This volume provides a discussion of the education of four- to six-year olds, based on a recognition of the complexities of being an early-years teacher. Anning begins by reviewing the historical and ideological traditions of British infant and primary schools, tracing how we have reached the position where teachers feel themselves to be torn between child-centred and utilitarian demands in educating young children. She then provides a detailed critique of recent thinking about the cognitive, social and emotional development of children, and explores the complexities of teachers' roles. She discusses the organization of the classroom, the structuring of learning in the school day and the content of the curriculum. She also tackles the implications of the series of changes in the National Curriculum Orders and the national assessment systems for seven-year olds and their impact on pre-fives and children with special educational needs.
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Angela Anning brings a wide range of teaching experience - in Secondary, Further and Higher Education, and primary schools - to writing this book, but the bulk of her teaching career has been in inner city primary schools. For the last fifteen years her particular interest has been in the education of young children. She was head teacher of a nursery/infant school before moving into higher education as a trainer of primary BEd and PGCE students. In her current post, senior lecturer in Early Years/Arts Education at Leeds University, she is also involved in tutoring in-service and award bearing courses for primary teachers. Her research interests are in early childhood education and the art and design and technology curriculum in primary schools.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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