• Summary
  • Contents
  • Subject index

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.”

—Early Education

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.

Towards a Constructivist Pedagogy
Towards a constructivist pedagogy
Pedagogical Models

As with most words, the term ‘pedagogy’ has shifted over the years. In ancient Greece it was originally used to describe an adult (usually a slave) taking a young master to school. More recently it has been given the bland meaning of ‘the art and science of teaching’. More specifically it has referred to how children are taught. The curriculum has determined what is taught. As Clark points out, ‘today the term “pedagogy” has taken on new meaning. Now, with many schools using active inquiry techniques, the term “pedagogy” is not just used in relation to passive methods’ (1999, http://www.nwlink.com/~donclark/hrd/history/history.html).

By ‘passive methods’ he means ‘programmed’ teaching and learning, to be discussed later in this chapter.

The focus in ...

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