New PDF release: Progression in Learning (Bera Dialogues ; 11)

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Additional resources for Progression in Learning (Bera Dialogues ; 11)

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New York: Springer-Verlag. Hughes, M. (1986) Children and Number. Oxford: Blackwell. Munn, P. (1994a) The early development of literacy and numeracy skills. European Early Childhood Research Journal 2, 5-18. (1994b) What counts as reading before school? Children's beliefs. In P. Owen and P. Pumfrey (eds) Understanding, Encouraging and Assessing Reading: International Concerns. London: Falmer Press. , Guberman, S. and Gearhart, M. (1987) Social processes in early number development. Society for Research in Child Development monograph, serial no.

D. ) Psychological Bases for Early Education. New York: Wiley. Wynn, K. (1990) Children's understanding of counting. Cognition 36, 155-193. Page 24 2 Progression in Learning Mathematics and Science Shirley Simon, Margaret Brown, Paul Black and Ezra Blondel Introduction The Progression in Learning Mathematics and Science (PIMS) project has undertaken an investigation of progression in children's learning within linked areas of mathematics and science. Our aim has been to explore some of the issues underlying the ten-level sequence of the National Curriculum, in particular: · whether a progression can be identified and described so that it matches children's observed learning patterns and helps diagnostic assessment · the extent of invariance of progression in different children, and in children of different ages progressing at different rates · the relation between progression in learning and the teaching experienced.

Similarly, in reading, curricular progression may be determined by the presumed level of difficulty of the words contained in a text rather than by an analysis of the hierarchically organised processes involved in reading a particular text. Secondly, there is a tendency to assume that the major progression in children's understanding in areas of symbolic activity such as reading and number consists of a shift away from understanding based on a concrete/verbal level of function to a written-symbol manipulation level of function.

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