Helping Children Learn: Contributions to a Cognitive Curriculum, 1st Edition (e-Book) book cover

Helping Children Learn

Contributions to a Cognitive Curriculum, 1st Edition

By Sara Meadows, Asher Cashdan


142 pages

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pub: 2019-10-08
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Originally published in 1988, this volume presented a new understanding of how teachers in early childhood education helped children learn. It carefully and critically reviews different teaching approaches, and evaluates two innovatory teaching techniques which were at the focus of recent action research studies and which complemented the traditional early childhood curriculum at the time.

The book is intended for all those concerned with early education, including students in initial training or those doing inservice courses for children between 3 and 7. Its contents will still be of relevance to people interested in playgroups and parent education.

Table of Contents

Acknowledgements. Foreword by Professor Peter Robinson. 1. Introduction 2. Mainstream Good Practice: Is There a Discrepancy between Hope and Achievement? 3. The Details of Teaching and Learning as Seen in Pre-School 4. How Young Children Learn 5. The Dialogue Approach: Tutorial Teaching 6. The Literary-Centred Curriculum 7. Summary and Conclusions. Bibliography. Index.

About the Series

Routledge Library Editions: Psychology of Education

Routledge Library Editions: Psychology of Education (53 Volume set) brings together a mix of titles involving psychology and education from early years to later life. Covering areas across both education and psychology, including learning theory and strategies, social, developmental and cognitive aspects, school psychology and counselling in schools. The series of previously out-of-print titles, originally published between 1930 and 1996, includes contributions from a range of authors, many considered leaders in their field.

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Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Preschool & Kindergarten
EDUCATION / Learning Styles
PSYCHOLOGY / Developmental / Child
PSYCHOLOGY / Cognitive Psychology