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 Children's Thinking during the Early School Years
How Close Adults can Support Children's Thinking during the Early School Years
Intentions
This chapter:
- considers how close adults
- help children to engage in deep interests and strengthen their thinking with others
- support their move into Key Stage 1
- enable children to use and sustain talk to think
- promote meaning-making across subject areas
- develop the use of higher order skills in intentional thinking
We have made a strong case for the child's initial experiences underpinning all that comes to fruition in the early school years. Of course there will be those children who have had only a narrow range of experiences, those who do not find relationships easy and those who display helpless behaviour. These children will not become good thinkers unless ...
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