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 3: Research in Quality Education and Pedagogy
Many studies have shown that early education increases children's later achievements in specifiable ways. This evidence is mainly statistical. However, quality, as inferred from external and quantifiable facts, such as the number of encounters between adult and child, is seldom satisfactory because ‘encounters’ are not usually examined for any aspect of quality.
Most British studies reveal a conceptual weakness that permeates accounts of education at all levels. Not enough attention is paid to how children learn most effectively and consequently how teachers can teach most effectively. There is plenty of material on an offered curriculum, but hardly anything on how the offered curriculum is received by individual learners. Although there are exhortations from many people ...