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References

Brooker, L. (2002) Starting School: Young children learning about cultures, Buckingham and Philadelphia, Open University Press.
Brown, A. L, Ash, D., Rutherford, M., Nakagawa, K., Gordon, A. and Campione, J. C. (1993) ‘Distributed expertise in the classroom’ in Salomon, G. (ed.) Distributed Cognitions: Psychological and educational considerations, Cambridge, Cambridge University Press.

Author(s): The Open University

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4.4 Observing play

Observing children's play offers an important way in which adults can monitor and assess children's progress.

Logging children's use of a particular activity or play scenario helps practitioners monitor how children use their time, their particular interests and any gaps in their experiences, so that practitioners can plan a balanced curriculum that takes note of children's strengths, interests and needs.

(QC
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4.3 Do children need to play?

Although we have considered the purposes of play and the extent to which it is valued in various societies, we have not considered how necessary play is for children's learning, development and well-being. There is reason to think that children who have their play behaviour severely restricted, or who find it difficult to play, can become very unhappy, or worse. In a study of 26 young male murderers, Brown (1998) reported that normal play behaviour was virtually absent throughout the lives of
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3.4 What play means to children

So far in this section we have been exploring whether or not play is valuable and worthwhile, but in doing so we have been operating within an educational framework and thinking about ways in which play may, or may not, support young children's learning and development. Strandell argues that practitioners tend to:

put phenomena and children into fixed categories of meaning: to know what a child is and what he or sh
Author(s): The Open University

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2.4 Opportunities for play within your setting

Activity 3

2 hours 0 minutes

Aim: to explore the opportunities for play within your setting.

  1. Look at your planning for one day this wee
    Author(s): The Open University

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2.2 Play experiences within your setting

Activity 2

2 hours 0 minutes

Aim: to begin to clarify what play experiences children have in your setting during the course of a session.

As an experienced practitioner,
Author(s): The Open University

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1.1 Introduction

In many countries play is widely viewed as an effective way in which children learn, and most curriculum outlines or frameworks make some reference to play. There is reason to think, however, that the concerted focus on raising educational standards throughout the UK has resulted in an increased emphasis on adult-led learning and a loss of ground for play as a child-led learning process, particularly in the middle years of childhood (7–11 years).

A further aspect highlighted by Peter
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Learning outcomes

On completion of this unit you will have:

  • examined the place play has in the curriculum framework/guidance or documents most relevant to your setting;

  • considered various definitions of play;

  • explored ideas about the value of play and adults' attitudes towards play;

  • considered play in your setting and attempted to access children's perceptions of play;

  • explored issues such as gender and play and children's right to play.
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Introduction

From an early age, play is important to a child's development and learning. It isn't just physical. It can involve cognitive, imaginative, creative, emotional and social aspects. It is the main way most children express their impulse to explore, experiment and understand. Children of all ages play.

(Dobson, 2004, p.8)

This material is from our archive and is an adapted extract from Devel
Author(s): The Open University

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Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

The content acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See Terms and Conditions.

Figures

Figure 3: Clarissa Leahy/Photofusion;

Figure 4: Bubbles.

Unit image

Copyright © John Burningham
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6.3 Responding to need

How adults react to babies’ needs will depend on a number of things. These include how relaxed they feel about being a carer and what they have learned from their own childhood about caring for babies. It also includes what is considered to be good childcare practice at the time, wider cultural expectations about bringing up children, and their particular feelings and relationship with the baby in question. A mother or father who has an idea of how they think babies ought to behave and what
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References

Abbott, D., Morris, J. and Ward, L. (2001) The Best Place To Be? Policy, Practice And The Experiences Of Residential School Placements For Disabled Children, York, Joseph Rowntree Foundation.
Berridge, D. (1996) Foster Care: A Research Review, London, HMSO.
Bullock, R., Little, M. and Millham, S. (1993) Residential Care for Children: A Review of the Research
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3.1 Young people's mental health: diversity and inequality

We will now focus on young people's mental and emotional wellbeing, as a way of exploring how social divisions create diverse and unequal health experiences for young people.

Earlier in the unit we cited claims that young people today are experiencing an increase in mental health problems. What is certainly clear is that there has been an increasing concern in the media and elsewhere about young people's mental health, resulting in a range of reports and initiatives.

But ho
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1 Unit overview

The focus of this unit is young people's health and wellbeing, a topic that has received much attention from commentators and policy makers in recent years.

Specifically, the unit will set out to answer the following core questions:

  • How has young people's health been constructed in public and policy discourse in recent years, and what are the implications for young people and those who work with them?

  • What might an alternative,
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7 Useful web links

Children in Scotland's Policy Info Service, accessed 16 July 2008.

This website contains accessible, comprehensive and up-to-date policy information relating to children and young people in Scotland.

 

Department for Education, accessed 16 July 2008.

Information about the aims and objectives of
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2 Exploring skills

The activity in this section focuses on the practice skills involved in work with children, their families and other practitioners – drawing on and consolidating the material that you may have read before studying this unit. We will examine some of the different elements that can be argued are essential for practitioners to ‘connect with children’, and explore how good practice with children and families can be enhanced.

The first video clip in the activity introduces the voluntar
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A Christmas Story: Sugar Soars, Profits Drop
One German confectioner is saying “Bah, humbug!” to the Christmas cookie business, weary of high sugar prices, low profit margins, and tough sales competition.
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Absolute Beginner #9 - We Aren’t Going to Spanish Class Today
Learn Spanish with SpanishPod101.com! You wake up and it’s early Friday morning, and the warm Latin American sun is already streaming into your bedroom. You yawn, rub your eyes, and open your window…and suddenly it comes to you…you’re going to skip your Spanish class today! You open your window and yell out to the world [...]
Author(s): SpanishPod101.com

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Rights not set

Biosphere 2 Unveils Landscape Evolution Observatory
The Biosphere 2 Landscape Evolution Observatory is under construction and consists of three huge landscapes inside an environmentally controlled greenhouse facility. The first of the landscapes recently was completed, and project scientists and engineers demonstrated the system and explained the plans for future experiments.
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Kerstcontract : Voorblad
Kerstmis.JPG

In deze bijdrage vind je een voorblad van een contractwerk rond Kerstmis.


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