The third edition of this essential book presents a comprehensive and accessible overview of contemporary theory and research about young children’s developing thinking and understanding. Sue Robson’s detailed exploration of the ideas and theories is enlivened by transcripts of children’s activities and conversations taken from practice and contemporary research, helping readers to make links between theory, research and practice. This new edition brings together up-to-date research into neuroscience and digital learning, combining theory with discussions for best practice. Each chapter also includes ideas for further reading and suggested activities. Key chapters explore the following: Theories of cognitive development The social, emotional and cultural contexts of children’s thinking Developments in brain science and young children The central roles of play and language in young children’s developing thinking Children’s conceptual development; visual thinking and thinking in music This book is crucial reading for all those interested in how young children develop through their thoughts and actions, including students of Early Years studies, teachers and early years practitioners.
Sue Robson explores the underlying theories behind nature and nurture, models of cognitive development, basic neuroscience and language and thought in children.
H. Wheeler,J. Conner and H. Goodwin, Parents, Early Years and Learning: Parents as Partners in the Early Years Foundation Stage: Principles into Practice. London: National Children's Bureau, 2009. P. May, E. Ashford and G. Bottle, ...
Lloyd and Howe (2003) found that, with the 4–5-year-old children in their research, open-ended materials were significantly positively associated with both intended and nonintended (novel, unusual) use, whereas closed-ended materials ...
The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
This ground-breaking handbook provides a much-needed, contemporary and authoritative reference text on young children’s thinking.
Weave high-level questions into your teaching practices.
The weight of research and experience coupled with the warmth of the fascination of children′s development over Marion′s professional and personal lifetime′ -Professor Mick Waters, Wolverhampton University ′This highly knowledgeable ...
In C. Gallaway & B. J. Richards (eds), Input and Interaction in Language Acquisition (pp. 3–12). ... Sonuga-Barke, E. J., Kennedy, M., Kumsta, R., Knights, N., Golm, D., Rutter, M., Maughan, B., Schlotz, W., and Kreppner, J. (2017).
With this book, educators will discover a systematic way for using documentation to design curriculum that emerges from children's inquiries, what they wonder, and what they want to understand.
This is must-reading for everyone who cares about America’s fate in the 21st century.” — Judy Woodruff, Senior Correspondent for The PBS NewsHour Families and Work Institute President Ellen Galinsky (Ask the Children, The Six Stages ...