- Table View
- List View
Thinking and Learning About Mathematics in the Early Years (Essential Guides for Early Years Practitioners)
by Linda PoundHow can early years practitioners help young children to become not only numerate but aspiring mathematicians who love numbers, shapes and mathematical comparisons? The introduction of the Foundation Stage has led to practitioners seeking ways to teach maths which are more in line with the creative and playful ways young children learn other subjects. Linda Pound draws on current thinking about children's mathematical development to show how you can encourage and enhance the numeracy skills of any child in the early years by linking maths to every-day life situations and making it a playful and enjoyable cross-curricular activity. This highly practical and engaging text includes chapters on: why maths is often seen as 'hard' and what practitioners can do to help young children be more successful exploring shapes, space, measures and patterns how to make maths more fun and playful, using games, humour, stories and rhymes using music and dance to enhance mathematical understanding encouraging children to see the connection between maths and everyday experiences through, for example sorting, matching and guessing creating an environment for mathematical development, indoors and out Concluding with a chapter on how practitioners and parents can become more confident in their use of maths, this user-friendly text, packed full of ideas, is essential reading for practitioners in any early years setting. Students on Early Education courses will also find much here to inspire them.
Thinking and Learning About Mathematics in the Early Years (Essential Guides for Early Years Practitioners)
by Linda PoundHow can early years practitioners help young children to become not only numerate but aspiring mathematicians who love numbers, shapes and mathematical comparisons? The introduction of the Foundation Stage has led to practitioners seeking ways to teach maths which are more in line with the creative and playful ways young children learn other subjects. Linda Pound draws on current thinking about children's mathematical development to show how you can encourage and enhance the numeracy skills of any child in the early years by linking maths to every-day life situations and making it a playful and enjoyable cross-curricular activity. This highly practical and engaging text includes chapters on: why maths is often seen as 'hard' and what practitioners can do to help young children be more successful exploring shapes, space, measures and patterns how to make maths more fun and playful, using games, humour, stories and rhymes using music and dance to enhance mathematical understanding encouraging children to see the connection between maths and everyday experiences through, for example sorting, matching and guessing creating an environment for mathematical development, indoors and out Concluding with a chapter on how practitioners and parents can become more confident in their use of maths, this user-friendly text, packed full of ideas, is essential reading for practitioners in any early years setting. Students on Early Education courses will also find much here to inspire them.
Thinking and Learning Skills: Volume 2: Research and Open Questions (Psychology of Education and Instruction Series)
by S. F. Chipman J. W. Segal R. Glaser"First Published in 1985, Routledge is an imprint of Taylor & Francis, an informa company."
Thinking and Learning Skills: Volume 1: Relating Instruction To Research (Psychology of Education and Instruction Series)
by Judith W. Segal, Susan F. Chipman and Robert GlaserFirst Published in 1985. Routledge is an imprint of Taylor & Francis, an informa company.
Thinking and Learning Skills: Volume 1: Relating Instruction To Research (Psychology of Education and Instruction Series)
by J. W. Segal S. F. Chipman R. GlaserFirst Published in 1985. Routledge is an imprint of Taylor & Francis, an informa company.
Thinking and Learning Skills: Volume 2: Research and Open Questions (Psychology of Education and Instruction Series)
by Susan F. Chipman and Judith W. Segal and Robert Glaser"First Published in 1985, Routledge is an imprint of Taylor & Francis, an informa company."
Thinking and Learning Through Drawing: In Primary Classrooms
by Mrs Gill Hope'The text is clear and accessible and gives a fascinating overview of how drawing can help children to learn and understand the thinking of others…It is highly recommended for all students and practitioners interested in understanding more about how children express their ideas and theories about the world' - Early Years Update 'This book is an invaluable resource for anyone who recognises the potential of 'drawing' as an essential element for developing thinking and learning in the Primary Classroom...and a 'must read' for those who are sceptical!....This is a fascinating read that invokes a variety of feelings including a sense of wonder and curiosity about the many facets of drawing, which leaves you with a thirst to try out more and explore ways of releasing the untapped potential of 'drawing' in your own classroom' - thinkingclassroom.co.uk Children use drawing as a means through which they create, develop, communicate and record their thoughts and ideas. Whether it's to play, or to express feelings and meaning, drawing enables them to learn about the world, explore their imaginations, and to invent and present new ideas. With an extensive background in teaching and researching children's uses of drawing, Gill Hope describes the ways in which multiple forms of drawing are used by Primary school children. She explains why it should be actively promoted as a means of supporting thinking and learning across a wide range of subject areas, and provides practical support for teachers. Demonstrating the importance of drawing, and combining a thematic approach with practical guidance, this informative and enjoyable book: - widens teachers' understanding of the multiple uses of drawing; - shows how children can be guided to use it to support thinking and learning; - explores the range of applications in which drawing can be used across all areas of the curriculum; - looks to the future and at the ever increasing importance of graphic literacy. Providing a fresh insight into the uses of drawing as a powerful tool which supports children's thinking and learning, this book will be of interest to everyone involved in the development of children's capabilities, including teachers, student teachers and teaching assistants.
Thinking and Learning with ICT: Raising Achievement in Primary Classrooms
by Lyn Dawes Rupert WegerifPrimary teachers need to incorporate the use of computers in their daily lesson plans, but how can this be done most effectively to promote learning skills in the classroom? In this fascinating book, Lyn Dawes and Rupert Wegerif outline a strategy for enhancing the effectiveness of computers for teaching and learning with an emphasis on: * raising pupil achievement in the core subject areas* developing collaborative learning in small groups* using group discussions as a way of improving general communication, as well as thinking and reasoning skills. The approach is to use computers as a support for collaborative learning in small groups and this book presents ways to prepare pupils for talking, learning and thinking together around computers. Excerpts from pupils' discussions illustrate the main issues and guidance on lesson planning and developing and choosing appropriate software is also provided. Thinking and Learning with ICT will be a valuable resource for primary teachers and student teachers.
Thinking and Learning with ICT: Raising Achievement in Primary Classrooms
by Lyn Dawes Rupert WegerifPrimary teachers need to incorporate the use of computers in their daily lesson plans, but how can this be done most effectively to promote learning skills in the classroom? In this fascinating book, Lyn Dawes and Rupert Wegerif outline a strategy for enhancing the effectiveness of computers for teaching and learning with an emphasis on: * raising pupil achievement in the core subject areas* developing collaborative learning in small groups* using group discussions as a way of improving general communication, as well as thinking and reasoning skills. The approach is to use computers as a support for collaborative learning in small groups and this book presents ways to prepare pupils for talking, learning and thinking together around computers. Excerpts from pupils' discussions illustrate the main issues and guidance on lesson planning and developing and choosing appropriate software is also provided. Thinking and Learning with ICT will be a valuable resource for primary teachers and student teachers.
Thinking And Learning With Ict: Raising Achievement In Primary Classrooms (PDF)
by Rupert Wegerif Lyn DawesPrimary teachers need to incorporate the use of computers in their daily lesson plans, but how can this be done most effectively to promote learning skills in the classroom? In this fascinating book, Lyn Dawes and Rupert Wegerif outline a strategy for enhancing the effectiveness of computers for teaching and learning with an emphasis on: * raising pupil achievement in the core subject areas * developing collaborative learning in small groups * using group discussions as a way of improving general communication, as well as thinking and reasoning skills. The approach is to use computers as a support for collaborative learning in small groups and this book presents ways to prepare pupils for talking, learning and thinking together around computers. Excerpts from pupils' discussions illustrate the main issues and guidance on lesson planning and developing and choosing appropriate software is also provided. Thinking and Learning with ICT will be a valuable resource for primary teachers and student teachers.
Thinking And Learning With ICT: Raising Achievement In Primary Classrooms
by Rupert Wegerif Lyn DawesPrimary teachers need to incorporate the use of computers in their daily lesson plans, but how can this be done most effectively to promote learning skills in the classroom? In this fascinating book, Lyn Dawes and Rupert Wegerif outline a strategy for enhancing the effectiveness of computers for teaching and learning with an emphasis on: * raising pupil achievement in the core subject areas * developing collaborative learning in small groups * using group discussions as a way of improving general communication, as well as thinking and reasoning skills. The approach is to use computers as a support for collaborative learning in small groups and this book presents ways to prepare pupils for talking, learning and thinking together around computers. Excerpts from pupils' discussions illustrate the main issues and guidance on lesson planning and developing and choosing appropriate software is also provided. Thinking and Learning with ICT will be a valuable resource for primary teachers and student teachers.
Thinking and Literacy: The Mind at Work
by Carolyn N. Hedley Patricia Antonacci Mitchell RabinowitzThis volume explores higher level, critical, and creative thinking, as well as reflective decision making and problem solving -- what teachers should emphasize when teaching literacy across the curriculum. Focusing on how to encourage learners to become independent thinking, learning, and communicating participants in home, school, and community environments, this book is concerned with integrated learning in a curriculum of inclusion. It emphasizes how to provide a curriculum for students where they are socially interactive, personally reflective, and academically informed. Contributors are authorities on such topics as cognition and learning, classroom climates, knowledge bases of the curriculum, the use of technology, strategic reading and learning, imagery and analogy as a source of creative thinking, the nature of motivation, the affective domain in learning, cognitive apprenticeships, conceptual development across the disciplines, thinking through the use of literature, the impact of the media on thinking, the nature of the new classroom, developing the ability to read words, the bilingual, multicultural learner, crosscultural literacy, and reaching the special learner. The applications of higher level thought to classroom contexts and materials are provided, so that experienced teacher educators, and psychologists are able to implement some of the abstractions that are frequently dealt with in texts on cognition. Theoretical constructs are grounded in educational experience, giving the volume a practical dimension. Finally, appropriate concerns regarding the new media, hypertext, bilingualism, and multiculturalism as they reflect variation in cognitive experience within the contexts of learning are presented.
Thinking and Literacy: The Mind at Work
by Carolyn N. Hedley Patricia Antonacci Mitchell RabinowitzThis volume explores higher level, critical, and creative thinking, as well as reflective decision making and problem solving -- what teachers should emphasize when teaching literacy across the curriculum. Focusing on how to encourage learners to become independent thinking, learning, and communicating participants in home, school, and community environments, this book is concerned with integrated learning in a curriculum of inclusion. It emphasizes how to provide a curriculum for students where they are socially interactive, personally reflective, and academically informed. Contributors are authorities on such topics as cognition and learning, classroom climates, knowledge bases of the curriculum, the use of technology, strategic reading and learning, imagery and analogy as a source of creative thinking, the nature of motivation, the affective domain in learning, cognitive apprenticeships, conceptual development across the disciplines, thinking through the use of literature, the impact of the media on thinking, the nature of the new classroom, developing the ability to read words, the bilingual, multicultural learner, crosscultural literacy, and reaching the special learner. The applications of higher level thought to classroom contexts and materials are provided, so that experienced teacher educators, and psychologists are able to implement some of the abstractions that are frequently dealt with in texts on cognition. Theoretical constructs are grounded in educational experience, giving the volume a practical dimension. Finally, appropriate concerns regarding the new media, hypertext, bilingualism, and multiculturalism as they reflect variation in cognitive experience within the contexts of learning are presented.
Thinking and Problem Solving (Handbook Of Perception And Cognition #Volume 2)
by Robert J. SternbergThinking and Problem-Solving presents a comprehensive and up-to-date review of literature on cognition, reasoning, intelligence, and other formative areas specific to this field. Written for advanced undergraduates, researchers, and academics, this volume is a necessary reference for beginning and established investigators in cognitive and educational psychology. Thinking and Problem-Solving provides insight into questions such as: how do people solve complex problems in mathematics and everyday life? How do we generate new ideas? How do we piece together clues to solve a mystery, categorize novel events, and teach others to do the same? Provides a comprehensive literature review Covers both historical and contemporary approaches Organized for ease of use and reference Chapters authored by leading scholars
Thinking and Rethinking the University: The selected works of Ronald Barnett
by Ronald BarnettIn the World Library of Educationalists series, international scholars compile career-long selections of what they judge to be among their finest pieces so the world has access to them in a single manageable volume. Readers are able to follow the themes and strands and see how their work contributes to the development of the field. Over more than three decades, Professor Ronald Barnett has acquired a distinctive position as a leading philosopher of the university and higher education, and this volume brings together 15 of his key writings, particularly papers from leading journals. This volume also includes, as his introductory chapter, an intellectual autobiography, in which Professor Barnett recounts the history of his scholarship and writing, traces its development across five stages, and identifies the themes and sources of inspiration that lie within his corpus of work. Ronald Barnett has described his corpus of work as a social philosophy of the university that is at once conceptual, critical, practical and imaginative. His concepts of criticality, critical interdisciplinarity, supercomplexity and the ecological university have been taken up in the literature across the world. Through telling examples, and with an incisive clarity of writing, Ronald Barnett’s scholarship has helped to illuminate in fresh ways and reorient practices in the university and in higher education. The chapters in this volume reveal all of these qualities so making this volume a compelling overview of a passionate and yet constructive critic of the university.
Thinking and Rethinking the University: The selected works of Ronald Barnett
by Ronald BarnettIn the World Library of Educationalists series, international scholars compile career-long selections of what they judge to be among their finest pieces so the world has access to them in a single manageable volume. Readers are able to follow the themes and strands and see how their work contributes to the development of the field. Over more than three decades, Professor Ronald Barnett has acquired a distinctive position as a leading philosopher of the university and higher education, and this volume brings together 15 of his key writings, particularly papers from leading journals. This volume also includes, as his introductory chapter, an intellectual autobiography, in which Professor Barnett recounts the history of his scholarship and writing, traces its development across five stages, and identifies the themes and sources of inspiration that lie within his corpus of work. Ronald Barnett has described his corpus of work as a social philosophy of the university that is at once conceptual, critical, practical and imaginative. His concepts of criticality, critical interdisciplinarity, supercomplexity and the ecological university have been taken up in the literature across the world. Through telling examples, and with an incisive clarity of writing, Ronald Barnett’s scholarship has helped to illuminate in fresh ways and reorient practices in the university and in higher education. The chapters in this volume reveal all of these qualities so making this volume a compelling overview of a passionate and yet constructive critic of the university.
Thinking and Seeing with Women in Revelation (The Library of New Testament Studies #475)
by Lynn R. HuberLynn R. Huber argues that the visionaryaspect of Revelation, with its use of metaphorical thinking and language, isthe crux of the text's persuasive power. Emerging from a context that employsimagery to promote imperial mythologies, Revelation draws upon a long traditionof using feminine imagery as a tool of persuasion. It does so even whileshaping a community identity in contrast to the dominant culture and inexclusive relationship with the Lamb. By drawing upon the work of medieval and modern visionaries, Huber answers acall to examine the way 'real' readers engage with biblical texts. Revealinghow Revelation continues to persuade audiences through appeals to the visualand provocative imagery she offers a new sense of how the text metaphoricallanguage simultaneously limits and invites new meaning, unfurling a range ofinterpretations.
Thinking Antagonism: Political Ontology after Laclau (PDF)
by Oliver MarchartDiscover Ernesto Laclau's theory of antagonism and how it contributes to political and cultural thought Ernesto Laclau (1935-2014) was one of the major theoretical voices on the Left. His concept of antagonism is the cornerstone of his theory of hegemony and the organising concept in his political ontology. Oliver Marchart presents the main features of this ontology and tracks the development of antagonism from German Idealism via Marx to today's post-Marxism. In doing so, he demonstrates Laclau's significant contribution to the current 'ontological turn' in political thought. By carving out the philosophical implications of antagonism, Marchart proposes a new theory of 'thinking' as a collective, political and conflictual practice.
Thinking Better: The Art Of The Shortcut
by Marcus du SautoyHow do you remember more and forget less? How can you earn more and become more creative just by moving house? And how do you pack a car boot most efficiently? This is your shortcut to the art of the shortcut.
Thinking Beyond Technology: Creating New Value in Business
by J. DiVannaThe book examines the value proposition of technology and its relationship with business innovation, social preferences and its role as a mechanism of labour savings or revenue generation. In the same style as his first book, Redefining Financial Services , the author combines empirical knowledge with a historical approach revealing the explicit nature of technological advancement while analysing the implicit impact on the process of business. The book presents the reader with a question: does society shape technology or is technology shaping society?
Thinking Biblically: Exegetical and Hermeneutical Studies
by André LaCocque Paul RicoeurUnparalled in its poetry, richness, and religious and historical significance, the Hebrew Bible has been the site and center of countless commentaries, perhaps none as unique as Thinking Biblically. This remarkable collaboration sets the words of a distinguished biblical scholar, André LaCocque, and those of a leading philosopher, Paul Ricoeur, in dialogue around six crucial passages from the Old Testament: the story of Adam and Eve; the commandment "thou shalt not kill"; the valley of dry bones passage from Ezekiel; Psalm 22; the Song of Songs; and the naming of God in Exodus 3:14. Commenting on these texts, LaCocque and Ricoeur provide a wealth of new insights into the meaning of the different genres of the Old Testament as these made their way into and were transformed by the New Testament. LaCocque's commentaries employ a historical-critical method that takes into account archaeological, philological, and historical research. LaCocque includes in his essays historical information about the dynamic tradition of reading scripture, opening his exegesis to developments and enrichments subsequent to the production of the original literary text. Ricoeur also takes into account the relation between the texts and the historical communities that read and interpreted them, but he broadens his scope to include philosophical speculation. His commentaries highlight the metaphorical structure of the passages and how they have served as catalysts for philosophical thinking from the Greeks to the modern age. This extraordinary literary and historical venture reads the Bible through two different but complementary lenses, revealing the familiar texts as vibrant, philosophically consequential, and unceasingly absorbing.
The Thinking Child: Brain-based learning for the early years foundation stage
by Nicola CallThis new edition of The Thinking Child is fully-updated with reference to the new Early Years Foundation Stage (EYFS) and Every Child Matters. The book considers the most recent research into the brain and learning, and offers practical advice on how to reflect these findings in the classroom. There is new guidance on current challenges facing practitioners, such as dealing with stressed and over-scheduled children, the philosophy and benefits of including every child and how to address practical issues that might arise in different settings. Other new material includes: - Collaborative working, - Foreign language learning and English as an additional language (EAL), - Outdoor learning and healthy settings, - Extended provision and the key person approach, and - Managing ICT and the dangers of information overload. The authors offer practical advice on implementing statutory requirements, maintaining a balance between child-initiated and adult-led activities and making the most of existing resources.
The Thinking Child: Laying the foundations of understanding and competence
by Pamela MayWhat characteristics do children need to become motivated to learn? How do children’s experiences and relationships affect their cognitive development? How do you provide learning experiences that meet the developmental needs of every child in your care? The Thinking Child thoughtfully discusses the key principles of children’s cognitive and intellectual development alongside descriptions of everyday practice. It clearly explains the cognitive strategies that children use to learn new knowledge, the development of cognitive milestones such as symbolism, memories and the imagination, metacognition and creativity along with research into how the brain processes information. Throughout the book, the author considers the key characteristics of effective learning and shows how play is one of the primary mechanisms that children use to access new knowledge and to consolidate their emerging ideas and concepts. These characteristics are then applied to integral aspects of early years practice to show how pracitioners can: motivate children to learn new knowledge about themselves and the world around them; help children to develop their own ideas creatively and use this knowledge as a base to learn new things; reflect on their own teaching methods to encourage children’s engagement, motivation and creativity through effective observation and planning; engage with parents and carers to help support children’s learning at home whilst maintaining the values of the family; celebrate the uniqueness of each child and provide learning experiences that are appropriate for individuals with particular learning needs, be they physical, emotional or cognitive to ensure that every child has an equal opportunity to succeed. Emphasising the importance of understanding the theory that underpins children’s cognitive development, this accessible text shows practitioners how they can use this knowledge to provide learning opportunities that nourish children’s thinking and creative skills.
The Thinking Child: Laying the foundations of understanding and competence
by Pamela MayWhat characteristics do children need to become motivated to learn? How do children’s experiences and relationships affect their cognitive development? How do you provide learning experiences that meet the developmental needs of every child in your care? The Thinking Child thoughtfully discusses the key principles of children’s cognitive and intellectual development alongside descriptions of everyday practice. It clearly explains the cognitive strategies that children use to learn new knowledge, the development of cognitive milestones such as symbolism, memories and the imagination, metacognition and creativity along with research into how the brain processes information. Throughout the book, the author considers the key characteristics of effective learning and shows how play is one of the primary mechanisms that children use to access new knowledge and to consolidate their emerging ideas and concepts. These characteristics are then applied to integral aspects of early years practice to show how pracitioners can: motivate children to learn new knowledge about themselves and the world around them; help children to develop their own ideas creatively and use this knowledge as a base to learn new things; reflect on their own teaching methods to encourage children’s engagement, motivation and creativity through effective observation and planning; engage with parents and carers to help support children’s learning at home whilst maintaining the values of the family; celebrate the uniqueness of each child and provide learning experiences that are appropriate for individuals with particular learning needs, be they physical, emotional or cognitive to ensure that every child has an equal opportunity to succeed. Emphasising the importance of understanding the theory that underpins children’s cognitive development, this accessible text shows practitioners how they can use this knowledge to provide learning opportunities that nourish children’s thinking and creative skills.
The Thinking Child Resource Book: Brain-based learning for the early years foundation stage
by Nicola CallIn this new edition of a popular resource, the authors provide a wealth of practical suggestions on how to implement the most up-to-date research findings into how children learn best in early years settings. It is fully-updated with reference to all the latest initiatives including the Early Years Foundation Stage (EYFS) and Every Child Matters. This practical resource includes ways to promote self-esteem and emotional intelligence; ideas for teaching through play, music and movement; activities for circle time; advice on managing behaviour positively and fostering relationships with parents and carers. This resource book can be used independently or as a companion to The Thinking Child, also in its second edition. Handy margin references direct you to the appropriate pages of the sister book should you wish to learn more about the theory and research behind the practical techniques. An indispensable resource for early years practitioners of all settings, this book will also appeal to trainee teachers and parents.