Efnisyfirlit

• About the Author
• Foreword (BY Glenda Walsh)
• Acknowledgements
• Introduction
• Aims of the Book
• About this Book
• Understanding Learning
• The Importance of Theory
• Developmental Readiness
• Part One: The Early Pioneers
• 1 Recognising the Concept of Child
• The Emergence of Childhood
• John Locke
• Jean-Jacques Rousseau
• Seeing Nature in Children’s Learning
• Johann Pestalozzi
• Valuing Emotional Growth in Early Learning
• Sigmund Freud and the Psychodynamic Tradition
• Recognising the Value of Play in Early Learning
• Friedrich Froebel
• The Need for Social Reform
• Rachel and Margaret McMillan
• Advancing Understanding in Intellectual Development
• Rudolf Steiner
• Maria Montessori
• John Dewey and Progressive Education
• The Emergence of Behaviourism
• Part Two: Modern Perspectives
• 2 Emotional Learning in Childhood
• What Does Emotional Learning Look Like?
• Sigmund Freud
• Susan Isaacs
• Erik Erikson
• Emotional Intelligence
• Peter Salovey and John Mayer
• Daniel Goleman
• Self-Efficacy
• Albert Bandura
• Attachment
• John Bowlby
• Michael Rutter
• Rudolf Schaffer and Peggy Emerson
• 3 Social Learning in Childhood
• What Does Social Learning Look Like?
• Poverty and its Impact on Social Learning
• Bandura and Social Learning
• Vygotsky and Social Learning
• Bronfenbrenner and Social Learning
• Rogoff and Social Learning
• Gopnik and Social Learning
• Language and Social Learning
• Chomsky and the Behaviourist Tradition
• Vygotsky and Social Language
• The Ethics of Care
• Nel Noddings
• Behaviourism and its Relevance for Social Learning Today
• Behaviour Modification and Operant Conditioning
• 4 Cognitive Development and Learning
• Intellectual Development
• Piaget
• Vygotsky
• Bruner
• Gardner
• Freire
• Play as a Pedagogic Approach
• Pramling Samuelsson
• Nutbrown
• Viewing Learning from the Child’s Perspective
• Moyles
• Learning: Can We Really Make it Happen Out of Doors?
• Bilton
• 5 Practice Outside of the Mainstream
• Loris Malaguzzi and Reggio Emilia
• Te Whāriki
• Sure Start
• Instrumental Enrichment
• Challenging Artificial Barriers
• Assessing Learning
• The Contribution of Neuroscience
• Brain Development and Learning in Early Childhood
• Digital Learning in Early Childhood
• Digital Challenges in the 21st Century
• Part Three: Seeing Theory in Practice
• 6 Play as a Pedagogic Approach
• Case Study 6.1: Play as Pedagogy: Learning Out of Doors
• 7 Emotional Learning in Early Childhood
• Case Study 7.1: Life Begins for Robbie, Pradeep, and Gita
• Case Study 7.2: Promoting Self-Efficacy
• 8 Social Learning in Early Childhood
• Case Study 8.1: Robbie, Pradeep, and Gita Start Nursery
• Case Study 8.2: Giving Meaning to Assessments
• 9 Language and Learning
• Case Study 9.1: Robbie, Pradeep, and Gita Start School
• Case Study 9.2: Asperger’s Syndrome
• 10 Health and Wellbeing
• Case Study 10.1: Robbie, Pradeep, and Gita Prepare for Key Stage 2
• Case Study 10.2: Wellbeing and Obesity
• Some Concluding Thoughts
• References
• Index