What are constructivist aims and assumptions, the key components of the constructivist curriculum and what are constructivist practices? In asking these questions the authors aim to encourage reflection and critical thinking around early years theory, helping readers to create their own knowledge-base through their responses, actions and experience.
The book explores the ways in which early years teachers can create meaningful learning environments and choose curriculum tasks appropriately, linked to the learning and development needs of young children.
A section 'Multiple Perspectives from the Field' provides interviews with teachers and practitioners, providing students with perspectives on the sector from a diverse range of educators.
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