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9781474257541

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Supporting toddlers’ schematic learning challenges adults to be knowledgeable about schema theory and attuned to toddlers’ sense of agency and motivations that drive play. This new book explores these aspects, and analyses rich examples of young children’s schematic explorations to highlight toddlers as intentional meaning-makers of the world around them. * Maria Cooper, Lecturer, The University of Auckland, New Zealand * From our own research, we know how enthusiastic practitioners working with two year olds are about ways to extend their practice, and that many had already considered the concept of schema to help them to support children’s learning. This book will therefore undoubtedly be welcomed and will help to deepen practitioners’ understanding of how two year olds learn. Theoretical underpinnings are set out carefully and clearly and the detailed case studies provide rich insights into the interconnectedness of young children’s learning, showing that two year olds are indeed “wondering not wandering” through the world around them. * Janet Georgeson, Research Fellow, Plymouth Institute of Education, Plymouth University, UK *

Supporting toddlers' schematic learning challenges adults to be knowledgeable about schema theory and attuned to toddlers' sense of agency and motivations that drive play. This new book explores these aspects, and analyses rich examples of young children's schematic explorations to highlight toddlers as intentional meaning-makers of the world around them. Maria Cooper, Lecturer, The University of Auckland, New Zealand From our own research, we know how enthusiastic practitioners working with two year olds are about ways to extend their practice, and that many had already considered the concept of schema to help them to support children's learning. This book will therefore undoubtedly be welcomed and will help to deepen practitioners' understanding of how two year olds learn. Theoretical underpinnings are set out carefully and clearly and the detailed case studies provide rich insights into the interconnectedness of young children's learning, showing that two year olds are indeed wondering not wandering through the world around them. Janet Georgeson, Research Fellow, Plymouth Institute of Education, Plymouth University, UK

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Julie Brierley is Lecturer in Early Years in the School of Education at the University of Hull, UK. Cathy Nutbrown is Professor and Director of Early Childhood Education in The School of Education at The University of Sheffield, UK.

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