Interacting or Interfering? Improving interactions in the early years
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Julie has been chair of the Early Years Curriculum Group and the National Association of Inspectors, Advisers and Consultants Early Childhood Group.Offers practical guidance on developing high quality interactions to better scaffold children's learning and development. She has linked (through excellent first hand examples) how adults need to interact rather than to interfere in the encouragement of spoken language needed for deep thought. She held the post of Early Years Adviser in Oxfordshire for 11 years, before which she was lecturer in early childhood education at the University of Reading. To offer delegates a range of strategies for building warm, trusting relationships and enhancing language and skills of communication. It made us aware of the interconnectedness of these early experiences and of the importance of feelings as the bank of our memories is added to through our interactions.
With its illuminating examples, the book shows how you can best tune into and respond effectively to young children’s conversations. She has taught children from 3 to 12 years of age and has been headteacher of two urban, multi-cultural schools.An essential professional child studies book that identifies the key components of effective interactions and how implementing these can improve the quality of children’s learning. Politicians should read this book but then they already know how to educate our children don't they. I've never come across any training for this, so this book is absolutely what I need and I can share insights with my team too.
From the practitioners and children’s point of view, careful preparation of the environment offers greater opportunities for both interaction and non-interference; however, observation is the key to learning more about when to interact and when not. Julie Fisher reminds us to look not only at the hands of child, to what they are ‘doing’, but to the whole body and facial expression, that could be of intense concentration, hard thinking, ‘eureka’ moments, or grappling with a problem. UTC), we are exploring the challenges to our Montessori practice, focusing on why and how we engage with young children and when we choose to interact and when to interrupt. Julie is author of a number of articles on early childhood education as well as her books Starting from the Child and The Foundations of Learning (Open University Press).I found this book extremely interesting and really valuable for reflecting on my work as a reception teacher. Includes first hand examples of transcripts and interactions of conversations between carers and children, from the baby room through to the year 2 classroom. With the increasing emphasis on performance and outcome measures imposed on schools this book is a timely reminder to stop and think about how we educate and how children actually learn.
This book challenges the reader to consider different ways of thinking about the role of educator and offers support and inspiration to the converted who feel isolated in the system. She has taught children from 3 to 12 years and has been headteacher of two urban, multi-cultural schools. Offers practical guidance on developing high quality interactions to better scaffold children s learning and development.With its illuminating examples, the book shows how you can best tune into and respond effectively to young childrens conversations. Without these gadgets, we become more able to identify with the child and get closer to the child, to become attuned.