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 6: From action to thought
From action to thought
The first aim of the Froebel project was to search for commonalities and continuities (‘cognitive constants’) in spontaneous thought and behaviour; in other words, to ‘search for schemas’. A related aim was to provide developmental sequences of these continuities, or schemas, from early motor behaviour to ‘thought’. The project findings show continuity from sensorimotor behaviours, through symbolic representations and functional dependencies, to ‘thought’. General findings are given in Chapter 4.
In Chapter 5 the focus was on figural representation and its relationship with early perception. In this chapter the focus is on representation that stems from action. Eight schemas are illustrated and discussed separately at each level, moving from action to thought. Sufficient examples are given to allow the ...