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Extending Thought in Young Children

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

The content of the book was clear and concise. My students find it straightforward and provides them with the information they needed.

Miss Lisa Holland
Education , Tameside College
October 20, 2014

Informative, interesting and usable text. Helpful to support the practice of new professionals and established practitioners.

Ms Caroline Brooks
Childcare & Early Years, Sheffield College
September 16, 2014

A highly recommended text that provides depth and insight into children's learning. Some relevant pictorial representations of schemas and examples of children's work. This is a good text to extend students thinking when they have a basic knowledge of schemas.

Miss Catherine Farnon
Faculty of Community Studies, Highlands College
June 18, 2014

Love the inclusion of children's drawings. Really bought the book to life

Mrs Tanya Richardson
School of Education, Northampton University
May 27, 2014

A great one!

Mrs Holmfridur Arnadottir
School Development Center, University of Akureyri
May 19, 2014

This book encompasses a wide range of areas - a much larger scope than I was anticipating. The book is grounded in historical background and speaks of many current political agendas. It strikes a balance between depth and easy readability that will appeal to a wide audience.

Mrs Kathryn Peckham
Childhood Studies : Early Years, Chichester University
January 8, 2013

Through the extensive examples Athey gives in this book students will be able to relate practice to theory.

Mrs Ruth Davies
Childhood and Family Studies ppA8, Glyndwr University
November 1, 2012

An excellent text relating to schemas observed in young children. A great resource for students studying child development.

Miss Sandra Lyndon
Childhood Studies : Early Years, Chichester University
October 30, 2012

Excellent book which really explained schematic play and put it into context.

Mrs Amanda Thomas
Education, Glamorgan University
June 15, 2012

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

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ISBN: 9781412921329
ISBN: 9781412921312

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