PART ONE: YOUNG CHILDREN LEARNING Thinking about Young Children Learning Some Questions about Schemas PART TWO: CHILDREN'S PATTERNS OF LEARNING Consistency, Continuity and Progression in Young Children's Learning Schemas as Consistent Patterns of Behaviour: Studies of Three Children PART THREE: SCHEMAS AND THE DEVELOPMENT OF KNOWLEDGE AND UNDERSTANDING Children's Developing Understanding of Mathematical and Scientific Ideas Patterns of Literacy Nourishing Children's Thinking through Stories PART FOUR: IMPLICATIONS FOR EARLY EDUCATION A Curriculum for Thinking Children Assessment for Learning Working with Parents
Professor Cathy Nutbrown is Head of the School of Education at the University of Sheffield, where she teaches and researches in the field of early childhood education. Cathy began her career as a teacher of young children and has since worked in a range of settings and roles with children, parents, teachers, and other early childhood educators. Cathy is committed to finding ways of working `with respect' with young children, and sees the concept of quality in the context of what it means to develop curriculum and pedagogy in the early years with the ambition of working in a climate of `respectful education'. She established the University of Sheffield MA in Early Childhood Education in 1998 and a Doctoral Programme in Early Childhood Education in 2008. In 2010 she contributed to the Tickell Review of the Early Years Foundation In June 2012 she reported on her year-long independent review for government on early years and childcare qualifications (The Nutbrown Review). She is Editor-in-Chief of the SAGE Journal of Early Childhood Research and author of over fifty publications on aspects of early childhood education. ?Cathy Nutbrown will be discussing ideas from Early Childhood Educational Research in Doing Your Early Years Research Project, a SAGE Masterclass for early years students and practitioners in collaboration with Kathy Brodie. Find out more here.
Praise for the previous edition:
'Cathy Nutbrown is able to discuss difficult theoretical issues with a lightness of touch and to illustrate those issues with clear observations from children. Accessibility is combined with depth. The scope of the book is comprehensive but detailed. She covers most of the early education issues of the day in ways that will encourage professionals to develop a more coherent and meaningful pedagogy than exists at the present time' - Chris Athey