Self-Esteem and Early Learning

✍ Scribed by Rosemary Roberts

• Publisher: SAGE Publications Ltd
• Year: 2002
• Tongue: English
• Leaves: 177
• Series: Zero to Eight
• Edition: 2nd
• Category: Library

✦ Synopsis

This revision builds on the author's work of the last five years spent developing a program to support parents and care givers with children from birth to four years in disadvantaged areas.

✦ Table of Contents

Cover......Page 1
Title Page......Page 4
Copyright......Page 5
Contents......Page 6
Preface......Page 10
Acknowledgements......Page 12
Preface for the 0–8 series......Page 14
Introduction......Page 16
Prologue......Page 18
PART 1 BABIES FIRST......Page 20
Introducing Joe......Page 22
Earliest learning......Page 23
Unconditional acceptance......Page 24
Joe’s jokes......Page 25
Development of self-concept......Page 26
Body language......Page 27
Introducing Lily......Page 28
Self-concept in relation to behaviour......Page 30
Dad’s home......Page 32
Knowledge and acceptance......Page 33
Power of important adults......Page 34
Adult motivation......Page 35
Unconscious messages......Page 36
Lily’s superman......Page 37
Imaginative play......Page 38
POSTSCRIPT Questions and recommended reading......Page 39
RECOMMENDED FURTHER READING......Page 40
PART 2 FUNDAMENTAL FEELINGS......Page 42
Cats and dust pans......Page 44
Reasons for ‘bad’ feelings......Page 45
Crying......Page 46
Mixed-up Lily......Page 47
Acknowledging ‘bad’ feelings......Page 48
The cycle of loss......Page 49
Mum’s magic......Page 50
Containment......Page 51
The biscuit battle......Page 53
Uses and abuses of distraction......Page 54
Lily in control......Page 55
Siblings......Page 56
Listening to Lily......Page 57
Changes for children......Page 58
Fathers......Page 59
Easing distress......Page 60
POSTSCRIPT Questions and recommended reading......Page 62
RECOMMENDED FURTHER READING......Page 63
PART 3 ABOUT OTHER PEOPLE......Page 64
Lily needs her dolls......Page 66
Other people’s point of view......Page 67
Joe’s tight place......Page 68
Children’s tolerance......Page 69
Discipline and smacking......Page 70
Using mistakes......Page 72
Genuine praise......Page 74
Joe’s changed!......Page 75
Reflective talking about problems......Page 76
Eating custard creams......Page 78
The need for limits......Page 79
RECOMMENDED FURTHER READING......Page 87
Establishing our priorities......Page 80
Being consistent......Page 81
Television and videos......Page 82
Dan stays the night......Page 83
Encouraging independence......Page 84
Recognising real achievements......Page 85
POSTSCRIPT Questions and recommended reading......Page 86
PART 4 LINKING WITH LEARNING......Page 88
Going to nursery school......Page 90
Children learning......Page 92
Manageable experiences......Page 93
Pipes and gutters......Page 94
Exploratory learning......Page 95
Adult expectations......Page 97
Too much for Terry......Page 99
Partnership between parents and staff......Page 101
Observing children......Page 102
Behind the stereotypes......Page 103
Joe at nursery......Page 104
Encouraging exploratory learning......Page 105
Pretend painting......Page 106
Factors inhibiting learning......Page 107
POSTSCRIPT Questions and recommended reading......Page 110
RECOMMENDED FURTHER READING......Page 111
PART 5 REAL SELF-ESTEEM......Page 112
Lily and Joe’s picnic......Page 114
Learning and play......Page 116
Supporting children’s efforts......Page 117
Helping children to help themselves......Page 118
Moving house......Page 119
Children’s patterns of learning (schemas)......Page 120
Building a den......Page 121
About expectations......Page 123
Components of self-esteem......Page 124
Genuine praise......Page 125
At the bottom of the deep blue sea......Page 126
Ways of helping children’s learning......Page 127
Friday nights at home......Page 128
Children planning and reflecting......Page 130
Eating together......Page 131
Fun and fireworks......Page 132
Self-esteem in early childhood education and care settings......Page 133
Freedom and responsibility......Page 134
POSTSCRIPT Questions and recommended reading......Page 136
RECOMMENDED FURTHER READING......Page 137
PART 6 READY, WILLING AND ABLE......Page 138
What do we know about babies’ brains?......Page 140
What do we need to know about learning......Page 142
Why involve parents?......Page 143
Learning dispositions . . . a goal of twenty-first century education?......Page 144
Sure Start – developing ways of working together......Page 146
A new view of children......Page 147
The personal, social and emotional curriculum......Page 149
Mum does it right!......Page 152
What do we know?......Page 153
How can parents and carers help?......Page 154
In the hot seat at home......Page 156
Guarding against ‘dispositions erosion’......Page 157
Ready, willing and able government......Page 158
A vision for the future......Page 159
Epilogue......Page 161
POSTSCRIPT Questions and recommended reading.......Page 162
RECOMMENDED FURTHER READING......Page 163
Key statements......Page 164
Bibliography......Page 168
Index......Page 174