Continuous Provision :: the Skills.
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...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London, UK ; New York, NY :
Featherstone,
2015.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 online resource |
| ISBN: | 9781472921734 1472921739 |
Internformat
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| 505 | 0 | |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. | |
| 520 | |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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| 650 | 6 | |a Jardins d'enfants |z Grande-Bretagne. | |
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| 650 | 7 | |a Kindergarten |2 fast | |
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| 776 | 0 | 8 | |i Print version: |a Bryce-Clegg, Alistair. |t Continuous Provision: The Skills. |d London : Bloomsbury Publishing, ©2015 |z 9781472909527 |
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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. |
| ctrlnum | (OCoLC)904338882 |
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| spelling | Bryce-Clegg, Alistair, author. Continuous Provision : the Skills. London, UK ; New York, NY : Featherstone, 2015. 1 online resource text txt rdacontent computer c rdamedia online resource 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, Preschool Great Britain. Kindergarten Great Britain. Éducation préscolaire Grande-Bretagne. Jardins d'enfants Grande-Bretagne. EDUCATION Elementary. bisacsh Education, Preschool fast Kindergarten fast Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP Print version: Bryce-Clegg, Alistair. Continuous Provision: The Skills. London : Bloomsbury Publishing, ©2015 9781472909527 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=960771 Volltext |
| 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. Education, Preschool Great Britain. Kindergarten Great Britain. Éducation préscolaire Grande-Bretagne. Jardins d'enfants Grande-Bretagne. EDUCATION Elementary. bisacsh Education, Preschool fast Kindergarten fast |
| 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, Preschool Great Britain. Kindergarten Great Britain. Éducation préscolaire Grande-Bretagne. Jardins d'enfants Grande-Bretagne. EDUCATION Elementary. bisacsh Education, Preschool fast Kindergarten fast |
| topic_facet | Education, Preschool Great Britain. Kindergarten Great Britain. Éducation préscolaire Grande-Bretagne. Jardins d'enfants Grande-Bretagne. EDUCATION Elementary. Education, Preschool Kindergarten Great Britain |
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