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Extending Thought in Young Children
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Extending Thought in Young Children
A Parent - Teacher Partnership

Second Edition


March 2007 | 248 pages | SAGE Publications Ltd
'Chris Athey has made a major contribution to our understanding of how young children think and how educators and parents can best support their learning. This book is, without doubt, a most important text for all who are concerned to maximise the potential of early childhood education to develop effective ways of working with young children. The book explores children's schematic development and offers ways of teaching which are closely matched to children's actions, speech and graphic representations. This second edition of Extending Thought builds on the scholarly approach of the first and provides readers with clear explanation of relevant research alongside rich observations of children. It is essential reading for all who seek to provide the very best of learning opportunities for young children by bring parents, professionals and informed pedagogy together in a thoughtful and informed partnership of learning. Extending Thought is a major building block for many of us who study young children's capacity to think and learn' - Dr Cathy Nutbrown, Reader in Education, University of Sheffield

In this fully revised version of Chris Athey's classic text, the author builds on her original internationally renowned research with new illustrations of 'continuity' in children's thinking from early to primary education.

Drawing on her extensive experience and research evidence, she explains how teachers of young children can advance professionally towards a greater knowledge of young children's thinking and learning. The book covers:

o 'forms of thought' used by young children

o assimilation of curriculum content

o pedagogy

o parental participation

o the politics of early education

This book is an essential read for students and teachers in early years education.

Chris Athey M Ed, was Principal Lecturer in Education at the Roehampton Institute of Higher Education (RIHE). Funded by a Leverhulme Research Fellowship, she directed the Froebel Early Education Project from 1973 to 1978. She has taught all ages of primary-school children in State and private schools. She has considerable experience of initial teacher training and INSET

 
PART I Events Influencing the Froebel Early Education Project
 
1. In the Beginning
 
2. Evolution of Early Education Provision
 
3. Research in Quality Education and Pedagogy
 
4. Towards a Constructivist Pedagogy
 
PART II The Findings of the Froebel Early Education Project
 
5. From Marks to Meanings: The Language Of Lines
 
6. From Action To Thought
 
PART III Continuities from Earlier to Later Patterns of Thought
 
7. Continuities in Form and Meanings
 
8. Speech and Writing In Relation To Schemas
 
9. Continuity Between Schemas and Concepts
 
10. Parental Participation and Extended Experience

Many of my students bought this book and referred to it in their assignments.

They found it invaluable in describing and analysisng chidlren's schematic behaviour.

I will be recommending this text on forthcoming courses about symbolic representation and creativity.

It is an essential text for supporting these areas.

Ms Micky LeVoguer
Early Childhood Studies Scheme, London Metropolitan University
September 14, 2010

A very readable book as it interprets child observations and explains the context for schema development. The book considers traditional views of education towards the constructivist approach to developmental learning.

Mrs Jayne Knott
Education , Hull University
January 30, 2010
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ISBN: 9781412921329
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