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.

Playing with Thoughts and Ideas: Young Children's Thinking 3–5 Years

Playing with Thoughts and Ideas: Young Children's Thinking 3–5 Years

Playing with thoughts and ideas: Young children's thinking 3–5 years


This chapter:

  • recognises how children's dispositions to think are influenced by their sense of self and in relationships with others
  • acknowledges our understanding of how children:
    • continue to make sense of experiences through their schema, in play, connecting their ideas and through early representations
    • develop and use language to share thoughts and ideas with adults and peers
    • learn further to self-regulate their behaviour and become intentional thinkers

Given a loving and supportive introduction into the world, by three years of age most children are active and experienced thinkers. In this chapter we consider how children strengthen their dispositions and aptitudes to think, and develop and extend their thinking further through their growing ...

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