Continuous Provision: The Skills
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
London, UK ; New York, NY
Featherstone
2015
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| Subjects: | |
| Item Description: | Vendor-supplied metadata |
| Physical Description: | 1 online resource |
| ISBN: | 9781472921734 1472921739 |
Staff View
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| 505 | 8 | |a Cover; Title; Copyright; Contents; Introduction; Outdoor provision; Planning for continuous provision; Chapter 1: An environment based on assessment; Gap and strength analysis (GSA); Chapter 2: Types of provision; The provision pyramid; Basic provision; Continuous provision; Enhanced provision; Linked provision; Adult-led provision; Chapter 3: Planning for continuous provision; Pure skills and experiences and facilitative skills and experiences; Sand and water; Chapter 4: Levelling skills and experiences; Emergent skill; Developing skill; Advanced skill; Basic level join; Mid level join | |
| 505 | 8 | |a High level joinChapter 5: Cognitive skill development; Processes; Sensory environment and provision; Chapter 6: Engagement through the environment; Destination stations; Visual processing; Chapter 7: An environment for thinking skills; Observing; Developing; Enhancing; Reflecting; Ambiguity; Cause and effect -- trial and error; Chapter 8: Provocations for learning in continuous provision; Chapter 9: Labelling and dressing for interest; Low level skill -- high level objective; Chapter 10: Challenge in continuous provision; Challenge | |
| 505 | 8 | |a In the original book Continuous Provision, Alistair Bryce-Clegg covered what effective continuous provision should look like and how practitioners could achieve it by linking their provision directly to assessment. This new title: The Skills, demonstrates that in every area of continuous provision (like sand, water, role play, small world etc) there are 'pure' skills that children can only learn in that area and there are 'facilitative' skills that children can learn through that area. Each of these 'pure' and 'facilitative' skills needs to be acknowledged, assessed and taught and this is th | |
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Record in the Search Index
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| author | Bryce-Clegg, Alistair |
| author_facet | Bryce-Clegg, Alistair |
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| contents | Cover; Title; Copyright; Contents; Introduction; Outdoor provision; Planning for continuous provision; Chapter 1: An environment based on assessment; Gap and strength analysis (GSA); Chapter 2: Types of provision; The provision pyramid; Basic provision; Continuous provision; Enhanced provision; Linked provision; Adult-led provision; Chapter 3: Planning for continuous provision; Pure skills and experiences and facilitative skills and experiences; Sand and water; Chapter 4: Levelling skills and experiences; Emergent skill; Developing skill; Advanced skill; Basic level join; Mid level join High level joinChapter 5: Cognitive skill development; Processes; Sensory environment and provision; Chapter 6: Engagement through the environment; Destination stations; Visual processing; Chapter 7: An environment for thinking skills; Observing; Developing; Enhancing; Reflecting; Ambiguity; Cause and effect -- trial and error; Chapter 8: Provocations for learning in continuous provision; Chapter 9: Labelling and dressing for interest; Low level skill -- high level objective; Chapter 10: Challenge in continuous provision; Challenge In the original book Continuous Provision, Alistair Bryce-Clegg covered what effective continuous provision should look like and how practitioners could achieve it by linking their provision directly to assessment. This new title: The Skills, demonstrates that in every area of continuous provision (like sand, water, role play, small world etc) there are 'pure' skills that children can only learn in that area and there are 'facilitative' skills that children can learn through that area. Each of these 'pure' and 'facilitative' skills needs to be acknowledged, assessed and taught and this is th |
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| dewey-full | 372.182341 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.182341 |
| dewey-search | 372.182341 |
| dewey-sort | 3372.182341 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Bryce-Clegg, Alistair Verfasser aut Continuous Provision The Skills London, UK ; New York, NY Featherstone 2015 1 online resource txt rdacontent c rdamedia cr rdacarrier Vendor-supplied metadata Cover; Title; Copyright; Contents; Introduction; Outdoor provision; Planning for continuous provision; Chapter 1: An environment based on assessment; Gap and strength analysis (GSA); Chapter 2: Types of provision; The provision pyramid; Basic provision; Continuous provision; Enhanced provision; Linked provision; Adult-led provision; Chapter 3: Planning for continuous provision; Pure skills and experiences and facilitative skills and experiences; Sand and water; Chapter 4: Levelling skills and experiences; Emergent skill; Developing skill; Advanced skill; Basic level join; Mid level join High level joinChapter 5: Cognitive skill development; Processes; Sensory environment and provision; Chapter 6: Engagement through the environment; Destination stations; Visual processing; Chapter 7: An environment for thinking skills; Observing; Developing; Enhancing; Reflecting; Ambiguity; Cause and effect -- trial and error; Chapter 8: Provocations for learning in continuous provision; Chapter 9: Labelling and dressing for interest; Low level skill -- high level objective; Chapter 10: Challenge in continuous provision; Challenge In the original book Continuous Provision, Alistair Bryce-Clegg covered what effective continuous provision should look like and how practitioners could achieve it by linking their provision directly to assessment. This new title: The Skills, demonstrates that in every area of continuous provision (like sand, water, role play, small world etc) there are 'pure' skills that children can only learn in that area and there are 'facilitative' skills that children can learn through that area. Each of these 'pure' and 'facilitative' skills needs to be acknowledged, assessed and taught and this is th EDUCATION / Elementary bisacsh Child psychology / Great Britain Education, Preschool / Great Britain Kindergarten / Great Britain Education, Preschool fast Kindergarten fast Education, Preschool Great Britain Kindergarten Great Britain Großbritannien Erscheint auch als Druck-Ausgabe Bryce-Clegg, Alistair Continuous Provision: The Skills London : Bloomsbury Publishing, ©2015 9781472909527 |
| spellingShingle | Bryce-Clegg, Alistair Continuous Provision The Skills Cover; Title; Copyright; Contents; Introduction; Outdoor provision; Planning for continuous provision; Chapter 1: An environment based on assessment; Gap and strength analysis (GSA); Chapter 2: Types of provision; The provision pyramid; Basic provision; Continuous provision; Enhanced provision; Linked provision; Adult-led provision; Chapter 3: Planning for continuous provision; Pure skills and experiences and facilitative skills and experiences; Sand and water; Chapter 4: Levelling skills and experiences; Emergent skill; Developing skill; Advanced skill; Basic level join; Mid level join High level joinChapter 5: Cognitive skill development; Processes; Sensory environment and provision; Chapter 6: Engagement through the environment; Destination stations; Visual processing; Chapter 7: An environment for thinking skills; Observing; Developing; Enhancing; Reflecting; Ambiguity; Cause and effect -- trial and error; Chapter 8: Provocations for learning in continuous provision; Chapter 9: Labelling and dressing for interest; Low level skill -- high level objective; Chapter 10: Challenge in continuous provision; Challenge In the original book Continuous Provision, Alistair Bryce-Clegg covered what effective continuous provision should look like and how practitioners could achieve it by linking their provision directly to assessment. This new title: The Skills, demonstrates that in every area of continuous provision (like sand, water, role play, small world etc) there are 'pure' skills that children can only learn in that area and there are 'facilitative' skills that children can learn through that area. Each of these 'pure' and 'facilitative' skills needs to be acknowledged, assessed and taught and this is th EDUCATION / Elementary bisacsh Child psychology / Great Britain Education, Preschool / Great Britain Kindergarten / Great Britain Education, Preschool fast Kindergarten fast Education, Preschool Great Britain Kindergarten Great Britain |
| title | Continuous Provision The Skills |
| title_auth | Continuous Provision The Skills |
| title_exact_search | Continuous Provision The Skills |
| title_full | Continuous Provision The Skills |
| title_fullStr | Continuous Provision The Skills |
| title_full_unstemmed | Continuous Provision The Skills |
| title_short | Continuous Provision |
| title_sort | continuous provision the skills |
| title_sub | The Skills |
| topic | EDUCATION / Elementary bisacsh Child psychology / Great Britain Education, Preschool / Great Britain Kindergarten / Great Britain Education, Preschool fast Kindergarten fast Education, Preschool Great Britain Kindergarten Great Britain |
| topic_facet | EDUCATION / Elementary Child psychology / Great Britain Education, Preschool / Great Britain Kindergarten / Great Britain Education, Preschool Kindergarten Education, Preschool Great Britain Kindergarten Great Britain Großbritannien |
| work_keys_str_mv | AT brycecleggalistair continuousprovisiontheskills |