Alongside the Child: Experiences in the English Primary School |
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Page 16
... period of concrete operations ( seven to eleven years ) . At this stage the child has a set of strategies or systems , is no longer tied to particular states of objects , and is able to co - ordinate separate viewpoints into a system ...
... period of concrete operations ( seven to eleven years ) . At this stage the child has a set of strategies or systems , is no longer tied to particular states of objects , and is able to co - ordinate separate viewpoints into a system ...
Page 75
... period of reading . Teachers operate in the primary schools with the knowledge that unless children have a rich reading experience in their junior school there will be little likelihood of a meaningful and sustained reading period being ...
... period of reading . Teachers operate in the primary schools with the knowledge that unless children have a rich reading experience in their junior school there will be little likelihood of a meaningful and sustained reading period being ...
Page 114
... period of a week and , for other aspects , periods of up to a term . Into this basic pattern he sets his own contributions to the class and , of course , his numerous positive interventions which are related to individuals and to groups ...
... period of a week and , for other aspects , periods of up to a term . Into this basic pattern he sets his own contributions to the class and , of course , his numerous positive interventions which are related to individuals and to groups ...
Contents
Preface | 1 |
Children and their world | 3 |
Children learning | 9 |
Copyright | |
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abstraction acceptance action activity adults ALEC arrangement aware basic become building cars choice Christian Schiller colour complex concern context contribution course creative curriculum discovery approach discussion element encourage environment example experience experimental exploration family grouping feelings field Finmere Gestalt Gestalt psychology head HMSO ideas imaginative important individual influence involved junior school language Laurie Lee learning Marion Richardson material mathematics ment nature observational opportunity organization painting parents pattern period Peter McKellar Piaget Plowden Plowden Report primary education primary school problem programme Psychology range reading relation relationships responsibility reveals Robin Tanner role Rosemary Sutcliff school design seen sense sensitive sequence sharing significant situation social stage starting-point stimulus stimulus-response theories story Tailor of Gloucester talk task teacher teaching theory tion traditional understanding University of London untimetabled day vital words writing young child young children