Why is it that, when children play, some behave like butterflies,flitting around among the flowers of the activities on offer, landingfor a moment before moving on to the next attractive flower (activity)while others behave with the single minded concentration of bees?As children grow and learn, they acquire skills through play andpractical activities. This recently acquired learning is tenuous and issecured through practice, repeating the skills in different contexts,with different people. Only then will learning be 'hard wired' forlife. It is now evident that where children are able to selectresources, play companions and activities for themselves, they canpractise emerging skills and concepts by selecting the resources theyneed and using them in ways which are unique to them.This book, written by a group of experts in early years practice,explores the place and purpose of child-intitiated learning in highquality early years practice. Child-initiated learning is a key featureof the new Early Years Foundation Stage which will be implemented inSeptember 2008.

 

This book is part of a book series called Learning in the Early Years .

This book is at the foundation stage (early years) of the key stage system. The Early Years Foundation Stage (EYFS) covers children from birth to age 5 years. A key stage is any of the fixed stages into which the national curriculum is divided, each having its own prescribed course of study. At the end of each stage, pupils are required to complete standard assessment tasks. This book is aimed at children in preschool.

There are 144 pages in this book. This book was published 2008 by Featherstone Education Ltd .

Sally Featherstone has a wealth of experience as a teacher, head teacher and a local authority advisor and inspector. In recent years, alongside her activities in publishing, Sally has continued to build a reputation as a trainer and consultant in the Primary and Early Years field