Interacting or Interfering? Improving interactions in the early years

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Invoices must be settled within 7 days of the invoice date to benefit from the lower prices prior to 1st September.) Who Leads the Learning? Supporting both adult-led and child-led learning - delivered by Julie Fisher

Identifies the key components of effective interactions and how implementing these can improve the quality of children’s learningreflect on the differences between adult-led and child-led learning – from the perspective of the adult and the child Interacting or Interfering? by Professor Julie Fisher is an invaluable book that offers research based guidance for supporting children from six months to six years. An essential professional text that challenges the reader to carefully consider the role of the adult when supporting young learners. The prompts and points for reflection encourage practitioners to critically consider their role and function, noting where their work is affirmed and where there is scope for further development ... This book is both relevant, though provoking and extremely useful for all involved in early childhood - an excellent tool for professional development." The prompts and points for reflection encourage practitioners to critically consider their role and function, noting where their work is affirmed and where there is scope for further development ... This book is both relevant, though provoking and extremely useful for all involved in early childhood - an excellent tool for professional development." 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.

Delivered by:Dr Julie Fisher, who is an independent Early Years Adviser, Trainer, Author and Visiting Professor of Early Childhood Education at Oxford Brookes University Drawing on research undertaken in baby rooms, nurseries and classrooms over four years the book challenges prevailing orthodoxies and offers specific practical guidance on how to improve the quality of interactions on a day-to-day basis. 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 children’s learning and development.Encyclopedia of Evolutionary Biology, Four Volume Set is the definitive go-to reference in the field of evolutionary biology. It provides a fully comprehensive review of the field in an easy to search structure. Under the collective leadership of fifteen distinguished section editors, it is comprised of articles written by leading experts in the field, providing a full review of the current status of each topic. The articles are up-to-date and fully illustrated with in-text references that allow readers to easily access primary literature. While all entries are authoritative and valuable to those with advanced understanding of evolutionary biology, they are also intended to be accessible to both advanced undergraduate and graduate students. Broad topics include the history of evolutionary biology, population genetics, quantitative genetics; speciation, life history evolution, evolution of sex and mating systems, evolutionary biogeography, evolutionary developmental biology, molecular and genome evolution, coevolution, phylogenetic methods, microbial evolution, diversification of plants and fungi, diversification of animals, and applied evolution. Presents fully comprehensive content, allowing easy access to fundamental information and links to primary research Contains concise articles by leading experts in the field that ensures current coverage of each topic Provides ancillary learning tools like tables, illustrations, and multimedia features to assist with the comprehension process

Contains transcripts of interactions from baby rooms through to Year 2 classes which exemplify key messages There is a tendency for adult talk to dominate nurseries and schools in an attempt to manage, organise and interrogate children's learning; this closes down children's own investigation and capacity for thought. Fisher points out how 'the very act of "being an educator" can sometimes distort the nature of an interaction so much that it inhibits the very learning it is trying to promote'. In this timely, thought-provoking and very readable book she prompts us to think more deeply about interactions and adapt new strategies to encourage all young children to engage in meaningful and enriching talk." Written in the author’s exceptionally clear and accessible style, this book identifies the key components of effective interactions and how implementing these can improve the quality of children’s learning. Includes first hand examples of transcripts and interactions of conversations between carers and children, from the baby room through to the year 2 classroom.There is a tendency for adult talk to dominate nurseries and schools in an attempt to manage, organise and interrogate children’s learning; this closes down children’s own investigation and capacity for thought. Fisher points out how ‘the very act of “being an educator” can sometimes distort the nature of an interaction so much that it inhibits the very learning it is trying to promote’. In this timely, thought-provoking and very readable book she prompts us to think more deeply about interactions and adapt new strategies to encourage all young children to engage in meaningful and enriching talk." Identifies the key components of effective interactions and how implementing these can improve the quality of children's learning Professor Julie Fisher is an independent Early Years Adviser and visiting Professor of Early Childhood Education at Oxford Brookes University. She was a lecturer in early childhood education at the University of Reading and was then an Early Years Adviser in Oxfordshire for 11 years. She has taught children from 3 to 12 years of age and has been headteacher of two urban, multi-cultural schools. Interacting or Interfering?'• Identifies the key components of effective interactions and how implementing these can improve the quality of children’s learning • Contains transcripts of interactions from baby rooms through to Year 2 classes which exemplify key messages• Provides prompts you can use to analyse and improve your own practiceWritten 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.

High quality interactions are recognised as fundamental to the achievement of outstanding teaching and learning in the early years. If you are working with children from six months to six years this authoritative new book from leading author Julie Fisher encourages you to reflect deeply on the quality and impact of interactions in your setting.

Julie Fisher is an independent Early Years Adviser and Visiting Professor of Early Childhood Education at Oxford Brookes University. 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. She has taught children from 3 to 12 years and has been headteacher of two urban, multi-cultural schools. Interacting or Interfering? Improving Interactions in the Early Years by Professor Julie Fisher features: Fisher presents prompts and points throughout the book for practitioners to reflect and critically consider their function and role when supporting early years children. An essential read for teachers and practitioners. 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. Professor Julie Fisher explains the – often subtle – differences between interacting and interfering when communicating with young children.