Teaching Young Children: Choices in Theory and Practice
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Teaching Young Children: Choices in Theory and Practice

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Description

This book presents early childhood students and staff with a broad and diverse range of teaching techniques to support children's learning. It examines 26 techniques ranging from simple ones, such as describing and listening, to more complex methods, such as deconstruction and scaffolding.The strategies selected are derived from the best current research knowledge about how young children learn. A detailed evaluation of each strategy enables childcare staff, early childhood teachers and students to expand their repertoire of teaching strategies and to critically evaluate their own teaching in early childhood settings.Vignettes and examples show how early childhood staff use the techniques to support children's learning and help to bring the discussion of each technique to life. Revised and updated in light of the latest research, new features include:* Coverage of the phonics debate
* Addition of ICT content
* Questions for further discussion
* Revision to the chapter on problem solving
* Updated referencing throughoutTeaching Young Children is key reading for students and experienced early childhood staff working in diverse settings with young children.
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Product details

  • Paperback | 448 pages
  • 200 x 252 x 28mm | 1,061.4g
  • Milton Keynes, United Kingdom
  • English
  • 2nd edition
  • 0335235921
  • 9780335235926
  • 83,028

Table of contents

PrefaceIntroductionPart One: Teaching and the Environment Positioning equipment and materials
Collecting
Scheduling
Part Two: General Teaching TechniquesDemonstrating
Describing
Encouraging, praising and helping
Facilitating
Feedback
Grouping
Listening
Modelling
Positioning people
Questioning
Reading
Recalling
Singing
Suggesting
Telling and instructing
Part Three: Specialist Teaching TechniquesCo-constructing
Community building
Decolonising
Deconstructing
Democratising
Documenting
Empowering
Philosophising
Problem-solving
Reinforcing
Scaffolding
Task analysis
Part Four: Educational Philosophies, Goals and Teaching TechniquesBuilding a strategic approach to teaching techniques
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About Glenda MacNaughton

Glenda Mac Naughton is Associate Professor in the Department of Learning and Educational Development at the University of Melbourne, Australia. She is author and
co-author of a number of books including Doing Early Childhood Research (Allen & Unwin / Open University Press, 2001) and Doing Action Research in Early Childhood Studies (Open University Press, 2008).

Gillian Williams is an early childhood consultant working in Australia.
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