Summary
Contents
Subject index
Thanks to its clear links between theory and practice, this highly accessible book will be valuable to early childhood practitioners, teachers and students. The author explores the development of childrens thinking from 0–7 years, and shares the implications of these developments for practice in the home, Early Years settings and schools.
The book includes:
Case studies; Professional checkpoints to help reflection; Practical suggestions; Guidance on how to involve parents; Suggested further reading; Questions for discussion
It will be a great asset for students on Early Years Foundation Degrees, Early Years Initial Teacher Education and Early Childhood Studies courses.
How Close Adults can Support Babies' and Infants' Thinking
How Close Adults can Support Babies' and Infants' Thinking
Intentions
This chapter:
- recognises the central role of the parent and special person in ensuring that the baby and infant feels secure, loved and cared for
- considers how close adults:
- offer companionship, supporting the very young child's growing abilities to communicate thoughts and ideas
- support the child's transition from home
- provide opportunities for movement, sensory experiences and representations of what the very young child has encountered
- promote early intentions by encouraging early independence and allowing time for thought processes to emerge and develop
Once our eyes are opened to the powerful tools that very young children use to make sense of their world we become acutely aware of the need to provide the best conditions for ...
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