• 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.

From Marks to Meanings: The Language of Lines
From marks to meanings: The language of lines

Graphic ability, judged by whatever standard, will not develop unless the individual is in a social and educational setting which places considerable importance on drawing according to that standard.

(Harris, 1963, p. 235)

In Chapter 2 it was suggested that there may be two kinds of cognitive patterning evolving from early action and early perception. When the general findings, given in Chapter 4, were analysed in detail, two kinds of representation corresponding to early action, on the one hand, and early perception on the other were found. Dynamic thought patterns, emerging from action, provide the substance of Chapter 6. Figural representation that appears to have developmental links with early perception are discussed ...

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