Supporting Children's Learning

How to Use This Book/1 - LEARNING AND DEVELOPMENT/Theory What's That?/The Big Themes/f003 Values and Beliefs/<i>Nativism Versus Empiricism?/Continuous or Discontinuous?/Stability or Change?/How is Theory Developed?/How is Theory Used?/Summary/Further Reading/2 - THE BRAIN AND LEARNING /What Is The Brain?/What Does The Brain Do?/Learning and the Brain/Brain Connections Birth to One Year/Does The Brain Learn Some Things More Easily At Some Points?</i> /<i>Does The Brain Development Need A Rich And Varied Setting?/Summary/Further Reading/3 - THE SENSES AND LEARNING /Sensation and Perception/Studying Perception/Seeing /Hearing/Kinaesthesia/Making Sense /Visual Learning Auditory Learning Kinaesthetic Learning /Summary/Further Reading/4 - BIG THEORY 1: Skinner and the Behaviourists/What is Behaviourism?/The Behaviourists /Cat in a Box/Rat in a Box/Learning Through Imitation/Implications for Teaching/5- BIG THEORY 2: Piaget and the Constructivists /What is Constructivism?/The Work of Piaget/How Well Does This Theory Work?/Children's Social Development/What is Intelligence?/Information Processing/Implications for Teaching/6- BIG THEORY 3: Vygotsky and Social Constructivism/What is Social Constructivism?/Vygotsky's Theory/Implications for Teaching/Summary: Theories in the Classroom/7 - MANAGING LEARNING/What Is Learning?/Making Choices About Managing Learning/Longer Term Outcomes/What We Do To Help Learning?/Views about Learning/8 - MANAGING BEHAVIOUR/What Do We Mean By Managing Behaviour?/Views about Children and Young People/The Outcomes of Control and Guidance Approaches to Discipline/What Do We Do About Social and Emotional Development/Do Children and Young People Understand Social Behaviour?/Learning from Parents/Our Expectations about Conduct/Using Control Approaches/Praise and Blame/Do Control Approaches Work?/Using the Guidance Approach