By Audrey Curtis
First released in 1986, this ebook has been drastically influential within the education improvement of early years staff. This new version has been totally revised to take account of adjustments 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 variation additionally contains sections on:* the consequences of developmental psychology at the early years curriculum* operating with two-year-olds on self-awareness and social talents* constructing communique, motor, analytical and challenge fixing abilities* fostering aesthetic and inventive information* play and the training setting* record-keeping and evaluation* regarding mom and dad* continuity from pre-schooling to statutory education.
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Extra resources for A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition
A third theoretical stance on intrinsic motivation relates to attribution theory. Proponents of this approach argue that the important point is how children perceive the cause of their behaviour. When children attribute the cause of their behaviour to their own efforts, competence and intrinsic motivation are likely to be enhanced. On the other hand, when children attribute the cause of their behaviour to external influences, such as reward for parental or teacher demands rather than their own efforts, their intrinsic motivation is likely to be diminished.
Borke (1971) demonstrated that from the age of three children could understand one another’s feelings and share one another’s point of view and that by the age of five all children shown pictures of adults and children in difficult situations were able to see things from another’s perspective. There is also research which shows that children can Personal and social competence 41 take into account another person’s perspective in terms of their likes and dislikes and how they perceive the situation.
Awareness of this should enable educators to appreciate more fully why some children appear to be more resistant to novel and discrepant objects, information, situations or people than others, and programmes can be planned containing activities that help these children to become gradually more open to novelty, more flexible in their thinking and more creative in their approach to problem-solving situations. Curiosity will obviously be inhibited if children are fearful and anxious and an important role of the early years educator is to ensure that the nursery environment is as relaxed as possible.
A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition by Audrey Curtis