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Early childhood and primary education : readings and reflections /

By: Johnston, Jane, 1954-.
Contributor(s): Halocha, John.
Publisher: Maidenhead : Open University Press, 2010Description: vi, 301 p. : ill. ; 23 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9780335236565 (pbk.); 9780335236565:; 0335236561 (pbk.); 9780335236572 (hbk.); 033523657X (hbk.).Subject(s): Early childhood education -- Great Britain | Education, Elementary -- Great BritainDDC classification: 372.210941
Contents:
Understanding child development : Social development -- Emotional development -- Physical and spatial development -- Cognitive development -- Language development -- The changing world of childhood: The family -- Play -- Globalization -- Multicultural -- The digital world -- Changing practice and professionalism : Working together -- Professionals -- Policy -- The curriculum -- Creativity -- The individual child -- Learning places.
Summary: Early years and primary are often seen as very separate stages of development, although children are expected to progress from one key stage to another in a seamless way. To be fully effective professionals need to understand and reflect on both children's experiences before and after the stage they are currently working in.
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Holdings
Item type Current library Call number Copy number Status Date due Barcode Item holds
Standard Loan Standard Loan ATU Sligo Yeats Library Main Lending Collection 372.210941 JOH (Browse shelf(Opens below)) 1 Available 0078574
Total holds: 0

Includes bibliographical references and index.

Understanding child development : Social development -- Emotional development -- Physical and spatial development -- Cognitive development -- Language development -- The changing world of childhood: The family -- Play -- Globalization -- Multicultural -- The digital world -- Changing practice and professionalism : Working together -- Professionals -- Policy -- The curriculum -- Creativity -- The individual child -- Learning places.

Early years and primary are often seen as very separate stages of development, although children are expected to progress from one key stage to another in a seamless way. To be fully effective professionals need to understand and reflect on both children's experiences before and after the stage they are currently working in.

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