Examines a range of theories about young children as learners and the implications of these theories for classroom practice.
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.
Acknowledgements Introduction Competent young learners what children know and can do Conversations and observations establishing a baseline Planning for learning decisions about an appropriate curriculum The role of the teacher making the best use of teaching time Encouraging independence the effective use of space and resources Collaboration and cooperation the importance of talking and working with others The place of play the status of child initiated experiences The negotiated classroom issues of power and control Planning, doing and reviewing children organizing their learning Evaluation and assessment what teachers need to know about their children, their classrooms and themselves References Index.