Download Free The Role Of Subject Knowledge In The Early Years Of Schooling Book in PDF and EPUB Free Download. You can read online The Role Of Subject Knowledge In The Early Years Of Schooling and write the review.

Originally published in 1994, the aim of the authors was to provide a comprehensive introduction to recent advances in research which had been made in learning and teaching in the early years of schooling at the time. Emphasis is placed on how subject knowledge is constructed or acquired, and the organization of teaching to promote the learner’s active construction of meaning through the integration of new knowledge with existing understanding. The National Curriculum is founded in subject knowledge, though little examination appears to have been made of this in terms of how subject matter is transformed into the content of teaching that young children can understand. It this remains for the teacher to develop instruction through the creation of a curriculum content and sequence which both reflects and advances the structure of existing forms of representation, problem-solving and knowledge which the child brings to the school. The whole thrust of the book challenges the conventional early years ideology with its emphasis on child-centred, concrete and empirical approaches to learning, with a view of teaching which is concerned with making sense of children’s understanding, and allowing their active construction of knowledge and information-processing to develop expertise in context.
Science for Primary and Early Years is a comprehensive guide to the subject knowledge requirements for the teaching of science in early years settings and primary schools. This second edition consists of activities to help the reader extend their own understanding of science. Part One explores understanding the nature of science, processes of planning, carrying out and evaluating scientific investigations, collecting and using data, hypothesizing, predicting, fair testing, use of correct terminology and understanding health and safety as well as key ideas in science that underpin subject knowledge. Part Two builds on these ideas as it explores in more detail life and living processes, the environment, electricity and magnetism, light, sound and the earth in space. This text is part of the series Developing Subject Knowledge which covers English, Mathematics and Science and provides authoritative distance learning materials on the national requirements for teaching the primary core curriculum, working with the early years and achieving qualified teacher status. It is designed for initial teacher training, experienced practitioner self-study, and will help towards GCSE revision. This is a set book for the Open University Course, 'Ways of Knowing: language, mathematics and science in the early years'.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
Young children start school already able to do a surprising amount of mathematics. This book examines the nature and origin of subject knowledge and is based on information gathered from observing the interactions between teachers and their first-year pupils. It demonstrates the necessity of the classroom teacher to draw on many kinds of knowledge in order to deal with various issues surrounding classroom learning and teaching. Two important core areas are knowledge of lesson structure and of subject matter; this book address the area of subject matter and, as such, it should be of interest to classroom teachers and lecturers in education.
Makes a case for considering the years from birth to eight as a continuum of development and learning. The text draws on research undertaken by nursery and primary teachers, in conjunction with LEAs and by HE staff.
This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students ́ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?
This work focuses on the field of early years research. It argues that the educational research community has blossomed in the UK in recent years, with the growth of higher degrees and practitioner research within this area.
The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. Dominic Wyse, with Andrew Pollard, have worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. This book uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues, such as relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills New to this edition: - More case studies and research summaries based on teaching in the primary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.
′In Case Study 5 (a grassroots ′Children′s Mathematics Network group′) the initiative supported the participants in their professional change by giving them a space for the detailed and joint consideration of children′s mathematical thinking. Another significant feature of this initiative is its focus on careful consideration and analysis of children′s mathematics, and the ways in which professionals can support and encourage the children′s mathematical thinking and reasoning... The standard of the mathematical understanding, thinking and reasoning that the displays revealed was far higher than the specified curriculum objectives for children of this age...′ - Researching Effective CPD in Mathematics Education (RECME) project: (NCETM, 2009) ′The review also plays great score by play-based learning of a mathematical nature, and makes specific recommendations regarding early mark-making as a precursor to abstract mathematical symbolism′. Section 115 features children′s mathematical graphics and emphasises: ′The role of mark-making in children′s cognitive development is set out in the taxonomy (Carruthers and Worthington, 2006)′. The report recommends that ′local authorities, leaders, managers and head teachers should provide a culture with a significant focus on mathematical mark-making′ and ′a learning environment that encourages children to choose to use their own mathematical graphics to support their mathematical thinking and processes′ - The Williams Maths Review: (DCSF, 2008) `At the very heart of the success of the book is the authors′ ability to see mathematics through young children′s eyes by listening to and reflecting on the constant efforts made by children to make sense of their world. This is a liberating book which proposes that the teaching of mathematics could and should be a highly creative and enjoyable proceess′ - Branwen Llewelyn Jones, Early Years Consultant at PACE Ltd / TACTYC ′Ground breaking... To single out any one chapter would be unfair because there is something thought-provoking and inspirational throughout. If you want to expand your understanding upwards and outwards then get a copy soon′ - Times Educational Supplement ′I first read Children′s Mathematics, Making Marks, Making Meaning a couple of years ago and it had an immediate impact on my own thinking and teaching, and the work I do with trainee teachers. I′m sure you will find it compelling reading too. I think it has the potential to change, in a fundamental way, how we think about early mathematical development′ - Lynne McClure, Editor, Math Co-ordiator′s File, Mathematics Association ′In their exceptionally readable and informative book, Children′s Mathematics, Making Marks, Making Meaning Carruthers and Worthington (2006) draw attention to one of the main goals of early years teaching, that is, to help children make links between the mathematics they have already encountered (and continue to engage with) at home and the more abstract mathematics of the school. These authors suggest that by encouraging children to represent mathematical ideas in their own ways and, crucially, by talking to the pupils about the marks they have made, we are given a "window" onto their thinking that may otherwise be inaccessible′ - Liz Pumphrey, NRICH This book draws on the authors′ many years of teaching children aged three to eight years and also on their extensive research with children in the home, nursery and school. The authors explain the development and range of young children′s mathematical marks and visual representations, showing how children make mental connections between their own early marks and subsequent abstract mathematical symbolism, and go on to develop their own written methods. Combining theory and practice, this acclaimed book demonstrates how children′s own mathematical graphics are highly creative and show deep levels of thinking. The authors show how this is the key to success in school mathematics and to higher levels of achievement. The authors are winners of TACTYC′s (2003) Jenefer Joseph Award for the Creative Arts (3 - 8) - awarded for their innovative work with children on mathematical graphics.