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This is the Ken Robinson video where he challenges the way we are educating children. If you have a spare 10 mins it is defo worth a watch!

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This is the Ken Robinson video where he challenges the way we are educating children. If you have a spare 10 mins it is defo worth a watch!

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https://www.ted.com/talks/ken_robinson_changing_education_paradigms

Lydia x

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Through play children learn social roles, norms, and values. As a fundamental concept for developmentally and culturally appropriate practice, we need to understand the dynamics of cultural influence and child development on children's play, particularly in the contexts of family ethnic culture.

In Asia, ethnic cultural influences tend to see play and academic activities separate from each other. However, In Italy, there is little distinction between play and child's other activities and they place strong emphasis on social-interaction in child's play, an example is the Reggio Emilia. (New, 1994).

'Children's play is a personally meaningful experience through their physical environment in their own way, while at the same time the sociocultural experiences shapes children's play in its unique way (Erickson, 1963, 1963; Vygotsky,1997)'.

Shima (2010) Creating a multicultural classroom. Available at: http://educ350-shima.blogspot.co.uk/2010/11/culture-and-childrens-play.html (Accessed: 14th November 2016)
Lydia x

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"These changing ideas about children have led many social scientists to claim that childhood is a ‘social construction’. They use this term to mean that understandings of childhood are not the same everywhere and that while all societies acknowledge that children are different from adults, how they are different and what expectations are placed on them, change according to the society in which they live."

Montgomery, H. (n.d), Different Cultures, different Childhoods. Available at:
http://www.open.edu/openlearn/history-the-arts/history/different-cultures-different-childhoods

(Accessed  16th November 2016)

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"Play exists worldwide as a human activity, but research has informed us only to a varying degrees about what play is and what that play means to children in different parts of the world (or at different times through history)" (Frost, J. Wrotham, S and Reifel, S. 2012, p215)

Frost, J. Wrotham, S and Reifel, S. (2012) Play and Child Development, United States of America: Pearson Education, Inc. Fourth Edition

t

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"The concept Children's Culture refers to two different types of cultural manifestation. 1. The cultural products made for children mainly by adults in different classical and medias, such as children's literature, toys, TV and computer games. 2. Children's oral culture and play culture produced and performed by children and transmitted within the frames of a special type of social network. This culture includes aesthetic expressions such as games, tales, songs and a variety of other activities which play an important role in children's lives and development.

Mouritsen, F. (1998) 'Child Culture Play Culture.' W orking Paper 2. Child and youth Culture The Department of Contemporary Cultural Studies Odense University
Available at:
http://static.sdu.dk/mediafiles/Files/Information_til/Studerende_ved_SDU/Din_uddannelse/Kultur_og_formidling/WorkingPapers/02_ChildCulture_PlayCulture%20pdf.pdf
(Accessed: 16 November 2016).

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"The life-world of a person (a child) includes everything that has meaning for that person (Van den Aargweg & Van den Aargweg, 1993:143)."

As a child is always experiencing new things which develop meaning in their life, a child's life-world is always changing and expanding.

The life-world includes the relationships a child has. Because a child's is always situated in their life-world, it is important to realise the significance of the child's relationships, as they will be unique to them, but will have major impacts on the educational needs of the child.

Prinsloo, E. et al (2004) 'Teaching with Confidence' Cape Town: Psychology of Education for Southern Africa. Available at: https://books.google.co.uk/books?id=0ZUp71OfGNQC&pg=PT40&dq=child's+life-world&hl=en&sa=X&ved=0ahUKEwjj1dDOiqjQAhUsDMAKHZXDAbAQ6AEIRzAI#v=onepage&q=child's%20life-world&f=false [accessed on: 16th November 2016]

Louise

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"...children's cultural worlds may be shaped in relation to broader social structures and practices found in the adult world."

"...the distinctiveness of children's cultural worlds."

"...highlights the diversity of children's experiences, focussing on children of different ages and living in different cultural contexts."

A child's cultural world is unique to them, as it is created based on the child's own experiences with culture through their life. There are a wide number of different cultural contexts and aspects of culture that impact a child's understanding of culture and their cultural world.

Bragg, S. and Kehily, M. J. (2013) 'Children and Young People's Cultural Worlds' Bristol: The Policy Press. Available at: https://books.google.co.uk/books?id=s20ECU_KgW0C&pg=PR8&lpg=PR8&dq=define+children's+cultural+worlds&source=bl&ots=fD-QjopoL8&sig=WMY6S9oF6pvpHLnBa_BXOo8ASus&hl=en&sa=X&ved=0ahUKEwj1qIqdgqjQAhUkCsAKHYgtBqAQ6AEIQTAF#v=onepage&q=define%20children's%20cultural%20worlds&f=false [accessed on: 14th November 2016]

Also viewed:
Woodhead, M. et al. (1998) 'Cultural Worlds of Early Childhood' Oxon: Routledge. Available at: https://www.amazon.co.uk/Cultural-Childhood-development-families-schools/dp/0415173728/ref=sr_1_4?ie=UTF8&qid=1479118829&sr=8-4&keywords=children%27s+cultural+worlds [accessed on: 14th November 2016]
Louise

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"Play culture is a medium which enables children to “cultivate” themselves and their surroundings; they create form and patterns, they form material (language, body, motions, one another) aesthetically."

"Play culture is at once completely local and extremely global."
It is global in the sense that children play everywhere, and there are similarities in the way that children play globally, yet when analysed, there are vast differences in the content on play across the globe, meaning a child's play culture is directly impacted by their location.

Mouritsen, F. (1998) 'Child Culture - Play Culture'  Odense: The Department of Contemporary Cultural Studies Odense University. Available at: http://static.sdu.dk/mediafiles/Files/Information_til/Studerende_ved_SDU/Din_uddannelse/Kultur_og_formidling/WorkingPapers/02_ChildCulture_PlayCulture%20pdf.pdf [accessed on: 14th November 2016]

Louise

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Tracy

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Well done Lydia (I think..) for the definition of Inter /trapersonal intelligence!

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Well done Lydia (I think..) for the definition of Inter /trapersonal intelligence!

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All information is on Moodle now for your mini presentations next week. The Setting Letters and Term Planner will appear over the next week. Please do get your first reflections through to me by Monday if you would like a draft seen. Please upload to your moodle when you have done this and email me your final submission. Please ensure you label your email (in the subject space) 'first directed entry' and then your initials: by 9am Thursday 13th please.
Next week we will be starting to prepare for the Great Debate: ICT in Education on the 20th October. Very exciting.
Claire.

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Interpersonal intelligence and Intrapersonal intelligence are two of Gardners seven distinct intelligences.
Someone with with interpersonal intelligence can understand and interact effectively with others involving verbal and non-verbal communication. They are sensitive to the moods of others and understand other’s feelings and motives, which allows them to work well in groups. They are known as ‘PEOPLE SMART’.

Someone with intrapersonal intelligence has the capacity to understand their own thoughts and feelings. They are very aware of their own feelings and tend to be self-motivated, meaning they learn well through independent study. They are known as ‘SELF SMART’.

http://www.tecweb.org/styles/gardner.html

Lydia

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https://twitter.com/kategoertzen/status/783742041125588992
Early Years matter the most, but good childcare still eludes us.

Polly Toynbee

https://www.theguardian.com/commentisfree/2015/jun/02/early-years-good-childcare
Zipporah

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Early Years - the organisation for young children is a non-profit making organisation and has been working since 1965 to promote high quality childcare for children aged 0 - 12 and their families.

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Early Years - the organisation for young children is a non-profit making organisation and has been working since 1965 to promote high quality childcare for children aged 0 - 12 and their families.

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http://www.early-years.org/  Sonia

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Early years pioneers and theories Sonia

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Nursery World Facebook Page
https://www.facebook.com/NurseryWorldUK/?fref=ts

Nursery world on twitter
https://mobile.twitter.com/NurseryWorld

Caitlin

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Social Media Pages href="http://www.bbc.co.uk/news/uk-37484477">http://www.bbc.co.uk/news/uk-37484477 this is the link to the article on nursery staffing     http://www.nurseryworld.co.uk/nursery-world/news/1159075/number-of-children-passing-phonics-check-rises-again        Chloe 

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Social Media Pages href="http://www.bbc.co.uk/news/uk-37484477">http://www.bbc.co.uk/news/uk-37484477 this is the link to the article on nursery staffing     http://www.nurseryworld.co.uk/nursery-world/news/1159075/number-of-children-passing-phonics-check-rises-again        Chloe 

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https://www.facebook.com/TESnews/?hc_ref=SEARCH&fref=nf
TES Facebook page

https://www.facebook.com/paceylocal/?fref=ts
PACEY (Professional Association for Childcare and Early Years) Facebook page.

Tracy

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Facebook page for Nursery World!

https://www.youtube.com/watch?v=XoOpfdQ6-G8
' why does early years education matter'

Rebecca

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https://www.facebook.com/Early-Years-Insight-724023930968783/
Facebook for Early Years Insight

https://www.facebook.com/EarlyYearsCareers/ Facebook page for Early Years Careers

Louise

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https://twitter.com/under5mag - twitter page for Under 5 Magazine

https://twitter.com/PsychToday - twitter page for Psychology Today Magazine

Lydia

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Louise

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Zipporah

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www.eyfs.info/home
forum

www.facebook.com/groups/16193859316256281
eyfs on a budget

Kathryn

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Caitlin

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Use this each week to record your homework, contributions to discussions, resources to share and ideas for the course. Looking forward to seeing what you all come up with.
Claire!