ERIC Number: EJ833983
Record Type: Journal
Publication Date: 2005
Abstractor: As Provided
Reference Count: 41
What Do Early Childhood Practitioners Think about Young Children's Thinking?
Robson, Sue; Hargreaves, David J.
European Early Childhood Education Research Journal, v13 n1 p81-96 2005
This study investigates the perceptions and practices of early childhood practitioners in relation to the development of thinking in children aged 3-5 years. Five practitioners working in nursery and reception classes in England were interviewed, and sessions were observed in each setting, including discussions with the children. The results suggest that these practitioners believe that supporting the development of young children's thinking is an important part of their role, but that it often remains an implicit rather than explicit part of their planning. A range of contexts was cited by practitioners as supportive of the development of children's thinking, and emphasis was placed on children's own choices, sufficient time to carry out child-chosen activity, and opportunities for talk. Views were divided about the impact of the curriculum guidance for the foundation stage, and there were some differences in the views of practitioners between the nursery (3-4 years) and reception (4-5 years) age groups.
Descriptors: Foreign Countries, Early Childhood Education, Young Children, Cognitive Processes, Thinking Skills, Individual Development, Preschool Teachers, Dramatic Play, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)