Starting from the child
Early years practitioners currently face a number of dilemmas when planning an education for young children. The imposition of an external curriculum seems to work in opposition to the principles of planning experiences which start from the child. Does this mean that the notion of a curriculum centred on the needs and interests of children is now more rhetoric than reality?
In a practical and realistic way Starting from the Child examines a range of theories about young children as learners and the implications of these theories for classroom practice. Julie Fisher acknowledges the competence of young children when they arrive at school, the importance of building on their early successes and the critical role of adults who understand the individual and idiosyncratic ways of young learners.
The book addresses the key issues of planning and assessment, explores the place of talk and play in the classroom and examines the role of the teacher in keeping a balance between the demands of the curriculum and the learning needs of the child.
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