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Knowledge in everyday life
This unit is designed to help those working with children between the ages of 3 and 8....
This unit is designed to help those working with children between the ages of 3 and 8. You will be encouraged to explore your knowledge, feelings and attitudes in language, mathematics and science in order to understand the place that these subjects have in the life of both individuals and society as a whole.
After studying this unit you will have:
- explored your knowledge, attitudes and feelings in each subject area;
- begun to identify, in each subject, areas of knowledge where you are confident and others where you need to deepen your understanding;
- extended your knowledge and understanding of the place that language, mathematics and science have in the everyday life of individuals and societies.
- Current section: Introduction
- Learning outcomes
- 1 General overview
- 2 Knowing in context: language
- 3 Language, mathematics and science in context
- 4 Knowing and thinking in mathematics
- 5 The social construction of scientific knowledge
- 5.1 Introduction to the social construction of scientific knowledge
- 5.2 Scientists as a community of practice
- 5.3 Objectivity and subjectivity, induction and deduction
- 5.4 A brief history of scientific revolutions
- 5.5 How society constructs scientific thinking
- 5.6 Public understanding and perception of science
- 5.7 Summary
- 6 Conclusion
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Knowledge in everyday life
The unit focuses on the knowledge, learning and thinking of children aged between 3 and 8 years old. It has been written for an audience of practitioners working in the full range of early years care and education settings: you may be a teaching assistant in an early years class, a nursery nurse, a playgroup worker or leader, or a childminder; you may work voluntarily in an early years setting. But whatever the context in which you are working, we expect you to be working there regularly, for at least five hours per week, with children in this 3–8 years age range. This is an important condition because we ask you to relate your theoretical learning to your experience of working with children. To work with children, even in a voluntary capacity, you will need to undergo certain official checks – for example, those relating to criminal records. This process will almost certainly have been carried out when you began working in your setting, but we advise you to check that it has in fact happened.
This material is from our archive and is an adapted extract from Ways of knowing: language, mathematics and science in the early years (E230) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in this.
This is an extract from an Open University course which is no longer available to new students. If you found this interesting you could explore more free Educational Practice courses or view the range of currently available OU Educational Practice courses.
Copyright & revisions
Originally published: Tuesday, 19th July 2011
Last updated on: Wednesday, 15th August 2012
- Creative-Commons: The Open University is proud to release this free course under a Creative Commons licence. However, any third-party materials featured within it are used with permission and are not ours to give away. These materials are not subject to the Creative Commons licence. See terms and conditions. Full details can be found in the Acknowledgements section.
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