000			05488cam a2200661 a 4500
001			ocn793021909
003			OCoLC
005			20190531164014.0
008			110812s2012 caua f b 001 0 eng d
010			_a2011936468
016	7		_a015974064 _2Uk
020			_a9780857021465 _q(pbk.)
020			_a085702146X _q(pbk.)
020			_a9780857021458
020			_a0857021451
020			_a9780857021465: _c£21.99
029	1		_aAU@ _b000049015106
029	1		_aNZ1 _b14204856
029	1		_aNZ1 _b14218447
035			_a(OCoLC)793021909 _z(OCoLC)776943597 _z(OCoLC)804077366
040			_aKIJ _beng _cDLC _dKIJ _dUKMGB _dF4W _dIUL _dCDX _dCQ$ _dOCLCF _dYDXCP _dBWK _dYNK _dPHUSC _dUZ0 _dOCLCQ _dS3O _dOCLCQ
042			_alccopycat
050	0	0	_aLB1060 _b.G725 2012
072		7	_aEDU _2eflch
072		7	_aJN _2thema
072		7	_aJMR _2thema
072		7	_aJMC _2thema
072		7	_aJNT _2thema
072		7	_aJNMT _2thema
072		7	_aJNLA _2thema
082	0	4	_a370.1523 _223
100	1		_aGray, Colette.
245	1	0	_aLearning theories in childhood / _cColette Gray and Sean MacBlain.
260			_aLos Angeles ; _aLondon : _bSAGE, _c2012.
300			_axiv, 170 pages : _billustrations ; _c24 cm
504			_aIncludes bibliographical references and index.
505	0		_a1. An introduction to learning theories -- The organisation and structure of the book -- A brief synopsis of each chapter -- 2. The founding fathers and philosophies of learning -- Introduction to the philosophical and theoretical positions of -- John Locke and the empiricists -- Jean-Jacques Rousseau and the essence of being born `good' -- Friedrich Froebel and the emergence of the kindergarten -- John Dewey and the debate around child-centred education -- Maria Montessori and the nature of children -- Rudolf Steiner and Steiner Waldorf schools -- Rachel and Margaret McMillan and the founding of the Nursery School Movement -- 3. Classical and operant conditioning -- The early years experience -- Pavlov and classical conditioning -- Watson and behaviourism -- The Case of Little Albert -- Little Peter's case study -- Learning through trial and error -- operant conditioning -- Behaviour has consequences -- Reinforcement schedules -- Classical and operant conditioning -- Similarities and differences -- Behaviourism -- Time lines and biographies -- 4. Piaget, learning and cognitive constructivism -- Stages of development -- Sensorimotor stage (0-2 years) -- Pre-operational stage (2-7 years) -- Concrete operational stage (7-11 years) -- Formal operational stage (11-15 years) -- Schema formation -- Criticisms of Piaget's theory -- Piaget in the early years setting -- Piaget's theory in action -- The strengths and weaknesses of Piaget's theory -- Piaget and behaviourism -- Similarities and differences -- 5. Vygotsky: learning in a social matrix -- Vygotsky and social constructivism -- Culture and society -- Developing language and thought -- Play, creativity and thought -- The zone of proximal development -- Walking `a head taller' -- Peer collaboration -- Criticisms of Vygotsky -- Vygotsky in action -- Golden Key Schools -- The strengths and weaknesses of Vygotsky's theory -- Similarities in Vygotsky and Piaget's theoretical perspectives.
505	0		_a6. Bandura, Bronfenbrenner and social learning -- Bandura's social learning theory -- Interpretations of two case studies -- Imitation and Identification -- Self-efficacy and its relevance to individual development -- Development in context -- Bronfenbrenner's Ecological Systems Model -- The importance of motivation -- 7. Bruner and discovery learning/constructivism -- Bruner in context -- Understanding and defining learning -- How children internally represent the world -- The importance of language -- Bruner's views on education -- Connecting Bruner to the twenty-first century -- 8. Developing a new perspective: the new social studies of childhood -- The evolution of the new social studies of childhood -- Methods and methodologies -- Criticisms of the new social studies of childhood -- strengths and weaknesses of the new social studies of childhood -- 9. Theory in practice: learning and the reflective practitioner -- Understanding critical reflection -- Professional conversations and their importance -- Becoming a reflective practitioner -- The importance of observation and listening -- Feuerstein and Social Interactionist Theory -- Developing young learners -- The changing nature of families and house-holds -- The influence of technology -- Creating effective learning environments -- Putting theory into practice.
520			_aThis text presents the key learning theories and theoriests in children's learning with a balanced but critical review of each perspective.
650		0	_aLearning.
650		7	_aEducation. _2eflch
650		7	_aLearning. _2fast _0(OCoLC)fst00994826
650		7	_aInlärning. _2sao
650		7	_aDidaktik. _2sao
650		7	_aEducation. _2ukslc
650		7	_aEducation _2thema
650		7	_aCognition & cognitive psychology _2thema
650		7	_aChild, developmental, and lifespan psychology _2thema
650		7	_aTeaching skills & techniques _2thema
650		7	_aTeacher training _2thema
650		7	_aPre-school & kindergarten _2thema
700	1		_aMacBlain, Sean.
942			_2ddc _cCW_GL
948			_hNO HOLDINGS IN TIZ - 115 OTHER HOLDINGS
999			_c48246 _d48246