By Sandra Smidt
This can be the 1st publication for early years execs and scholars consisting of suggestions on inspections and the way to satisfy the "desirable outcome". it's written in a transparent and available manner, and provides tips to advertise studying.
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Additional info for A Guide to Early Years Practice (1998)
You don’t need costumes and plastic dishes to play house. You don’t need a fireman’s hat to pretend you’re a fireman. I don’t think that children need all of those special things to play. ’ (Tobin, Wu and Davidson, 1989) This may be consoling for you if you are struggling to gather together all the materials and resources you see so glossily displayed in educational catalogues. It is worth bearing in mind that more than half the world’s children learn and play using natural, found and real materials.
And what activities might you offer her next? How did you get on with doing this? You might like to compare your responses with some gathered from workers in the area. In the case of Jonas and his symmetrical buildings, one nursery worker said ‘I would certainly use the word “symmetrical” in my response. I would say something like “My goodness, Jonas. Every time you make something it is the same on both sides. We call that symmetrical”. I might then bring a mirror into the construction area and see what he makes of that.
Most impressive, however, is the quality of the work of the children. Visitors are often stunned by the intensity of the children’s concentration as they draw and paint, use the computers, design and construct, make and send messages to one another and explore the physical space. The philosophy of the nurseries is that childhood is important in its own right and that children should encounter a range of meaningful experiences and activities in order that they become able to represent and re-represent what they have seen and heard and learned.
A Guide to Early Years Practice (1998) by Sandra Smidt