LEADER 00918nam0-22003131i-450- 001 990001464970403321 005 20001010 035 $a000146497 035 $aFED01000146497 035 $a(Aleph)000146497FED01 035 $a000146497 100 $a20000920d1956----km-y0itay50------ba 101 0 $aeng 102 $aUS 105 $aa---a---001yy 200 1 $aPlants in Action$ea laboratory manual of plant physiology$fLeonard Machlis and John G. Torrey 210 $aSan Francisco$cW.H. Freeman$d1956 215 $avi, 282 p.$cill.$d30 cm 300 $aillusrattions by Evan Gillespie 610 0 $aFisiologia vegetale$aTecniche di laboratorio 700 1$aMachlis,$bLeonard$064761 702 1$aTorrey,$bJohn G. 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990001464970403321 952 $a5 VI 12$b11966$fDBV 959 $aDBV 996 $aPlants in Action$9378980 997 $aUNINA LEADER 04229nam 22005531 450 001 9910511739403321 005 20200514202323.0 010 $a1-350-08528-6 010 $a1-4742-5757-7 024 7 $a10.5040/9781474257572 035 $a(CKB)3710000001084242 035 $a(MiAaPQ)EBC4817854 035 $a(OCoLC)974712039 035 $a(UtOrBLW)bpp09260548 035 $a(EXLCZ)993710000001084242 100 $a20170328d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aUnderstanding schematic learning at two /$fJulie Brierley and Cathy Nutbrown 210 1$aLondon ;$aNew York :$cBloomsbury Academic,$d2017. 215 $a1 online resource (208 pages) $cillustrations 311 $a1-4742-5754-2 311 $a1-4742-5755-0 320 $aIncludes bibliographical references and index. 327 $aMachine generated contents note: -- 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 -- Index. 330 $a" Providing a deeper understanding of how two-year-old children learn, Understanding Schematic Learning at Two highlights how a schematic pedagogy can be used to recognise and develop two-year-old children's thinking and understanding of the world around them. Over a 16-week period four children's individual experiences and stories are constructed, providing detailed written and photographic evidence of the unfolding schematic learning journeys of each. Following the children from nursery setting to home environment, readers gain a greater understanding of how, even at such a young age, children are intrinsically motivated to select resources from the environment to support their schematic thinking. The book focuses on the importance of needing an appropriate environment and pedagogy to support two-year-old children's schematic explorations and development and the significant role adults play in developing this. Beginning by highlighting the important links between learning opportunities, environment and the role of the adults, Brierley and Nutbrown trace the origins of schema and provide an overview of the definition and characteristics of schema. Chapters then go on to explore how the early years landscape has been influenced through a combination of research and government policy initiatives. Concluding that future focus must foreground how children learn, Understanding Schematic Learning at Two identifies how recognising and valuing young children's schemas provides adults with the opportunity and ability to acknowledge two-year-old children's capability to actively construct and develop an understanding of the world they live in. "--$cProvided by publisher. 330 $a"Provides a deeper understanding of how two-year-old children learn, recognising and foregrounding the role of schema"--$cProvided by publisher. 606 $aCognition in children 606 $aEarly childhood education$xPsychological aspects 606 $aEducational psychology 606 $aSchemas (Psychology) in children 606 $2Educational psychology 615 0$aCognition in children. 615 0$aEarly childhood education$xPsychological aspects. 615 0$aEducational psychology. 615 0$aSchemas (Psychology) in children. 676 $a372.21 700 $aBrierley$b Julie$01068054 702 $aNutbrown$b Cathy 801 0$bUtOrBLW 801 1$bUtOrBLW 801 2$bUkLoBP 906 $aBOOK 912 $a9910511739403321 996 $aUnderstanding schematic learning at two$92552477 997 $aUNINA