Applied Social Science for Early Years
Applying social science subjects such as psychology, sociology, social policy and research methods to Early Years can help to raise standards and ensure good practice. These subjects inform much of the academic curriculum within many Early Years programmes and are subjects that make an important contribution to understanding children's behaviour, growth and development. The book identifies, analyses and assesses how social science enriches Early Years as opposed to regarding Early Years and social science as distinct. Each chapter imaginatively introduces the main learning objectives and includes formative activities, which apply social science to particular themes to aid students' cognitive skills.
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action research analyse applied to Early approach argued aware become behaviour behaviourist biological psychology Bryman Carl Rogers chapter characterised child development Child Matters child’s personality children and families children’s experience cognitive development complex conflict theory considered critical appraisal descriptive statistics Early Years context Early Years practice Early Years practitioners Early Years Professional Early Years workers economic emphasise the importance environment example experience of childhood family type FEEDBACK focus functionalist Haralambos and Holborn hormones human idea identified impact individual individual’s interaction interactionism interactionist Labour learning London Malim and Birch means mentoring mind model of research multiple intelligences Nayar needs normative nuclear family one’s opposed parents partnership preindustrial problems professional practice qualitative REFLECTIVE TASK research methods research models research process research question social policy social system society sociological perspectives sociology statistics therapies thought processes token economy unconscious mind understanding University of Teesside