Extending Thought in Young Children: A Parent-Teacher Partnership: A Parent/Teacher Partnership (Paperback)

`This is a detailed report on the difficult area of children's cognitive development within an early childhood education programme from 2-5 years. It is a clear example of a high-quality programme demonstrating what excellence can achieve' - Early Education

`This is a comprehensive book which forms an essential part of understanding children's learning and development and planning practical activities for them' - Perspective

In this book the author provides a detailed analysis of more than 5000 observations collected by professionals, parents and students during a five-year Early Education Project at the Froebel Educational Institute.

The book documents invariant ‘forms of thought’ used by young children, which are currently unrecorded in the literature on children’s thinking. The methods and findings of this innovative project suggest how teachers of young children can advance professionally towards a greater knowledge of young children’s thinking and learning. The book provides evidence that curriculum content offered to children in school and on school visits is selectively assimilated by them to current forms of thought.

Synopsis
'Thorough detail and clear insights into young children's action and thinking are presented in this important book, as is the case for provision of information for an involvement of parents' - OMEP 'This is a detailed report on the difficult area of children's cognitive development within an early childhood education programme from 2-5 years. It is a clear example of a high-quality programme demonstrating what excellence can achieve' - Early Education 'This is a comprehensive book which forms an essential part of understanding children's learning and development and planning practical activities for them' - Perspective In this book the author provides a detailed analysis of more than 5000 observations collected by professionals, parents and students during a five-year Early Education Project at the Froebel Educational Institute. The book documents invariant 'forms of thought' used by young children, which are currently unrecorded in the literature on children's thinking. The methods and findings of this innovative project suggest how teachers of young children can advance professionally towards a greater knowledge of young children's thinking and learning.The book provides evidence that curriculum content offered to children in school and on school visits is selectively assimilated by them to current forms of thought.