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 9: Continuity between Schemas and Concepts
Continuity between Schemas and Concepts
Early education will never be accepted as a necessary part of lifelong learning until it is realized that later concepts are built on the schemas and experiences of the early years. This chapter is an attempt to trace through some of these cognitive continuities. Parents and professionals experience few difficulties. Politicians often do not see even the surface characteristics of young children's thinking, much less the cognitive structures underlying such content.
In 1995 a review of different areas of the curriculum was published by the School Curriculum and Assessment Authority (SCAA, 1995). There was a Foreword by Sir Ron Dearing in which he stated that the purpose of the review was to simplify assessment. The publication, entitled ...