Julie Fisher, Julie Fisher

Interacting or Interfering? Improving Interactions in the Early Years

• Broschiertes Buch

Produktbeschreibung

Offers practical guidance on developing high quality interactions to better scaffold childrenâ s learning and development.

Produktdetails

• Verlag: Open University Press
• UK ed.
• Seitenzahl: 248
• Erscheinungstermin: 16. Januar 2016
• Englisch
• Abmessung: 238mm x 167mm x 17mm
• Gewicht: 404g
• ISBN-13: 9780335262564
• ISBN-10: 0335262562
• Artikelnr.: 44515140

Autorenporträt

Julie Fisher is an independent Early Years Adviser and visiting Professor of Early Childhood Education at Oxford Brookes University, UK.

Inhaltsangabe

1 The importance of interactions for young children's learning Introduction
Different definitions of 'effectiveness' Interactions in the home Why
interaction matters Why interactions matter to children entering school Why
interactions matter to practitioners Summary
2 Interacting with babies and toddlers Introduction The foundations of
interaction The development of interactions Summary
3 Knowing the child well Introduction Focus on babies and toddlers What
practitioners need to learn about children The importance of the Key
Persons Approach The impact of knowing children well Talking to someone and
not everyone Analysing your own practice Transcripts: knowing the child
well Transcripts 3:1; 3:2 Summary
4 Environments conducive to conversation Introduction Focus on babies and
toddlers Emotional space Physical space Analysing your own practice
Transcripts 4:1; 4:2 Summary
5 Tuning in to the child Introduction Focus on babies and toddlers The
child as a learner Strategies for tuning in to children Working out what a
child is thinking is more valuable than looking at what they are doing
Deciding when and whether to interact can be the difference between
interacting and interfering Analysing your own practice Transcripts 5:1;
5:2 Summary
6 Who leads the learning? Introduction Focus on babies and toddlers The
benefits of learning alongside an adult and learning independently
Independent learning is not abandoned learning Interactions in adult-led,
adult-initiated and child-led contexts The purpose of an interaction The
balance between adult-led and child-led learning Who leads the learning?
Analysing your own practice Transcripts 6:1 to 6:4 Summary
7 Sustaining effective interactions Introduction Focus on babies and
toddlers Initiating conversations Sustaining interactions Consolidating,
extending and provoking thinking Analysing your own practice Body language
Analysing your own practice Tone of voice Transcripts 7:1 to 7:7 Analysing
your own practice Summary
8 Interacting with children who might not want to interact Introduction
Focus on babies and toddlers Reluctant talkers Children with autism
Children with English as an additional language (Eal) Signing as a form of
communication Analysing your own practice Transcripts 8:1; 8:2 Summary
9 Questions that work and questions that don't Introduction Focus on babies
and toddlers Why do we ask questions? Who asks the questions? Transcripts
9:1 to 9:6 Different types of questions Using questioning as control
Children's answers Questions that work and questions that don't
Alternatives to questioning Analysing my own practice Transcripts 9:5 to
9:6 Summary
10 The attributes of effective practitioners Introduction Focus on babies
and toddlers The attributes of effectiveness The importance of reciprocity
Interacting not interfering Analysing your own practice Transcript 10:1
Summary