Threads of Thinking
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Threads of Thinking : Schemas and Young Children's Learning

3.63 (11 ratings by Goodreads)
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Description

In her new edition of this popular book, Cathy Nutbrown presents evidence of continuity and progression in young children's thinking. She shows, with detailed observation, that they are able and active learners. She considers aspects of children's patterns of learning and thinking - or schemas - and demonstrates clearly how children learn in an active, dynamic and creative way.





This book makes schema theory explicit in practice. Supported by numerous detailed examples and the discussion of difficult theoretical issues, it illustrates children's learning in areas such as literacy, maths and science.





This new edition includes:





- discussion on the need for professional development


- changes in early years pedagogy


- more discussion of theories of learning in relation to curriculum and teaching practices


- new examples of children's drawings


- new suggestions for using stories to support schemas.





Threads of Thinking is for early years practitioners who wish to support and develop children's learning.





Professor Cathy Nutbrown is Director of Studies in Early Childhood Education at the University of Sheffield.
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Product details

  • Paperback | 216 pages
  • 170 x 242 x 15.24mm | 390g
  • London, United Kingdom
  • English
  • Revised
  • 4th Revised edition
  • black & white tables, figures
  • 1849204640
  • 9781849204644
  • 38,406

Table of contents

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
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Review quote

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
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About Cathy Nutbrown

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.
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Rating details

11 ratings
3.63 out of 5 stars
5 18% (2)
4 45% (5)
3 18% (2)
2 18% (2)
1 0% (0)
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