By Hilary Cooper
Concentrating on various points of play and referring to them to varied contexts reminiscent of locations that we stopover at and earlier instances, this e-book is filled with enjoyable and interesting actions that let the kid to make experience of the realm that they dwell in and relate it to their very own stories so one can improve their own and social development.The e-book comprises: particular hyperlinks to geography and background; confirmed techniques to stimulating, assisting, and lengthening play; sections on investigating the function of adults in stimulating studying via play; rules on how one can pick out contexts that may interact kid's enthusiasm; case-studies that translate conception into perform; suggestion on how one can turn into efficient and reflective practitioners.
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Additional resources for Exploring Time and Place Through Play: Foundation Stage - Key Stage 1
1987) Early Childhood Education. London: Hodder and Stoughton. Bruce, T. and Meggitt, C. (1991) Time to Play in Early Childhood. Sevenoaks: Hodder and Stoughton. Bruner, J. S. (1987) Making Sense: The child’s construction of the world. London: Methuen. Burningham, J. (1984) Grandpa. London: Jonathan Cape. Burningham, J. (1986) Where’s Julius? London: Jonathan Cape. Burningham, J. (1996) Cloudland. London: Jonathan Cape. Carle, E. (1997) Little Cloud. Middlesex: Hamish Hamilton. Carle, E. (2000) Dream Snow.
This emphasis on sequencing stories through actions also continued to develop Early Learning Goals for language and communication so vital for future understanding of chronology. This valuable work will be developed in future in Key Stage 1 when the children move on to topics such as ‘toys’, ‘houses and homes’ and ‘celebrations’. The language already introduced, relating to time will be consolidated and developed, as will the ability to sequence events and objects (DfEE/QCA 1999: 104; KSU 1a & b).
3 Weekly plan for adults’ observations of play in castle and intended learning outcomes read to them by staff members or they would listen to the taped stories in the listening area. In the book area non-fiction books on castles were to be displayed alongside fictional texts in which there were pictures of castles. A teacher, Louise, would interact with small groups of children within the castle. The aims were to assess the children’s knowledge and understanding of time past, to see if they had any awareness of changes over time and to gauge their ability to use the language of time.
Exploring Time and Place Through Play: Foundation Stage - Key Stage 1 by Hilary Cooper