Starting from the Child?: Teaching and Learning from 4 to 8
In a practical and realistic way Starting from the Child? examines a range of theories about young children as learners and the implications of these theories for classroom practice. Julie Fisher acknowledges the competence of young children when they arrive at school, the importance of building on their early successes and the critical role of adults who understand the individual and idiosyncratic ways of young learners. The book addresses the key issues of planning and assessment, explores the place of talk and play in the classroom and examines the role of the teacher in keeping a balance between the demands of the curriculum and the learning needs of the child.
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Planning for learning
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ability groups able achieved action active learning adults alongside areas assessment behaviour Carnegie Corporation Chapter chil child child-initiated activities children already know children know children need children's learning classroom practice cognitive collaborative complete concepts context conversations decisions developmental differentiation disaffection dren early childhood education effective engaged evidence explore feel give children given High/Scope identified important independence individual children initiated interaction interests interruptions involved Jean Piaget Jerome Bruner judgements Key Stage language learning environment learning experiences learning needs Lev Vygotsky medium-term planning motivation National Curriculum National Curriculum testing negotiation observations of children Ofsted opportunities organization outdoor Oxfordshire parents peers play playtime Plowden Report pupil purpose questions range Recapitulation theory record relevant response role short-term planning skills strategies talk teacher-initiated activities teacher-initiated and child-initiated teacher-intensive activities Teachers need teachers plan teaching and learning worksheets Young children learn young learners