Teaching and Learning in the Early Years

By David Whitebread | Go to book overview

ACKNOWLEDGEMENTS

Vygotsky’s model of the ‘zone of proximal development’, Figure 1.1, is reproduced with permission from Understanding Children’s Development (2nd edition) (p. 353) by Peter K. Smith and Helen Cowie, 1991, Oxford, Blackwell Publishers. Bruner’s nine glasses problem, Figure 1.2, is reprinted with permission from Studies in Cognitive Growth (p. 156) edited by J. S. Bruner et al., 1966, New York, John Wiley & Sons Ltd. The regular sequence of motor development in infants (p. 192) from Understanding Child Development (p. 202) by Spencer A. Rathus, 1988, is reproduced by permission of Holt, Rinehart and Winston, Inc. Orlando. A beginning thrower, Figure 10.2, and A beginning and advanced runner, Figure 10.3, are reproduced from Life Span Motor Development (pp. 145,128 and 129) by Kathleen M. Haywood, 1993, by permission of Human Kinetics Publishers, Champaign, Illinois, drawn from film tracings from the Motor Development and Child Study Laboratory, University of Wisconsin Madison. An advanced 6-year-old kicker, Figure 10.4, and The leap, Figure 10.5, 1994, are reproduced by permission of PCET Wallcharts Ltd., 27 Kirchen Road, London W13 0UD and Jan Traylen. Photographs are by Jan Traylen from wallcharts entitled Games Skills and Gymnastic Skills. We would also like to thank Birmingham City Council, Curriculum Support Service for allowing us to use Figures 16.4 to 16.6. This material comes from Harborne Infant School Local History Project. Goodey’s (1973) model of geographical experiences is reproduced by permission of the University of Birmingham Centre for Urban and Regional Studies. The diagram, originally titled Child in information space, is from Perception in the Environment: an introduction to the literature, occasional paper no. 17 by B. Goodey, 1973 (p. 7). The extract on p. 313 from Geography in the National Curriculum: Non-Statutory Guidance for

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