By Hilary Cooper
Concentrating on diversified points of play and concerning them to varied contexts corresponding to areas that we stopover at and previous instances, this ebook is filled with enjoyable and fascinating actions that let the kid to make feel of the realm that they reside in and relate it to their very own reviews in an effort to improve their own and social development.The e-book contains: particular hyperlinks to geography and heritage; confirmed ways to stimulating, assisting, and lengthening play; sections on investigating the function of adults in stimulating studying via play; principles on how you can decide upon contexts that might have interaction kid's enthusiasm; case-studies that translate thought into perform; recommendation on how one can develop into efficient and reflective practitioners.
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Additional info for Exploring Time and Place Through Play: Foundation Stage - Key Stage 1
Corbett, P. (2003) How to Teach Story Writing at Key Stage 1. London: David Fulton. Craft, A. (2002) Creativity and Early Years Education: A life-wide foundation. London: Continuum. Dean, K. and Jackson, E. (2003) ‘Geography and play: a sense of place in play’, Primary Geographer 51, 15–17. Donaldson, M. (1978) Children’s Minds. London: Fontana. Drabble, M. (1979) A Writer’s Britain. London: Thames and Hudson. Erikson, E. H. (1965) Childhood and Society. London: Penguin. Franklin, I. L. (1992) The Old, Old Man and the Very Little Boy.
1978) Children’s Minds. London: Fontana. Drabble, M. (1979) A Writer’s Britain. London: Thames and Hudson. Erikson, E. H. (1965) Childhood and Society. London: Penguin. Franklin, I. L. (1992) The Old, Old Man and the Very Little Boy. New York: Athenaum, Simon and Schuster. Garvey, C. , Cole, M. and Lloyd, B. (series eds)). London: Collins/Fontana. 21 Exploring time and place through play Geraghty, P. (1994) The Hunter. London: Hutchinson. Grant, J. (1990) Littlenose Goes South. London: Hodder and Stoughton.
Yes, I’m wearing a bib. (laughing) You’ve got food round your mouth! It is clear from this discussion that the children were beginning to use the photographs as evidence and were making deductions from what they could see in the pictures. This ability would clearly be developed in Key Stage 1 where children are encouraged to work with a range of sources of evidence (DfEE/QCA 1999; Knowledge, skills and understanding (KSU) 4a). The conversations continued with Vicki providing ‘scaffolding’ and ‘modelling’ through her use of questions such as: What’s happening in this picture?