Helping Children Learn
Contributions to a Cognitive Curriculum
Published on 13. September 2017
142 pages
978-1-351-81590-1 (ISBN)
Description
Originally published in 1988, this volume presented a new understanding of how teachers in early childhood education helped children learn. It carefully and critically reviews different teaching approaches, and evaluates two innovatory teaching techniques which were at the focus of recent action research studies and which complemented the traditional early childhood curriculum at the time.
The book is intended for all those concerned with early education, including students in initial training or those doing inservice courses for children between 3 and 7. Its contents will still be of relevance to people interested in playgroups and parent education.
The book is intended for all those concerned with early education, including students in initial training or those doing inservice courses for children between 3 and 7. Its contents will still be of relevance to people interested in playgroups and parent education.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Product notice
Reflowable
File size
0,53 MB
ISBN-13
978-1-351-81590-1 (9781351815901)
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
Additional editions
Book
10/2019
1st Edition
Routledge
€65.79
Shipment within 15-20 days
Book
09/2017
1st Edition
Routledge
€165.20
Shipment within 15-20 days
Persons
Content
Acknowledgements. Foreword by Professor Peter Robinson. 1. Introduction 2. Mainstream Good Practice: Is There a Discrepancy between Hope and Achievement? 3. The Details of Teaching and Learning as Seen in Pre-School 4. How Young Children Learn 5. The Dialogue Approach: Tutorial Teaching 6. The Literary-Centred Curriculum 7. Summary and Conclusions. Bibliography. Index.
