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 8: Speech and Writing in Relation to Schemas
Speech and Writing in Relation to Schemas
‘A word is only as good as the knowing structure which uses it’ (Furth, 1969, p. 111). The Froebel project findings give support to the ‘cognition hypothesis of language acquisition’ in that speech used by project children reflected prominent schemas as well as the content assimilated to schemas.
‘The cognition hypothesis for language acquisition’ (Cromer, 1979, cited in Lee, 1979), corresponds to the constructivist position on the relationship between speech and cognition, the early stages of which have been illustrated in Chapter 7 through Gopnic's work. The hypothesis is that speech is acquired in synchrony with acquired meanings. To the constructivist, speech is a necessary but not a sufficient condition for the construction ...