Download Introducing Bronfenbrenner: A Guide for Practitioners and by Nóirín Hayes, Leah O'Toole, Ann Marie Halpenny PDF

By Nóirín Hayes, Leah O'Toole, Ann Marie Halpenny

Children examine in contexts, and the areas, areas and other people they arrive into touch with have a deep impression on their improvement. Urie Bronfenbrenner’s bioecological version of improvement areas the kid on the centre of this complicated community, and his impression has been large in early early life schooling. This publication offers an creation to Bronfenbrenner’s version of improvement, drawing on practice-based study to spot and animate key components of his model’s impression. It illustrates how his version will help deliver caliber to early studying environments and contains it into day-by-day paintings with kids.

As good as offering a thesaurus of key words, Introducing Bronfenbrenner covers parts such as:

  • a bioecological point of view on academic transition;
  • early schooling as a dynamic process;
  • nurturing children’s studying and development;
  • reflecting the bioecological in early years practice.

Using quite a few vignettes, useful examples of fine perform and case experiences, Introducing Bronfenbrenner is an important consultant to his paintings. it is going to be of curiosity to execs operating with young ones in early formative years settings and to undergraduate scholars education to turn into early formative years professionals.

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Additional resources for Introducing Bronfenbrenner: A Guide for Practitioners and Students in Early Years Education

Example text

Bronfenbrenner’s theory offers a powerful framework for understanding how different theories and approaches fit together. In engaging with psychology, sociology and education, students often begin with a search for ‘truth’, or real solutions that apply in most, if not all, settings. They expect solid answers to their questions and to have the ability to be definitively ‘right’ or ‘wrong’. This mirrors the development of the disciplines themselves over time. For example, we see in psychology the behaviourist emphasis on objective measurement of behaviour and developmental stage approaches, like those of Piaget, Kohlberg and Freud, which attempt to describe the development of all children regardless of circumstances.

Discipline and support for emotional expression are not seen as opposing each other but, rather, as coexisting, equally important aspects of good parenting. The idea of ‘styles’ of interacting with children also makes sense within early years settings, helping us understand process between children and adults. An authoritarian early years practitioner would focus on strict discipline that may be perceived as unfair by children. He would use punishment and ‘zero-tolerance’ sanctions for even minor violations of rules, giving little consideration to the circumstances of behaviour or the child’s intentions.

Rogers, 1974, p. 2) In asking such questions, Rogers emphasises respect for children and recognises that there is risk involved in the development of true and genuine human 40 Proximal processes and relationships relationships. Understanding of proximal processes can incorporate Rogers’ insights into the human emotions involved in the creation and maintenance of relationships. Thus, we can value both the ‘thinking life and the feeling life’, as Rogers refers to a holistic understanding of children’s development in the context of their relationships.

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