection on how different approaches impact on the learning environment. The discussion finishes with an exploration of the new sociology of childhood. Examples are drawn from practice to highlight key concepts, and to make vital links between theory and practice.
Theorists considered include:
- Locke
- Rousseau
- Montesori
-Piaget
-Vygotsky
- Bandura
- Bronfenbrenner
- Bruner
Accessibly written, with key questions and recommended reading included, this book is essential reading for all those studying on child development, early childhood and childhood studies courses, and for anyone interested in understanding more about how children learn and think.
Why not also have a look at the companion title How Children Learn to explore how learning is best facilitated in any setting?
Colette Gray is Principal Lecturer in Early Childhood Education at Stranmillis University.
Dr Sean MacBlain is Reader in Child Development and Disability at University College Plymouth, St. Mark & St. John.
'It gives the reader food for thought and questions how we recognise that children have learnt something, and more importantly challenges our own confidence and ability to explain the process they moved through to reach that final point' - Denise Chadwick, Course Leader BA Early Childhood Studies, University of Huddersfield
By focusing on the early philosophies of learning and the key behavioural, cognitive and social theorists, this book provides a comprehensive overview of children's learning. The authors discuss the key learning theories, highlight the strengths and weaknesses of each approach and encourage reflection on how different approaches impact on the learning environment. The discussion finishes with an exploration of the new sociology of childhood. Examples are drawn from practice to highlight key concepts, and to make vital links between theory and practice.
Theorists considered include:
- Locke
- Rousseau
- Montesori
-Piaget
-Vygotsky
- Bandura
- Bronfenbrenner
- Bruner
Accessibly written, with key questions and recommended reading included, this book is essential reading for all those studying on child development, early childhood and childhood studies courses, and for anyone interested in understanding more about how children learn and think.
Why not also have a look at the companion title How Children Learn to explore how learning is best facilitated in any setting?
Colette Gray is Principal Lecturer in Early Childhood Education at Stranmillis University.
Dr Sean MacBlain is Reader in Child Development and Disability at University College Plymouth, St. Mark & St. John.
'It gives the reader food for thought and questions how we recognise that children have learnt something, and more importantly challenges our own confidence and ability to explain the process they moved through to reach that final point' - Denise Chadwick, Course Leader BA Early Childhood Studies, University of Huddersfield
Reviews / Votes
'This book deserves to become hugely popular with the wide range of students currently working towards early childhood studies qualifications at a range of levels: but is also a very valuable tool for more experienced early years professionals keen to develop their skills as reflective practitioners'-Early Years Update
More details
Language
English
Place of publication
London
United Kingdom
Target group
College/higher education
Dimensions
Height: 232 mm
Width: 186 mm
Weight
336 gr
ISBN-13
978-0-85702-146-5 (9780857021465)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Colette Gray | Sean MacBlain
Learning Theories in Childhood
Book
09/2015
2nd Edition
SAGE Publications Ltd
€62.80
Shipment within 15-20 days
Persons
Dr Colette Gray is a Chartered Developmental Psychologist at Stranmillis University College, a College of The Queen's University of Belfast. She is a Principal Lecturer in Early Childhood Studies, was until very recently the Head of Research Development and a Visiting Professor (Child Development & Education) to the University of St Marks & St John's Plymouth. She has studied and taught a range of undergraduate and post graduate degree modules to students for more than 20 years. Editor of the International Journal of Early Years Education, she continues to develop her research interests in the field of participatory research which children and marginalised groups, the impact of special needs on children's learning, and the ethical implications of research involving vulnerable groups. Married for 40 years, she is the proud grandmother of three pre-schoolers Jacob (3 yrs 6mths), Isabelle (20 months) and Isaac (15 mths).
Sean MacBlain PhD is a distinguished author and academic whose publications include: MacBlain (Sage, 2021) Children's Learning in Early Childhood; MacBlain (Sage, 2020) Child Development for Teachers; MacBlain, Dunn and Luke (Sage, 2017) Contemporary Childhood; Gray and MacBlain (Sage, 2015) Learning Theories in Childhood; MacBlain, Long and Dunn, (Sage, 2015) Dyslexia, Literacy and Inclusion: Child-centred Perspectives; MacBlain (Sage, 2014) How Children Learn. Sean's publications are used by students, practitioners and academics throughout the world and have been widely translated including into Chinese and Vietnamese. Sean was previously a senior academic at the University of St Mark & St John, Plymouth, England where he held the positions of Research lead for the Centre for Education and Applied Research, Research Lead for the Centre for Professional and Educational Research, Research Coordinator for the School of Education and Deputy Chair of the Ethics Committee. Sean has also worked as a Senior Lecturer in Education and Developmental Psychology at Stranmillis University College, Queen's University Belfast. In addition to this, Sean has worked for over twenty years as an educational psychologist and continues in this field as an independent practitioner.
Sean MacBlain PhD is a distinguished author and academic whose publications include: MacBlain (Sage, 2021) Children's Learning in Early Childhood; MacBlain (Sage, 2020) Child Development for Teachers; MacBlain, Dunn and Luke (Sage, 2017) Contemporary Childhood; Gray and MacBlain (Sage, 2015) Learning Theories in Childhood; MacBlain, Long and Dunn, (Sage, 2015) Dyslexia, Literacy and Inclusion: Child-centred Perspectives; MacBlain (Sage, 2014) How Children Learn. Sean's publications are used by students, practitioners and academics throughout the world and have been widely translated including into Chinese and Vietnamese. Sean was previously a senior academic at the University of St Mark & St John, Plymouth, England where he held the positions of Research lead for the Centre for Education and Applied Research, Research Lead for the Centre for Professional and Educational Research, Research Coordinator for the School of Education and Deputy Chair of the Ethics Committee. Sean has also worked as a Senior Lecturer in Education and Developmental Psychology at Stranmillis University College, Queen's University Belfast. In addition to this, Sean has worked for over twenty years as an educational psychologist and continues in this field as an independent practitioner.
Content
An Introduction to Learning Theories
The Founding Fathers and Philosophies of Learning
Classical and Operant Conditioning: The Early Years Experience
Piaget, Learning and Cognitive Constructivism
Vygotsky: Learning in a Social Matrix
Bandura, Bronfenbrenner and Social Learning
Bruner and Discovery Learning/Constructivism
Developing a New Perspective: The New Social Studies of Childhood
Theory in Practice: Learning and the Reflective Practitioner
The Founding Fathers and Philosophies of Learning
Classical and Operant Conditioning: The Early Years Experience
Piaget, Learning and Cognitive Constructivism
Vygotsky: Learning in a Social Matrix
Bandura, Bronfenbrenner and Social Learning
Bruner and Discovery Learning/Constructivism
Developing a New Perspective: The New Social Studies of Childhood
Theory in Practice: Learning and the Reflective Practitioner