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 7: Continuities in Form and Meanings
Continuities in Form and Meanings
One of the problems of working without a clearly defined pedagogy is that nothing is discussed about what goes on inside the learner. Behaviourists (or empiricists) only concern themselves with situations which are external. It would appear at the moment that everything that can be externalized is. Teachers now have to work through miles of print dealing with bland generalizations of what ought to be ‘delivered’ to learners. In the food industry people are, at last, asking whether what is being delivered is good for the customer.
The central principle of the 1988 Education Reform Act (ERA) was that every pupil should have a balanced, relevant and broadly-based curriculum. Very few people would argue against this sort ...