By Ioanna Palaiologou
Discussing the function of statement within the Early Years surroundings, this identify is helping Early Years scholars and practitioners comprehend the rules and moral guidance of statement and evaluation tools, and encourages them to take a severe stance on diverse commentary tools. It examines present projects and rules as a context for discussing the theoretical heritage, and attracts on a couple of methodologies with a view to improve transparent and systematic methods of constructing observations, recording facts and utilizing it to judge and check childrens.
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Extra resources for Childhood Observation (Achieving Eyps)
Erikson placed an important role on the social environment, and hence he suggested his own eight stages of psychosocial development. He believed (Erikson, 1963) that human beings develop through eight ‘crises’ (or psychosocial stages) during their lives. Each of these stages is related to biological development, and to social and cultural interactions at certain times of our lives. Both Freud and Erikson offered us a detailed account of children’s personal, social and emotional development. In the field of developmental psychology the psychoanalytical theory was criticised as limited, in terms of suitably explaining a child’s development and learning comprehensively.
Vygotsky’s socio-cognitive perspectives (1986) focused on how cultural values, beliefs, customs and social interactions are necessary for children in acquiring new ways of thinking. Piaget Piaget’s theory suggests that children develop through stages. Children develop and construct knowledge (schema) via these stages. According to Piaget (1929, 1952, 1954, 1962, 1968, 1969), the schemata, which are specific psychological structures, change with age. Piaget’s cognitive theory suggests that during the first two years of life, cognition can be seen in the baby’s motor actions towards the environment.
QXD 16/7/08 17:11 Page 39 Chapter 2 The role of observation in Early Years environment around them. 118). Although observations, traditionally, have been used by practitioners working in the Early Years sector, the statutory requirements for teaching and assessing young children in the Early Years Foundation Stage (DCSF, 2008a) mean that it is also essential to develop a more systematic approach to observations. P R A C T I C A L TA S K How are observations used in Early Years setting you are currently working in?