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Making Sense of Neuroscience in the Early Years

Af: Sally Featherstone Engelsk Paperback

Making Sense of Neuroscience in the Early Years

Af: Sally Featherstone Engelsk Paperback
Tjek vores konkurrenters priser

Translating research about child neuroscience into practice in education is a daunting prospect for most practitioners. In fact, many see it as fraught with difficulties and risky. However, the importance of this research has never been more important. The context of the early years in the UK, has seen considerable changes within recent years, with a raft of government regulation and guidance, and a national move to free childcare entitlement at increasingly earlier ages. Combined with a mounting pressure for accountability in ‘Closing the Gap’ between disadvantaged children and those more fortunate, these pressures make it fundamental that those working with young children understand what neuroscience is telling us, and more important, what it is not. Practitioners, teachers managers, and governors in settings and schools will not only be called to account for the attainment of their children, as measured in tests, but in the way children are prepared for lifelong earning, which will support them for the rest of their school lives and beyond.

This book is a comprehensive position statement for practitioners that highlights: where we are now; what we know; what we don''t know; what research developments mean for practitioners and setting, and how this fits in with the government expectations within the EYFS framework. Sally Featherstone covers the current thinking in educational research and neuroscience, how some of this has been misinterpreted by ‘early adopters’ or ‘over-enthusiastic promoters’, and how new information can help practitioners to be more effective in their work with young children.

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Translating research about child neuroscience into practice in education is a daunting prospect for most practitioners. In fact, many see it as fraught with difficulties and risky. However, the importance of this research has never been more important. The context of the early years in the UK, has seen considerable changes within recent years, with a raft of government regulation and guidance, and a national move to free childcare entitlement at increasingly earlier ages. Combined with a mounting pressure for accountability in ‘Closing the Gap’ between disadvantaged children and those more fortunate, these pressures make it fundamental that those working with young children understand what neuroscience is telling us, and more important, what it is not. Practitioners, teachers managers, and governors in settings and schools will not only be called to account for the attainment of their children, as measured in tests, but in the way children are prepared for lifelong earning, which will support them for the rest of their school lives and beyond.

This book is a comprehensive position statement for practitioners that highlights: where we are now; what we know; what we don''t know; what research developments mean for practitioners and setting, and how this fits in with the government expectations within the EYFS framework. Sally Featherstone covers the current thinking in educational research and neuroscience, how some of this has been misinterpreted by ‘early adopters’ or ‘over-enthusiastic promoters’, and how new information can help practitioners to be more effective in their work with young children.

Produktdetaljer
Sprog: Engelsk
Sider: 176
ISBN-13: 9781472938312
Indbinding: Paperback
Udgave:
ISBN-10: 1472938313
Udg. Dato: 21 sep 2017
Længde: 11mm
Bredde: 243mm
Højde: 171mm
Forlag: Bloomsbury Publishing PLC
Oplagsdato: 21 sep 2017
Forfatter(e): Sally Featherstone
Forfatter(e) Sally Featherstone


Kategori Førskoler og børnehaver


ISBN-13 9781472938312


Sprog Engelsk


Indbinding Paperback


Sider 176


Udgave


Længde 11mm


Bredde 243mm


Højde 171mm


Udg. Dato 21 sep 2017


Oplagsdato 21 sep 2017


Forlag Bloomsbury Publishing PLC

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