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 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