Continuous Provision: The Skills
Continuous Provision: The Skills
In Continuous Provision:The Skills, Alistair Bryce-Clegg addresses the following:
Revisits (briefly) the principles of effective continuous provision
Looks at each area of continuous provision in turn and identifies a range of 'pure' and
'facilitative' skills
Shows how the provision itself (resources) should be leveled 'top', 'middle' and 'emergent' to meet the development needs of all children irrespective of how old they are.
Gives some comprehensive examples of how to break those skills down into top, middle, emergent e.g. in 'Paint' he identifies skills that children need to learn when using paint like texturising, application, printing etc. He then takes each of those skills individually and show how a skill like printing could be broken down into three broad stages.
Asks and answers questions like: What would really basic, lower level printing look like? What sort of resources would facilitate effective learning in this area of development?
By the end of the book the practitioner should have a really practical guide to differentiated skill development in continuous provision.
PRP: 187.00 Lei
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168.30Lei
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In Continuous Provision:The Skills, Alistair Bryce-Clegg addresses the following:
Revisits (briefly) the principles of effective continuous provision
Looks at each area of continuous provision in turn and identifies a range of 'pure' and
'facilitative' skills
Shows how the provision itself (resources) should be leveled 'top', 'middle' and 'emergent' to meet the development needs of all children irrespective of how old they are.
Gives some comprehensive examples of how to break those skills down into top, middle, emergent e.g. in 'Paint' he identifies skills that children need to learn when using paint like texturising, application, printing etc. He then takes each of those skills individually and show how a skill like printing could be broken down into three broad stages.
Asks and answers questions like: What would really basic, lower level printing look like? What sort of resources would facilitate effective learning in this area of development?
By the end of the book the practitioner should have a really practical guide to differentiated skill development in continuous provision.
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