Praise for the 1st edition:
“A detailed report on the difficult area of children's cognitive development within an early childhood education program from 2–5 years, and a clear example of a high-quality program demonstrating what excellence can achieve.”
In this revised version of a classic text, Chris Athey builds on her original internationally renowned research with new illustrations of ‘continuity’ in children's thinking from early to primary education. Drawing on extensive experience and research evidence, the author shows how teachers of young children can advance professionally towards a greater knowledge of the children's thinking and learning.
Extending Thought in Young Children, Second Edition covers:
“Forms of thought” used by young children; Assimilation of curriculum content; Pedagogy; Parental participation
This updated edition is an essential read for students and teachers in early years education.
Chapter 1: In the Beginning
The idea of the Froebel Early Education Project (the Project) was conceived during the 1960s when Molly Brearley, CBE and Sheila Macleod were out walking together discussing educational matters. At the time Brearley was Principal of the Froebel Educational Institute (FEI, now part of Roehampton University) and Macleod head teacher of Ibstock Place Preparatory School (the demonstration school of the FEI).
Following a one-year pilot study, their idea evolved into a five-year intensive study that became known as the Froebel Early Education Project. Its aims were to observe and analyse, on a daily basis during a two-year teaching programme, children under the age of 5 in order to:
- identify developments in each child's thinking;
- describe the development of symbolic representation from early motor ...