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The Child's Curriculum


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Table of Contents

1: Colwyn Trevarthen, Aline-Wendy Dunlop and Jonathan Delafield-Butt: Defining the Child's Curriculum, and its role in the life of the community 2: Colwyn Trevarthen: What young children give to our learning 3: Tina Bruce: The Importance of Play 4: Jonathan Delafield-Butt: The emotional and embodied nature of human understanding: Sharing narratives of meaning 5: Chris Miles: Access to Enriching Environments in Early Childhood: Paradise lost? 6: Angela M. Kurth and Darcia Narvaez: The Evolved Developmental Niche and Children's Developing Morality 7: Pauline von Bonsdorff: Children's Aesthetic Agency: The pleasures and power of imagination 8: Rebecca Nye: The Spiritual Strengths of Young Children 9: Alan Sinclair and Tam Baillie: Early human relations set the foundation for adult health and working life 10: Kenny Spence and Gary Clapton: Gender balance in the childcare workforce: Why having more men in childcare is important 11: Robin Duckett and Catherine Reding: The Courage of Utopia 12: Aline-Wendy Dunlop: Child's Curriculum as a Gift: Opening up the early level curriculum in Scotland 13: Ingela K. Naumann: Early childhood education and care policy: Beyond quantity and quality, for human development 14: Joshua Sparrow: Communities Raising Children Together: Collaborative Consultation with a Place-Based Initiative in Harlem 15: Cath Arnold and Tracy Gallagher: Involving Parents in Their Children's Learning 16: Sally Peters, Keryn Davis, and Ruta McKenzie: Children's 'working theories' as curriculum outcomes 17: Colwyn Trevarthen, Aline-Wendy Dunlop, and Jonathan Delafield-Butt: The spirit of the child inspires learning in the community: how can we balance this promise with the politics and practise of education?

About the Author

Colwyn Trevarthen studies how infants communicate. His work supports parents, teachers and therapists to give care and companionship to all children, including those suffering loneliness, shame, or disorders such as autism and depressive illness. He describes the talents of young children as a gift to the community, exploring how 'musicality' in movement communicates joy in play and story-telling. He is a Fellow of the Royal Society of Edinburgh, a Member of the Norwegian Academy of Sciences and Letters, a Vice-President of the British Association for Early Childhood Education, and Advisor at the Research Base, Pen Green Centre for Under Fives and Families in Corby. Jonathan Delafield-Butt is a developmental psychologist whose research examines the early origins of human experience and its embodied and emotional foundations. He researched brain development at Edinburgh, and infant and child development at Edinburgh and Copenhagen. He held scholarships at Harvard and the Institute for Advanced Studies at Edinburgh for science-philosophy bridgework on the mind-body relation. He trained pre-clinically in psychoanalytic psychotherapy and contributes to development in infant mental health. His work addresses principles of best practice in support of the social and emotional lives young children in education and clinical care, with attention to those with autism spectrum disorder. He is Reader in Child Development and Director of the Laboratory for Innovation in Autism. In her current role, Aline-Wendy has chosen to focus her research and writing interests on educational transitions, children's learning journeys, family engagement in education and practitioner identities, beliefs and practices. She also contributes to PG student supervision. She believes passionately in the importance of the Early Years in Scotland and is widely published. She is the Scottish Project Coordinator for the Scottish Transitions as a Tool for Change Project and CI the 'Child and Family Transitions: the role of childminders'; 'Autism and Film Literacies Project'; 'Narratives of Educational Transitions: A Longitudinal Study 3-18'. In 2013 Aline-Wendy was awarded an MBE for services to early childhood and autism in Scotland. She is a Vice-President of Early Education.

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