A Curriculum for the Pre-School Child: Learning to Learn 2nd by Audrey Curtis

By Audrey Curtis

First released in 1986, this publication has been significantly influential within the education improvement of early years employees. This re-creation has been absolutely revised to take account of alterations within the nationwide Curriculum, the booklet of the government's 'desirable results' assertion for the under-fives, and the advent of NVQ's in baby care and schooling. the recent version additionally contains sections on:* the results of developmental psychology at the early years curriculum* operating with two-year-olds on self-awareness and social abilities* constructing conversation, motor, analytical and challenge fixing talents* fostering aesthetic and artistic expertise* play and the educational surroundings* record-keeping and review* concerning mom and dad* continuity from pre-schooling to statutory education.

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93). The educator is concerned with the process of education rather than with its possible products and is actively engaged in encouraging children’s intellectual growth through discovery and inquiry. However, when designing curricula based on activities and experience the educationalist needs to consider which activities and fields of knowledge are ‘worthwhile’. Peters (1966) queried what is meant by worthwhile, and asked how one can justify what is included in the curriculum for young children, and whether we are justified in teaching children to ‘know how’ rather than to ‘know that’.

Even today, from birth, most children will have been exposed to traditional sex-role stereotyping and there is evidence to suggest that they have established a firm notion of their sex roles by the age of three. g. g. g. girls cry and boys ‘work hard’). The same study also demonstrated that not all aspects of behaviour were stereotyped; for example, there was no sex preference for being strong. The development of this understanding that the world is divided into two genders and that there are appropriate behaviours which accompany them is the result of social expectations, particularly those of parents and respected adults; for example, a mother will correct her young child who points to a boy and calls him a girl.

G. most human beings can walk and jump but none can fly. However, some children at this age 40 Personal and social competence find it difficult to accept their limitations compared with adults and other children. 5. Ability to understand that the body is constantly changing and that physical growth has both a beginning (birth) and an end (death). Also understanding of sleeping and waking and the importance of these two in the life-cycle. 6. Knowledge of sensory awareness. The child needs to acquire the vocabulary to enable her to discuss taste, touch, smell, hearing and vision.

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