Self-Regulation and Inquiry-Based Learning in the Primary Classroom
Canadian Scholars (Verlag)
978-1-77338-322-4 (ISBN)
In this unique text, Dr. Brenda Jacobs brings together two important ideas that have become central to learning and development in education, demonstrating the core relationship between self-regulation and inquiry-based learning in primary classrooms.The author compellingly shows that inquiry-based learning can empower children and is vital to becoming self-regulated learners. Drawing on real-life classroom examples, the volume outlines four key insights: that children learn self-regulation during inquiry-based learning in the same way they do during play; that teachers can use scaffolding strategies to support this development; that inquiry-based learning promotes the positive emotions essential for the development of social and emotional learning; and, finally, that during inquiry-based learning, children use oral language as a self-regulatory tool. These insights are applied to the four components of emergent curriculum—inquiry design, classroom environment, conversation, and documentation—to show how educators can help children become self-regulated learners. Considering how COVID-19 has exacerbated children's social, emotional, behavioural, physical, and mental health problems, this timely volume also provides guidance about how to do inquiry-based learning in virtual classrooms.
Concise and practical, Self-Regulation and Inquiry-Based Learning in the Primary Classroom is an invaluable foundational text for students in Education and Early Childhood Education and for pre-service and in-service teachers alike.
Dr. Brenda Jacobs is a professor in the Faculty of Education at Ontario Tech University and is a member of the Ontario College of Teachers and the College of Early Childhood Educators. Brenda has taught elementary school-aged children in Toronto, Vancouver, and Oxford, England. She attends and participates in presentations and workshops held throughout Canada and internationally.
Foreword, Dr. Carol Anne Wien
PrefaceAcknowledgementsIntroduction
Chapter One: What Is Self-Regulation?
Chapter Two: Emergent Curriculum and Inquiry-Based Learning
Chapter Three: Self-Regulation and Inquiry Design
Chapter Four: Self-Regulation and the Design of the Environment
Chapter Five: Self-Regulation and Conversation
Chapter Six: Self-Regulation and Documentation
Chapter Seven: Conclusion and Future DirectionsEpilogue: Inquiry-Based Learning in an Online Primary Classroom
References
Index
| Erscheinungsdatum | 01.07.2022 |
|---|---|
| Zusatzinfo | 1 illustration |
| Verlagsort | Toronto |
| Sprache | englisch |
| Gewicht | 363 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 1-77338-322-1 / 1773383221 |
| ISBN-13 | 978-1-77338-322-4 / 9781773383224 |
| Zustand | Neuware |
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