Understanding Schematic Learning at Two

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Dr Julie Brierley (University of Hull, UK) Professor Cathy Nutbrown (University of Sheffield, UK)

Understanding Schematic Learning at Two

Dr Julie Brierley (University of Hull, UK), Professor Cathy Nutbrown (University of Sheffield, UK)

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English

Bloomsbury Academic
20 September 2018

Child & developmental psychology; Learning; Educational psychology; Pre-school & kindergarten

Providing a deeper understanding of how two-year-old children learn, Understanding Schematic Learning at Two highlights how a schematic pedagogy can be used to recognise and support two-year-old children’s thinking and understanding of the world around them. Over a 16-week period four children’s individual experiences and stories are constructed, providing detailed written and photographic evidence of the unfolding schematic learning journeys of each. Following the children from nursery setting to their home environments, readers gain a greater understanding of how, even at such a young age, children are intrinsically motivated to select resources from the environment to support their schematic pursuits. The book focuses on the importance of an appropriate environment and informed pedagogy to support two-year-old children’s schematic explorations and the significant role adults play in developing these.

Beginning by highlighting the important links between learning opportunities, environment and the role of the adults, Brierley and Nutbrown briefly trace the origins of schema and provide an overview of some definitions and characteristics of schemas. This leads to an exploration of how the early years landscape has been influenced through a research, practice and government policy initiatives, concluding that future focus must foreground how children learn.

Understanding Schematic Learning at Two highlights how recognising and valuing young children’s schemas can provide their supportive adults with the opportunity and ability to acknowledge two-year-old children’s capability to actively construct and develop an understanding of the world they live in.

By: Dr Julie Brierley (University of Hull UK), Professor Cathy Nutbrown (University of Sheffield, UK)
Imprint: Bloomsbury Academic
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 299g
ISBN: 9781350085282
ISBN 10: 1350085286
Pages: 208
Publication Date: 20 September 2018
Audience: College/higher education , Primary
Format: Paperback
Publisher's Status: Active

List of Figures About the Authors Acknowledgements Introduction Part I: The Early Years: Research, Policy and Theory 1. Young Children as Actors in Their Own Learning 2. Schema Theory 3. Early Years Policies and Early Childhood Pedagogies 4. The Cultural Nuances of Families’ Lives Part II: The Stories of Four Young Children’s Schematic Explorations within Their Lived Experiences 5. Containing and Dynamic Vertical Trajectory Schema: Abby’s Story 6. Dynamic Back and Forth, Containing and Enveloping Schemas: Hannah’s Story 7. Containing, Enveloping and Transporting Schemas: Emily’s Story 8. Going Around and Through a Boundary Schema: George’s Story Concluding Thoughts References Author Index Subject Index

Julie Brierley is Lecturer in Early Years in the School of Education at the University of Hull, UK. Cathy Nutbrown is Professor and Director of Early Childhood Education in The School of Education at The University of Sheffield, UK.

Reviews for Understanding Schematic Learning at Two

Supporting toddlers’ schematic learning challenges adults to be knowledgeable about schema theory and attuned to toddlers’ sense of agency and motivations that drive play. This new book explores these aspects, and analyses rich examples of young children’s schematic explorations to highlight toddlers as intentional meaning-makers of the world around them. * Maria Cooper, Lecturer, The University of Auckland, New Zealand * From our own research, we know how enthusiastic practitioners working with two year olds are about ways to extend their practice, and that many had already considered the concept of schema to help them to support children’s learning. This book will therefore undoubtedly be welcomed and will help to deepen practitioners’ understanding of how two year olds learn. Theoretical underpinnings are set out carefully and clearly and the detailed case studies provide rich insights into the interconnectedness of young children’s learning, showing that two year olds are indeed “wondering not wandering” through the world around them. * Janet Georgeson, Research Fellow, Plymouth Institute of Education, Plymouth University, UK *