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 2: Evolution of Early Educational Provision
This book is mainly about quality of educational interaction between teacher and child, parent and child, and parent and professional. Quality of educational interaction is very difficult to describe and illustrate, much less to measure. While discussions about quantity tend to be carried out against a shifting background of political and financial constraints, communication on high-quality education as opposed to high quality provision requires professional knowledge.
However, the emphasis on quality in this book does not imply that the quantity of pre-school services is unimportant. Although, theoretically, high-quality education can take place almost anywhere, it is more likely to be facilitated in enriched rather than arid environments.
One of the most important changes to have taken place during ...