The foundations of learning
The introduction of the Foundation Stage for children age three to becoming six has had a profound impact on policy and practice in early education in the UK. The choice of the word 'foundation' to describe this first stage of learning has emphasised the importance of children's earliest experiences in underpinning all their subsequent attitudes and achievements. In this innovative and challenging book, Julie Fisher has brought together some of the country's leading early years specialists to explore how educators can establish firm foundations for young children's learning. The themes in the book are stimulated by the metaphor of 'foundations', with an introduction by an architect who explains the principles of establishing firm foundations for buildings. Each of these established engineering principles is then creatively explored from an educational perspective as the authors seek to question how the foundations laid for buildings can offer fresh insights into the principles for creating firm foundations for learning.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Self-theories: Their Role in Motivation, Personality, and Development
Carol S. Dweck
Limited preview - 2000
Breadth and depth in early foundations
High levels of achievement for young children
The impact of stress on early development
6 other sections not shown
Other editions - View all
ability achievement active adults architect areas assess babies behaviour brain building carers challenges child Child Protection Register children's learning CHRISTINE PASCAL cognitive confidence connections context Coram Family create creativity crucial culture Curriculum Guidance dren dren's early childhood education Early Excellence Centres early learning educa effective learner emotional intelligence emotional well-being ensure evidence experiences explore families feel Foundation Stage foundations of learning Goleman high-quality early education High/Scope human impact important infant interactions Key Stage knowledge language learning environment lifelong literacy and numeracy lives London ment mental health National Curriculum nursery schools Ofsted opportunities parents physical play Plowden Report poor poverty practitioners pre-school primary school problems programme Raymond recent reception classes Reggio Emilia relationships resilience responsibility self-esteem sense skills social and emotional society strategies stress Susan Greenfield Sylva teachers testing thinking tion understanding writing young chil young children