Download e-book Developing thinking and understanding in young children: an introduction for students

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For all enquiries, please contact Herb Tandree Philosophy Books directly - customer service is our primary goal. Condition: Brand New. In Stock. Language: English.

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Brand new Book. Developing Thinking and Understanding in Young Children presents a comprehensive and accessible overview of contemporary theory and research about young children's developing thinking and understanding. Throughout this second edition, the ideas and theories presented are enlivened by transcripts of children's activities and conversations taken from practice and contemporary research, helping readers to make links between theory, research and practice.

Aimed at all those interested in how young children develop through their thoughts and actions, Sue Robson explores:theories of cognitive developmentthe social, emotional and cultural contexts of children's thinkingchildren's conceptual developmentvisual thinkingapproaches to supporting the development of young children's thinking and understandinglatest developments in brain science and young childrenthe central roles of play and language in young children's developing thinking.

Including a new chapter on young children's musical thinking, expanded sections on self regulation, metacognition and creative thinking and the use of video to observe and describe young children's thinking, this book will be an essential read for all students undertaking Early Childhood, Primary PGCE and EYPS courses. Seller Inventory BTE Ships with Tracking Number! Buy with confidence, excellent customer service!. Seller Inventory n. Sue Robson. Publisher: Routledge , This specific ISBN edition is currently not available. View all copies of this ISBN edition:.

Synopsis About this title Book by Robson Sue "synopsis" may belong to another edition of this title. Buy New Learn more about this copy. International Edition.

ISBN 13: 9780415609692

Other Popular Editions of the Same Title. Routledge, Softcover. Routledge, Hardcover. Search for all books with this author and title. Customers who bought this item also bought. Type of Question. Calls attention to significant details. What is it doing? How does it feel?

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Generates more precise information. How many? How much? How heavy?


Fosters analysis and classification. How are they alike? How different? Encourages exploration of properties and events; also encourages predictions. What if…? How could we…? Why do you think?

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Can you explain that? Science in the Early Childhood Classroom. Science is often sadly neglected in the early childhood classroom Johnson, A constructivist approach to education is based on the understanding that knowledge is constructed by children versus being given or transmitted to them. This approach assumes that as they interact with the world around them, young children develop their own complex and varying theories about this world. Teachers working from a constructivist approach provide a supportive environment where young children are encouraged to go about testing and revising their original theories.

Key ingredients for a supportive environment include: a a variety of interesting materials for children to explore and manipulate, b unstructured time for children to develop and test their own ideas, and c a social climate that tells the children that questions and experimentation are as valuable as knowing the right answers. Productive questions posed by the teacher at just the right time are also critically important to helping children construct their own understandings.

Productive questions are, in fact, one of the most effective tools for supporting constructivist learning Martens, Productive questions provide a bridge between what the children already know and what they experience through an activity.

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As outlined by Martens and presented on page 32, there are six different types of productive questions that work well with the constructivist approach to teaching and learning. These questions also support the science curriculum goals in an early childhood classroom. Used strategically, these questions allow teachers to meet students where they are in their thinking and provide the type of scaffolding needed at any given moment Martens, The constructivist approach places the child at the center of the educational process. Science education, however, has long been teacher-centered, with the teacher as the authority figure and the one with all the right answers.

Without doubt, such a traditional science program — involving authority-based, teacher-directed instruction — is inappropriate for young children Johnson, While best practices in science education at all levels call for a more hands-on, inquiry-based approach, the image of teacher-as-authority persists Johnson, This image needs to change, so that young children can reap the benefits of a stimulating science curriculum that nurtures their curiosity and their on-going intellectual development. Through such a curriculum, children will experience the joy of having wonderful ideas — that is, the joy of finding out. Science and Young Children: Comparing Approaches. Traditional Approach.

New Approach. Fostering Scientific Thinking. One of the primary goals of the early childhood science curriculum is the development of scientific thinking in young children. Scientific thinking differs from the learning of scientific facts in that scientific thinking involves children in the process of finding out. Instead of learning what other people have discovered, scientific thinking leads children to make their own discoveries. Scientific thinking is manifest as young children ask questions, conduct investigations, collect data, and search for answers.

Scientific thinking is evident, for example, when Jake puts one snowball in an empty bucket while he puts another snowball of about the same size in the water table. Chaille and Britain , in The Young Children as Scientist , present a constructivist curriculum model for science and emphasize the importance of scientific thinking.

They clearly debunk the notion that the constructivist approach is incompatible with science education. In the above example, Jake knew that snow melts when exposed to warm temperatures. His self-selected experiment was designed to help him find out. To foster scientific thinking, teachers should view young children as active learners versus recipients of knowledge and give them varied opportunities to explore and experiment. Such opportunities will allow children to construct meaning and develop understandings that are not only valid but also valuable to their on-going intellectual development.

A measuring question would be a good place to start. How many minutes will it take before the snowball in the bucket melts? How many minutes for the snowball in the water table?

Action questions and reasoning questions could follow: What would happen if we broke the snowball into smaller pieces? Why do you think the snowball in the water table melted first? Can you invent a rule about how things melt? An environment that fosters scientific thinking is one that gives young children the time, space, and materials to exercise their curiosity. It also gives them the freedom to engage in child-centered explorations, experimentations, and explanations.

To become engaged in scientific thinking, children need access to materials that they can take apart and the tools to assist them in doing so. They need places where they can dig in the dirt and dip water from a pond. They also need magnifying glasses, measuring tools, buckets, and frequent access to the natural world.