Assessment in early childhood settings : (Record no. 2464)

MARC details
000 -LEADER
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001 - CONTROL NUMBER
control field 12478864
003 - CONTROL NUMBER IDENTIFIER
control field BUT
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20220425104151.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field ta
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 010721t2001 enka b 001 0 eng d
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number 2001270045
015 ## - NATIONAL BIBLIOGRAPHY NUMBER
National bibliography number GBA1-Z2405
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 0761967931
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 076196794X (pbk.)
035 ## - SYSTEM CONTROL NUMBER
System control number (OCoLC)ocm45991405
040 ## - CATALOGING SOURCE
Original cataloging agency UKM
Transcribing agency UKM
Modifying agency DLC
041 ## - LANGUAGE CODE
Language code of text/sound track or separate title eng
042 ## - AUTHENTICATION CODE
Authentication code lccopycat
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LB1139.23
Item number .C38 2001
080 ## - УДК
Universal Decimal Classification number 373.2
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 372.21
Edition number 21
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Carr, Margaret,
Titles and words associated with a name PhD.
245 10 - TITLE STATEMENT
Title Assessment in early childhood settings :
Remainder of title learning stories /
Statement of responsibility, etc. Margaret Carr.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. London :
Name of publisher, distributor, etc. P. Chapman Pub.,
Date of publication, distribution, etc. 2001.
300 ## - PHYSICAL DESCRIPTION
Extent xiii, 202 p. :
Other physical details ill. ;
Dimensions 25 cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes bibliographical references (p. 189-197) and index.
520 ## - SUMMARY, ETC.
Summary, etc. This is an invigorating and very thought-provoking text, that I would recommend to all early years professionals, parents and citizens interested in developing their understanding of early years philosophy in action, which is directly linked to a compelling research paradigm and deep reflection alongside a sound theoretical base′ - Early Years `I would recommend this book to practitioners interested in reflecting on their own practice and approach to assessment. The insights provided are thought-provoking and promote a practical and positive approach to early years assessment′ - Early Talk `This thoughtful book challenges the standard assessment process that is commonly employed within the context of early years provision. For any practitioners working in early years setting this is a powerful and exciting book that helps to remind us that the child must be placed centrally within the assessment process, not as a recipient but as a proactive contributor to the situation′- Child Language Teaching and Therapy `This is a highly relevant text as some UK early childhood educators become engulfed with avalanches of tick sheets! A most useful book which contributes to the current vital debate about when, what and how we should access young children′s progress′ - T.A.C.T.Y.C Newsletter `I found Margaret Carr′s book fascinating… the ideas and arguments put forward are well worth mulling over′ - Early Years Educator `This is an inspiring book from bilingual, bicultural New Zealand about revolutionizing the assessment of young children′s learning and progress.... I hope this book inspires United Kingdom practitioners to set out on learning story journeys′ - Nursery World `This book manages to blend recognized theory and recent research with practice. I found it easy, and sometimes enjoyable, to read; it provided plenty of "food for thought" as well as references on "how to". I would recommend it to all early childhood practitioners, not just those considering their current assessment procedures, as the chapters focusing on the child as a learner are of value on their own′ - Julia Browne, Goldsmiths Association for Early Childhood This book shows that an early childhood setting can be described as a learning place in which children develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem-solving. These dispositions provide the starting point for life-long learning. The author asks: How can we assess and track children′s learning in the early years in a way that includes learning dispositions and avoids the pitfalls of over-formal methods, whilst being helpful for practitioners, interesting for families, and supportive for learners? The book - describes a way of assessment that stays close to the children′s real experiences and provides an alternative to mechanistic and fragmented approaches, - shows how practitioners can assess what really matters: those learning dispositions (interest, involvement and perseverance for example) that provide a foundation for life-long learning. The book is about weaving theory and practice:
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Дошкольная педагогика
9 (RLIN) 2296
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c copycat
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942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Универсальная десятичная классификация
Koha item type For 2 week
Suppress in OPAC No
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection code Home library Current library Shelving location Date acquired Total Checkouts Full call number Barcode Date last seen Price effective from Koha item type
    Универсальная десятичная классификация     Preschool education Bucheon University Library Bucheon University Library Book-depository 26.04.2022   373.2 A88 1006373 22.12.2023 26.04.2022 For 2 week