MARC details
000 -LEADER |
fixed length control field |
04329cam a22003617a 4500 |
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 |
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
a |
7 |
b |
cbc |
c |
copycat |
d |
2 |
e |
ncip |
f |
20 |
g |
y-gencatlg |
909 ## - Составили записи |
-- |
4 |
942 ## - ADDED ENTRY ELEMENTS (KOHA) |
Source of classification or shelving scheme |
Универсальная десятичная классификация |
Koha item type |
For 2 week |
Suppress in OPAC |
No |