- To reflect upon what you feel the role of the early years practitioner should be in supporting children’s access to digital technologies
- To reflect upon opportunities for the children in your care to exercise
- To consider the application of behaviourist, constructivist and social constructivist psychology in practice
- To consider the role of the early years practitioner’s duty to identify potential developmental issues in babies and children
- To consider the influence of culture on the development and the learning disposition of a child
- To review your planning
For some classic behaviourist work see:
Skinner, B. F. (1953) Science and Human Behaviour, New York: Macmillan.
Gagné, R. M. (1965) The Conditions of Learning, New York: Holt, Rinehart and Winston.
For Piaget’s classic constructivist work, see:
Piaget, J. (1926) The Language and Thought of the Child, New York: Basic Books
Piaget, J. (1950) The Psychology of Intelligence, London: Routledge and Kegan Paul.
A comprehensive introduction to Piaget's work is:
Ginsberg, H. and Opper, S. (1969) Piaget's Theory of Intellectual Development, New York: Prentice Hall.
However, for an important critique of Piagetian theory see:
Donaldson, M. (1978) Children's Minds, London: Fontana.
Most theories of social cognition can be traced back to the work of Vygotsky:
Vygotsky, L. S. (1962) Thought and Language, Massachusetts: Massachusetts Institute of Technology.
Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes, Cambridge, Massachusetts: Harvard University Press.
Daniels, H. R. J. (2008) Vygotsky and Research, Abingdon: Routledge.
Others, including Bruner, offer key insights into the significance of learners’ cultural and social contexts in influencing understanding:
Bruner, J. (1990) Acts of Meaning, Cambridge, MA: Harvard University Press.
Two important books with an emphasis on socio-cultural factors are those by Rogoff and Wenger. Wells and Claxton present international perspectives on the ideas and challenges raised by a socio-cultural perspective of learning, in a modern world that is characterised by complexity and uncertainty:
Rogoff, B. (1990) Apprenticeship in Thinking, New York: Oxford University Press.
Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity, Cambridge: Cambridge University Press.
Wells, G. and Claxton, G. (Eds) (2002) Learning for Life in the 21st Century: Socio-Cultural Perspectives on the Future of Education, Oxford: Blackwell.
For books specifically tailored to learning in the early years, try:
May, P. (2013) The Thinking Child: Laying the foundations of understanding and competence, London: Routledge.
Moylett, H. (Ed.) (2014) Characteristics of Effective Early Learning: Helping Young Children Become Learners for Life, Maidenhead: Open University Press
Arnold, C. (2003) Observing Harry Child Development and Learning 0-5, Berkshire: Oxford University Press.
Smidt, S. (2006) The Developing Child in the 21st Century: A global perspective on child development, Routledge: Oxford.