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Schemas in the early years : exploring beneath the surface through observation and dialogue /

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620366

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20230615105951.0

008		211205s2023 enka b 001 0 eng d
015		\|aGBC2A2715\|2bnb
020		\|a1032123958\|q(hbk.)
020		\|a9781032123950\|q(hbk.)
020		\|a1032123966\|q(pbk.)
020		\|a9781032123967\|q(pbk.) :\|cNT$805
020		\|a9781000592184\|q(ePub ebk.)
020		\|a9781000592085\|q(PDF ebk.)
020		\|a9781003224341\|q(ebk.)
035		\|a(OCoLC)1287200725\|z(OCoLC)1287127380\|z(OCoLC)1287127904\|z(OCoLC)1287201188
040		\|aYDX\|beng\|cYDX\|dBDX\|dUKMGB\|dOCLCF\|dYDX\|dCDX\|dYDX\|dNMW\|dTMUE\|eaacr
050	4	\|aBF723.S17\|bS34 2023
082	04	\|a155.4\|223
095		\|aTMUE\|b41\|cA0336537\|pB\|d155.4\|eS323\|y2023\|tDDC\|r805
245	00	\|aSchemas in the early years : \|bexploring beneath the surface through observation and dialogue / \|cThe Pen Green Schema Group ; edited by Cath Arnold.
260		\|aLondon ; \|aNew York, NY : \|bRoutledge, \|cc2023.
300		\|aviii, 209 p. : \|bcol. ill. ; \|c24 cm.
504		\|aIncludes bibliographical references (p. [191]-202) and index.
505	00	\|tAcknowledgements --\|tIntroduction /\|rCath Arnold --\|tTreasure basket play -- learning to move or moving to learn? /\|rJulie Brierley --\|tLines and connections everywhere: A possible insight into Ezra Moores conceptualisation of the world /\|rColette Tait --\|tRound and round: Learning about schemas in the Welsh Foundation Phase (FP) curriculum /\|rAmanda Thomas --\|tSchemas and language /\|rEmma Hewitt --\|tSchemas and metaphor /\|rCath Arnold and Sue Gascoyne --\|tWhy do they do that, and how should we respond? /\|rKate Barker --\|tAn exploration of schematic play in autistic children /\|rTamsin Grimmer and Sue Gascoyne --\|tFeeling at home in the world: Linking schemas with landscape and embodiment understandings /\|rJan White --\|tBringing post-humanism and Froebel into conversation with schema play /\|rChristina MacRae --\|tChildren first: The relevance of schemas for children in school /\|rChristine Parker --\|tConcluding thoughts /\|rJan White and Cath Arnold --\|tReferences --\|tIndex
520		\|a"Evolved through conversations with key early childhood education experts, Schemas in the Early Years focuses on the value of repeated patterns of action or & #x2018;schemas in young childrens play. It stimulates readers to ask questions of themselves, to watch children closely, and to create a dialogue with parents and other educators as well. Contributors to this fascinating book discuss their observation of children in naturalistic situations when they are deeply involved in play and identify topics or themes that can be linked to and inspire professional development opportunities. This book provides an antidote to beginning with the curriculum rather than the child and really considers children as learners. Each chapter focuses on young children and schemas, considering a wide age range from babies to children attending statutory schooling. Schemas in the Early Years is an accessible and inspiring text and serves as essential reading for educators wanting to think further and in more depth about schemas. Newcomers to schema theory or anyone currently using schema theory to understand children will also find these enquiries useful. All royalties from the sale of this book will be donated to Shelter the housing and homelessness charity."--\|cProvided by publisher
650	0	\|aSchemas (Psychology) in children.
650	0	\|aEarly childhood education.
700	1	\|aArnold, Cath.
710	2	\|aPen Green Centre (Corby, England)
710	2	\|aPen Green Research, Development, and Training Base and Leadership Centre.

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Evolved through conversations with key early childhood education experts, Schemas in the Early Years focuses on the value of 'repeated patterns' of action or 'schemas' in young children's play.

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