Beginning Teaching, Beginning Learning: in Primary by Janet Moyles

By Janet Moyles

Organised into 4 components, this article units out to discover the various matters to be investigated through starting lecturers - and those that aid them - whilst operating with early years and first age teenagers, whereas while, exploring a number of the pride and delight within the instructing role.

content material: entrance hide; part identify; identify; replica correct; Contents; record of figures and tables; Notes at the editors and members; Acknowledgements; Abbreviations; advent; half 1 Early Beginnings; bankruptcy 1 starting firstly; bankruptcy 2 origin degree --
expectancies and imaginative and prescient; bankruptcy three can we comprehend one another? Multi-disciplinary operating in kid's Centres; bankruptcy four the 1st days in school; bankruptcy five the significance of partnerships with mom and dad and carers; half 2 starting to comprehend kid's pondering and learning

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Additional info for Beginning Teaching, Beginning Learning: in Primary Education, 3rd Edition

Example text

Bruce, T. (2005) Early Childhood Education (3rd edn). Abingdon: Hodder Education. Campbell, R. (1999) Literacy from Home to School: Reading with Alice. Stoke-on-Trent: Trentham Books. Campbell-Barr, V. (2005) The economy of childcare, unpublished thesis submitted to Canterbury Christ Church University/UKC, Canterbury. 22 TRICIA DAVID AND SACHA POWELL Carr, M. (2001) Assessment in Early Childhood Settings: Learning Stories. London: Paul Chapman/ Sage. Claxton, G. (2002) Building Learning Power. Bristol: TLO Publishing.

They are ‘testing’ the balls, holding one in each hand, banging them on the floor followed by one ball against the other. One senses immediately that soon one baby will ‘test’ a ball on the second baby’s head or back. When this does indeed occur the practitioner subtly places her hand where the baby can ‘test’ the errant ball, gently showing him what is permissible and what is not, while allowing the exploratory play to continue. All these babies are exploring their worlds – the people, objects and materials in them, their properties and reactions.

A parent-helper made different sized blocks of ice, some of which had toys and natural objects frozen inside. Over the next week, Ben was engrossed for long periods playing with the ice, trying different ways of melting it, breaking it into smaller pieces, using water and sand and taking it outside into the sun. The teacher spent time with him, and they discussed hot and cold things, freezing and melting, and considered other things they might freeze. Ben helped the teaching assistant to make ice cubes for the children’s mid-morning drinks.

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