English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

How the child develops and learns should be an integral part of pre-service teacher education programmes. This article argues that for foundation phase teachers to teach young children effectively, course content in initial teacher education (TE) should cultivate a thorough understanding of the developing child by infusing theories of childhood development into coursework and practicum. To strengthen this argument, the article gives examples of international TE programmes which recognise that child development should take preference in these programmes. However, for the future teacher to really know the developing child and how to intervene when optimal development is not in place, the theories on child development taught in coursework need to be done in tandem with practical work in a school classroom. This theory–practice interface in initial TE could be optimally supported in a foundation phase pre-service TE programme, which utilises a university-affiliated teaching school as site for practical cross articulation of coursework theory.

Knowledge of child development in the interface of theory and practice in foundation phase teacher education