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Interacting or Interfering? Improving interactions in the early years

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Offers practical guidance on developing high quality interactions to better scaffold children's learning and development. Her advice to wait, watch and wonder provides a wise guide to our daily work with children, and an opportunity to more effective team work, particularly when mentoring colleagues and sharing our learnings about children from our observations. Professor Julie Fisher is an independent Early Years Adviser and visiting Professor of Early Childhood Education at Oxford Brookes University.

Written in the author’s exceptionally clear and accessible style, this book is indispensable reading for all students and practitioners working and studying in the early years. The 103 third parties who use cookies on this service do so for their purposes of displaying and measuring personalized ads, generating audience insights, and developing and improving products.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. Without these gadgets, we become more able to identify with the child and get closer to the child, to become attuned. For a taster of the Nursery World articles, there is an extract below from the first article entitled The Adult Role.

Julie Fisher is an independent Early Years Adviser and visiting Professor of early childhood education at Oxford Brookes University. Interestingly Julie Fisher reflects on the need for active observation – by which we understand that the adult is fully engaged and present in the moment whilst appearing to be very still. With its illuminating examples, the book shows how you can best tune into and respond effectively to young children's conversations. It exemplifies how interactions are most effectively sustained and how developing high quality interactions can better scaffold and support childrens learning and development. 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.

I found this book extremely interesting and really valuable for reflecting on my work as a reception teacher. This is where respectful pedagogy (Hawkins, 2014) makes particular impact and helps children to grow in their competence, confidence and the internal working model of our interactions expands. Through the use of video footage, delegates will have a number of opportunities to observe other practitioners engaged in interactions, both indoors and outdoors, and in both adult-led and child-led situations.

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