David Whitebread – författare

This book reviews recent work in psychology which sheds new light on important areas of concern to primary school teachers, providing clear guidelines for good practice. The Psychology of Teaching and Learning in the Primary School details the current controversies regarding the effective teaching of reading and numeracy, how to deal with emotional and behavioural difficulties, the best methods of assessing learning, as well as teaching children to think and develop their creativity.It is a useful text for tutors and students on initial teacher training courses, and to teachers involved in professional development.Each chapter contains an editor''s summary, a list of further reading, a full list of references and activities to develop and deepen the readers'' understanding in each area. At the same time, the book is written in an accessible style ideal for the non-psychologist and is well illustrated with practical classroom examples.

This book reviews recent work in psychology which sheds new light on important areas of concern to primary school teachers, providing clear guidelines for good practice. The Psychology of Teaching and Learning in the Primary School details the current controversies regarding the effective teaching of reading and numeracy, how to deal with emotional and behavioural difficulties, the best methods of assessing learning, as well as teaching children to think and develop their creativity.It is a useful text for tutors and students on initial teacher training courses, and to teachers involved in professional development.Each chapter contains an editor''s summary, a list of further reading, a full list of references and activities to develop and deepen the readers'' understanding in each area. At the same time, the book is written in an accessible style ideal for the non-psychologist and is well illustrated with practical classroom examples.

This best-selling text book provides a broad-ranging and up-to-date review of thinking and best practice within nursery and infant education. Written around the basic truth that an effective early years curriculum must start with the children, their needs and their potential, the contributors to this classic text acknowledge that learning must have a strong element of fun, wonder and excitement.

Fully revised and updated in light of recent changes to the Early Years curriculum, with brand new chapters on assessment, communication, writing, creativity and diversity, the contributors address a range of fundamental issues and principles, including:

Each chapter combines a review of important principles with practical and inspiring classroom examples throughout. It is essential reading for all Foundations Stage and KS1 trainee teachers, their tutors and mentors, and serving teachers working in the 3-7 age range who wish to reflect upon and develop their practice.

This best-selling text book provides a broad-ranging and up-to-date review of thinking and best practice within nursery and infant education. Written around the basic truth that an effective early years curriculum must start with the children, their needs and their potential, the contributors to this classic text acknowledge that learning must have a strong element of fun, wonder and excitement.

Fully revised and updated in light of recent changes to the Early Years curriculum, with brand new chapters on assessment, communication, writing, creativity and diversity, the contributors address a range of fundamental issues and principles, including:

Each chapter combines a review of important principles with practical and inspiring classroom examples throughout. It is essential reading for all Foundations Stage and KS1 trainee teachers, their tutors and mentors, and serving teachers working in the 3-7 age range who wish to reflect upon and develop their practice.

The book's major theme is the fundamental importance of young children developing as independent, self-regulating learners. It illustrates how good practice is based on four key principles which support and encourage this central aspect of development:

- secure attachment and emotional warmth

- feelings of control and agency

- cognitive challenge, adults supporting learning and children learning from one another

- articulation about learning, and opportunities for self-expression.

Each chapter includes:

- typical and significant questions which arise in practice related to that area of development

- an up-to-date review of key research, including insights from observational and experimental work with young children, from evolutionary psychology, and from neuroscientific studies of the developing brain

- practical exercises intended to deepen understanding and to inform practice

- questions for discussion

- recommended further reading.

This book provides an invaluable resource for early years students and practitioners, by summarizing new research findings and demonstrating how they can be translated into excellent early years practice.

David Whitebread is Senior Lecturer in Developmental Psychology and Early Years Education in the Faculty of Education, University of Cambridge.

The book′s major theme is the fundamental importance of young children developing as independent, self-regulating learners. It illustrates how good practice is based on four key principles which support and encourage this central aspect of development:

- secure attachment and emotional warmth

- feelings of control and agency

- cognitive challenge, adults supporting learning and children learning from one another

- articulation about learning, and opportunities for self-expression.

Each chapter includes:

- typical and significant questions which arise in practice related to that area of development

- an up-to-date review of key research, including insights from observational and experimental work with young children, from evolutionary psychology, and from neuroscientific studies of the developing brain

- practical exercises intended to deepen understanding and to inform practice

- questions for discussion

- recommended further reading.

This book provides an invaluable resource for early years students and practitioners, by summarizing new research findings and demonstrating how they can be translated into excellent early years practice.

David Whitebread is Senior Lecturer in Developmental Psychology and Early Years Education in the Faculty of Education, University of Cambridge.